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ESL summary

June 1st, 2011 by Anna Cibils · No Comments · Uncategorized

Days taught:

2/20: Meredith taught, and I mostly observed. The lesson plan was “Love and Relationships”. The two women who were regular students had expressed to Meredith that they had been in abusive relationships in the past. In this class they were taught basic vocabulary to describe relationships, such as “single” “married” “love” “respect” “husband” “wife”, etc. It seemed that the students were really pleased with the lesson, especially since it was regarding a topic they had expressed concern about in the past. I feel like they were very comfortable asking us how to say certain things, and what rights they had as domestic partners.

2/27: I taught. Lesson plan: “Daily routines.” The students expressed an interest in learning about verbs, and their correct conjugations. I decided to design a lesson plan in which they could learn how to describe activities they were used to doing on a daily basis. Every student described what they usually did in the morning, like make breakfast, take their kids to school, etc. I found that although they did learn how to say some new things, many of the students had trouble with basic verbs such as to have and to do, so we decided it was time to go back to the basics.

3/6: Meredith and I both taught. Lesson plan: “to do”. Meredith had already designed a lesson plan with “to do” so she mostly led this lesson. The main point of this class was to distinguish between “to do” and “to make”, since in Spanish these two words are translated into “hacer”.

3/13: Meredith and I both taught. Lesson plan: “to do”.  In this lesson we decided to finish up “to do” since it had been a lot of information to cover in only one class. This time we started out asking the students to list different activities that they commonly do, and whether they would use “to do” or “to make” with it. I felt that this was one of the most successful plans. At the end of the lesson it seemed the students were really comfortable with difference between “to do” and “to make”, especially since we made the point that when we “make” something, there is usually something being produced.

3/20: I taught. Lesson plan: “At the store.” At the end of the last class, as usual, we asked them what they would like to learn more about. The students told us that many times at stores the cashier would ask them questions or try to make small talk, and although they could understand, many times they didn’t know how to answer. At this lesson we taught them how to answer to a question about food they were buying, what grades their children were in, etc. We also presented them with common questions that may be presented to them at the cashier, such as “would you like your receipt in a bag?” or “paper or plastic bags?”. At the end of the class we also talked about how to ask questions to their children’s teachers or phrases they may need to say at school. Some examples are, “how is my son/daughter doing in your class?” or “I will be picking up my son/daughter early from school today.”

4/10: I taught. Lesson plan: “At the doctor’s”. (covered in past blog)

4/17: I taught. Lesson plan. “At the doctor’s ctd. and conversation etiquette.” (covered in past blog)

We had to cancel the other classes for the following reasons:

3/27 and 4/3: no class; spring break, both Meredith and I were out of town.

4/24: Easter; the church at which we taught was having a special service and we were unable to use the room we usually taught in.

5/1: None of our students could attend class because of another church function.

5/8: Meredith was out of town, and the other ride we had arranged had to make a last minute cancellation. We were unable to find another replacement in time.

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