teaching manuals with handouts in power point

8/6/2019 Teaching Manuals With Handouts in Power Point

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TEACHING MANUAL FOR TEACHERSTeaching MaterialsTelephone Message ScriptsESL Lesson Idea: Articles "A (or An)" and "The"

DescriptionMany other languages do not use articles before nouns, so determining whether to use "a" (an) or"the" in English can be especially confusing.MaterialsStudent Handouts: Use of ArticlesSuggestionsA general rule is that "a" (or "an" before a vowel sound) refers to any object, while "the" refers to aspecific object.

In addition, certain locations and activities, which are familiar and regular to the speaker, do notrequire any article (examples: home, school, work, church, class, breakfast, lunch, dinner).Go over the examples on the handout Use of Articles and make sure your students understand them.Statement and Question Exercise:

yFirst compose a couple of simple statements using a noun and the article a (an), such as Ihave a dog. I drive a Volkswagon. I ate a sandwich. Write these on the board.yThen elicit question words (who what when where why how) and write them on theboard.y

Use the question words to ask a question about each statement. For example:Statement: I ate a sandwich.Question: Who made the sandwich?

yPair students to have them come up with statements and questions (using the) correspondingto each others statements. Have them act out their scripted statements and questions for therest of the class.


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ESL Lesson Idea: Body PartsDescription

By the end of this lesson, your students should have some familiarity with common

terminology for parts of the body.Materials

Student Handouts: Body Parts and Unlabelled Body Parts

Suggestions

Warm-up: Find out how much your students know about body parts. Get your students up

and ask them to do the following:

Point to your head.Point to your nose.

Point to your stomach.

Point to your back.

Roll up a sheet of paper and use it to point at your ear (for example) and ask students,

Whats this? (They should respond to whichever body part you point to.)

You can use the handout Body Parts to review or introduce the vocabulary.Draw two pictures of a body on the board. Split the class into 2 teams. Give each student a

marker. Tell your students to help each other. Ask students to write as many body parts on the

board in 5 minutes as they can.

Alternatively, use the handout Unlabelled Body Parts. Ask students to turn over or hide the

labelled version and have a contest to see who can fill in the most blanks in 5 minutes. This

could be done individually or in teams.


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ESL Lesson Idea: Describing Clothes

Description

By the end of the lesson, your students will be able to describe what people are wearing by identifying

clothes and colors.

Materials

Student Handouts: Types of Clothes and Describing ClothesPictures of clothes from magazines or catalogs, or from the collection of laminated pictures you will find at

the Bellevue Learning Center.

Bring different colored clothes from home: pants, shirts, socks, shoes, dresses, skirts, ties, etc.

Suggestions

Warm-up: Show different clothes to the students. Ask your students: What is this?. Write the names on

the board.

Ask students about colors they know. (Brown, blue, red, etc.) Write the colors on the board.Talk about the Types of Clothes as shown on the handout, and find examples. Ask "Who is wearing a belt

today?", "a t-shirt?" etc.

Using the magazine pictures, ask students to describe what the people are wearing. Write the words on the

board. For example: She is wearing a blue blouse and black pants. Practice reading the sentences aloud with

the students.

Using the handout Describing Clothes

, have students practice the conversation in pairs. Variation:

Substitute for the written description a description of what your partner is wearing.

Game ideas:

yPut chairs in a circle. The teacher stands in the middle. The teacher writes on the board, Switch seats

if you are wearing brown shoes. The teacher says Students who are wearing brown shoes switch

seats. The teacher tries to find a seat while the switching is going on. The person who is left stands in

the middle and says, Switch seats if you are wearing ____.

yPicture Race: Use pictures of clothes from the collection you brought in. Assign 10 pictures to groups

of about 5 students sitting in a circle. Working individually, they will compete to write brief descriptions

of as many pictures as they can in 5 minutes. Then share the results with the class.


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ESL Lesson Idea: Describing People

Description :

To give a physical description of a person, your students need to understand what details are

important, the vocabulary to use, and the order in which to give the information.Materials :

Magazine pictures of a variety of people - post these on the walls of your meeting room.

Student Handout: Describing People

Suggestions

Introduce some basic vocabulary from the handout Describing People.

Model the description order: She (or He) is a (size,) (shape,) (ethnicity,) (gender.) (He is a

tall, slender, Asian boy.)

Gradually add the other descriptive characteristics: eg. She has short, curly black hair. or

S/He is in a wheelchair.

Give a description of one of the people in the magazine photos you have posted around the

room, and have students guess which person you are describing.

Have the student who guesses first give a description for his/her classmates to guess.

Have the students try to describe themselves and their classmates.

Cultural note: Help students to become aware of words that Americans find offensive, such

as fat, old, or ugly. Give them other, more socially acceptable words such as heavy-

set, older, or plain.


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ESL Lesson Idea: Describing Symptoms

Description

Your students need to be able to talk about symptoms when they are occurring so that they can describe

them to a health worker.

MaterialsStudent Handout: Describing Symptoms

Suggestions

Using the Describing Symptoms handout, ask students the following questions:

Whats the matter?

Has this ever happened to you?

What did you do?

What other words do you know when you are not feeling well?Write the sample conversation below on the board. Students will practice the conversation in pairs. Use

the pictures of symptoms to practice each one.

A: Whats the matter?"

B: I have a headache.

A: Im sorry to hear that. I hope you feel better soon.

B: Thanks.

For more practice, have students practice dialogues that might occur in the doctors office or emergency

room, asking and answering questions such as:"Where does it hurt?"

"How long have you felt like this?"

"Are you taking any medication?"

"What kind of medical insurance do you have?"

With more advanced students, have students practice writing down the symptoms and/or questions in a

letter to take to the doctors office. Explain that this will help them to remember everything important and

to be better understood.Related lessons: Calling in Sick and Reporting Emergencies


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ESL Lesson Idea: Families

Description

Your students will be introduced to family vocabulary and have a chance to compare

families in different cultures.

MaterialsA diagram of your family tree, and pictures of your family.

Student Handouts: A Family Tree

Suggestions

Use the handout A Family Tree to get students familiar with the words. Ask students

what other words they know about families.

Have pictures of family members and/or diagrams of your family tree posted around so

students can see. Ask students to draw their family trees. Invite students to talk about

their family trees.

Lead a discussion about families. Questions can be:

Who do you include when you use the word family?

Where were your parents and grandparents born?

Is the size of your family common in your country? How is it similar to other countries?

How is it different?

Is the way your family lives in the United States similar to the ways other families live in

your country? In what ways is it similar or different?

At the end of the discussion ask students to conclude with statements based on what

was shared. Some questions may be:

What did you learn about your view of families?

Why are there differences in the way families are structured?


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ESL Lesson Idea: Making Conversation

Description

Developing social skills such as small talk will go a long way to breaking the

isolation of many immigrants. This lesson teaches ways to initiate a conversation,some appropriate common phrases used to agree or disagree, and how to

politely finish a conversation.

Materials

Student Handouts: Making Conversation and Conversation Tools

Suggestions

Begin by demonstrating a simple conversation with a neighbor, as in the

handout Making Conversation. Ask your colleague or a student to read the

dialogue with you.

Present and discuss some of the phrases in the handout Conversation Tools,

giving attention to which are appropriate for casual situations, first

acquaintance, etc.Point out that many of these phrases are used in combination, for example

"Hello, it's nice to see you" or "It's been great chatting with you, see you later."

Have students make up skits in pairs, including a casual conversation, and then

present them to the rest of the class.

Some typical topics for casual conversations are discussed in the related

Workplace Lesson Small Talk.


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ESL Lesson Idea: Telephone Messages

Description

Provides practice understanding telephone conversations well enough to take an accurate phone

message; a skill that requires experience and strategy.

MaterialsToy or cardboard cutout telephones.

Optional: a tape recorder.

Student Handouts: Message Forms and Telephone Spelling

Teaching Materials: Telephone Message Scripts

Suggestions

Help your students to become familiar with the layout of a standard phone message slip. Distribute

and discuss the Message Forms to identify what information is needed and how it is generallyreported. Define the vocabulary on the message form.

Read (or play a tape of yourself reading) the phone messages from the Message Scripts sheet, and

have students write notes first on a practice paper, and then on the message forms.

Have each student make up his/her own phone message and read it to a partner to take notes.

Discuss telephone answering machines and how they work. Read the answering machine message

and response from the Message Scripts sheet. If you have a tape recorder, play a tape of yourself

reading the answer message. Then speak the response into the toy phone.

Emphasize the importance of speaking slowly and clearly. Introduce the students to phonetic

spelling with the Telephone Spelling handout, to help them understand better and to be understood

when spelling aloud on the phone.

Have students make up their own answering machine message and read them to a partner, who

then responds.


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ESL Lesson Idea: Reporting Emergencies

Description

Students should know how to access community emergency services, and be prepared to

use the telephone to do so.

Materials

Magazine pictures of accidents and emergencies.

Toy phones or cardboard cut-out phones.

Student Handouts: Emergency Situations and Calling 911

Suggestions

Target vocabulary: medical emergency, accident, injury, fire, crime, stolen car, apartment

complex, single family home, etc.Using the handout Emergency Situations, discuss different kinds of emergencies. Review

pertinent vocabulary.

Using the handout Calling 911, talk about who to call in different kinds of situations and

identify the important items that must be reported in an emergency call.

Practice asking and answering personal information questions. Make sure that students

are comfortable and understandable as they give the necessary personal information.Then model the conversation in the handout Calling 911.

Clarify any of the questions that the students may not understand, then have them

practice the conversation in pairs first face-to-face, then back-to-back.

Let each student pair select a magazine photo. Have the students work in pairs to create

their own emergency-911 conversations in response to the pictured emergencies.


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ESL Lesson Idea: Talking about our Native Countries

Description

Your students will give talks about their countries. This lesson will help your students increase their knowledge and

awareness of the specific cultures represented in the classroom.

Materials

Large pieces of blank newsprint or butcher paper and markers.Student Handout: Countries of the World

Suggestions

Prepare your students during the previous class with the warm-up exercise Countries of the World. Have them walk

around the classroom and ask each student where she or he is from. Your students will write the names next to each

country on the handout map.

For the next class, tell your students to think of at least two questions for each person in the class, about their

native country.

For the next session, put up large pieces of paper on the classroom walls, one for each country represented in theclass. Write the name of the country on the top with a marker.

Ask your students to walk around the room and write their questions under each country's name. Some example

questions might be:

yDo you have American television shows in Mexico?

yIs it hot in China?

yAre there beautiful beaches in India?

yWhat are the schools like in your country?

After the questions are written, let the students read them. Give each student, or a team of students for each

country, time to think of answers to the questions. Then each student or team will give a presentation about their

country, responding to the questions.

After all the presentations have been made, ask your students the following:

yWhat did you learn about other countries?

yDid any of your opinions or impressions change?

yWhat did you learn about your own native country from the questions of others?

yWhat was the purpose of this exercise?


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ESL Lesson Idea: Using the Telephone

Description

Provides practice phone conversations and phone etiquette; important but difficult skills, due to the

lack of visual clues for the non-native speaker.

MaterialsToy or cardboard cutout telephones.

Student Handouts: A Phone Conversation, Phone Dialogues, and Phone Situations.

Suggestions

Students will have better success responding to phone calls if they are able to be the ones asking

the questions. In order to take control of the conversation, or ask for clarification, students need

appropriate language to interrupt the caller. For example:

Who are you trying to call?What was it that you wanted?

Pardon me, but who did you say this was?

Could you please spell that slowly?

Is that C as in Charlie?

Model the conversation in the handout A Phone Conversation and have the class ask questions

about anything that they do not understand.

In pairs, students will read the Phone Dialogues to each other, and then make up their ownconversations using the Phone Situations as a guide. Initially have students practice face-to face, and

then back-to-back. Using the toy phones or cut-outs is helpful.

Discuss telemarketers and how to respond to them. If a student discerns that a call is from a

telemarketer, s/he can simply say, Please take my name off of your list. New legislation requires

that telemarketers must immediately end the call when that request is made.

See additonal lessons on calling 911 and taking a phone message.


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teaching manuals with handouts in power point

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