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This document instructs students to watch advertisements from various links and discuss them in small groups. The groups are asked to identify the target audience, techniques used in the ads, and whether they are effective. Students are then prompted to discuss how advertisers appeal to consumers and whether advertising to children should be allowed. For homework, students can write a paragraph describing one of the ads or stating their opinion on advertising to children.
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Out-of-class Requirements
- Students must practice speaking and listening in English for at least 4 hours per week outside of class through various self-selected activities.
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The daily lesson plan is for an English class on Friday, January 24th. It includes taking attendance, a warm up activity where students express opinions in fluency lines with partners, and introducing an out-of-class assignment where students will interview three classmates about learning English and reflect on their findings. The plan also involves reviewing vocabulary from Lesson A, activities on note-taking and listening to a lecture, a language function activity matching rules and expectations, and homework which includes the out-of-class assignment and a T-chart activity.
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This document provides an assignment sheet for an ESL speaking and listening skills class. It instructs students to reflect on their feelings about speaking English and how much time they spend practicing English outside of class. Students are then asked to work with a partner to generate questions about English use outside of class and conduct interviews of at least 3 classmates to learn about their English practice habits.
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Observation Lesson Plan
This daily lesson plan is for an ESL listening and speaking class. It includes two main activities: 1) A review and discussion of a listening from the previous class, where students practice identifying opinions and agreeing or disagreeing. 2) An activity where students listen to summaries, compare their own summary sentences to examples, and learn signals phrases used in summaries. The lesson aims to help students recognize organizational cues in summaries and work on speaking skills like expressing opinions. Students' skills will be informally assessed during class activities and formally assessed later in the unit test.
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Sample Lesson Plan with Learning Objectives
This daily lesson plan has the following objectives:
- Students will participate in mini-discussions, listen for main ideas and details, practice pronouncing numbers and reading statistics, and use comparative language.
- Activities include a grammar review, reading about cranberries, a numbers game, vocabulary review, and writing questions for an entrepreneur.
- Due to time constraints, some activities like the vocabulary review and writing questions took longer than planned, so other parts had to be assigned as homework.
Sample Functional Lesson Plan
The daily lesson plan included tasks like taking attendance, an icebreaker discussion in small groups, previewing vocabulary and language learning topics, listening to a lecture and answering questions, and starting to go through the syllabus. Homework assigned was to record a speaking diagnostic, read the syllabus and bring questions to class, and buy course materials. The reflection noted that the icebreaker could have been improved with pre-made groups, students did well answering lecture questions from notes but may have only needed one viewing, and going over the speaking diagnostic directions will be done in more detail the next day.
Handout 1-tesol-presentation
The document provides instructions and materials for students to complete word recognition, semantic connection, and oral reading fluency exercises. For the word recognition exercises, students read lists of words and cross out repeated words. For the semantic connection exercises, students identify words that do not belong to the same group. The document also includes a short text passage for students to practice oral reading fluency. The goal is to help students increase their speed and accuracy with reading tasks over time.
Minnetesol flyer
The document announces two pre-conference workshops for the MinneTESOL conference on November 8th. The first workshop is called "Numeracy Now: Why You Should Incorporate the Levels of Knowing Math into All Classrooms" and will explore different levels of understanding math concepts to improve instruction. The second workshop is called "Adapting lessons for students with limited or interrupted formal education using the Mutually Adaptive Learning Paradigm" and will provide a model science lesson designed using the MALP approach. Both workshops cost $35 and participants can register during general conference registration.
Intro exit exam and reflection
The document summarizes an exit exam created by an instructor for students finishing an introductory level reading and writing class. The exam includes a reading passage about naming traditions with comprehension questions, a cloze activity, and a short conversation with questions. It also has a writing prompt asking students to write a paragraph. The instructor was surprised that students struggled more than expected, showing confusion over instructions and difficulty reading the passages, suggesting not all students were fully prepared to advance to the next level. The exam aims to better assess student readiness before they progress in the program.
Present perfect-travel-activity-lesson
This document provides a lesson plan for an intermediate English grammar class focusing on the present perfect tense. The lesson involves 18 adult students from various countries. Students will practice asking and answering questions about imaginary past travels using the present perfect tense. They will work in pairs with maps to describe 5 or more locations and 2 activities per location. As homework, students will write a job application essay describing their travel experiences using the present perfect tense.
Observation report-1
This observation report summarizes a class that was observed at an intermediate reading and composition course. There were 16 students in the class. The class started with a journal writing activity where students wrote independently and exchanged journals with partners to read and respond to each other's entries. This allowed students to practice writing in a low-stakes way. Later, students worked in groups to review homework answers and justified their responses based on the assigned reading. The class then watched commercials corresponding to their textbook and discussed cultural influences on advertising effectiveness. Finally, the class discussed academic integrity policies by considering scenarios in their own and American academic cultures. Overall, the class used a variety of individual and group activities to engage students in critical thinking about the course materials
Lesson plan
This document provides information for an ESL grammar lesson on nouns and articles that will take place in a computer lab. The lesson will use online fairy tales and audio recordings to help 18 adult intermediate ESL students from various countries practice recognizing and using different types of nouns and articles. Students will work in groups to analyze stories for examples of nouns and articles. They will then discuss their findings and write summaries applying what they learned. The teacher anticipates that count vs. non-count nouns may require additional explanation and plans follow-up to address any recurring problems.
Practicum Journals
This journal entry discusses the author's experiences with observations as a teacher in South Korea. The author describes being observed frequently by Korean staff members when they first started teaching, with the observations becoming less frequent over time. The feedback received after observations usually consisted of a brief list of what went well and what could be improved. While this feedback was useful, it felt more focused on acceptability to parents/staff than teacher development. The most helpful observations provided clear expectations and constructive discussion of growth opportunities. The author believes peer observations for this class will be most beneficial if all parties view growth as a goal and provide constructive feedback in a supportive atmosphere.
Intermediate Oral Skills Syllabus
This document provides information about an Intermediate Oral Skills course offered through the Minnesota English Language Program in Spring 2014. The course aims to improve students' listening and speaking skills for academic purposes. It will be held Monday through Friday from 2:30-4:25pm, with some Thursday classes in Jones Hall. Students will develop their skills through activities like discussions, presentations and language lab work. Assessment will include presentations, tests, homework and a final exam. Students are expected to attend regularly and participate fully in English. The document outlines course objectives, materials, policies and support available.
Follow Up Discussion Lab Activity
This document provides directions for a group discussion on news report videos about tourism. Students are asked to discuss with their group: (1) the main ideas of their assigned videos, (2) supporting details from the videos, (3) how the videos relate to the theme of culture and commerce in the textbook, and (4) broad conclusions they can draw about tourism in general from their discussions.
Intermediate Oral Skills Lesson
This lesson plan is from an intermediate oral skills class of adult learners. The focus of the lesson is on reviewing pronunciation of vowels as well as using note-taking for comprehension and discussion.
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- 2. What do you think about these ads? Please take notes as we watch them. http://adsoftheworld.com/node/33793 http://www.youtube.com/watch?v=lSggaxXUS8k http://www.youtube.com/watch?v=OtWRCIkFl00 http://www.youtube.com/watch?v=Rlac85kpaVA
- 3. Make small groups… Arrange yourselves in alphabetical order by your first names (or nicknames). Form groups of 3-4 students with those near you.
- 4. Now look at the print ads in your group… Who is the target audience? How do you know? What techniques does the advertiser use to sell the product? A funny situation A good song Nice-looking people A famous person Information about the product Another technique Do you think this ad is effective? Why or why not? How could the ad be more effective?
- 5. Questions to discuss… How do advertisers appeal to consumers? (there are many ways we will talk about next week) Children are a big target audience for advertisers. Companies hope that if they start selling products to children at an early age, children will continue to buy the products when they are adults. Some people are against advertising to children. They say that children should not be targets because they are too easily affected by advertising. What is your opinion? Should advertisers be allowed to advertise to children? Why or why not?
- 6. Homework: Choose one of these options… Write a paragraph describing one of the ads you (or someone in your group) brought. Who is the target audience? Tell me how the company appeals to the target audience. What makes this ad effective? Write a paragraph stating your opinion about advertisements targeting children. What is your opinion? Should advertisers be allowed to target children? Why or why not?