Jana Kania

EDTE 544
Dr. Karen Grady
December 2, 2014
ESL Integrated Lesson Plan
English is used for many reasons; to transmit information, to communicate with people,
to express oneself or to comprehend the language in the everyday world. No matter what the
reason for learning, it is important to see how multifaceted it is. English is not just words on
paperin the case of a beginning English speaker in the United States, it can mean the
difference between knowing and not knowing, feeling confident or feeling uncertain, and feeling
welcome or feeling alien. As language teachers it is our duty to help people attain the language
they desire and aspire to learn. This integrated lesson is designed to help beginning English
Language Learners gain communicative competence and acclimate to life in the US.
Goals
The following integrated lesson plan is intended for adults, beginning to beginning
intermediate level. Because of this, the focus is communication in the real world, not academic
or business English. The main, broad range goal for the class is to help the students gain
communicative competence. Communicative competence includes language competence,
sociolinguistic competence, discourse competence and strategic competence (Parrish, 2004). In
other words, learning English is not just about learning vocabulary and grammar (although it is
part of it), but also learning the proper social use of language, pragmatics of the United States,
ability to use the language, and also learning strategies that will help students when they are
outside the classroom. All of these elements play an important role in creating competence and
confidence in the English language.
The lesson plan is for 5 hours of class; 3 classes lasting 1 hour and 40 minutes. The unit
focuses on shopping, so the activities teach language needed to talk about shopping, or to
communicate while shopping. This will cover various sub-areas, such as shopping for food or
clothing. By the end of the unit the students should have increased their vocabulary and be able
to express needs, questions and opinions relating to the subject. Specific daily goals will be
included in the daily lesson plans.
In addition to goals for the students and content of the class, there is a goal for the teacher
and classroom community. This goal is to have a learner centered class, and create a welcoming,
safe environment for the students to learn. Having a learner centered classroom means
incorporating and validating students knowledge and experiences, and students are able to play
an active role in shaping the content of the class (Parrish, 2004). The goals of the class should
reflect the language goals of the students, and take their lives into consideration. By creating
lessons that are authentic and relevant to students lives, it will motivate them because their life
will be directly affected by learning a this new language. As a teacher, the main goal is to have
students walk out of class with knowledge that is useful in their lives, so they want to use it.
Integrated Lesson Plan: Shopping
This integrated lesson plan focuses on shopping. Shopping is something people do
frequently, and at times it requires discussion or asking questions in the language they are
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learning. The goal of this lesson is to be able to comprehend language associated with shopping,
and be able to speak to salespeople in the stores they go to. They will also learn to express their
shopping preferences and needs. According to the PreK-12 English Language Proficiency
Standards, the early level of a language learner is to understand and use language to
communicate with others around basic concrete needs (2006). Food and clothing are basic needs,
which is why it is a good topic to start with in a beginning English class. The lesson will consist
of 3 classes, and they will discuss shopping for food and clothing. Other shopping related topics
can be added, depending on the needs of the class. The theme will have several
grammar/sentence patterns that will carry over to each lesson, as well as vocabulary specific to
the days lesson. Specific daily goals will be outlined in the daily lesson plans.
Lesson 1: Shopping for Food
Goals
Language Forms: grocery store, supermarket, department, shopping list, buy, meat, vegetables,
bread, snacks, drinks, fruit.
- Where do you like to shop? I like to shop at
- What do you need to buy? I need.
- Excuse me, where is the____? Thank you.
Social Interactions: Ask a question about where people shop.
Language Skills: Reading advertisements.
Learning Strategies: Using ads to learn new words
Materials
Whiteboard and markers, notebook, pencil, scissors, glue or tape, markers, butcher paper, food
coupons/advertisements from newspapers.
Warm-Up /Into (10-15 mins)
To begin the unit on shopping, the first step is to get students talking about what they
already know abut this topic. This lets them share their knowledge, speak English, and it is a way
for the teacher to assess and see what they already know, and what should be covered in class.
The warm up starts as a class discussion. The teacher can use some photos of local grocery
stores, and ask students the question, Where do you like to shop?. This models the language
that will be used throughout the three lessons. The teacher will ask the question, point to the
picture, and answer the question with I like to shop at Safeway. The teacher can also write the
Q&A on the board so students can read.
Once the teacher has demonstrated the question and answer, students are encouraged to
give it a try and share where they like to shop. The class can have a brief group discussion about
stores in the area and what stores they shop at. The teacher can start to make a list of stores
where students like to shop. This will be the opening to the next activity, where students will
have to walk around, asking their classmates the question, and responding to the question
themselves.
Survey (20 mins)

A survey is a great way to practice language. Students need to ask and answer questions
and write down the answers. Doing a survey incorporates speaking, listening, reading and
writing. For this activity, students will need to have a piece of paper and a pencil, and make a
chart to fill out. The survey should be fairly short, so students can walk around and talk to
multiple people. The questions for this survey can incorporate a mix of language from previous
lessons, as well as new material. Questions on the shopping survey are:
What is your name?
Where do you live?
Where do you like to shop?
The students will ask and answer with at least 4 other people and write down their answers. This
type of activity has students speaking, communicating and using the language that they have
been learning. By working in partners, they get more talking time compared to group
discussions. The teacher can walk around and participate in the survey, to assess and listen to the
students speaking. The teacher will then create a large chart for the survey answers on the
whiteboard. When students are finished talking to people, they can tally their results on the
board. After everybody is done, and returns to their seats the teacher can briefly review the
questions, results to the survey and the class can see what the most popular store to shop at is. By
doing this, the class is learning about each other, sharing their personal preferences and using
language to accomplish a larger goal.
Shopping List (45 min)
This activity is the through part of todays lesson. The goals of this activity are to use
newspaper advertisements to learn the names of some common products that people buy when
shopping. The students will have to work together to find and share this vocabulary with the
class, by making a visual shopping list.
The materials needed for this activity are ads from the newspaper; the leaflets from
different stores showing the weekly deals and discounts. This is authentic material from the local
newspaper, which has pictures, names of items and brand names, as well as prices. This provides
abundant information for the students to work with. In addition to the newspaper ads, the
students will need scissors, markers and butcher paper. The ads will preferably feature food
items, to keep the focus to shopping at the grocery store/supermarket.
The teacher will set up the lesson by showing the students the ads, and asking the
question, What do you need to buy?. The teacher will then find a picture from the ad, and
answer the question with, I need to buy some chicken. This can obviously vary depending on
the ads, but demonstrates the sentence pattern to practice. Teacher can also demonstrate the
difference between some and a/an, explaining that a/an is used for one item, and some is used
for multiples/uncountable nouns. Once the teacher has explained the language to use, the class
will be split into groups of about three people, to look through the ads and find 5-10 items that
they need to buy. Students are encouraged to use as much English as possible, to practice words
they know, and try to figure out new meanings from the ads. This is great reading practice,
although it might be challenging for some students. They can also use a dictionary to help them
figure out words if needed. Groups will cut out the pictures from the ads, the go to the poster
paper station.
The next step is to make one big shopping list for the class. On pieces of butcher paper,
there will be various departments: meat, vegetables/fruit/produce, bread, snacks, drinks, etc. At
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this point the teacher will add the names of departments, and guide the students to add their
pictures to the area with similar items from other groups. When the students walk up to add their
pictures to the poster, the teacher will ask the question, What do you need to buy?. The students
have to answer and say the name of the item in the picture. The students will glue or tape the
pictures to the paper, and write the name of the item next to it. This incorporates speaking,
listening and writing to the activity. After everybody adds their pictures to the posters, the class
will discuss the different categories. The teacher will explain the various departments in a store,
and they will practice words such as meat department or produce.
Practice/Wrap Up (15 min)
The wrap up is to give students a little more practice using the words they discovered
during the shopping list activity. Since the class created posters filled with pictures and names of
food items, the students will take some time to walk around and ask their classmates questions
about their shopping list posters. Students will need to walk around and ask people the question
What do you need to buy?, and the person answering should point to a picture from the list and
answer. They should write down the answers in their notebooks, recording some of the new
words they may be learning. This is also a free talking time, they are encouraged to speak as
much English as they can. This could be considered the beyond part of the lesson, because
students are learning new words, just by looking at posters they have made, filled with authentic
items. It demonstrates that they can learn new words all the time, and using newspaper ads is a
great strategy for acquiring new language. They are also free to discuss the food items further
and incorporate English they have learned in previous lessons.
Homework (5 min)
The homework for the class is to draw a map of their favorite store, and label the
different departments. They should also write a shopping list of 5 things that they need to buy.
Assessment
In this class the teacher is constantly using informal assessment to see if students are
understanding and making progress. It starts in the opening warm up activity; by having a group
discussion the teacher can see what previous knowledge they have. During the activities where
students work with partners, the teacher can walk around, listen and observe to assess their
language use. The teacher can always help and answer questions at times like these. After
working in partners, students will have to answer questions again in a group discussion, and
directly with the teacher, which is another form of assessment. To wrap everything up, the
teacher assigns some homework, which can be shared and assessed in the following class.
Note: In the beginning of the lesson, one of the goals stated was the use of the question Excuse
me, where can I find the ___?. Unfortunately there did not seem to be enough time to
incorporate this, so it will be introduced in the next part of the lesson. Especially with beginning
level students, teaching too much in one lesson can be counterproductive. It is better to go at a
comfortable pace, so they do not feel overwhelmed by too much material.
Lesson 2: Shopping for Clothes
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Goals
Language forms: clothes, shirt, pants, shoes, socks, jacket, sweater, hat, etc.
- Where do you like to shop?
- What do you need to buy?
- Excuse me, where is/are the____? Thank you.
- Prepositions of place

Social Interactions: Asking where question using excuse me.

Language Skills: Understanding prepositions and location.
Learning Strategies: Watching for gestures when people are explaining where
Materials
Pictures of people from magazines, markers or colored pencils, handout of clothes, picture of
clothes around a room or store, preposition worksheet.
Warm-Up (10 mins)
To start the class the teacher should first review the homework. The homework was to
draw a simple map of the grocery store, labeling the departments. The students can show a
partner their drawing, and describe what they drew and wrote. Next, the teacher can ask a few
students to share their drawing with the class.
This will transition into the new topic: shopping for clothes. The teacher can ask where
the students like to shop for clothes. This uses the question from last time, Where do you like to
shop?.They can also discuss different departments of clothing, and names of clothing items if
they already know. Just like the first lesson, this warm up time is a way for the teacher to assess
the knowledge of the students, and see what to include in the upcoming lesson.
Game: Listen and Draw (30 min)
This activity will be a three step process, each taking about 10 minutes. First, before
starting the game, the teacher should teach the names of the clothing items. The teacher can give
a handout to the students with a picture of the piece of clothing. The students should write the
name of the item next to the picture. The class should practice the names together, so the students
are prepared to play a game with their partner. Then, the students can start to play the game. The
game is fairly simple: one person has a photo or picture from a magazine, and they describe to
their partner what the person in the picture is wearing. The other student has to listen, and draw a
picture of what they are describing. The student drawing cannot see the photothey can only
listen to the description from their partner. They need to describe by saying He is wearing a red
hat. After they describe and draw each piece of clothing, they compare pictures to see how close
it is to the photo. After they finish, they switch roles and play again, using a different picture.
This is a speaking and listening activity, connected with drawing. The students have the chance
to practice the new words, in a way that is helpful in understanding the meaning of the word.
Pictures help form a connection from the word to the item, and later on they can practice writing
the words.
Activity: Preposition Practice (25-30 min)
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After wrapping up the listen and draw activity, the teacher will hand out the worksheets,
and teach the prepositions of place. This activity will focus on two things; practicing and
identifying clothing items, and using prepositions of place to describe where something is. This
is a way for students to learn through their actions. There are two worksheets used; the first one
is to show the different prepositions (on, under, behind, etc.). The second worksheet is a picture
of people standing by a messy closet full of clothes.
To start, the class will look at the preposition worksheet, and the teacher will make some
sentences using the prepositions. The teacher can also draw some pictures on the board. The
class should practice saying the sentences and prepositions. Once they have had some group
practice, students will work in pairs with their worksheets.
The goal of this activity is to practice the question Where is/are the (clothing item)?,
and answer using the correct preposition. One student will point to the picture, and ask Where
is the shirt?, and the other student will answer The shirt is on the chair. This is assuming they
know other words such as chair, cat, man, woman, door, which are also in the picture. As the
students are working together and talking about the worksheet, the teacher will walk around to
help and monitor their speaking. The students should also write three sentences using the
prepositions on the back of their paper. After the students have finished working with their
partner, the class will review some of the items together, to check their comprehension.
Role Play (20 min)
This part of the lesson will incorporate some pragmatic knowledge as well as learning
strategies. Since the students have been learning about shopping, and also the location of items,
they will need to do some role playing of asking for help in a store. Asking for assistance is a
situation where many language learners need to use their second language in real life. This
activity is to practice an authentic way, to prepare them for going out and using the language they
have learned. To start, the teacher will demonstrate the use of Excuse me, where is/are the
____?, and also replying with thank you. Another part of this lesson is to demonstrate that
people often gesture or point when giving directions, so it is important to also watch for these
things. After the teacher demonstrates the dialogue with a student, the students need to find a
partner to practice with. One person is a store employee, and the other is a shopper, who is
asking for help finding something. They should use their notes to think of clothing to ask for at
the store, and also include the new phrases. By learning the phrases excuse me and thank you,
they are practicing not only the clothing words, the prepositions of location, but also some
cultural pragmatic knowledge. The students are learning beyond the vocabulary and grammar.
After the students have had some time to role play with a partner, the teacher can ask a few brave
students if they would like to role play in front of the class. When students get up and speak in
front of class, they are always applauded and encouraged. By making them feel proud of their
progress, they will be motivated to continue to learn.
Wrap-up/Homework (5 min)
Wrap up the lesson by briefly reviewing the things they learned and practiced today.
There is no written homework, but they should practice their new words/phrases by going to a
store, and asking the sales clerk a question. There is no better practice than trying out language in
the actual environment!
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Assessment
Because the final activity is speaking/role playing, the teacher should walk around to
listen to the groups as they are practicing. Also, the worksheet of clothing and prepositions can
also be a form of assessment. In the lesson the students were instructed to just practice saying
and writing the prepositional phrases, so this can be collected and used as a form of assessment.
Lesson 3: Review/Writing Activity
Goals
Todays goals do not include any new material; the goal is to give students more practice
using the material from the two previous lessons. Students need to have many opportunities to
use their new language. By spending more time to read, write, listen and speak with material
they have learned, it will promote fluency and confidence (Parrish, 2004). The students will
practice and review by playing a game and reviewing their handouts. After some review, they
will work on a writing project using the words/phrases they have learned this week.
Materials
Notebook and pen/pencil, handouts from previous class, Bingo handout, writing template,
markers.
Warm-Up (10 min)
The homework from the previous class was to go out and ask a store employee a
question. To warm up, the class will discuss their experience and how they felt. Ideally some
students will have successfully communicated and will have some positive stories to share. On
the other hand, some people may have had an experience that was confusing or frustrating.
Either way, students should be able to share their feelings and then discuss the successful or
unsuccessful situations. The teacher should continue to motivate students and offer advice to
help them in the future.
Game: BINGO! (25 min)
Language learning students benefit from extensive exposure to words, so this game is a
fun way to repeat all the vocabulary and connect with visuals. Bingo is a classic game; for this
class it will be filled with items that the students have learned in this shopping unit. There is a
food themed bingo card, and a clothing card. The students will have a card with a grid of
pictures. The teacher will read the name of a item, and if the student has it on their card, they can
make an X through it. First student to get a full row crossed out is the winner. Once a student has
won, they need to share all the items that they have a X through, saying I have a shirt, a hat,
some shoesetc. This game is great listening practice, as well as speaking.
Activity: A Christmas Wish (50 min)
This activity is to help students review some past material, and also practice writing an
essay. They are learning English through writing. The topic is A Christmas Wish and they
will write about what they would like to give and receive for Christmas. The teacher will start by

reading some questions, and demonstrating how to write the answers. The examples will be on
the board for students to look at for assistance. The questions are:
- What is your name?
- Where do you live?
- Who do you want to buy a Christmas gift for?
- What do you want to buy for them?
- What do you want for Christmas?
- What is your favorite part of Christmas?
Because this is a beginner class, this type of activity will be appropriate for people who do not
have much experience writing because it uses fairly simple questions, and the teacher can help
students with their answers. After they fill in the spaces with their own information, they need to
write it again on a separate piece of paper, answers only. When they write out their answers in a
paragraph, it will look something like this:

my

My name is Anna. I live in Sonoma. I want to buy a gift for my sister. I want to buy her a
purple hat. I want a black jacket for Christmas. My favorite part of Christmas is
family.

This gets them to practice writing the words again, for additional reading and writing practice.
Classes usually have a students at a range of capabilities, so if this is not challenging enough for
someone, they are encouraged to write more sentences on their own. As students are writing, the
teacher will walk around to assess and help. Students can also draw pictures of the items
mentioned in their writing.
After the students finish writing it will be time to read their essays. This can be done in
small groups, so they have an audience. They will stand up and read what they have written. This
is public speaking practice, and reading practice. Students can also volunteer to share with the
whole class. They are sharing something personal about themselves, which makes the lesson
learner centered and authentic. After they share their essay, the students will have a lovely piece
that they have written to take home and show their family.

Wrap-Up (15 min)

To review and wrap up the students will have some time to walk around and ask their
classmates questions about what they wrote. Questions such as What do you want for
Christmas?, or Who do you want to buy a gift for?. The students can say anything they want,
as long as they speak in English. This free talking time allows students to review what they have
just learned, and also say other things that they might want to share or express. The teacher will
also talk to students and congratulate them on their wonderful work. This is an activity that will
be challenging but rewarding for beginning students.
Standards Addressed
This lesson addresses a variety of standards. It is a beginning class, so the content is a
mixture of formulaic expressions, as well as rule-based competence, which is the foundation of
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second language proficiency (Ellis, 2014). These elements are the building blocks of learning a
language, and can be used immediately in authentic situations. These elements also fit into the
category of Communicative language teaching, which puts authentic communication as the main
goal. The simple question/answer format in the lessons may seem limiting, but for beginners it
can be very useful in situations where they need functional language.
Another standard that has been incorporated into the lesson is the use of all four modes of
teaching: speaking, listening, reading and writing. Teaching English in all areas of
communication is important, because then they have more ways they can communicate with
people; speaking and listening limits their ability to communicate in the real world (Freeman and
Freeman, 1998). Teaching the four areas of language will make the students well rounded in their
language use, and promote future learning. This method also fits well with another standard
previously mentioned; which is teaching beginning level learners about concrete, basic concepts
that can be applicable to their daily life. The PreK-12 English Language Proficiency Standards
outline the five levels of language learning as Starting, Emerging, Developing, Expanding and
Bridging. The standards for the starting level include language about basic needs, as well as high
frequency words and memorized chunks of language and pictorial or nonverbal representation of
language (2006). These are all areas that are taught and practiced in the lesson, to help students at
this starting stage of learning. Using the four modes of teaching help with these basic needs of
learners. Although the standards are developed for school children, they can also be applicable to
adults learning a second language, as in this case.
The final and very important standard used to shape this lesson is making the class
learner centered. Creating a learner centered class validates students previous knowledge, takes
their personal needs and goals into account, and helps provide them with skills to function in the
community (Parrish, 2004). This type of class will be a supportive and motivating place for
learning, and will encourage students on their endeavor of language learning and acquisition.
This is especially important for adult classes, because they do have a lot of valuable experiences,
which can be used to help them learn their second language. By having a learner centered class,
students will not feel marginalized or limited because they are learning a new language.
Conclusion
The purpose of this integrated lesson plan is to provide students with authentic language
instruction and practice to prepare them for use in real life. By incorporating communicative and
learner centered methods, students are able to learn English in a way that is functional and
useful. This is an outline for the lessons, but for an actual class it should be modified and adapted
to meet the needs of the students. Every class is different, which is the challenge of teaching
second language learners. As as an ESL/EFL teacher, I hope I can help students have fun while
learning, and successfully reach their language goals.

References
Ellis, R. (2014) Principles of Instructed Second Language Teaching. From Teaching English as a
Second or Foreign Language. National Geographic Learning: Boston.
Freeman, D. and Freeman, Y. (1998) ESL/EFL Teaching: Principles for Success. Portsmouth,
NH: Heinemann
Parrish, B. (2004) Teaching Adult ESL: A Practical Introduction. McGraw-Hill: New York, NY.
TESOL, Inc. (2006) PreK-12 English Language Proficiency Standards. Augmentation of the
World Class Instructional Design and Assessment (WIDA) Consortium English
Language
Proficiency Standards. TESOL, Inc. Virginia: Alexandria

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ESL Integrated Lesson Plan

Jana Kania
Dr. Karen Grady
EDTE 544
December 1, 2014

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