Lesson plans- ESL 2- Living and Working in Canada

LESSON 1

- I introduce myself and the course objectives

- Brainstorm for questions to gain biographical information about someone. Teacher records questions on board.

- Instructor points out the intonation of wh-questions as opposed to questions with yes/no answers.

- In pairs students interview each other: actually one person is the interviewer, the other person is the interviewee.

- The pairs role play their interviews for the whole group.

- Concept map: "What do you know about Canadian geography?" (brainstorm, pre-activity for the whole class)

- The article "Canadian Geography and Economy" will be read aloud by the students. The "floor " technique will be explained and the sign "floor" will be passed around. While reading, the students are asked to put stress marks before emphasized syllables.

- The text and intonation/stress will be discussed.

- A map of Canada is handed out to everyone. On the map a few names of provinces are missing- taking the "floor" the students share with the whole class which province names are missing.

 

LESSON 2

1. introduction of the second half of students, who were the interviewers. Review questions to gain biographical info about someone

2. students work in pairs with a new partner.

3. the interviewers report to the whole group what they have learned about their partners.

4. fill in the chart on the board. What are the regions and their characteristics?

Canadian regions

Characteristics/resources

North

Gold, mining

Atlantic provinces

Forestry, fishing, etc.

 

5. what are the resources of their own country?

6. introduce international HAM alphabet as an aid to spell one's name. Using the alphabet, they'll spell out their first and last names in a simulated phone conversation.

7. in groups of 3 or 4 a text about communication skills in North America for foreigners. Present main ideas to the whole class (the students will receive transparencies and markers for their presentation. The presenter could be one person or several people.

8. group 1 presents on the topic: how to improve your English.  

 

LESSON 3

1. Review the presentation of group 1 and encourage discussion about personal strategies the student use to improve their English.

2. Presentation of group 2

3. general discussion about this aspect of communication.

4. presentation of group 3 - personal distance

5. Discussion about the rules of cultural/social behavior. Comparison with their own countries.

6. Recall HAM-radio alphabet, e.g. names

7. Plan what we want to accomplish at the end: production of video demonstrating job interview guidelines and appropriate behaviors for foreign-born professionals to be used as a guideline for international students. 

 

LESSON 4

1. to plan for their final project, have the learners think of the questions for a job interview. Place the students in small groups of 2 or 3, have them choose a job opening of their choice. They have to prepare a few questions that could be asked in a job interview. (* assign students numbers from1-3 the ones form one group, the twos another . . . )

2.suggested questions will be written on the board. One student will record them for future use.

3. discussion about what can or cannot be asked in today's, job interviews.

4. Give hand-out about "Human Rights". Which inquiries are lawful or unlawful before hiring an individual?

5. discuss each item and give reasons behind inclusion/exclusion: nationality, age, marital status, race, religion, creed . . . (see brochure attached) 

 

LESSON 5

1. In preparation for video about foreign professionals in an interview situation more guidelines about questions are presented. The Canadian Human Rights Act prohibits certain questions (relating to national origin, religion, material status etc.)

(Learners received a handout and each item is now discussed in the whole group)

2. Learners are placed in groups according to their months of birth. I will have 4 groups (Jan-Ma, April-Jun, July-Sept, Oct-Oct), who receive material to be read silently first in their respective groups. They'll get a marker and one/two transparencies to write down major points to be used in their presentations.

Topics: Group 1: grooming, hygiene, dress, p.13-14

Group 2: the courtesies of conversation, introduction, body control,

eye contact. p. 14-16

Group 3: establishing good working relationships with boss, peers,

subordinates. P.16-17

Group 4: public speaking, attitude delivering the speech. p 18-22 

 

LESSON 6

1. Group presentations continue: topics are

1) the courtesies of conversation "Introduction, body control and eye

contact" p.14-16

2) Public speaking . "Presentation, attitude, delivering a speech" p.18-22

2. Discussion about the topics with the whole class.

3. Canadian holidays: students read short text aloud and compare their native holidays with Canadian holidays. The Canadian flag, Chinese flag, etc. is discussed. (book: Canada Land of Diversity)

4. while reading about Canadian holidays, some pronunciation rules and sounds will be received V-W, th, etc. vocabulary and idioms will be stressed.

 

 LESSON 7

 

1) plan and discuss schedule and content of video (experiential goal)

2) put chart on the board with appropriate and inappropriate cultural behavior, discussed in previous lessons.

Illustrate with photos from book "Communicative skills for the foreign-born professional".

3) put learners into groups of 3 or 4. Each group has to think of a situation in which the above mentioned cultural behaviors are demonstrated. They will practice them in small groups.

4) group 1 presents a situation

5) feedback from the whole class

6) group 2 presents its scene

7) feedback from the whole class

8) group 3 presents its scene

9) feedback from the whole class

10) remind students to bring props and appropriate clothing for filming next week.

 

 LESSON 8

1. review and expand video script.

2. handout: ten common questions asked in a job interview

3. each learner gets to read aloud a section of the handout, e.g. ""why are you interested in this job?"

4. in pairs they will pretend to be employer and employee. The employer of a company is looking for an assistant manager. Using questions from two sections of the handout (1+2, 3+4, 5+6) the students will role play an interview situation.

5. Role playing of the job interview in front of the whole class. This will be taped on audiotape and replayed for feedback. The teacher will make transcripts of the material to be used for the video.

6. Next class, video taping will begin.

 

PLAN A

LESSON 9

0) Set up video camera / in classroom tripod.

1) Discuss narrator speech

2) Film narrator

3) Practice first sketch

4) Film first sketch

5) Narrator: what is wrong in this conversation?

6) Practice responses

7) Film the responses

8) Narrator: Let's look at another situation

9) Practice sketch

10) Film sketch

11) Narrator: What is wrong?

12) Practice responses to this question

13) Film the responses

  

PLAN B

LESSON 9

1) Previous "actors", who were involved in the sketches did not show up. A discussion about video filming in class revealed that especially many Chinese students are uncomfortable with this medium.

2) Shift from making a video about a job interview and communication behavior to the production of and audiotape.

3) What questions lead to what kind of answer? Open-ended, close-ended, hypothetical questions . . .

4) What job positions do we want to be sought for the interview.

5) In groups of 2, the students think of a job interview scenario. In addition the narrator and his partner have to think of an introduction for the tape.

6) Group 1 (narrator) presents introduction , which will be taped. Group 1, then, role plays their job interview. This will be taped: "a company is looking to hire a research engineer"

 

LESSON 10

1) Listen to recording of narrator and group 1- interview. While listening, examine questions re: open-ended, close-ended or hypothetical.

2) Comment on right/wrong pronunciation and use of grammar in the interview.

3) Group 2, 3 + 4 present their job interview. We tape these interviews while we go along. At times, comment by narrator.

4) Talk about how to get a free library card for the Fredericton Public Library and how to get there (practice giving directions)

5) bring something to drink to celebrate the end of classes.

 

LESSON 11

1) Where do we go from here? Future English classes?

2) Record books and tapes from F'ton Public Library for reference and use.

3) Listen to the 1/2 hour recording (in steps) listening for pronunciation, grammatical errors . . . content.

4) Show first part of video "Immigrant Experience-The Acadians"

5) Discussion about segment

6) Show last part of "Immigrant Experience- the Chinese".

7) Good-bye until . . .

 

BOOKS AND FILM USED FOR ESL-2

1) New Ways in Teaching Speaking, Kathleen M. Baily and Lance

[PE 1128. A2 N488. 1994] Savage (Eds), 1994 TESOL

2) Trends and Issues in Secondary English, 1999, National

[PE1128. A2 T74. 1982]

3) Communication Skills for the Foreign-Born Professional,

[PE1128. B322, 1982] Gregory A. Barnes, ISI Press, Philadelphia, 1982

4) Pronunciation Exercises for English as a Second Language

[PE 1128. E83 1996] Gary Esavey,1996

5) Human Resources Management for Business, Lin Grensing

[658. 303. GRE] Pophal, Self-Counsel Business Series, 1999

(F'ton Public Library)

6) Human Rights - A Guide for Employees and Employers, NB Human

Rights Commission (flier)

7) Video: Land of Hope, Vol. 1, NH Filmboard of Canada

[VR 325.71 L A*] (F'ton Public Library)

8) Understanding and Using English Grammar, vol.B. Betty Shrampfer

[PE 1128.A97 1999, Vol.b] Azcer 1999

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

May 23 2. Lesson plan for ESL class 1

-because only every second student was introduced last time (an oversight), now the other partner should have an opportunity to be heard.

1. brainstorm ?-question to gain biographical(?) information.

2. work in pairs with a new partner. Ask questions of you r partner. Take turns asking questions. Report back to the whole group what you've learned about him/her.

-learners tell their partners what they have learned about their partners.

- do you remember the provinces of Canada?

-read text about Canada aloud, while the teacher corrects some mistakes re: inotation and pronunciation.

-fill in chart which the teacher prepares on board. What are the regions and their characteristics?

Regions

Characteristics/ resources

Atlantic provinces

Forestry, fishery, mining

North

Gold, mining

-how does the system of provinces, territories and regions relate to their own country? What are the resources of their home country?

 

 

 

 

 

 

 

 

 

 

 

 

 

Lesson 3 class 1 ESL May 25

 

1. plan for experiential goal: what would be on the audio tape, what will be the visuals.

2. brainstorming activity: shopping in Fredericton.

1) who do you talk to in a department store?

2) what questions do you ask in a department store?

3) what questions do you ask about clothes and footwear?

3. in groups of 2 or 3 organize ????? sentences into complete conversations. Objectives: a) organize conversation in correct order, b) determine who is talking, c) be able to use the communication strategies learned in the conversation outside the classroom. (in: COMUNICATION LINKS, Meaker(?), 1999 PE 1128. A2 M42 1999)

4. role play the conversations

5. "t" and "Th" pronunciation exersises (voiced and voiceless sounds) students will listen to an audiotape and speak onto another audiotape, repeating the sentences spoken by a native speaker. (Guide to Basic Speech Techniques, by ward and ????? 1974)

 

 

 

 

 

 

 

 

 

 

 

 

 

May 30 Lesson 4 ESL class 1

1. provide some N.B. tourism materials which could be used for a final project. Discuss what's available (maps, regional tourism info, F'ton city guide) and where you can get brocures and maps (for example at City Hall)

2. encourage learners to pick up the newest tourism information from city Hall. How do you get to City Hall? Practice "map reading and giving directions". Some helpful phrases will be written on the blackboard: turn right/left, across from . . .

3. listen to the audiotape recorded at lesson 3. Learners can hear their own recording of the "t" "th" practice session as well as the native speakers speech (lesson 10, exercise 3)

4. ask for feedback about these "Basic Speech Techniques" and audio recordings. Are they helpful?

5. we just experienced the Victoria Holiday. What are major holidays students celebrate in their home countries. Teacher makes a chart on the board. Are theses religious, political, or other holidays.

6. handout photocopied material about Canadian holidays (from "Canada - A Land of Diversity" by Paula Kristmanson)

 

 

 

 

 

 

 

 

 

 

 

 

June 1 lesson 5 ESL class 1

1. show and tell about tourism materials picked up at City Hall. Teacher asks someone to bring a camera next time so that we take individual photos and group photos on campus for the final project. Talk about the project and

who the receiver will be. (?)

2. continue with Canadian holidays. What did we talk about and learn about Canadian celebrations? How are they different /similar to Chinese, Korean, German holidays?

3. in a new pair-grouping, learners will read about one or two Canadian holidays on handout.

4. the individual groups talk about "their" holidays and everyone is encouraged to give his/her experience about the celebrations.

5. pick out difficult word endings for foreign students from the "Canadian Holidays text" and practice them with lesson 11, exercise 1 and lesson 11, exercise 2 (-ed; sighted, dragged . . . ing, ang)

6. record students sentence drill with theses endings. Play back the recorded utterances for feedback.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

June 6 lesson 6 ESL class 1

1. discuss and brainstorm some sites on campus which they want to take photos of next Tuesday.

2. talk about one or two stories about culture shock

3. in groups of 2 tell each other a story about strange things that happened to you.

4. each group member presents his/her story about an unusual experience (culture shock experience) in their new country.

5. encourage students to write up their story for possible usage for the final project. ( I am also collecting these stories)

6. Lesson 12: correct pronunciation of often mispronounced words, such as library, government, etc. Students repeat sentences and listen to them later.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

June 8 lesson 7 ESL class 1

1. what places, buildings, people, trees do you want to photograph?

2. walk around campus and take pictures of various sites: HIL, maple tree, lilac tree, Old Arts Building and chapel, security guards with keys, cars, group photos.

3. back in class discuss what to bring next week for production of audiotape.

4. pronunciation lessons: listen to tape and a-sounds. Repeat sentences on tape.

5. play back recordings for feedback.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

June 13 lesson 8 ESL class 1

 

1. show photos, let them choose one or two photos everyone wants to order. Give other photos away ( they can choose among the two sets.

2. categorize topics to be talked about in their experiential goal, i.e. on tape supported by visuals.

1) Canada-general information

2) Fredericton-

3) UNB campus and personal

3. place students in 3 small groups of 2 and 3 depending on attendance.

4. each group works on a short text and visual materials for the final project. According to their choice, each group can choose to work on "Canada- general", "Fredericton" or "UNB campus-personal".

5. all groups present their ??? texts. After each group ??? info is recorded by each student on ??? audiotape.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

June 15 lesson 9 ESL class 1

1. hand out sample menu (p.209 in "New Ways in teaching speaking).

2. place special emphasis on vocabulary and the difference between "l" and "r" sounds

3. Provide a sheet of paper with two columns:

under the first column, [l] - sounding words will be written. In the second

column, words with [r] - sounds will be written. The students will take turns to fill in the words. After writing a word, they'll speak it.

4.pronounciation exercises on the l-sounds.

5. students listen and record individually.

6.The class listens to the students recordings.

7. menu exercise: Introduce a few questions and answers re: ordering in a restaurant from this menu. ( for example: "are you ready to order" Yes, I'd like . . . " p. 208 "New Ways of Teaching Speaking")

8. role play a few restaurant scenarios.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

June 20 class 10 ESL 1

1. review l-sounds on menu (p.208 "New Ways of Teaching Speaking")

2. have students identify words on the menu with r-sounds.

3. pronunciation exercise on tape - the r-sounds.

4. students listen and record sentences individually.

5. the class listens to the recordings for feedback.

6.going back to the menu, role play restaurant scenario, using typical sayings as practiced last class: "are you ready to order?" "I'd like to get . . . "

7. describe Fredericton using the notes by the group assigned to study Fredericton.

8.everyone records this on their own tape (final project)

9. ask students to bring a beverage to next class. I will bring cookies.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

June 22 ESL class 1 last class

1. have students talk about their summer plans.

2. give them a map of Fredericton downtown and have a student explain how to get to the Fredericton Public Library. (give directions exercise)

3. explain how to get a library card.

4.pass books and tapes around for students to write down call numbers in case they want to lend them from the library.

5. what would they like to learn in a future English class?

6. what information has the group studied UNB? Record on your personal tape, also describing the photos we took on campus.

7. hand out evaluation sheet (attached)

8. good bye until . . .

 

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