Lesson planning for effective teaching of adult learners of English

Lesson planning for adult learners requires careful planning to ensure lessons are relevant, engaging, and effective. Adult learners often have specific goals, such as improving their English for work, travel, or academic purposes, and they bring diverse experiences and challenges to the classroom. This lesson explores how to plan logically sequenced lessons tailored to the needs of adult learners, including key components of a lesson plan and how to connect language learning to broader educational contexts.

Lesson planning: Planning logically
sequenced lessons

Why logical sequencing matters in lesson planning

Logical sequencing ensures that lessons build on prior knowledge, progress smoothly, and achieve the intended learning outcomes. For adult learners, this is particularly important because they often have limited time and need to see clear progress.

Steps for logical sequencing in lesson planning

• Assess prior knowledge:
  Determine what learners already know.
• Set clear objectives:
  Define what learners should achieve by the end of the lesson.
• Scaffold learning:
  Start with simpler tasks and gradually increase complexity.
• Incorporate practice and feedback:
  Provide opportunities for learners to apply new knowledge and receive feedback.

Example 1:

For a lesson on writing professional emails:

• Start with a discussion of common email formats (activate prior knowledge).
• Introduce formal language and structure (new content).
• Practice writing an email (application).
• Provide peer feedback (consolidation).

Example 2:

For a speaking lesson on ordering food in a restaurant:

• Begin by reviewing common restaurant vocabulary (prior knowledge).
• Teach key functional phrases like “I’d like…” or “Could I have…” (new language input).
• Conduct a role-play activity in pairs where one is the customer and the other the waiter (controlled practice).
• Rotate roles and extend the dialogue to include follow-up questions (freer practice and feedback).

Example 3:

For a reading lesson on interpreting public notices:

• Elicit learners’ experiences with public signs in English-speaking countries (prior knowledge).
• Present different types of notices (e.g., “No Parking,” “Out of Order,” “Emergency Exit”) with visuals (input).
• Have learners match signs to their meanings or create their own notices for common public situations (application).

Activity:
Choose a topic (e.g., giving directions) and outline a logically sequenced lesson. Include at least three stages and describe how each stage builds on the previous one.

Components of a lesson plan

Statement of aims

The aims should clearly state what learners will achieve by the end of the lesson. They should be specific, measurable, and achievable.

Example:
By the end of the lesson, learners will be able to write a formal email requesting information using appropriate greetings, tone, and structure.

Additional example:
By the end of the lesson, learners will be able to describe daily routines using the present simple tense with time expressions (e.g., “I usually get up at 6 a.m.”).

Class profile

Include details about the learners, such as their proficiency level, goals, and any challenges they face.

Example:
Class Profile: 10 intermediate-level adult learners; 5 are professionals needing English for work, and 5 are immigrants focusing on everyday communication.

Additional example:
Class Profile: 8 beginner-level learners; most are factory workers who attend evening classes after work. Their main goal is to improve spoken English for daily interactions and job-related communication.

Anticipation of difficulties and suggested solutions

Identify potential challenges and plan solutions.

Example:
Difficulty: Learners may struggle with formal vocabulary.
Solution: Provide a handout with useful phrases and model examples.

Additional example:
Difficulty: Learners may confuse verb tenses when describing past events.
Solution: Use a timeline on the board and elicit examples from learners’ lives to contrast past simple with present perfect.

Description of teacher and learner interactions

Outline how the teacher and learners will interact during the lesson.

Example:

• Teacher introduces email structure (teacher-led).
• Learners work in pairs to draft emails (learner-centered).
• Teacher provides feedback (interactive).

Additional example:

• Teacher models pronunciation of difficult sounds (teacher-led drilling).
• Learners repeat and practice minimal pairs in groups (peer interaction).
• Learners conduct a pronunciation quiz in pairs (autonomous practice).

Resources to be used

List all materials and tools needed for the lesson.

Example:
Handouts with email templates, whiteboard, and sample emails.

Additional example:
Flashcards with time expressions, audio clips of conversations, a projector for showing example CVs.

Staged description of procedures with timings

Break the lesson into stages with estimated timings.

Example:

• Warm-Up: Discuss email communication (10 minutes).
• Presentation: Introduce formal email structure (15 minutes).
• Practice: Draft an email in pairs (20 minutes).
• Feedback: Share and review emails (15 minutes).
• Wrap-Up: Summarize key points (5 minutes).

Additional example:

• Lead-in: Elicit learners’ daily routines (5 minutes).
• Input: Present present simple tense and time phrases (15 minutes).
• Controlled practice: Fill in the blanks using present simple (10 minutes).
• Freer practice: Interview a partner about their daily routine (20 minutes).
• Feedback and recap: Highlight common errors and summarize (10 minutes).

Activity:
Create a lesson plan for a 60-minute lesson on “Making Small Talk in Professional Settings.” Include all the components listed above.

Connecting language needs to broader educational contexts in lesson planning

Why lesson planning requires broader context into consideration?

Adult learners often study English as part of their personal, professional, or academic development. Connecting language learning to these broader contexts makes lessons more meaningful and motivating.

Examples of connections:

• Professional context: Teach business English to professionals by incorporating workplace scenarios, such as meetings or presentations.
  Example: In a lesson on polite disagreement, learners practice expressing different opinions during a simulated team meeting.
• Academic context: Help university students improve their academic writing by focusing on essay structure and formal language.
  Example: Teach how to write introductions with thesis statements for argumentative essays.
• Social context: Teach immigrants everyday communication skills, such as asking for directions or making small talk.
  Example: Learners practice introducing themselves and answering questions about their background at a community center.

Example lesson:

Topic:
Writing a CV and cover letter.
Connection:
For job-seeking learners, this skill is directly tied to their career goals.
Broader context:
Discuss how a strong CV and cover letter can improve their chances of employment, linking language learning to their professional aspirations.

Additional example lesson:

Topic:
Describing symptoms to a doctor.
Connection:
For learners living in an English-speaking country, this is essential for accessing healthcare.
Broader context:
Practice role-plays between patient and doctor, and introduce vocabulary like “headache,” “nauseous,” or “prescription.” Discuss how this empowers learners in real-life emergencies.

Activity:
Choose a group of adult learners (e.g., university students, immigrants, or professionals). Design a lesson that connects their language needs to a broader educational or professional context. Explain how this connection enhances the lesson’s relevance.

Final thoughts

Effective lesson planning is essential for teaching adult learners of English. By logically sequencing lessons, including key components in lesson plans, and connecting language learning to broader contexts, educators can create engaging and impactful learning experiences. Adult learners bring unique goals and challenges to the classroom, and well-planned lessons help them achieve their objectives while building confidence in using English.

To your CELTA journal

Reflect on a lesson you have taught or observed. Identify one way you could improve the lesson by incorporating a broader educational or professional context. Share your reflection with a colleague or peer for feedback.

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