View the result of the form <Click Me>
Let students fill out vacation destination survey with answers. Students can see a summary of the results, which makes them to share their answers and see other classmates’ answers.
I worked with:
– Level/ Target age: Intermediate/ Adults
On Bombay TV today, A regular customer is going to visit a jewelry store to buy a gift for his wife.Try to find answers for the following questions, watching this short video.
Click here to watch the video.
Write your answers and talk about your opinion in pairs.
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Click here to see my ”GoAnimate”
1. Topic : Is it better to be skinny than to be fat?
2. Skill : Speaking and Grammar.
3. Level : Intermediate / Elementary School Students
4. Linguistic Feathers : “Comparatives”
5. Objective
– Students will be able to understand “Comparative form”.
– Students will be able to use “Comparatives” correctly.
6. How to use
– Before students watch this video, the teacher teaches how to make “Comparative form”. ( 10 mins)
– After watching this video, the students make their own script by using “comparative forms” in pairs. (10 mins)
– Students practice role-play with their partner. (5 mins)
– Students do role-play in front of other students. (15 mins)
– Students vote for the winner team.
I worked with:
This poster is informing invitation of ‘SKKU TESOL Open House’. The ‘Innovation vouchers’ means the invitation card for this course. Through taking the course, students will be able to innovates the way of their teaching English. The green triangle in the poster symbolizes open house. There is important information under the triangle. In the second column , there are explanations of TESOL program. In the third column, there are ‘Contact us’ information.
I worked with:
<Lesson Plan With Toondoo>
1. Topic : What were you doing when ~?
2. Skill : Speaking skill
3. Level : upper intermediate / Middle School Students
4. Objective : First, students will be able to understand use of past continuous and past simple tense together. Second, students will be able to speak what they were doing by using past continuous and past simple tense together.
5. How to use : This is for developing speaking skill.
[Toondoo]
Let students ask and answer each other what the girl in the cartoon was doing in pairs. Through this activity, they will understand how to use ‘past continuous’ and ‘when + past simple tense’ together.
[The activity following Toondoo]
First, provides students strips and students work in pairs. Each strip has a clause, the form of when + past simple tense. These are the examples below.
— when the teacher came to classroom this morning
— when your mother or father came to your room yesterday
Second, let a student to pick one strip and ask what his/her pair was doing with using the clause together. The other will answer. They keep speaking by reversing the role until they finish all strips.
I worked with:
<Student work>
1. Seoul Subway
2. San Francisco Subway ‘Bart’
<Lesson Plan with Subway Timetables>
1. Topic : Let’s take a subway!
2. Skill : Reading Skill
3. Level : Intermediate/ High school students and Adults
4. Objective : Students will be able to compare the differences in timetables of the subways in Seoul and in San Francisco. Also, students will be able to explain how and when to take the Bart in San Francisco.
5. How to use : These are for developing skimming and scanning skills in reading by using real subway timetables in Seoul and San Francisco. The first one is the time table of Korean subway, which is from Sinnonhyeon station to Sapyeong station. The other is from Fremont to Richmond.
a. Pre-Reading : Show the picture above and ask students how difficult it was to take a subway first time, or take it abroad. Tell them using timetable can make it easy to take complicated subway lines.
b. While-Reading :
1. Let students to look timetables and ask questions below. Those are for skimming. Here are the examples below.
[Guided Questions for Skimming Skills]
2. Group the students three to four and name each group. Ask them specific questions two times. The student who call his/her groups name first can answer. If the answer was wrong, the other groups would have chance. The group who get the most answers will be winner.
[Specific Questions for Skimming Skills]
c. Post-Reading : Students have role play in pairs; one work as an employee of the information center at Bart. The other is a traveler, and will ask the information about timetable. The students who take a role, employee, should tell the information that the traveler asks. The students will get used to using subway timetable through this speaking activity.
<Student work>
1. Coffee Bean in Korea
2. Coffee Bean in the U.S
<Lesson plan with Coffee Bean menus>
1. Topic : What do you want to order at Coffee Bean?
2. Skill : Reading Skill
3. Level : Intermediate/ Adult
4. Objective : First, Students will be able to compare and analyze the differences in Coffee Bean menus in Korea and America. Second, Students will learn scanning skill by concentrating on the detail of the menus. Third, Students will get information about Coffee Bean: menu, size, price, etc.
5. How to use : These are for developing scanning skill in reading. Teacher provides Coffee Bean menus in both Korea and America. The teacher ask students six scanning questions about the menus. The teacher can provide more questions, if they want to. Here is an example of the question; where can you order non coffee drink, Coffee Bean in Korea or America? The teacher can ask questions either handout or PPT. Also, the students can answer by writing or speaking. They will make their specific questions about the menus as well.
a. Pre-Reading : Show students the picture on the left. That is a hazelnut latte, and sold in Coffee Bean in both Korea and America. Then, ask them to guess the price; how much is the hazelnut latte in Coffee Bean in Korea? Is the price of the Coffee Bean in Korea same as the one in America? Tell them they will find out the answer by scanning the menus.
b. While-Reading :
1. Let students answer the questions below.
[Six Specific Questions for Scanning Skills]
2. Let students make two scanning questions about two menus and share their questions in pairs. They will answer each other’s questions.
c. Post-Reading : Make students create new Coffee Bean menus both in Korea and America in pairs; They create two menus and sizes available. Also, they price them. Then, each group introduces their new menus to the classmates, and they vote for the best menu with the reason why they vote for it. This speaking activity helps students to use the vocabularies used in coffee shop in their conversation, and improves their speaking skills.
Draw students’ attentions by showing some pictures about future home. Have students guess what kinds of technologies they will have in a future.
Teachers ask two questions in slide #3 to students before watching the video. Students can listen actively, being asked by these questions. Then show the video in slide #4 to students. After watching the video, teachers ask four questions in slide #5 to students. If students cannot answer those questions correctly, teachers could allow them to listen one more time. Those questions are narrow so that require students to focus on more detailed information in the video.
Let students imagine that they just moved into new house, and give them opportunities to think about what kinds of technology they like to have in their house and why do they want that technology in their house. Students have time to share their ideas among group members. Make sure that each member has a chance to speak about one’s thought. Let students present one of the most creative ideas among group members’ so that the whole class can share those ideas.
I worked with:
Target Age: 8th – 10th Grade students/ intermediate level
Topic: The expressions used in each country: China, Russia, France, and Italy
The reason why we choose topic: Greetings are the essential way to communicate with other people and foreigners as well. Through the greetings, we are able to learn and understand foreign cultures. These days, people have more opportunities to visit/travel foreign countries and meet foreigners. It means that we live in a global village. That’s why the greetings are beneficial for learners as well as others.
Target Learners/ Interests: This speaking activity is designed for 8th – 10th graders years in EFL class.
Students will discuss in a group consists of the classmates from different countries. They teach the expressions of their country for greeting, farewell and an appreciative word to the classmates from other countries, and they learn the expressions of other classmates’ countries at the same time.
Aims: To encourage students to learn the knowledge of various cultural aspects from their classmates through the English speaking conversation. Also, students are encouraged to learn how to explain the meaning of the expressions to the listener in English.
I worked with:
I think ‘ESL Tower’, the sixth grammar website on the list of my group, is the best one (http://www.esltower.com/grammarteachers.html). My group set the target learner as students in the intermediate level. They are usually in the 11 – 14 years old range so I especially recommend the website to intermediate learners. I am going to review the website: the strengths and weaknesses. Then, I am going to review the other websites of the list, briefly.
There are many merits of using the website, ‘ESL Tower’, for both teachers and students. Firstly, the site offers a large amount of grammar exercises and games for students. They can do various types of exercises through the plenty of materials. Secondly, the grammar exercises and games are visual, auditory, kinesthetic and tactile enough to draw students’ attention. I as a teacher, need to come up with how to draw my student’s attention first when it comes to students in 11 – 14 years old range. In that sense, those are perfect materials. Secondly, there are self-study grammar exercises for students, which can be homework. The self- study exercises are not only just boring paper-based homework but also various. Students can do homework in an exciting way. On the other hand, the website is not well organized so users can waste time in finding particular exercise among a lot of grammar material. It takes a little time to getting used to the website. However, they can make good use of it once users get used to the website.
And now let’s review some other websites briefly:
The first one is ‘English Grammar Secrets’ (http://www.englishgrammarsecrets.com), which is one of the typical grammar sites. But there the activities are too simple and insufficient to get students’ attention.
The next one is ‘Study Zone’ (http://web2.uvcs.uvic.ca/elc/studyzone). That website is classified according to the students’ levels but the exercises and games are not enough compared to ‘ESL Tower’.
Thirdly, ‘English Grammar Practice’ (http://www.grammar-cat.com) is lacking in explanation and there are very little activities.
Fourthly, ‘Grammar Teacher’ (http://grammar-teacher.com) website provides free textbooks to download for students and teachers.
Lastly, ‘Learners TV’ (http://www.learnerstv.com/Free-Language-Video-lectures-ltv201-Page1.htm), which offers free video lectures. The website looks suitable especially for teachers or adult students because there are no games or activities.
To come up with grammar website evaluation, I conclude that “ESL Tower”, the sixth grammar website is one of the best material in refer of language learning for the intermediate level aged between 11 and 14 years. It has sufficient explanations with a variety of activities and exercises in order that it is appropriate to draw learners’ attention through using this practical website.
I worked with:
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