ESL/ESL class summaries and lesson plans

Summaries of ESL Classes at STM

See also ESL Handouts and Worksheets

back to ESL main page

Sun Nov 17

Lesson plan 4 for Sunday Nov 17

This week we had four students, including a new student who has not attended any classes before.

• it worked out nicely, as she sat next to our most advanced student, who engaged and taught her along with our teachers
  • having students teach one another is very effective (and pedagogically sound)
• we started with the Rosary, ending with "Saint Mary, pray for us! Saint Joseph, pray for us!" with which the students were not familiar (interesting -- perhaps to add to the prayer sheets?)
• we discussed the prior week's dialog lesson
• we discussed how speaking slowly and enunciating every consonant (vowels as well, but consonants most importantly) leads to greater comprehension
  • we worked on enunciating words and compared it to slurred, fast speech
    • i.e. Heh, howya doin'? Gimme those pencils = hard for ESL learning to understand
      • "Hi, how are you doing. Give me those pencils" spoken slowly is more comprehsible
  • but, just the same, for ESL speakers, enunciation leads to greater spoken comprehension
• then went to the Numbers sheet that we started the week before but which had errors (Michael...)
• we discussed the use of "dozen" or "half a dozen" as a generality
  • i.e., when asked how many students were there today? instead of replying "five" we might say, "Oh, about half a dozen"
  • how many apples in the basket: about two dozen, etc.
• this led to a discussion about buying things in a store
  • How much does that cost?
  • I want two dozen eggs etc.
  • we will run a dialog exercise next week on purchasing something in a store
• we spent a lot of time working on how to pronounce "three" and "thirteen," which are difficult for Spanish speakers
  • we found that breaking the word phonetically and into syllables helps
    • "tha - ree"
    • :"thur - teen
  • we reviewed other words that English speakers slur or mispronounce (especially Michael )
    • library, nuclear, February
• Michael taught students how to count to 60 using rings of the finger
  • this is the ancient method of counting, which is why we have twelve- and sixty-based numeric systems
    • months (12), seconds (60), minutes (60), Apostles (12)
    • and why 13 is considered unlucky > it is not natural
    • a student asked about 7 as the perfect number: God chose it to represent completeness
      • (thus 6 is incomplete)
  • similarly, we might discuss origins of measurements, as well feet, yards, etc.
• some interesting things arose from discussions about numbers:
  • we decided that when reading a room, course, telephone, etc. number it becomes a proper noun
    • thus we read Room 1024 not as 1,204, but as 1-0-2-4 as if that were a title or name
    • this brought up the whole notion of "proper nouns"
      • the Spanish is explicit as to what a proper noun is: "one's own name" (nombre propria)
      • in English, then, "proper noun" is a noun that refers to itself as distinct from something else
        • (in English we get stuck on the notion of "proper" as in "appropriate" while it actually means "belonging to")
      • "proper" comes from Latin proprius for "one's own, particular to itself"
  • we might consider that a "proper number" is a number that is particular to itself, thus its numbers are spoken out distinctly rather than as a whole number
• we used but did not complete the numbers worksheet
  • students practiced reciting their phone numbers as "proper numbers"
• we also reviewed comparative stems, -er and -est
  • Spanish uses mas and le mas
  • Bible learning opportunity:
    • Hebrew does not have comparatives and instead repeats the adjective, thus
      • holy = holy
      • holy holy = holier
      • holy holy holy = holiest

Wed Nov 13

We had six students in class today, It was a great class today and the students were very engaged.

Overview of Class:

• Started and ended class with Hail Mary
• Using the projector we were-able to work through page 116 and 117 of the Step Forward level 1 blue-book using the E-books CCDA to project the-images associated with the listening exercises.
  • This section was about-parts of the body and phrases you would use at a doctor's office.
  • Went over parts of the-body as a class, and the difference between Mr. Ms. and Mrs. Played-listening exercise for the new vocabulary.
  • Students practiced reviewing parts of the body in groups
  • teachers went around to ask and-answer questions.
• There was an image in-the book where students had to match the description (stomachache, fever,-etc) to the person.
  • Students worked on this individually and then-practiced asking and answering questions about the picture (what is the-matter with the man in the red shirt? He has a fever)
• Students had some-great questions about how to describe how you are feeling or how to best-communicate with doctors and nurses.
• Reminded students to practice-what they learned between now and next class.
  • Try to pay attention to when-you hear these terms on commercials or on products at the pharmacy.
  • Practice with a friend or family member

• Letting the students guide-the conversation and topics has been helpful to get multiple people-participating.
  • Will try to continue to encourage this next week.

Sun Nov 10

• 

  Lesson Plan Sunday, Nov 10

  Began and ended with Hail Mary
  • at beginning we focused on pronunciation and comparison to the Spanish text (all students today speak Spanish)
  • this was an interesting exercise to read in English a text that students know in their own language but do not immediately see as similar, when they are actually quite similar!
• agreed upon Red/ Yellow card strategy
  • Yellow card when student +/- understands the English but is not sure
    • explanation will be in English
  • Red card when student does not understand
    • explanation will be in Spanish
• distributed worksheets packet (11 pages) from Level Intro (Red) for students to work on
  • they are to complete for next week
• worked in groups of 2 on dialog exercises
  • key was:
    • comprehension aided by on-page translation of English dialog
    • free response questions
      • student responses served as learning point given mistakes
• discussed how Spanish has gender but English does not
  • rule =
    • if it's a person (human) use gender
    • if it is a thing, use "it"
• started on Numbers worksheet, but errors on the worksheet needed to be corrected for next week
• students asked for online pronunciation practice.
  • started here: ESL/Reading and pronunciation practice

Wed Nov 6

• Began and ended class with Hail Mary.
• Reviewed "to be" in the present tense.
  • a few students described themselves as "I have 30 years" on the placement exam last week and wanted to go over "I am hungry" vs "I have hunger"

• We went over three worksheets with varying difficulties. Students flew through it, with only a few mistakes.

• Had students practice asking each other yes or no questions. Teachers went around to ask questions and help with any mistakes..

• Went over "to have" in the present tense and phrases with "have to".

• Had students work together asking each other questions.
• A student had questions about how to ask if a store carried an item and led to a great discussion

Thoughts for next time:

• go over some verbs in the present and past tense.

• work more listening comprehension or videos into class.
• I'd like to try to focus the next lesson around a specific scenario if possible.
  • ex. phrases to use in a hospital would be practical and would help a student who is working to get her nursing certifications

Sun Nov 3

Lesson Plan 2 Sun, Nov 3

• We started prayer with "Hail Mary", working through each word carefully in order to pronounce clearly (articulate) every vowel and consonant sound.

• ex. "full of grace": students are to clearly articulate the "ull" sound of "full" and the "se" sound of "grace"

• We reviewed last week's lessons, especially to reminder students about how English is a mixture of different languages, which is why it has so many synonyms (similar meaning), homophones (sound the same, spelled differently)
  • a student mentioned that English has rules but many exceptions -- exactly!!
• students were reminded that learning a language goes from the ear >> to the mouth >> to the mind
  • in order to practice "hearing" and "listening" English, we read three very difficult sentences with unfamiliar words, paying attention to the sounds and not the meanings
• we worked on the articles "a" "an and "the"
  • a = precedes a hard sound (makes a breath to say, such as "cow")
  • an = precedes a soft sound (makes no breath to say, such as "apple" )
• we reviewed ESL resources available to students at the Arlington Country Public Library.

Wed Oct 30

• Handed out the pre-assessment as students came in and reviewed individually and as a class
• Used example job posting online that students filled out.
  • goal to evaluate any gaps with filling out forms and reading the instructions
    • circle one of the below, write your email etc.: no issues
• had students stand up and introduce themselves to each other in English
  • and practice asking each other about the fields on the form.
    • instructors listened and asked students questions.
      • Students did very well.
      • When asked to spell their email address or the street they a few got some of the letters mixed up that make the same sounds in both English and Spanish (E -> A and I -> E). Would be worth reviewing in a future class.
• We ended class with the "Hail Mary"
• Edwin pointed out after class that not all students speak Spanish. One of our basic level students spoke the native language of the country he was from. Something to keep in mind if we try to explain something in Spanish. I'll try asking each student if they speak Spanish next week.

Next week includes:

• grammar rules, like conjugating "to be" in the present tense.

Sun Oct 27

• 

  Lesson Plan 1, Sun, Oct 27

  Started and ended with Rosary prayers in English, “Hail Mary” and “Hail Holy Queen” using prayer cards we gave them
• Students worked on the pre-assessment
  • It was useful, and they liked working on it
  • We learned that each skill (out of 8 questions) is its own lesson, but that’s expected.
• Walked through the lesson plan on differences between English and Spanish, English origins and quirks, etc.,
  • They were mostly unable to follow instructions in English. 
  • we had to translate much of the lesson with reinforced explanations in Spanish.
• We practiced saying words with diphthongs and odd spellings
  • including homophones
• Goal for students: to use and expose themselves to English in some, any way, especially through daily Mass, Rosary, or watching a program, even if they don’t understand it.
  • English learning goes: from the ear >> to the mouth >> to the brain

Next week:

• verbs
• personal introduction practice
• writing >> see Wed 10/30 note on inverted letters in emails (!)