Original Instruction Plan _clothing

CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
COLLEGE OF EDUCATION

Masters of Arts in Education

Teaching English to Speakers of Other Languages
Instructional Plan: Clothing

Level: Beginning low; EFL college

Time frame: 2 hours

Performance Objectives:
Content Objective:
Students will be able to identify common clothing items

Language Objective:
Students will learn the ways to compliment clothes in English

Learning Objective:
Students will learn how to act our a role-play

CASAS standard:
0.1.4 Understand or use appropriate language in general social situations (e.g., to greet, introduce, thank, apologize)
1.2.9 Identify common articles and clothing

Material:
Textbook: Oxford Picture Dictionary (OPD) second edition
Work Sheet 1: learn vocabulary
Focus Sheet 2: Ways to compliment clothes
Work Sheet 2: Describe a hot
Focus Sheet 3: dialog template
Work Sheet 3: Create your own dialog.

Content Vocabulary:
shirt, jeans, dress, T-shirt, baseball cap, socks, athletic shoes, tie, blouse, handbag, skirt, suit, slack, shoes, sweater

Warm-Up:
The teacher asks the following questions.
(1)Do you often do shopping?
(2)What do you often buy if you do shopping?
(3) If there is something wrong with the thing you have bought, what will you do?
(4)What words have you learned about clothes?
coat, jacket, shirt, overcoat…
(5)What color do you like best if you buy a blouse?
A gray one, red one, blue one, black or yellow ones

Task Chain 1: Listen and point
1.The teacher will ask students to open the textbook to P.86 and P.87
2.The teacher asks students to listen to the vocabulary and point the picture. For example: athletic shoes.
3.Students complete Focus Sheet 1 as homework

Task Chain 2: The ways to compliment clothes

1.The teacher guides students to read Work Sheet 2.
2.Students read the sentences to each other.
3.The teacher read the tips to compliment
4.The teacher explain the Work Sheet 2: Write eight adjectives describing a hat and then use each adjective in a sentence
5.In pairs, students complete the web of the hat
6.In pairs, students use adjectives to describe their hat and share the picture with classmates

Task Chain 3: Role play
1.The teacher guides students to read Work Sheet 3.
2.In pairs, students complete Focus Sheet 3 to make their own dialogs.
3.In pairs, students act out their dialog.
4.Students use Rubric to score others’ role-play.


Final Assessment: peer assessment
Students use the rubric to assess others’ role-play and grade each other.

Work Sheet 1 learn vocabularyMatch 10 clothing vocabulary words to their pictures. The words are sock, glove, shirt, mitten, shorts, jacket, pants, sandals, sneakers, skirt


Reference: EnchantedLearning.com

Focus Sheet 2 Ways to compliment clothes

That’s a pretty dress!
Those are great shoes!
I really like your baseball cap!

Tips:
• Smile, and don't be offended if she doesn't compliment you back.
• Everyone wants to hear something like, "You look great today!"
• A compliment is a compliment.
• Compliment anything new such as a new hair style or new piece of clothing.

Work Sheet 2 Describe a hot
Write eight adjectives describing a hat and then use each adjective in a sentence



Focus Sheet 3 dialog template
How can I help you?
Do you need help with anything?
Next!
I would like.../I'd like...
Do you have any...
Could I please have...
I'm looking for a ...
Will that be all for you?
Did you need anything else today?
Cash or credit?
Thank you. Have a nice day

Work Sheet 3 Create your own dialog
A:____________ B:________________
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:

Role- Play Rubric

Use the rubric to give points to your classmates’ role-play.
Fluency ___/ 10
Creativity ___/ 10
Content ___/ 20
Pronunciation ___/ 20
Intonation ___/ 20
Action ___/ 20

The ELD grading pracitces_ CMS Ms. Murray

Ms. Murray taught in 7th and 8th grade English Language Development (ELD) and 7th and 8th grade English Language Arts for English Language Learner (ELA for ELL). She earned a BA in Psychology in 1977, and a teaching credential in 1979.
She has taught bilingual elementary classrooms, monolingual classrooms, and middle school and she has a multiple subjects credential. She always taught in southern California, for the past twenty-six years she has taught for Central School District.
The grading policy in Cucamonga Middle School (CMS) as follows:
90-100 A
80-89% B
70-79% C
50-69% D
Every teacher in CMS uses the same grading systems: GradeQuick grade software. Everything is assigned a number, even writing. It is a very good and convenient software that teacher can print out the result and see the average on graphics. The grades are reported on Edline, which parents and students can access at any time. Students at CELDT level 1 & 2 have modified work, and she gives full points if they complete the work she assigned. If the students are not able to complete a particular in any form she will excuse it. In the case that Some Level 1 students, maybe one every two years, are at such a low level of education when they enter the her class. She doesn’t feel it’s honest to give a letter grade. As a result, she just gave a “Pass” grade on the report card. “Grades motivate most students, but not all.” She said.
”
Siera and Gabby are the two remarkable students in the ELD class. Tracking their learning process, it’s not hard to find that they both are falling behind. She always walks over to them at the beginning of an assignment to support them and get them started. Siera just moved in from Mexico to the United States and Gabby has been here for four years. After she noticed their lower grade, she decided to shorten their assignment at that time. Sometimes she will offer after-school tutoring for these lower grade students or someone who needs help. In face, some students accept the help, some don’t.
All of ELD class assignments in CMS are based on standards, so if students do well on assignments then they will do better on standards assessments for the state! However, scores on the annual state tests are not part of the grades on report cards. Schools don’t even receive the scores until summer. It is possible for a hardworking student to earn good grades, but still do poorly on the standardized tests given by the state of California. Likewise, it is possible for a lazy student to fail classes but do well on the standardized tests. It is not common, but it happens.
Overall, grades are based on effort. Students who complete work and hand it in earn good grades. Students who do not complete work or hand it in earn poor grades. Grades are more a product of attitude than of intelligence.

The standard-based teaching plan in EFL college level

My target teaching level is EFL college student
This teaching plan is for ESL learners in begining low level
The teaching plan matches the CASAS standard. Here is the link:
Life and Work Listening – Level A
https://www.casas.org/home/index.cfm?fuseaction=home.showContent&MapID=2934
https://www.casas.org/home/index.cfm?fuseaction=home.showContent&MapID=2935


Level: ESL College in Beginning Low level
Teaching Plan: use of "like"
The correct use of "like" is of fundamental importance in many basic questions. The fact that these questions use "like" as a verb or a preposition can further complicate the issue. This lesson focuses on helping students identify the principal uses of "like" in question forms and some of the problem areas concerning these questions.
Aim: Improving the understanding of the various uses of "like"
Activity: Matching activity followed by oral comprehension activity.
Standard: (CASAS Standard)
L2.1 Comprehend simple words and phrases in basic communication in familiar contexts (e.g., basic courtesies, personal information, survival, emergency)
L2.2 Recognize letters of the alphabet, letters in words, and numbers when spelled or dictated
Comprehend basic grammar and structures with present tense verbs and modals of high-frequency usage (e.g., to be, to do, to need, to have, can)
L3.2 Recognize pronouns and follow pronouns across a statement (e.g.,Carlos lives with his mother.)
L3.9 Comprehend intermediate level grammar and structures (e.g., simple past, modals, real conditional, present perfect, compound simple sentences)
L6.1 Identify the topic, main idea, or gist of brief discourse or information
L6.2 Listen for simple specific details of brief discourse (e.g., What time will the train leave?)
Purpose:
• Ask students the following questions quickly, make sure to alternate questions often: What would you like?, What do you like?, What are you like?, What do you look like?, How are you? - change subjects often, especially with the last question.
• Write the questions on the board and ask students what the function of "like" is in each - verb or preposition.
• Discuss the differences between the various questions.
• Have students complete the matching activity, matching questions with answers.
• Correct activity in class. Review any problem areas.
• Have students do the oral exercise (or read each answer from the oral comprehension section yourself). Ask students to ask an appropriate question (i.e., What does he look like?)
• Repeat the first activity. Make sure to alternate questions and subjects quickly.
Various Uses of "Like"
For each answer choose the correct question.
What does he look like?
Fantastic. They played for more than 3 hours.
What does she like?
He's doing well, thank you.
What would you like?
He's tall, dark and handsome.
How is he?
Playing golf, reading and going to the cinema.
What's she like?
A steak, please.
What was it like?
Very interesting, she has travelled all over the world.
Ask the right question with "like" Read the following sentences aloud and ask your partner to ask an appropriate question.
• Oh, she is very interesting. She is very involved in community activities and loves the outdoors.
• He's fine, thank you.
• Just awful, it hasn't stopped raining for the last three days.
• Reading science fiction, watching classic films on late night tv.
• Very pretty, she's got short blond hair, blue eyes and a usually wears jeans and a t-shirt.
• A beer, if that's no problem.
• He's quite the entertainer. He loves having people over for dinner.
• It can be spicy AND sweet. It's delicious.
• It's a painting of a countryside with lots of flowers in the foreground.
• He can be difficult at times.
Answers
• What's she like?
• How is he?
• What's the weather like?
• What does she like doing?
• What does she look like?
• What would you like?
• What's he like? OR What does he like doing?
• What's it like?
• What does it look like?
• What's he like?

ELD interview

CMS ELD Program Interview

Describe the Program/Site Visited

My target teaching level will be EFL in college level in Taiwan. The English that Taiwanese colleges teach is as easy as the middle school ELD program, or maybe easier. I may start to teach middle school and high school level in Taiwan before I get my doctoral degree.
Cucamonga Middle School located in Rancho Cucamonga near Ontario Mills serves grades 6-8 in the Central Elementary School District. In addition, this is a nice and friendly school. I did my field work here for three weeks from Monday to Friday this summer. Moreover, the school has received a Great Schools rating of 7 out of 10 based on its performance on state standardized tests. I did the teacher interview in their EDL (English Development Program).
Donna Chadwick is the teacher for the ELD classroom. It is a pull out class. School pulls out thirty-three students from Grade 6-8. Moreover, she is an hour-by-hour part time teacher in CMS. She has taught in CMS for three years. Mrs. Chadwick is a very professional and experience teacher. She had already worked as a teacher for thirty years. She had taught in many schools such as Arroyo K-6 and Oaks Middle school.

Mrs. Chadwick graduated from Cal Poly Pomona in 1968, then worked for a master degree in Education. In addition, she had a credential in elementary education. She began teaching in 1970 at an elementary school with migrant farm workers who had no education. Then she went back at night to get a master degree in learning handicapped while teaching during the day. Also she had an LH(learning handicapped) at San Bernardino State University.
I do really like the way she teaches. She cares about students and she finds lots of resource. For example, she went to the Cucamonga Public library to lend eleven books to show the power of poems. She also did the teaching plan before the tri-semester based on the High Point Curriculum. And she will write daily agenda on board for students who had hard time to pay attention in class.
Talk about her teaching style. She is strict, patient, and helpful. She needs to be strict because she just has forty-five minutes for a class. She always wants her students feel successful and happy to learn English but not too competitive.

English-Language Development Levels of Students


Why students need ELD class in CMS? There are some students who just moved to the United States from Mexico, Thailand and other countries. As a result, they need English as a second language to catch up to the regular class. There is a placement test which can sort students into five levels. Students who sorted in the first three levels need to go to ELD class everyday for an hour.
The results from the California English Language test are just the placement for pulling out students from the regular classroom. They sort ELD students into three classes: Grade 6, 7, 8. It is obvious that students are at mixed levels of English ability in the same classroom. Some of them had the ability to speak in fluency English but they cannot read and write.
There is a daily placement for ELD students called “Diagnosis and Placement Inventory”. That is a text to exam students’ ability about English vocabulary, reading and writing.


From Placement to Instruction


Mrs. Chadwick thinks about the question “How do teachers make use of initial placement data to meet students’ instructional needs?” for couples minutes. She said she will care about “what group they should be”. ELD students should be sort in right levels but not place them with age. In fact, there are no more funds for the CMS ELD students. They may have no more ELD class after 2010 February.


Curriculum and Instruction


The ELD program used Hampton Brown’s High Point series. As you can see from the textbook pictures, there are three levels and one more beginning level (purple). There are five units in each book and many readings and discussion questions in the textbooks. The textbook comes with workbook and activity book. Moreover, there are some good High Point Reading Series.
Program Critique
The program delivers daily review. Sometimes students have homework to do, others the practice in class. There are eight special aid students in the ELD class. For example, Jessica moved to the United States four years ago and she still has hard time to be in class and do any homework. Some of them are non-function students. Moreover, some of 8 grader student think they shouldn’t be in the ELD class.
There are numerous suggestions that CMS ELD program can be improve. First of all, there should be enough funds for teachers for the whole years/day. She paid by three hours and work over six hours a day. Second, ELD students need more class time to study English. Last but not least, Regular class teachers should meet ELD teachers and have some information transition.


References:Cucamonga Middle School Website: http://www.csd.k12.ca.us/cucamonga/
Textbook (High Point) Website: http://www.hbhighpoint.com/

Time travel to Qing Dynasty with me!

Let’s go back to Ancient China - Qing Dynasty

Dear classmate, I would like to bring everyone to go back to Qing Dynasty. The Qing Dynasty (1644–1911) was established after Ming and it was the last Han Chinese dynasty, by the Manchus. I watched three series Qing empires television drama in Taiwan. Therefore, I realize Qing dynasty is one of the strongest Dynasties in five thousand Chinese histories.
There are numerous interesting things that we can do in Qing period.

First of all, we will go to traditional market to try the Manchu queue hairstyle and Manchu-style clothing. The traditional Chinese clothing or Hanfu were very expensive, just in case please bring enough Qing money with you. Female class mate can also try “bannermen dress” in the palace.

Moreover, our next journey will be in the Qing palace. We will meet the Emperor Kangxi who ordered the creation of the most complete dictionary of Chinese characters ever put together at the time. He has eight very strong and loyal military called "Eight Banners".

Last but not least, I would like to bring everyone to some remarkable spots such as massive Tian'anmen (Gate of Heavenly Peace), the Forbidden City, the Imperial Ancestral Temple and the Temple of Heaven. I haven’t been to these architectures before, therefore, I really want to go back to the Qing Dynasty and experience the Beijing at that moment.

I am an international student from Taiwan!

I grow up in Taiwan and live there for the past 22 years. I am a travel lover! I love to travel to different cities and countries. Therefore, I have been to some different culture countries such as Thaland, Phillipines, Japan and England. I hope I can do more in the future.
I am studying in M.A. TESOL program in CSUSB(California State University) now. My future plan will be a proffesional and good EFL teacher in Taiwan. I had taugh English in Taiwan for four years at very begining level. I love my job as an English teacher. Moreover, I had been trained to be an English teacher for 80 hours. As far as I teach, I realize there is always more that I need to learn. As a result, I choose CSUSB to fulfill my master degree and gain more proffesional knowlege in TESOL.

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