Mon. Nov. 21--Tuesday, Nov. 22--morning beginners, by Justine

Lesson Plans:  Nov. 21-23, 2011

WEEKLY FOCUS/GOALS:

·         ORDINAL NUMBERS (first, second, third…)

·         MAKE AN APPOINTMENT

CONCEPTS TO REVIEW/BUILD ON:

·         WH- object questions (with “do/does”)

·         WH- questions with TO BE (When is…? Who is…? What is…?)

Monday

1.       Reading/Writing: Look at the application.  Fill out the form. (I want to find a real application form, etc. to use.)

a.       Address:

                                                               i.      Street:

                                                             ii.      Apt. #:

                                                            iii.      City:

                                                           iv.      State:

                                                             v.      ZIP:

                                                           vi.      Country:

b.      Name:

                                                               i.      Last:

                                                             ii.      First:

c.       Phone number:

                                                               i.      Cell:

                                                             ii.      Home:

d.      E-mail address:

2.       Dawood is applying for a job.  He fills out an application. 

Look at the form.  Read the questions.  Write the answer. 

a.       What street does he live on?

b.      What city does he live in?

c.       What state does he live in?

d.      What is his last name?

e.      What is his home phone number?

f.        What is his e-mail address?

3.       Listen to the question.  Write the answer.  (I may use the dry-erase boards for this activity, then continue it as a speaking activity.)

a.       What city do you live in?

b.      What street do you live on?

c.       What is your street name?

d.      What is your apartment number?

e.      What is your last name?

4.       Listening/Speaking:  Find a partner.  Ask them questions.  Answer.

a.       What is your address?

b.      What street do you live on?

c.       What county do you live in?

d.      What state do you live in?

e.      What city do you live in?

f.        What is your zip code?

g.       What is your phone number?

                                                               i.      Is this your cell phone?

                                                             ii.      Is this your home phone?

Tuesday

1.                   Find a partner.  Read the conversation.  (Reading/speaking)

a.       “Hello.  I want to make an appointment with ___.”/ Okay.  What day?

b.      Is Saturday, the 29^th okay? / I’m sorry, he’s not available.  How about Friday, the 28^th?

c.       Sure./ Okay, what time?

d.      Is he free at 10:30?/ No, I’m sorry.  He’s busy until 11:00.  There is an opening at 11:15.  How about that?

e.      Perfect.  Thank you./ Great.  See you then!

2.       Answer the questions.

a.       What time is her appointment?

b.      What day is her appointment?

c.       Is the doctor free on Saturday?

3.       Listening/speaking:

Find a partner.  The first person wants to make an appointment.  The second person is the receptionist. (Present to the class)

                (The first person will have a card or paper with a list of days and times.  They must suggest days/times following the format of the dialogue in activity #1.  The “receptionist” will have a simple “calendar” with dates and openings listed.  I may set this up with colored squares, so it looks like a calendar you use when you schedule an appointment online…)

The dialogue should go something like this:

CALLER	RECEPTIONIST
Hi.  I want to make an appointment with _____.	Okay.  What day is good for you?
How about ___, the ____?	I’m sorry, she’s busy that day.
Okay.  How about ____, the ____?	Sure.  She is free from ____ to ___.
How about _____?	Perfect.  See you then!

Switch cards with another group.  Have a new conversation.

Lesson Plans: Nov. 14-17, Morning Beginners, by Justine

Hi, everyone!  Here are my lesson plans for next week.  Mon./Tues. will be "preparing for an interview"/ yes-no questions with "to do"/"to be."  On Wed./Thurs., we will move on to WH-questions (particularly WHEN, WHERE, HOW) and reading bus schedules/ transit directions.

***Depending on how the class is doing, I might start incorporating the past tense with the y/n questions on Mon/Tues.  Right now, though, I want to focus on when to use "do/does" and when to use "is" with y/n questions.  We have also been practicing correct answers to y/n questions. (Yes, I do. No, I don't.  Yes, I am.  No, I am not...... etc.)

Please feel free to contact me if you have any questions! 


Take care,

Justine

Lesson Plans:  Nov. 14-17, 2011

Monday/ Tuesday:  “Before an interview” / yes-no questions (combine y/n questions using “do” and “to be”)

Wed./Thurs.:  Bus schedules/ transit directions/ wh-questions (What, where, when, how---I think I will just start with these four questions words for Tuesday and Wednesday—I think we’re just going to do object questions (What do you…Where do you…When do you…?) right now.  After the class is comfortable with these, I’d like to move on to subject – based questions (Which bus goes…?/ Who goes…?/ )

Monday:

1.       Reading/Writing activity:  I want to give the students a worksheet with two columns.  On one side, there will be a picture of a “good example” of a job interview candidate; on the other side, a “bad example.”    Directions:  Look at the picture.  Read the questions.  Write the answer.

a.       Example:  Are her clothes clean?  Yes, they are.

                                                               i.      Does she wear a lot of jewelry? No, she doesn’t.

                                                             ii.      Is she very tired? No, she isn’t.

                                                            iii.      --- As the class progresses, I would like to include past tense y/n questions, e.g.:  Did she wash her hair with shampoo? Yes, she did.

a.       Did she put on perfume? No, she didn’t.

2.       Activity:  Look at the magazines.  Find two pictures:  who is ready for an interview?  Who is not ready?  (We will glue these onto a board to hang up in the classroom.)

3.       Listen.  Is this a good interview?  Is this a bad interview?  (For this activity, I might have the students select the words they hear from a list.)

a.       Ex:  John wears a pink shirt, jeans, and sandals.  (Bad) 

4.       Speaking:  Stand up.  Introduce yourself.  (Look up.  Shake hands.  “Hello.  Are you ____?  ….. Hello, _____, my name is ______.  Nice to meet you.”)

Tuesday:

1.       Reading:  Read the dialogue about Dave and Mary.  Dave has an interview today.  Mary asks him questions.  She wants to make sure that he’s ready.  (It will probably look something like this: )

a.       Did you brush your teeth?    Yes, I did.

b.      Did you wash your hair today? Yes, I did.

c.       Are you tired? No, I’m not.

d.      Are your clothes clean? Yes, they are.

e.      Do you have a ride? Yes, I do.

f.        Are you ready? Yes, I am.

2.       Writing:  look at the words.  Write a question.  Then, write the answer.

a.       Ex:  you/ put on/ deodorant/

                                                                                                                                       i.      Did you put on deodorant? Yes, I did.

b.      You/have/bus pass:   

ii.                   Do you have your bus pass? Yes, I do.

3. Listening:  Listen to the conversation.  What did Jane do?  (Circle the correct answers.)  What did she forget?

Tuesday:

1.       Look at the bus schedule.  Read the questions. Write the answers.

a.       Ex:  When does Bus 22 leave Public Square?

b.      Where does it stop at 2:30 P.M.?

c.       Terry lives in Parma.  Which bus does he take?

2.       Listen.  Two people are at a bus stop.  Answer the questions.

a.       When does Bus #35 leave?

b.      Where does the bus go?

c.       Which bus does Emily take?

3.       Speaking:  Find a partner.  Ask them questions.  Answer.

a.       Ex:  When/ Bus 35/ leave?

b.      Where/ HealthLine/ go?

c.       Which bus/ you/take

Wednesday:

1.       Read the bus directions (I might use GoogleTransit).  Read and answer the questions.

a.        How do I get to ----?

b.      What do I do first?

2.       Listen.  Fill in the blanks.

a.       (First, walk to ___________.  Then, take bus _____ to ______.  Get off at _______.   )

3.       Speaking.  Look at the map and the directions.  Find a partner.  Ask questions.

a.       Where/city hall?  (Where is City Hall?)

b.      How/I/get there (How do I get there?)

c.       When/bus/leave (When does the bus leave?)

ISC Holiday Closings, By Josh

I asked Vicky and she gave me this list of Approved Holiday Closings from Karin

The ISC will observe the upcoming Thanksgiving, Christmas, and New Year's Holidays by closing on the following dates.

• Thanksgiving Day, Thursday, November 24
• Day after Thanksgiving,  Friday, November 25
• Christmas Holiday, Friday, December 23
•                               Monday, December 26
• New Year's Holiday, Monday, January 2

Happy Holidays Everyone

Beginner class, Mornings, by Justine: Nov. 7-10

Hello, everyone!  This week, the beginner class is going to focus on clothing vocabulary and the basic present tense.  Because the beginner students are already familiar with basic clothing vocab, I've divided the week into the following subjects:

1.) Monday:  review clothing words and colors; vocab: size; s/ m/ lg/ xl; wear; put on; try on; dressing rooms....
ALSO:  COUPONS--What is a coupon?  Where do I find coupons?  What do I do with a coupon?

Sentences to practice:  at the store

• Excuse me.  Where are the _____? / Over here.  What size do you wear?/ I wear a ________.
• (in the dressing room) Hi.  Can I try these on? / Sure.  How many?  / ____, please.

Tuesday: When do I wear ___? (Winter clothes/ job interview clothes)

New words: 
fit;  
"too" tight; loose; long; short; wide; narrow

1. Read the sentence.  True or false?  Write the correct sentence.
Example:  Diku wears sandals in the winter.  Answer:  No, Diku does not wear sandals in the winter.  Diku wears closed shoes in the winter.
2. Listen to the sentences.  Fill in the blank spaces. ex:  Jennifer goes to the _______.  She tries on some _____ in the ______.  The pants are too _____.  She needs a size ___.  (Answers:  Jennifer goes to the store.  She tries on some pants in the dressing room.  The pants are too tight.  She needs a size 8.
3. Speaking:  Practice the sentences with a partner.  (Look at pictures on flashcards.)
            Does it fit? / No, it is too ______.
            What size do you need? / Maybe a  _9___.

Wednesday: laundry
1. Introduce "laundry" vocabulary. 
Verbs:  do laundry; wash clothes; dry clothes; iron clothes; fold clothes; hang up clothes
Nouns: washing machine; dryer; detergent; bleach; dryer sheet
Instructions:  separate colors; choose cycle (warm/hot/cold, regular/delicates, lights/darks/colors/)
1. Reading:  (I will show a picture of the dials on a washing machine and dryer.  I will bring in different examples of laundry (lights, darks, brights, etc.) and detergent.
Read and complete the sentences.

ex:  It is time to do laundry.  First, separate the light, dark, and ________ colors. Then, read the box of detergent.  How much detergent do you need for large loads? ____________  How much do you need for medium-sized loads?_________________

Next, pour the detergent into the washer.  Look for the word "detergent" on the washing machine.  Then, put in one load of laundry.  Press "REGULAR" and "START."  Wait about forty minutes.

Then, take out the wet clothes.  Put them in the dryer.  Clean the lint tray, and turn on the dryer.  Wait about an hour.

2.  For the rest of class, I would like to show the students real washing machines and have us do a couple loads of laundry together.  I talked to the check-in desk at my dorm (Fenn Tower), and I should be able to bring the students to the Fenn Tower laundry room as a group.  That way, we could all walk to Fenn Tower together--it's about a five minute walk from ISC.  I may put a load of laundry in the washer beforehand, so that we can practice using the washer and dryer without losing too much time. 

Thursday
Topic:  Sewing vocabulary
Grammar focus:  Commands

1. Look at the picture.  Label the picture.  (pedal, needle, thread, pins, scissors, fabric)
2. Read the sentences.  Look at the picture.  Write the missing word.
        ex:  Give me the ________.  I need to cut the fabric.
        ex:  Put your foot on the _________.
        ex:  Please give me some __________. 
3. Speaking/listening:  (I would like to have the students practice vocab by using a real sewing machine.  Could I bring the students to the sewing room that day?  Or bring a machine into the large classroom?)

      Listening:  (I will work with students individually or in small groups while they do their writing activity.  Then, I will ask the students to follow directions.  ex:  "Give me the scissors." / "Thread the needle." / "Pin the fabric." (I want to ask someone who teaches the sewing class more about this--that way, we can use the most relevant words, etc.)  Before we do this, I want to reverse the roles and have the students practice the commands that we review in class.

Dealing with Cheating by Josh

I would like everyone who reads this post to comment on it.

During my 4 months volunteering at ISC I have witnessed several instances of students engaging in activity I would call cheating or in the students perspective "helping one another". For instance on Tuesday afternoon while quizzing students on food vocabulary one of the students was referring to a hidden picture dictionary for answers. I had already asked the students to close their books so I quickly removed all the picture dictionaries from the classroom and reminded the students not to cheat. On the same day I also saw an advanced student giving answers to a beginner student on what appeared to be homework, I asked them to stop, but I can not guarantee that outside of ISC that they did not resume their activity.

Cheating hurts the teaching quality in two ways that I can think of at ISC

1. The students who cheat rely on one or two more advanced students for answers and thus do not learn


2. The teachers believing that the students have learned the material move on too more advanced material and thus the students who cheated fall further behind and are forced to rely more on the advanced students and cheat more.

Finally, once our students get out into the real world they can not function.


Try to address these questions in your comments

A. What do you do in the classroom to stop or prevent cheating?

B. What should/can WE do in the future to stop or prevent cheating?

C. Is the cheating a cultural difference? The US is an Individual centered culture while many of the countries the students are coming from are Family centered. Perhaps asking the students not to cheat is strange for them because they expect to be able to rely on other family members to get what they need. For example the mother age 45 may not realistically expect to get a job here in the US and expect her son age 25 to make the money for the family while she cooks food and watches her grandchildren.

D. So if you do believe that the cheating is a cultural difference, do you think that we should change the way we teach them to account for the different roles the students are expected to take in their families?

Mon., Oct. 31-Thursday, Nov. 3, morning beginners, by Justine

Hi everyone,

     The topics for the beginners this week will be "at the supermarket" (Mon/Tues) and "at a restaurant" (Wed/Thurs).  Grammar topics will be prepositions (on/above/below/next to), definite/indefinite articles (the/a/an/some), and amounts (a few/many/several/a lot of).

     I am going to post the vocabulary and grammar we will be working on in class rather than the specific lesson plan.  This information will be the strongest basis for my lessons, and my goal will be for each student to be able to recognize, respond to, and/or say the sentences listed here. 

(Tutors working with the beginners:  if you could review these words/etc. with them or practice the example conversations, that would be very helpful.  If you're looking for more ideas that go along with the theme, I know that the Teacher's Edition of the Basic Oxford English Picture Dictionary has some useful worksheets, etc.  I will leave this book in the "Beginner ESOL Class" cabinet in the (large) third classroom in case you want to use it.  Please let me know if you have any questions about the beginner class!)

Monday:                 AT THE SUPERMARKET

1.        CUSTOMER:      Excuse me.  Where is the______?

·         Fruit

·         Meat

·         Dairy

·         Bread

·         Cereal

·         Cash register

·         Checkout counter

2.       CUSTOMER:        Where are the_______?

·         Vegetables

·         Sweets

·         Shopping carts

·         Shopping baskets

·         Bags

o   EMPLOYEE:        

·         It is/ they are on aisle ________.           

·         It is/ they are on the top shelf.

·         It is/ they are on the bottom shelf.

·         It is/ they are next to the _______.

·         It is/ they are above the ________.

·         It is/ they are below the ­________.

3.       CUSTOMER:       Do you have _____________?

o   EMPLOYEE:         Yes.  It is/ they are on aisle _________.

o   EMPLOYEE:         No, I’m sorry.  We don’t have any.

4.       CUSTOMER:       How much does a/an_____ cost?

                                How much do _______ cost?

·         EMPLOYEE: 

o   It costs _____.

o   They cost ______ per pound.

5.       What do you want?

6.       What do we need?

MORE WORDS:  push                     carry                      weigh                    pay for                 choose/pick out                         put…in…

*****See pages 34-39 for more food words.

Wednesday:          AT A RESTAURANT

1.       CUSTOMER:       Hello.   Two, please.

2.       SERVER:               Right this way.  / Follow me.

3.       SERVER:               What do you want to drink?                    *(polite:  What would you like to drink?)

4.       CUSTOMER:       I will have _______, please.

5.       SERVER:               Ready to order?                                             * (What can I get you?)

6.       CUSTOMER:       Yes.  Can I have ______, please?

7.       SERVER:               Of course.  It that all?

8.       CUSTOMER:       I don’t know.  What kind of soup do you have?

9.       SERVER:               We have ______ and _______.

10.   CUSTOMER:       I will have __________.  Thank you.

MORE WORDS:

The restrooms                   table                      booth                    waiter/waitress                                menu                    cashier

At a FAST-FOOD RESTAURANT

Hi. How can I help you?

For here or to go?

Do you want a drink?

Do you want fries with that?

Do you want a combo meal?

Do you want your receipt?

***** See pages 42, 43, and 45 for more words.