Luis Luis

Sample lesson plan for ESP - EMI Approach
Minimum B2 (Not an English class) level


In this lesson, students will learn how to properly begin a class using the proper terminology in English.


No materials added to this plan yet.

Main Aims

  • To provide review and practice of language used for introducing a class in the context of communicative subjects

Subsidiary Aims

  • To provide clarification of classroom-related lexis in the context of instruction


Lead-in (3-5 minutes) • To set lesson context and engage students

- Teacher greets the students. - Teacher asks students how they've been. - Teacher asks students what are some of the things they do when they first arrive/begin their classes (brainstorming). Teacher writes them in the board, then makes the link between them apparent: all of them are class openers. - Teacher quickly describes what an opener is. Make reference to how this class was opened.

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

- Teacher introduces the first activity: Students will have to perform a condensed version of their usual openers. - During this time, teacher should take notes of any elements that the students share when it comes to openers for later. - Teacher should also make note of any critical errors that students commit, specially if they are common.

Teach (10-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

- Once they all do their small presentations, teacher circles on the board the most common openers across all of their teaching. Teacher explains that those will be the ones being focused on. (Something like 3 openers) - Teacher then teaches the relevant lexical set/functional language. Make sure students write it down or have it available in some way for ease of access.

Pre-test activity (5-7 minutes) • To prepare students for the next test

- Teacher asks students to write down the sequence that they follow for their openers. They will have to incorporate phrases or words that were introduced in the previous stage either in the form of a list or a script. Teacher lets them know that they will be performing it at the end of the class. Collaboration between teachers that share subjects should be encouraged, but not mandatory. - While students are writing their thingy, monitoring happens. This is where the teacher should make any remarks/provide advice specific to the few people whose openers weren't focused on. This stage can potentially be elongated due to this.

Test #2 (18-20 minutes) • Check students' use of the target language again and compare with the first test

- Once they are all done, students will begin to practice the language they were taught. If possible, teacher should hang onto the students' script/list to make sure that they actually follow through with what they wrote. (Recommended to take a picture of their work) - If possible, the students not performing should role-play as actual students. (decide after feeling out the room)

General feedback (2-3 minutes) • To let students know about their strengths and areas of improvement shown during the class

- Teacher thanks students for participating - Teacher mentions some areas in which they can improve (if any) - Teacher mentions some of the students' strengths (even if menial) - Class is dismissed

Web site designed by: Nikue