Etienne and ESL

Hi everyone, For this unit, I made a short quiz going over the various teaching methods that have been proposed for ESL. Feel free to try it out and let me know what you think! Methodology Quiz

Goal-setting can be tricky for many people, especially ESL students because quite often they don't know where to start or how to go about it. The resource I chose is just as much about HOW to set goals as it is about actually setting those goals. This collection of resources was developed by a group of LINC instructors based in Edmonton to help students at an intermediate level of English with setting goals that are realistic, observable, and doable. These resources are based around the acronym SMART, (Specific Measurable Achievable Realistic Time-Based) and gives students a template to follow when setting their goals, so that they achievable.  The first link provides an explanation for SMART goal setting, as well as examples for students to go over as a class.  https://www.scribd.com/document/335518743/smart-goals?secret_password=rqQ2JYhGQTX0bnsZGdhD#fullscreen&from_embed   The next link contains a follow-up activity for students to go over a series of goals a...

TESL 0110 Unit 2 Grammar Activity Focus: Present Progressive Verbs Context: This is activity will be used in a LINC Level 3 (CLB 3-4) class of 20 young adults who have recently immigrated to Canada. Presentation Style: Deductive Materials: Worksheets, verb cards (feel free to make your own or use ones provided), whiteboard and markers Time: 20 minutes Instructions: This activity is made up of two parts. Part A involves the students completing a short worksheet. Part B involves the students forming pairs and playing a game of charades. Part A: Start the activity by presenting the grammatical structure to the class. Go over a couple of examples and ask the students for the answers to gauge their understanding. Then, hand out the worksheet. After ten minutes or so, have the students form pairs and review their answers. Then, as a whole class go over the answers. Part B: Split the students into groups of four and give each student 5 verb cards. Tell ...

                                                    (Source: https://www.fda.gov/ucm/groups/fdagov-public/documents/image/ucm401764.png)  This is a vocabulary focus designed for a Task-Based Lesson Plan on reading nutrition labels.  I suggest beginning the lesson with this vocabulary activity as a way to prime the students for the upcoming game they will be playing.  1.)     Write words that appear on a nutrition label on the white board as headings (i.e. calories, fat, cholesterol, sodium, etc.) 2.)     For each word, ask students if they think having a lot of it is healthy or unhealthy. Use this as an opportunity to help students understand the meaning of each word and to help them distinguish between what to look for as healthy and unhealthy on a nutrition label.  3.)   ...

TESL 0120 Unit 3 Listening Activity: Level: Intermediate (CLB 7 and higher)     Topic: Bucket List Objective: Students will listen to a non-scripted conversation of two people discussing their bucket list and write down the missing words they hear in the script. The goal of the activity is to help students become more comfortable with listening to authentic speech that includes elements such as false starts, backchannelling, and incomplete sentences. Before beginning the listening activity, students will be asked to use previous knowledge to predict some of the vocabulary that they will be hearing. During the activity, students will listen for exact words and phrases and write them down. Strategies /Skills: Gap-Fill (Top-Down and Bottom-Up Strategies) Time: 15 minutes Materials: Script sheets for students (See end of document for Print Out) Resources: Audio resource, along with script and vocabulary can be found here: http://www.elllo.o...

Unit 2: Corrective Feedback Script on Segmental /th/: Teacher: After our activity, I noticed that we struggled with the sound /th/ in words such as /the/, /this/ and /their/. So I think this is a good time to practice making this sound! To start, I’d like everyone to place their tongue in between their teeth, just slightly. Now, I’d like everyone to try blowing air out of their mouth like this. ***After demonstrating this, students copy and blow air out of their mouth while sticking their tongue out. Teacher: Looks like you’ve got the hang of it! That’s how you make the /th/ sound by itself. Now let’s try saying some simple words that begin /th/. Repeat after me. /the/. Student: /za/. Did I say it correctly? Teacher: Almost! When you make the /z/ sound you are putting your tongue behind your teeth. When you say the /th/ sound you need to have your tongue in between your teeth. Let’s try it again! Say /they/. Student: /they/. Teacher: Perfect! 

  (Image Source: https://i.pinimg.com/736x/36/6e/2d/366e2d5173d9186e392c1caafa687767--the-letter-l-laura-name.jpg)  Objective: This activity will focus on getting students to produce the /l/ sound in word final position. (vowel) + /l/. This activity is based on the pronunciation needs of Speaking Sample A: http://www.language.ca/documents/helen_6.mp3 Materials: Whiteboard and marker Activity: 1.)     Begin activity by getting the class to make the /l/ sound by itself. Mention that the tongue should behind the teeth, close to the gum ridge. Also mention that air comes out from both sides of the tongue when making this sound. Then get the students to make the /l/ sound again, but try to stretch it out of as long as possible. 2.)     Next, pair the /l/ sound with vowels and get the class to repeat after you, and continue to get the students to exaggerate the /l/ sound.        ...

TESL 0120: VERBAL CORRECTIVE FEEDBACK SCRIPT: Echoing Teacher: So tell me Justin, what is one of your favourite pastimes? Student: I like to go swimming. Teacher: And how often do you go swimming? Student: Three times a week. I go at Monday, Wednesday and Friday. Teacher: You go AT Monday, Wednesday and Friday? Student: Oh, I mean I go ON Monday, Wednesday and Friday. Teacher: Very good! Statement and Question Teacher: So tell me Justin, what is one of your favourite pastimes? Student:  I like to go swimming. Teacher: And how often do you go swimming? Student: Three times a week. I go at Monday, Wednesday and Friday. Teacher:   Justin, are you sure that sounds correct? Remember, which preposition is used for weekdays.   Student: Hmmm…. Oh yes, I mean I go swimming ON Monday, Wednesday and Friday. Teacher: That’s better! Very good. Reformulation Teacher: So tell me Justin, what is one...

Speaking Activity: Asking for and telling the time (Image Source:   http://millennialmagazine.com/wp-content/uploads/2014/06/asking-for-time.jpg)  ESL Level: Beginner Language Focus: Asking a stranger for the time Class Time: 20 minutes Number of Students: Minimum 4 or more   Materials: Create a paper for each student, each with a different time written on them Activity Description: Before starting this activity, teach the students the expression, “Excuse me, could you tell me the time?” After this, give each student a piece of paper with a time written on it. The students will then tape these to their chests. After, they will go around the room asking different students for the time. The other student will respond by stating whatever time is written on the other person’s paper. You should act out an example with the class before starting so that the students understand how to complete the activity. You can invite a student up to ...