PHASE 1 LESSON PLAN TEMPLATE

A. Students and Setting

Students age
grade level
previous English experience
type of institution,
number of students in the class
class meetings per week
length of each class meeting

18 - 22
Level 4A / Intermediate Level
Level 3A/B
After high School, Vocational for Oil and Gas Apprenticeship Programs
15
35
50 minutes

Students:
Young adults aged 18 to 22 years old Levels (Level 2, high beginner, Level 3 pre-intermediate, level 4 /
pre-intermediate, Level 5 high intermediate) language proficiency. Students are Saudi national, graduates
from Saudi governmental High Schools. Students' selection criteria depend on sitting for a placement test,
majority of students levels are at high beginning level. The program is an Apprenticeship for Oil and Gas
industry; it is a mix of Employment English and English for Academic Purposes.

Setting:
SPSP Saudi Petroleum Services Polytechnic vocational Institute is a governmental institute in Dammam
in Saudi Arabia. Students are studying English as a Foreign Language for higher level to move to study
vocational and technical specialisms needed for Oil and Gas industry and companies such as Saudi
Aramco. As up on completing the program apprentices will join their workplace in Saudi Aramco and other
oil and gas companies which are multinational companies, English is main language for communication.
Some adults may intend to go to another country to study.
English classes have a number of 15 trainees per each. Students have 8 periods a day; each period is
45-50 minutes. I teach 25 hours per five days a week, Sunday to Thursday. I meet my students 5 times a
day teaching different skills in addition to some key skills as safety. I teach students according to pacing
schedules Listening, Speaking, Reading, Writing, Vocabulary and Grammar. Students have one lab
period with internet access with use of instructional web based software (Global English) for extra practice
that support blended learning approach. Students are expected to do homework outside of class as well.
They have Internet access outside the class for homework and portfolio submissions.

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2014 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
Page 1

B. Lesson Background:
Students are working on their vocabulary and reading skills. The book is Vocabulary and Reading for Oil
and Gas industry by Saudi Aramco Curriculum development department. This lesson sequence combines
both. This lesson is a beginning for Lesson 1 Oil Spills. Part A is vocabulary overview. Part B is some
readings to practice new learnt vocabulary in context. I begin this lesson with part for 1 period (50
minutes).
By the end of this lesson students will learn new vocabulary, read, and speak about:

oil spill accidents

consequences of a large oil spill to the environment
How can an oil spill happen?
Where do most oil spills occur?
Whats the largest oil spill Saudi Aramco has ever had to deal with?
What kind of damage does an oil spill do to the environment?

C. Learning Objectives/Expected Results:

Describe how students will improve or change as a result of this lesson and what they will be able to do
as a result of the lesson. Make sure that your learning objectives are connected to your use of integrated
skills in the lesson.

Listen to words related to oil spills

Repeat and memorize words related to oil spills
Identify and recognize the meaning of words related to oil spills
Complete and apply vocabulary related to oil spills in exercises.

Students will listen to new vocabulary related to oil spills lesson. Then they will repeat and read the new
vocabulary. They will work in pairs to pictures to identify their meanings. They will then work in pairs to
evaluate each others answers before delivering an oral presentation of their answers about pictures. In
this part of the lesson they will begin complete and apply vocabulary related to oil spills in given
exercises.

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2014 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
Page 2

D. Materials and Sources:

Materials

Smart Board
Coursebook has the meanings for new vocabulary and exercises to let students apply and
complete.
Pictures
PowerPoint Lesson Plan PPT that has objectives and instructions for all activities. Also students
listen to vocabulary first and then try to match each one to shown pictures.

A copy of PPT attached.

Sources
1.
2.
3.
4.
5.

Vocab& Reading Coursebook

Merriam Webester Online Dictionary, download audio
Microsoft Office PowerPoint Software
iSpring software to convert PowerPoint Slides into flash
Google images for pictures

E. Procedures / Timing:
Teacher does/says . . .

Students do/say . . .

Approximate Time

- Teacher greets students.

Please look at main picture page 1
figure 1.1 for 2 minutes and
describe it. Lets get started! Lets
brainstorm! can you tell me what do
you see, what is this picture about?
Circulates as students share in
pairs; discusses their ideas and
encourages them to speak in
English to their partner.

- Students look at the picture in page

1 and try to talk about it.
- Students work in pairs to check their
answers. Check each student pair to
ask if they need help, and encourage
them to just say phrases or ideas to
begin with; helps with vocabulary words
needed.

Students give answers individually.

OK, lets listen to vocabulary for oil

spills, audio only, no vocabulary.
Click on audios for vocabulary

Students listen and try to guess the

spelling

OK, lets listen again to vocabulary

for oil spills with vocabulary shown
on the slide. Click on audios for

Students listen again and try to check

their guessing about each spelling for
each word

10

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2014 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
Page 3

vocabulary

OK, lets look at some pictures to

identify the vocabulary that match.

- Students are divided into groups of

three and are asked to match each
word with the right picture.

15

Circulates as students share in

groups; discusses their ideas and
encourages them to speak in
English to their partner.
OK, lets stop for a moment and
share what we done.
Calls on several students to talk
about their ideas.
Encourages them to use English as
much as possible to express
themselves.
Asks partner if they have anything
more to add about their presenters
ideas.

Students give answers individually.

- explain that the examples will

help them understand the
meaning of the words.

- Students are divided into groups of

three and are asked to answer tasks.

Ask students to go to excerciese

pages to do T or F, Choose and
Fil in the gaps exercises in
groups.
Calls on several students to talk
about their ideas.
Encourages them to use English as
much as possible to express
themselves.
Asks partner if they have anything
more to add about their presenters
ideas.
Makes notes on topics and
comments from students and their
partners for evaluation and to
decide who will need further help.
Wrap up the new vocabulary
through listening and spell the
words.

15

- Students exchange information

within their groups.
- Students work in pairs to check their
answers. Students help each student to
ask if they need help, check what they
are writing, and encourage them to just
write phrases or ideas to begin with;
helps with vocabulary words needed.
Report back individually when called
upon by teacher.
Partner may mention what was
discussed in pair work.

File pictures and notes into portfolio as

they leave the class.

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2014 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
Page 4

Please put your pictures and

brainstorming notes into your
portfolio binder so that you can find
it quickly tomorrow.
Think some more about your picture
when you get home. What else do
you want to say about it?

F. Alternative Assessment:
As I circulate among the pairs and groups I will make notes on how students talk about their own and their
partners brainstorming. I will help students with vocabulary and phrasing as they speak to the group.
Later, I will decide, based on their notes, whether to work further on vocabulary. The brainstorming papers
and picture will eventually become part of the students portfolio binders; so that they can themselves see
how their vocabulary developed over the course of several weeks.
G. Reflection Phase 1:
This assignment uses dictionary and search the internet skills, and allows students to be creative as they
fulfill the assignment. They use brainstorming, which lets them be more creative as they first use the new
vocabulary and try to find some pictures that match using Google. Students will use free online
dictionaries to get more examples and identify part of speech for each vocabualry. They talk to each other
about their ideas to help develop them and exchange what they have done. They will become more
aware of the vocabulary that they need as they talk about their assignment.

This is a program of the U.S. Department of State, administered by the University of Oregon.
Paths to Success in English Language Teaching. Copyright 2014 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
Page 5