Friday, 24 May 2019

Rice Terraces of the Philippine Cordilleras

  



Level: Advanced
The author in this story tends to write with very long and complex sentences. The main object of this lesson is to analyze the writing style and to rewrite the sentences (written or verbally) in an easier to read fashion. Lesson will take about 50 or more minutes depending on student level.

Lesson:
1. Watch the video as homework before class.
2. Warm up with the discussion questions.
3. Describe the video. What is it about?
4. View the slideshow pictures and discuss the images.
5. Speak about the thesis statement in the first sentence.  Check for comprehension.
6. Read the article 1 paragraph at a time:
7. Discuss pronunciation, word stress, and new vocabulary words.
8. Discuss how the sentences and paragraphs could be written better.
9. Which text is redundant? What can be eliminated from the text,
still keeping the article full and complete?
10. Homework: Write a 1 page summary of the article.

Warm up Discussion:  
What comes to mind when you hear the word ‘rice’?
What rice dishes do you like?
Which is better, rice or potatoes?
What can you do with rice?  (sushi, boil, fry, pudding)
Japanese people mix tea with rice. What do you think of this?
Which country grows the world’s best rice?
Do you prefer white rice or brown rice?
Why do people throw rice at weddings?
Texas and California are the largest rice producers in The United States.
California actually exports rice to Japan. Does your country grow rice?
Which crop does your country grow?
Which country is the largest producer of rice?
https://www.worldatlas.com/articles/the-countries-producing-the-most-rice-in-the-world.html

Rice Terraces Video:

Reading Article:  
Rice Terraces of the Philippine Cordilleras

Slideshow Like for Terraces:  




Tuesday, 11 December 2018

America's National Parks


A great lesson that all ESL students are interested about is about the national parks in the United States.  


Watch the 15 minute video and then do the exercise.

CLASS TIME:  50 minutes

1.  Discussion Questions:  https://esldiscussions.com/p/parks.html

2.  Edit the essay in class using Google Docs. This makes it easier to explain your edits is also much easier than doing screen sharing on Skype.

3.  Discuss the video together and talk about you would like to visit.  Use descriptive words about the interesting parks.

4.  Vocabulary:  Vocabulary on page 5, however it is more enjoyable to learn the vocabulary during the reading time instead of going through and trying to memorize a vocabulary list.

5.  Reading:  Read story 1 or 2 depending on your level.  Read each paragraph one at a time.  Check for pronunciation, comprehension, descriptive wording, and for adjectives.  

6.  Summary:  Have a conversation about the vocabulary and facts learned in the lesson.









Sunday, 25 November 2018

The Siberian Medical Train

The Siberian Medical Train

   



   Lesson Time:  45-50 minutes

   Warm-up Questions:  http://iteslj.org/questions/health.html

   6 minute video:   https://www.youtube.com/watch?v=mItB_SIx9EY

   Article Reading:  http://www.ngllife.com/siberias-medical-train-1

   Extra Reading:  https://www.newsweek.com/2017/05/19/russia-trains-medical-care-607346.html

EXERCISE

Video:  Watch the video, before or during class.
Read the article:  Have your student read the article out loud and check for pronunciation and fluency.  After each paragraph, check for understanding by asking simple questions about the details.
Grammar:  Have students select 3 adjectives or 3 descriptive pairs of words in each paragraph. 
Comprehension:  At the end of the reading, do the quiz. 

Homework:
1. Have your student write an essay about the medical train using the information given in the two articles and the video. 
2. The essay should have an introduction, 1-2 paragraphs for the body, and 1 paragraph for the conclusion or ending. 
3. Student should also voice their opinion about the story and include descriptive adjectives in the essay.
4. Review:  I usually review the essays and do them together with my students on Google Docs, so I can better explain the corrections together.