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.