Teaching English for adults 1

Teaching English  for adults   1       Welcome ! مرحبا بكم فى موقعى التربوى العالمى Hi and a warm welcome to my personal    international education website, my new    and returning learners, teachers, mentors,    senior teachers, advisors, supervisors,    experts, researchers and reviewers from all around the world.       Teaching English  for adults

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موقع عمى أبونا فانوس الأنبا بولا

 

 

 girgishannaharoun@yahoo.co.uk

This poor man cried out, and the

LORD heard him, and saved him

out of all his troubles    

.”Psalm 34

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والتصحيح الكترونيا

Teaching English

  for Adults,

Adults come to ESOL classes with a diversity of native

language skills, formal education, learning styles, cultural

backgrounds, and life experiences, which impact their

learning. It is important that teachers use their

understanding of these differences to guide their selection

and assessment of program models, curriculum materials,

 and teaching strategies.

 

It is crucial for teachers to be aware of the

 characteristics of their learners and that

they develop lessons that address both the

strengths and the needs of their individual

students.

Whereas some learners may have little

formal education but a great command of

basic spoken English, others may have an

 excellent grasp of formal grammar but be

 unable to understand native English

speakers in real life situations.

If teachers are aware of the

differences within their classes, they can

develop lessons that build on individual

strengths and address individual needs.

 

In order for teachers to plan classes that best

address the needs of particular learners, careful

 

assessment needs to be done, both when

students enter the program and a they progress.

 In particular, teachers need to obtain

information about students' native language

literacy skills.

Whether it will be possible to set up native

language literacy classes or not will be based

on a variety of factors. What is crucial is that

each program decides how it will address the

particular needs of ESOL students with little or

no first language education.

 

Once students are placed in classes, methods and

materials should be chosen based on the students'

learning styles and needs with attention to differences

in formal education, age, cultural background, interest,

and life experiences.

Teachers also need to be aware

of how learning disabilities may impact the 

progress of some ESOL learners and seek

 assistance in assessing and responding

 to the particular needs of learning

disabled (LD) students. It is important 

for teachers to use a wide variety of 

teaching strategies in order to

help all students progress

Adult ESOL learners need to develop English language

 skills that will allow them to understand and be

understood in both oral and written English. The

emphasis of instruction, therefore, should be on those

activities that increase students' ability to communicate

 their own thoughts and to understand the ideas of

others in a variety of settings.

 

 For the language classroom this implies that students

will benefit from practice in listening, speaking, reading,

 and writing that takes into account the kinds of

communication that happen in different contexts

outside the classroom. Materials, content, and

methods should help students improve their ability to

communicate and to understand authentic English.

 

 

Reading and listening clearly go beyond word-by-

word translation. Classroom activities can equip

learners to better understand written and spoken

English when instruction includes strategies for

deriving meaning: pre-reading, skimming, asking

clarifying questions, and recognizing the reductions

that are characteristic of American English, among

others.

 

 

Speaking and writing instruction need to prepare

students to express original thoughts as well as to

engage in formulaic social exchanges. Teachers should

 plan classes in a way that maximizes the amount of

time that all students spend expressing thoughts and

feelings in English, using plenty of small group and pair

work.

 Classroom instruction should include strategies

and practice in finding a variety of ways to get ideas

across in spite of limited vocabulary. Language learners

 also need to learn to adjust their speech, depending on

 who they talk with (the boss or their children), what

they want to accomplish (make a request or give an

order), or what the level of urgency might be (“I need

help NOW!” or “Would you be so kind as to...”

 

 

Similarly, writing lessons should give practice with real

 writing tasks found outside the classroom, and help

students express original ideas. Letter writing and

journals are examples of classroom activities in which

the learners practice finding their own voices in written

 English. Students need to learn how to adapt their

writing style based on audience and purpose.

Andragogy:

Andragogy is  an adult-focused teaching approach. 

It is a self-directed learning.  It  is the art and science of

helping adults learn.  It is the discipline that deals with

teaching and learning through negotiation, self-dialoguing,

self exploration, argument and studying the problem to

 find solutions for it.  The learner watches, observes and

 asks (Why is this? and why is that?). 

Through andragogy, learning is centered around both the

 teacher and learner.  The education process is set up on

 the basis of a kind of co-operation between the teacher

 and the learner.  This process focuses on analysis,

synthesis and evaluation.

Dialoguing with one's self and dialoguing with others

 are necessary.  Brainstorming is basic to teach learners

 critical thinking.  Brainstorming happens when the

teacher asks questions to enable learners to generate

 ideas.  Generating ideas form a mind map. 

 

I am Mr. / Girgis Hanna Haroun Abdoh.

I taught English as (EFL) to adults, (Face to face),

 to the following people:

1- Many immigrant people to the USA , UK, Australia

and Newzland.

2- Many people who passed their TOEFL and ILETS

to get their Master degree in Egypt and abroad.

3- Many people who passed their TOEFL to get their

PHD degree in Egypt and abroad.

4-Many people who were spouses to join their

families in the USA.

5-Many learners who decided to do post graduate

studies in the USA and UK.

6-Many people who wanted to work in the Banks in Egypt.

7-Many people who wanted to work in tourism, hotels

and as guides in the archeological sites in Egypt.

8-Many people who wanted to work in museums and

 exhibitions.

9-Many people who worked in preparing conferences

in Sharm Al-Sheikh, Egypt.

10-Many people who worked in world festivals in

Hurghada, Egypt.

 

Five Assumptions About Adult Learners

1-Self-Concept:

 Adults thrive in independent learning and training

scenarios.

2-Experience:

 Adults learn experientially, meaning they learn from first-

hand observations and interactions.

3-Readiness to Learn:

Adults are attracted to learning most when they know

clear objectives.

 4-Orientation to Learning:

Adults learn best when the topic is of immediate value.

 5-Motivation to Learn:

 Adults are motivated by internal factors rather than

external pressures. 

 

Lesson plan

Shopping

Topic:

Different shops

Aims:

• To understand words for different shops

• To ask for items sold in different shops

• To make sentences about different shops

Age group

Adults.

Level:

Beginner A1, ESOL Entry 1.

Time:

60 + minutes

Materials:

• Shopping Student worksheet 1 – Different shops

• Shopping Student worksheet 2 – Shopping lists

• Shopping Student worksheet 3

Introduction:

This lesson reviews vocabulary relating to everyday

shopping and introduces different shop names. Students

practice speaking and listening using these items in a

meaningful context.They then write short sentences

about different shops.

Procedure:

1. Lead- in:

Different shops:

• I elicit names of shops and buildings that 

 

students already

 know and make a list on the board.

• I give clues until students have suggested 

 

shops to befocused on in this lesson

 

 (Explain that chemist and

pharmacy are both acceptable).

• I give out Shopping – Different shops  

 

vocabulary sheet and ask students to 

 

 label the pictures.

For stronger students, 

 

I can give them the pictures without the words.

Task 1:

Speaking practice:

• I review how to ask for things in shops.

 I ask for suggestions but focus on:

'Can I have ...... please?

Excuse me, have you got any .........?'

I drill the questions if necessary.

• I nominate one student to run the bakery,

 

 one to run the café, one to run the newsagent

 

 and one to run the chemist.

• I seat each one at a separate table, with 

 

the café at the biggest table, and ask them

 

 to make a sign for their shop.

• I give them the pictures of items for their 

 

shop (from student worksheet 2 –shopping lists), 

 

 cut into individual cards.

• I give all other students one of the 6 shopping

 

 lists on (also from student worksheet 2).

• I demonstrate that each student should visit

 

 the different shops and ask for the items on

 

 their list. The shopkeeper should give them

 

 a picture of the item they ask for.

• All students should finish at the café and 

 

can check each others’ lists and items.

• It may take more than one attempt to 

 

get this activity running smoothly, and 

 

repeating the activity with a

changeover of roles and shopping 

 

lists would be beneficial.

Rationale:

This activity practices the spoken forms

 

 of the target language, providing lots of

 

 opportunity for repetition and is

good for kin-aesthetic learners.

Task 2:

Spelling focus:

•  I choose one of today’s vocabulary items.

• I take the first turn myself. I put dashes for the letters, elicit

suggestions for letters, write the unwanted letters at the

bottom of the board and the correct letters over the dashes

until the word is complete.

• I make sure each student sitting down has an opportunity

to suggest letters; go round the room or name students,

otherwise one or two students tend to dominate.

• I allow students to have a turn at the board.

At this level most students need a lot of support

at the board.

For example:

 I write the word clearly for them on a Lesson plan piece of

paper for them to refer to, check they are filling in the

guessed letters correctly etc.

Rationale:

Although it is important to recognize letter ‘sounds’ when

learning to read, this is an excellent way to practice letter

 ‘names’ as well as focusing on spelling.

Task 3:

Reading:

• I give out student worksheet 3, and ask

 

 students to sort shopping into the right columns.

• I check using a giant version on a Smartboard

 

 if possible, otherwise check orally

Task 4:

Writing:

• I put a giant version of Task 4 on the Smart-board if

possible,or I write up the first sentence.

• I ask one student to read the sentence and ask for

suggestions to complete it.

• I repeat with sentence 2, to ensure students understand

what is required.

• I ask students to look at Task 4 ( worksheet 3) and

I ask students to complete the sentences.

• Students can write original sentences 

 

when they have filledthe gaps in 1 and 2.

Task 5:

Crossword Homework:

• Students can complete the crossword 

 

for homework to reinforce what they 

 

have learnt in the class.

 

My suggestions:

   Teachers should:

1- Promote a positive classroom climate 

 

centered around cooperative learning.

2-Research the interests and the needs

 

 of each adultlearner.

3-Create learning goals based on the 

 

interests and needs outlined above.

4-Build on each subsequent activity

 

 to achieve the learning objectives.

5-Co-create strategies, resources

 

 and methods for instruction.

 6-Review each activity and make 

 

modifications where necessary, 

 

while continually evaluating the next 

 

steps for learning.

The desired outcomes for 

 

adult learning:

Self-knowledge.

 Knowing their “needs, motivations, interests, 

 

capacities, and goals” allows adults to better 

 

understand themselves, which leads to 

 

personal growth, self-knowledge and self-

respect.

Global citizenship.

 Ideally, adults should learn to differentiate between

people and ideas and learn to respect others while

allowing for mutual disagreement. Ultimately, the goal is

to promote acceptance, show empathy and help

 others in need.

Positive attitude.

 Being open and accepting changes develops

 

 resilience in adults, which allows them to 

 

see each moment as a learning opportunity.

Seeking truth.

Often people react to the outcome, or symptom, of a

situation. Mature adults seek to understand the root

 of the [situation] and, therefore, find a solution that

addresses the cause of the [situation].

 Personality.

Everyone has strengths and weaknesses, and adults

should capitalize on their strengths by learning skills that

support their [goals]. Education can offer many avenues

that support each individual to their fullest potential.

Essential values.

Adults should not only respect the common values of

the society in which they live but understand that they

 are binding. Shared ideas and traditions are a key

component of “the heritage of knowledge” and are

collectively valued by each community.

Social order.

Not only is it important to understand the rules and

values of the society in which we live, but adults must

also contribute as productive citizens. Demonstrating

intelligence and being able to mobilize social change

show that you are an effective contributor to society.

 

Learning Styles of Adults

Adult students learn best when:

1-They understand why something is important to know or do.

2-They have the freedom to learn in their own way.

3-The learning is experiential.

4-The time is right for them to learn.

5-The education process is encouraging.

Educators are encouraged to be mindful 

 

that adult students may have different

 

 learning styles that connect to how they

absorb and process information. 

 

 

 

 

As the article explains:

Visual learners “prefer to be shown a 

 

lesson through graphs, diagrams, 

 

and illustrations. They rely on what 

 

the instructor is doing and often sit 

 

in the front of the classroom to avoid

visual obstructions. The best form 

 

of communication is providing 

 

worksheets, white boarding, and 

 

leveraging phrases such as, 

 

‘Do you see how this works?’”

Auditory learners “listen carefully 

 

to all sounds associated with the lesson. 

 

‘Tell me’ is their motto. They will pay close

attention to the sound of your voice and all

 

 of its subtle messages, and actively 

 

participate in discussions. You can

best communicate with them by speaking 

 

clearly, asking questions and using 

 

phrases like, ‘How does that sound

to you?’”

Tactile learners, also called kinesthetic learners,

 

 “need to physically do something to understand it. 

 

Their motto is ‘Let me do it.’” They trust their 

 

feelings and emotions about what

they’re learning and how you’re teaching it. 

 

Tactile learners are those students who 

 

will get up and assist instructors

with role-playing in the classroom.

 

15 Strategies for Teaching 

 

Adult Learners

As a teacher of Engish for adults, 

 

I should:

1-Keep your lessons relevant.

2-Tell stories as I am teaching.

3-Break up the information to avoid cognitive overload.

4- Get everyone involved-Keep them engaged.

6-Focus on my learners’ life experience.

7-Be mindful of different learning styles.

8- Make my material visually stimulating.

 9- Let them explore on their own.

10-Encourage questions and discussion.

11-Provide feedback.

12-Offer encouragement.

13-Be flexible.

14-Be passionate.

15-Smile and have fun .

 

Resources for Teaching 

 

Adult Learners

Resources on workforce preparation activities , work

readiness skills, and post-secondary success and

completion; integrated Education and Training (IET)

programs with strategic partnerships; flexible wrap-around

 services, and social service resources for adult learners;

contextual instruction, dual and concurrent enrollment,

academic and career counseling, and stackable industry-

recognized credence barriers to employment for justice

involved individuals; and moreials into adult

education programming; and more.

Civics Education and Citizenship

Resources on civics education in English literacy instruction;

 preparation for the naturalization process for immigrant

adults; immigrant integration in the classroom.

Correctional and Reentry Education

Resources on educational interventions to help incarcerated

 adults obtain the skills needed to get and keep a job,

acquire a high school diploma or its equivalent, and

transition to post-secondary education or training; evidence-

based adult education practices that reduce recidivism,

facilitate reentry, and improve public safety; servicesfor .

 

Diversity, Equity, and Inclusion

Resources on diversity, equity, and inclusion in adult

education; celebration of the diversity of adult learners;

inclusive curricula, learning practices, and environments;

 cultural and linguistic competency; and more.

English Language Acquisition

Resources on evidence-based instructional practices,

English language acquisition activities, and effective

program design; services for English learners with

barriers to employment who may be facing substantial

cultural barriers; and more.

Health Literacy

Find resources that will help you with topics such as

literacy and communication issues in health education

programs and in healthcare settings; integrating health

literacy into adult education programs; and creating

appropriate, accessible, and actionable health literacy

education materials and trainings.

 

Integrating Technology

Resource on technology and technology tools in adult

teaching practice, staff development, services, and

delivery systems; digital literacy, inclusion, and

instructional strategies for teaching 21st Century digital

literacy skills as part of a contextualized curriculum;

public policies related to digital literacy, distance

education, and the effective use of technologies for

learning; technology capacity and infrastructure.

Learners with Disabilities

Resources on identification of disabilities and prevention

 strategies related to acquired disability; teaching

practices to support inclusion and equitable outcomes

for all learners; classroom strategies, accommodations,

and assistive technologies for accommodating learners

with disabilities; processes for ensuring learners benefit

from appropriate support services; and more.

 

Math and Numeracy

Resources on common math and numeracy instructional

 issues and motivation in math; content standards in

 math and numeracy instruction to help students acquire

 skills necessary for GED completion, college and

 career readiness, and transitions to postsecondary

and workplace settings; financial education and financial

 literacy into math and numeracy instruction; learning in

 context, technology in math education, and evidence-

based practices; and more.

 

Professional Development

Resources on high-quality professional development

programs, and policies and factors that influence

effectiveness; evidence-based practices, approaches

 and methods to design, implement, and evaluate adult

literacy professional development systems, including

the provision of professional development for eligible

providers that meet Workforce

Program Management

Resources on effective models and approaches for

program administration and improvement, instructional

programming, staff development, data-driven decision-

making, leveraging information systems, flexible

scheduling, and program evaluation; integrated

education and training service approach to provide

adult education and literacy activities concurrently and

contextually with workforce preparation activities and

workforce training for specific occupations; local program

roles as One-Stop partners to provide improved access

 to employment, distance education, and training

services; and more.

Reading and Writing

Resources on evidence-based components of reading

instruction; content standards in English Language Arts

and Literacy instruction; instructional strategies for

literacy skills, skill-building, learning in context, and

 family literacy; services for individuals with a barrier

to employment including those who have low levels of

literacy skills; and more.

Science

Resources on evidence-based best practices for

contextualizing science in the 21st century adult education

 classroom; content standards in science instruction and

 critical thinking skills.

Teaching and Learning

Resources on making adjustments to teaching and

learning activities based on formative assessment during

the learning process; using formative assessment to

improve the quality of instruction and to help students

reach their full potential; assessments and state-adopted

content standards to improve curriculum and instruction.

---==------------------------------------------------------------------------------

Planning and Training

Teacher:

I am Mr. / Girgis

I do the training and planning of:

1-Educayion researches

2-Curriculum design.

3-Curriculum analysis.

4-Curriculum Development.

5-Training units,lectures and workshops

6-A model lesson plan.

----------------------------------------------------------------

Here is a model lesson plan 

example for teaching

English for adults, 

face to face, Egypt.:

Cycling /

 

 Car Driving

This lesson plan for teachers of teenagers and 

adults at level B1 explores the theme of cycling.

 Students will have a discussion about

reducing carbon emissions.

Teacher:

I am Mr. / Girgis Hanna Haroun

Country:

Egypt.

Topic:

Pros and cons of cycling / Reducing carbon emissions

Level:

Low intermediate / B1

The Objectives: 

By the end of the lesson , learners become 

 

able to listen, speak, read  and write about 

 

the pros and cons of cycling and driving 

cars through using critical thinking skills.

 Learners :

1-listen, speak and function the vocabulary 

 through using  pair work,

realia, photos and real daily life situations.

2- Practice the new structure through pair 

work and dialoguing in pairs or peers.

              

3-Analyze, synthesis and solve problems.

4-Solve 3 problems through using digital technology.

5-Learners act the scenes and play roles.

Introduction

Through this lesson, students think, analyze

 and evaluate and discuss

the advantages and disadvantages of cycling

 and consider what else they could do personally

 to reduce their carbon emissions.

Skills:

Developing students’ listening, speaking, reading, 

 

writing and culture awareness skills.

Issues:       Cycling and pollution.

Values:        Co-operation-Collaboration-Loyalty-Belonging-

Life-skills:    Communication-Playing roles-Solving problems

Content:

Learners look at cycling as a way to reduce personal 

 

transport carbon emissions that come out of driving cars.

Finding a real solution for a real life problem.

Materials provided:

1-Lesson plan:

It's a guide for me to do the procedure

2-Photos, worksheets and smart board:

My global site has the 3 worksheets.

Learners download them. It's for use in class.

3-My site, Video Film and Data show screen:

My global site has the video film.

Learners watch the cycling film through at the

 data show screen in classroom.

Methods of teaching:

The Activity-based learning method including 

 

critical thinking skills:

 

( Solving problems, Doing projects, Case study

 

- interviewing, Practice, Analysis, Synthesis, 

 

Evaluation, Creation, Innovation,  and 

 

Making decisions, Group work- 

 

Pair work-Self exploration)

Time:

105 minutes

Warm up:                      ( 5 minutes )

1-How do you go to your work?

2- What do you think of cycling 

 

instead of Driving a car?

Presentation:

Introduction

In this lesson students think about and discuss 

 

the advantages and disadvantages of cycling 

 

and consider what else they could do

personally to reduce their carbon emissions.

Activity  1:            (20 Minutes)

Communication in pairs:

New Vocabulary and structure:

I Give learners worksheet.

I use work sheet photos, smart board, 

body language, real situations,

lexical approach, pointing, miming, 

synonyms, antonyms and acting

 the scene to present the new vocabulary

 so that learners know the

vocabulary meaning, feel it 

and practice  it in pairs communicatively.

(Cycling- driving- advantages- 

 

disadvantages- pollution- reduce-

fossil fuels-aggressive speed- 

 

-machines --endangering, the traffic

jam, instead of, Take public transport

 ,go on holiday, by train,  flying

reduce, amount of meat  eat,

 

 plant a tree, have the air conditioning on,

 less, recycle rubbish, put solar panels, roof ).

Communicative Pair work

Learners communicate through  asking, 

answering, thinking,

commenting and suggesting if they

cycle to work/school, why? Why not?

drive to work / school, why?why not?

Guided Practice:

/ Cycle - driving /

Learner 1 :   What do you do you to reduce pollination?

Learner 2 :   I cycle to work instead of driving.

Free Practice

Learners work in pairs communicatively:

 

One asks and the other answers 

 

using the following:

/ Take public transport - driving/

/ Train - flying/

/ Recycle the rubbish -Throwing /

/ Plant a tree -burning tree/

I monitor, guide and check.

Interviewing:

Each work group can interview a group presenter 

about his real experiences. This create a real 

situation communication.

2-Avtibity 2:        (20 Minutes) 

Collaboration :

 Doing projects:

I divide the learners into 3 groups work.

Group Work

Group A talk about the merits of cycling as a 

 

project task.

Group B talk about the demerits of cycling 

 

as a project task.

Group C learners  do evaluation for 

 

the 2 works of the other 2 groups.

I go round, observe, monitor, guide and check.

3-Activity 3: (20 Minutes)

After exchanging roles, I divide the learners 

 

into 3 new work groups .

Creation and Solving 

 

problems:

Group A talk about the merits of (Car Driving)

 

 as a project task.

Group B talk about the demerits of (Car Driving) 

 

 as a project task.

Group C learners  do evaluation for the 2 

 

works of the other 2 groups.

I go round, observe, monitor, guide and check.

4-Activity 4: 

  (20 Minutes)

Using Digital Technology:

Learners download the work sheet

1-global education website:

www.bchmsg.yolasite.com

2-or from my education blog:

https://mrgirgis.blogspot.com/

Learners watch a video Film about 

Cycling and pollution practically.

 

1-What did you watch?

2- What is the problem?

3- What are its reasons?

4-What are the solutions in your view?

5-Activity 5:  (20 Minutes)

Analysis, synthesis, evaluation 

 

and creation

Playing Roles:

I ask about real life situations:

A case study:

 

 (Pollution) and doing tasks:

1-What could you do to reduce

 your emissions?

2- Learners answer to do a task.

Elicitation:

 

Would you be able to ....?

Cycle to work instead of driving,

Take public transport instead of driving,

Go on holiday by train instead of flying

Grow your own vegetables, insulate your home

Reduce the amount of meat you eat, plant a tree

Buy fewer new things

Have the air conditioning on less

Recycle your rubbish

Put solar panels on your roof.

Learners do the task writing their answers.

Feedback:

Today, we have learnt about cycling, driving,

 

 pollution problem and   finding solutions.

Assessment:

The lesson objectives have been achieves.

Evaluation:

Finish by finding out from 

whole class:

1- How many Ss would implement solutions?

2-Are any of them impossible?

3-The ( Lesson issues, values and skills) are

 implemented or not.

4-The teacher is satisfied or not.

5-Learners are communicators,

 

 projects doers, problems solvers

 

 and and knowledge discoverers

or not

Homework / Extension:

Further practice suggestions

For homework, I have my students create or 

update their solutions got

the problem in English. I have them bring 

these practical suggestions

into class, share some highlights and 

edit them using their peers’

feedback.

Thanks a lot.

 

Signature,

 

Mr. / Girgis.

My site Link

 

www.bchmsg.yolasite.com

My Blog Link    

     

https://mrgirgis.blogspot.com/