TESOL Cer*ficate Program UCLA Extension

Lesson Plan

Crea*ng a Lesson Plan & Teaching Your

Lesson

Pick the teaching scenario that you want to teach. (See the teaching scenario choice Form)
You are teaching a beginning level ESL class to adults between the ages of 18-35. These students
know simple phrases and words. This is the 2nd ESL class they have taken but the 1st class with
you. There are 15 students in the class. They are from Russia, Japan and Germany.

Before you begin wri*ng your lesson plan think about & note down:

Students: Age 18-35, needs applica4on of basic English, already know simple phrases and
words, Beginning level ESL. Mo4va4on for learning English is to work as actors in Los Angeles.

Learning Context: Adult language center, second ESL class

Lesson: Buying and selling items at the store.

Ra4onale: Work bit parts in TV/Film. In this case, store scenes.
Skill: reading, vocab, speaking, listening, cultural competency
Topic - Shopping at a convenience store.
Func4on: Browse, shop, read, ask for help, greet, and make a transac4on.
Objec4ves :
- Iden4fy items by name, quan4ty, and pronounce vocabulary.
- Ask a ques4on and respond with a phrase as both a buyer and seller.
- Use the vocabulary words to make a transac4on.

Target Language:
1) Greet and say a phrase: “Hello. It’s my first 4me here.” Or “Welcome to my store.”
2) Ask a ques4on: “Can I get some help?” Or “How may I help you?”
3) State your business: “Excuse me. I’m looking for ____.” Or “I would like to buy ___.”
4) Complete transac4on: “The total is ___ dollars.” “Thank you. Bye!”
5) Vocabulary: 1-10, Water, Soda, Tea, Apples, Oranges, Bananas, Dollars


TESOL Cer*ficate Program UCLA Extension
Lesson Plan

Lesson Plan
Name: Russell Fung
Grade/ Age of learner: 18 to 35
Subject/Topic: Shopping at a convenience store.
Time alloaed: 4 to 10 minutes

Time Ac*vity
Star-ng Instruc-on
Hook: The classroom is set up like a store, with various items on display on different
tables. I, the teacher, get to play as the store employee. The fideen students in the
class will play as customers. I wear a vest and a lanyard/name tag. I hold up my phone
with Google app open. “Welcome to my store! Please take out your phones and open
up Google Lens or Google Translate. Feel free to have a look around!” As students
browse to various sta4ons, they will see labels clearly marked with the name of the
item and the price. They will spend a few minutes “shopping” and wri4ng down
names of the items onto their shopping list.

Goals:
#1 To be able to iden*fy and clearly pronounce the name of items.
#2 To use the words in a sentence when I ask “What is this?”
#3 To apply those sentences in a transac*on situa*on.

Pre-Assessment: There may be some people who aren’t comfortable using phones or
might not have phones. This is fine, since a real shopping experience can be done
without Google translate.
TESOL Cer*ficate Program UCLA Extension
Lesson Plan

Building Instruc-on-Content Delivery

Inquiry prompt: What do you normally buy at a store? What would you like to buy?

Teacher-directed instruc*on:
- As students spread out to browse different tables, approach students one at a 4me
and greet them “Hello.” “Do you need help?” “How can I help you?”
- Point at an item, and ask the student, “What is this?”
- Have the students read the label and tell me what item they’re looking at.
- Repeat back the word. Then say, “This is ___”.
- Have the student repeat back, “This is____”.
- If they’re using Google lens, that’s great. Have them write down the item onto their
shopping list.
- Instruct the student to approach another student to ask, “What is this?”
- Go to the next customer/student and repeat. In fideen minutes 4me, hopefully,
students will ask each other what they found and what’s on their shopping list.

Student involved modeling:

- As I approach each student, there will be a domino effect in which the previous
interac4on is passed on from the student to another student.
- The energy of the room will grow more vibrant as I con4nue to engage casually.
- I will say simple phrases using the vocabulary words.
- I will ask simple ques4ons and repeat so students can listen and hear how English
sounds.
- I will point at the device and guide people how to read labels using Google
Translate’s lens tool.
- I will have students write down words on their shopping list.
- The white board will list phrases.Click here to enter text.
TESOL Cer*ficate Program UCLA Extension
Lesson Plan

Applying Instruc-on
Student prac*ce:
- The teacher will have everyone line up at check out. I will handle each transac4on.
- Fideen people in line seems long, but in real life this happens.
- This is an opportunity for students to observe through repe44on.
- When each student approaches me to buy the item, I will say, “Hello, did you find
everything okay?” They will respond with, “Yes, everything is fine,” or some
varia4on, as to simulate a realis4c check-out experience.
- I will say the quan4ty and name of each item at check-out. “I have three apples, two
boales of water, and one can of soda.” “Do I have that right?”
- Have them respond and repeat. “Yes, I have three apples, two boales of water, and
one can of soda.”
- I will say, “Your total is four dollars.” “Thank you and have a nice day!”
- Have that first student move to another check-out counter so he/she can now be
the role of the check-out clerk. This person will wait for the next customer.
- Next student/customer in line will approach me and I repeat this exercise one at a
4me.

Student self-assessment:
- Finished customers move to another check out counter where they will prac4ce
with their roles as customer or check-out clerk. Customers in line will con4nue to
observe.
- Ader everyone has gone through a transac4on, I will have everyone return to their
seats.
- I’ll have a volunteer to play as a clerk. I will now play the role of a customer.
- I will approach the student and say, “Hello, it’s my first 4me here. Can I get some
help?” Or “Excuse me, do you work here? Can I get some help finding ____”
- Student will respond. I will guide the response as other students observe.
- Then I’ll call on more students to play customers and clerks with each other.
- In the mean 4me, I’ll observe and guide each group.
Concluding Instruc-on
Reflec*on and integra*on
- As a whole group, the teacher reviews the sentence frame wriaen on the board.
- Students write this down on their notebooks. They take these scripts with them as
they con4nue their shopping exercise.
- The final part is 4dying up. As my students play employees, I will call on each item to
be brought back to me so I can store them in my inventory.
- One at a 4me, students bring me the item on their way out the door.
- I will say thank you. Good bye! They will repeat and respond.
TESOL Cer*ficate Program UCLA Extension
Lesson Plan
TESOL Cer*ficate Program UCLA Extension
Lesson Plan