Lesson plans- ESL1- Canadian Living

Lesson 1

  1. I introduce myself and the course objectives
  2. Brainstorm questions to gain biographical information about a person.
  3. Teacher writes the questions on the board
  4. teacher points out the intonation of wh-questions as opposed to questions with yes/no answers.
  5. students work in pairs and ask questions about each other: one person asks questions, the other person gives answers.
  6. student play out their question- answer scenario for the whole group
  7. brainstorm and add to concept map: " what problems do you encounter in conversation with English native speakers?"
  8. "clear" pronunciation and intonation one of the problem areas, ESL- students leave to practice intonation, general rules will be given: nouns, verbs, adjectives, adverbs are stressed; prepositions, pronouns . . . are unstressed, see Gay Esarey's book.
  9. the first paragraph of "geography and economy"

Lesson 2

1. because only every second student was introduced last time, the other partner should have an opportunity to be heard.

- brainstorm wh-question to gain biographical information.

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

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

3. do you remember the provinces of Canada?

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

5. 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

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 provided scrambled 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 exercises (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 Whitaker1974)

 

Lesson 4

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 brochures 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)

Lesson 5

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 will be the recipiant of the tape.

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.

 

Lesson 6

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.

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

 

Lesson 7

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. discuss what to bring next week for production of audiotape.

4. pronunciation lessons: listen to tape (focus on a-sounds). Repeat sentences on tape.

5. play back recordings for feedback.

Lesson 8

 

1. show photos, let them choose photos they wants to order.

2. categorize topics to be talked about in their experiential goal (e.g, 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 presents their info., it is recorded on an audiotape.

Lesson 9

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 will say 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.

 

Lesson 10

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)

last class

where do we go from here….

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. hand out evaluation sheet (attached)

7. good bye until . . .

 

BOOKS AND FILM USED FOR ESL-1

1) New Ways in Teaching Speaking, Kathleen M. Baily and Lance, Savage (Eds), 1994 TESOL

[PE 1128. A2 N488. 1994]

2) Pronunciation Exercises for English as a Second Language, Gary Esavey,1996[PE 1128. E83 1996]

3) Communication Links, Loretta Meaker, oxford University Press

4) Canada- A Land of Diversity, Paula Kristmanson (Ed.), UNB: SLEC

5) Guide to Basic Speech Techniques, Rachel Ward and Jack Whitaker, 2 audiotapes, ListeningLibrary Inc. 1974 [C8409- tape 1, C8410- tape 2, V Ward D, BST W-05- F'ton public library]

6) Fredericton 2000 Visitor Guide

7) English Café: An interactive Approach to Learning English, Brown, Rutter, Wholey, ESL ITP Nelson, 1997. [PE1128.B765 1997]

 

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