Quinn - ESOL teacher - Chicago
Quinn - ESOL teacher - Chicago

Quinn

  • Rate L263
  • Response 1h
Quinn - ESOL teacher - Chicago

L263/hr

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  • ESOL
  • English Vocabulary
  • English reading
  • English listening
  • TOEFL

Graduate from Xavier University with TEFL certification looking to teach French and English.

  • ESOL
  • English Vocabulary
  • English reading
  • English listening
  • TOEFL

Lesson location

About Quinn

I am a Graduate of Xavier University's Philosophy, politics, and the public program with an enthusiasm for teaching and helping students achieve their full potential. I am TEFL certified and have experience teaching and tutoring ESL students at Great Oaks Charter School.

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About the lesson

  • Primary
  • Lower Secondary
  • Senior Secondary
  • +19

    • levels :

    Primary

    Lower Secondary

    Senior Secondary

    Post Secondary Education

    Higher Education

    Adult Education

    Master's Degree

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    Early Childhood Care & Development

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    C1

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    Other Professional Training

    Beginner

    Intermediate

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    Children

  • French
  • English

All languages in which the lesson is available :

French

English

-I am a big proponent of relationship building with the students and letting lessons be guided by student. Typical lesson plans include clear objectives, quick warm ups, presentation on vocabulary, practice, group work, sharing with the instructor, then a review.Here is what it would look like:


Aims/Objectives: By the end of the lesson, the students will be able to...
• point to basic shapes (circle, diamond, square, heart) when hearing the words
• attempt verbal identification of basic shapes
• identify color (blue, yellow, red, purple) and shape combinations
• attempt verbal identification of color/shape combinations
Assumptions: Students are already familiar with the warm-up and wrap-up songs. Students are familiar with the game of bingo and older students will assist younger students. Students have already learned basic colors.
Anticipated Problems & Potential Solutions: Younger students may be inhibited and may not sing the songs or repeat the new words; for this age group, teacher should not force students who are not ready to speak in English.
Materials:
• warm-up song
• flashcards (see end of lesson)
• shapes song
• song lyrics (see end of lesson)
• bingo cards (see end of lesson) and chips
• wrap-up song
Warm-Up (2 min): Starting Routine Teacher goes over the words and gestures of the “Make a Circle” song without singing it first, and then teacher and students sing and act out the “Make a Circle” song.
Students stand & act out; some may sing along. Students sit down when the song ends.
Presentation (5 min) Flashcard Vocabulary
• Teacher presents flashcards and introduces shapes (circle, diamond, square, heart). Teacher encourages students to repeat new words but doesn’t force students if they are not ready to repeat; teacher says the words several times and points to the correct flashcard each of those times.
• Students sit and repeat words if they are ready to do so.
• Teacher then checks for understanding by giving each student one flashcard and asking
students to hold it up when they hear that shape called.
• Students hold up corresponding shape flashcard when they hear teacher say the shape name.

Practice 1 (5 min) Shapes Song
• Teacher shows video of “Shapes Song” to students and asks them to hold up their shape flashcard when they see that shape in the video. Teacher sings along with video and encourages students to do the same.
• Students sit and hold up their shape flashcard when their shape is featured in the video; students may sing along.
Grouping (2 min)
• Teacher asks students to get into groups with other students that have the same shape flashcard (students should still have flashcards from the previous stage). Teacher pairs off students in each group and collects flashcards.
Practice 2 (6 min) Scavenger Hunt
• Teacher tells class (now in pairs) that they are going to find shapes in the classroom. Teacher sings the first part of the “Shapes Song” (but without video; lyrics shown below) in order to model activity.
A circle. A circle. Can you find a circle? A circle. A circle. Can you find a circle? Can you find a circle? Ready...GO!
• Teacher then picks up or points to a classroom object containing a circle, says the word ‘circle,’ and motions for the class to repeat the word. Teacher checks for understanding of activity and starts the song again, pausing after each shape is mentioned in the song. (Full song lyrics shown after lesson.) Teacher asks students to point to or hold up classroom object and say shape name with a partner. Teacher repeats song verse for each shape.
• Students watch as teacher models activity. After each song verse (students may sing along), students travel around the classroom with their partner searching for classroom objects with each shape. When called on, students then point to and possibly say shape name.
• Song and activity may be repeated after switching partners.
Presentation 2 (2 minutes) Color Review
• Teacher gives each student a flashcard. Teacher points out the fact that students have shapes of different colors on their cards (blue, yellow, red, purple). Teacher has already taped a sheet of paper for each color in each corner of the classroom. Teacher points to each paper, says the color name, and motions for students to repeat. Teacher asks students to journey to the corner of the room that matches their color.

• Students listen to color review and repeat color words. When teacher says ‘go’, students go to corner of the room that matches their color. When teacher points to that group, students say color name.
Practice 3 (8 min) Shapes Bingo
• Teacher asks students to sit in circle again (circle song may be repeated to achieve this) or sit in desks. Teacher tells students they will play a game of ‘Shapes Bingo.’ Teacher reminds students how to play bingo by modeling with own card. Teacher hands out bingo chips (or any classroom material that will suffice). Note that younger students may need to be paired with older students.
• Students sit in circle or at desks and listen to teacher call out color/shape combination. Students use bingo chips to cover color/shape combination when called out by teacher. Students repeat color/shape combination when they cover it up. Students call out ‘bingo’ when they have covered four in a row (horizontally, vertically, or diagonally).
• If student is comfortable, they show the class which shape/color combinations that they covered up in order to win. Student may or may not verbally identify each shape/color combination when presenting to the class.
• Game is repeated until many different students have the chance to call out ‘bingo.’
Review (2 min)
• Teacher asks students to turn in bingo cards. As each student turns in a card, teacher points to one or two shapes on the card and asks student to say color/shape combination. If student does not speak, teacher says a color/shape combination and asks student to point it out.
• Students turn in card and identify learned vocabulary.
Wrap-Up (2 min) See You Later song
• Teacher tells students that it’s time to say goodbye and end the lesson. Teacher starts singing goodbye song (video may not be needed because students are familiar with this routine).
• Students stand up; students sing and/or act out the “See You Later” song with the teacher.

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Rates

Rate

  • L263

Pack prices

  • 5h: L1315
  • 10h: L2630

online

  • L263/h

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levels

Primary

Lower Secondary

Senior Secondary

Post Secondary Education

Higher Education

Adult Education

Master's Degree

Doctorate

MBA

Early Childhood Care & Development

A1

A2

B1

B2

C1

C2

Other Professional Training

Beginner

Intermediate

Advanced

Professional

Children

All languages in which the lesson is available

French

English

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