Documente Academic
Documente Profesional
Documente Cultură
18 - 22
Level 4A / Intermediate Level
Level 3A/B
After high School, Vocational for Oil and Gas Apprenticeship Program
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.
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
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 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
Page 1
By the end of this lesson students will learn new vocabulary, read, and speak about:
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.
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.
Sources
1.
2.
3.
4.
5.
E. Procedures / Timing:
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 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
Page 2
Teacher does/says . . .
Students do/say . . .
Approximate Time
10
15
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 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
Page 3
15
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 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
Page 4
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, using the informal assessment checklist (see below). 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.
The brainstorming papers and picture will eventually become part of the students portfolio binders, another form of
alternative assessment, where students can see for themselves how their ideas developed over the course of several
weeks. For later writing assignments, the teacher will develop checklists or rubrics to help students analyze their own and
their peers' writing.
During the oral reading of the students' work, the teacher will encourage students to note what is positive about the
writing/brainstorming so that the peer assessment will give students an idea where their strengths are, and can develop
those parts further.
Vocabulary/grammar needed
G. CLASSROOM MANAGEMENT
The teacher gives clear instructions about what learners are to do. At the beginning of class, students are seated in
groups of 4-5. They will go to the picture files by group to select their own pictures. At the end of class, they will also return
their pictures and writing to the portfolios, proceeding group by group. This classroom management will make for a more
orderly beginning and ending to the writing task. Groups waiting to collect their picture and brainstorm materials will read
quietly in their seats. This is not the first time they have worked in the learning center, so the students know the classroom
routines that the teacher has established.
The teacher circulates to be sure that everyone is on task. This way, she can also be proactive in dealing with any
behavioral or other problems that may arise. Also, the teacher encourages pairs to swap partners if they finish early. This
means the use of class time is more efficient.
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 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
Page 5
H. Reflection - Phase 2
(a) I revised the assessment section to include a checklist for the teacher's informal evaluation of what students may need
to work on later. I also included a note that the teacher will encourage positive comments from students as they perform a
peer assessment of each others' work. This will help students realize what is good about their work and what can be
developed further. I added the use of groups to classroom management, in addition to pair discussions within the groups.
This will make the class more orderly when students go up to select a picture at the beginning of class, or put their work
away at the end. During the class, students can create different pairings to use class time more effectively.
(b) This writing assignment uses integrated skills (writing, speaking, pronunciation, listening), and allows students to
express themselves as they fulfill the assignment. They use brainstorming, which lets them be more creative as they first
develop ideas for their topic. They talk to each other about their ideas to help develop them. They will become more aware
of the vocabulary they need as they talk about their essay, story, or poem, and then write.
Alternative assessment will be formative, and the teacher will get a good sense of how their vocabulary and sentence
structure develops during the oral activity and then in writing the brainstorming ideas. Also, the teacher will encourage
comments about positive aspects of the brainstorm session so that students will learn more about what is good in their
ideas/writing. The students use peer assessment in reading and marking each others' papers. This also helps them learn
by doing. The portfolios of student collected work is another form of alternative assessment, where students can see for
themselves how much they have progressed.
Having students work in groups allows them a quiet and orderly start to the class, rather than having everyone jump up
together and mill around to select pictures or put their work away. So classroom management should be less of a
problem. Also, having students swap partners within the group will allow more efficient use of class time and will keep
students talking.
Students can show their individual learning differences by selecting different genres or styles of writing to use in
responding to the picture prompt. As students write, I will circulate around the room to see if anyone needs help with
vocabulary or grammar, but I will try not to interfere with the writing process, and will encourage them to get down ideas at
their own level. I will not expect all students to have the same writing skills.
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 2015 University of Oregon. All rights reserved.
Phase 1 Lesson Plan Template
Page 6