How is an ESL Lesson As Easy to Make As a Sandwich?

"Wait a minute," I said to my friend, "How is the start of an ESL lesson like a piece of bread?"

"Well, you have to tell the students what the ESL lesson is going to be about, right? That's what the bread does. It tells people 'I'm a sandwich!' Without it, no-one knows what it is, or what to do next. Same in a lesson. You have to tell people what's coming. Then they know what to do. If they don't know what to do, they are nervous. They will have a lot of trouble!"

I had been having trouble planning an ESL lesson the other day. I thought, what should I do? I asked a friend. He said, "It's like a sandwich!"

I thought about it for a moment. Then I said, "Sandwich? How is it like a sandwich?"

He said, "Think about it. In a lesson, first you tell them what you are going to teach them. Then you teach it to them. Then you tell them what you taught them. That helps them remember the whole lesson.

A sandwich is like that. First you have the bread on the bottom. That is the base. You build the sandwich on that. Then you put in the meat and other fillings. Then you put the top piece of bread on it. That holds it all together. And the top and the bottom are really the same!"

"Ok," I said, " So bread on the bottom is the start of the ESL lesson. You make the lesson clear to the students. But what about the filling?"

"That's the most important part! That's what you really want to give to the customer... I mean the student. That is what you want to teach them!"

"So the meat is, say,teaching the past tense?"

"No, they already know the past tense. The meat is how to say the past tense in English. Give them the forms."

"Then the meat is practice the forms, right?" I asked.

"No, it is just showing them the forms... it is giving the basic information. The lettuce is the practice. They have to chew it again and again to get it right into themselves. If they don't chew it enough, it can't get into their bloodstream, right?"

"The bloodstream, eh? I think I get it. But what about the mustard? What's that?"

"That is the spiciest part! That's when you give them a chance to use the past tense in their own story. Practice is controlled. You set it up. It is necessary, and you make sure they use the past tense.

But mustard is the uncontrollable spicy part. Every ESL lesson needs this. You give them a chance to use the language in their own story. It is authentic then, and more difficult for the student. It also gives them a chance to make a mistake. And that's the best part."

"You mean its best if they make a mistake?"

"Of course! Then you know what they don't know. Then you can help them correct it. If you don't give them a chance to make a mistake in class, they will make it later. You want them to make lots of mistakes so you can correct them. Then the students will have the right patterns. They will be better speakers."

"Now we are finished, right?" I asked again.

"No! Now we need the bread on top, " he said.

"Huh?"

"You have to review the ESL lesson for them, so they remember it. People experience things and forget quickly. Do you remember what you have for dinner three nights ago? If you're like me, you forgot and it will take you a few moments to remember."

"You're right, I forgot!"

"So you review the class with your students and they will remember it all easier later, after they leave your class. See? The ESL lesson sandwich!"

I had to admit, my friend had a good comparison. If you think of a lesson like a sandwich, it is easy to see the structure, and to see what each part does. The bread at the top and bottom is like the beginning and the end. The contents are new material - the meat; review - the lettuce; freer practice - the spicy mustard (spicy because it is unpredictable). After that it was easy laying out a lesson to teach each time.

Why don't you try to make a lesson using these ideas with the phrasal verbs on this page?

A Small Celebration

1. Show up: to arrive or put in an appearance
2. Tear up: to tear something into small pieces, e.g. in order to destroy it
3. Run away: to escape or flee from somebody or something
4. See off: to accompany somebody to a place of departure and say goodbye
5. Put together: to construct; create

Datya is celebrating with his friends today. He finished a job that was very very hard and many friends have shown up to cheer for his success. The job was so difficult that at times he wanted to run away, and other times he wanted to tear up his contract. Now that he is finished his friends will see him off and he will travel to another country for a new job. They have put together a surprise package of foods for him to take to his new home. He is very lucky to have such good friends.

1. What is happening today?

2. How difficult was his job?

3. Where will he go next?

4. What have his friends done?

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