Sunday, March 2, 2008

Second Semester Lesson Plans

Chuseok (Handout)

Answer these questions about the holiday.

Where did you go for Chuseok.

How many family members were there?

What is the traditional food?

How much money did you get?

American Style Chuseok

Americas Chuseok is called?

It is celebrated during which month?

The traditional food served for American Chuseok is what?

A traditional dessert served is what?

What do most Americans do the day after Chuseok?

Lesson Plan

Introduction: Chuseok and Thanksgiving. Similarities and differences.

Middle: Students answered question about their Chuseok and read them aloud.Took survey to determine who traveled where, average family member total, and amount of money given to each student. This was followed by a lecture on Thanksgiving. Explained the differences and similarities of the two holidays.

Conclusion: The two holidays are a time for giving thanks and spending time with family. Korean children usually get money, Americans don’t. Americans eat turkey instead on rice cake. Finished class with a relevant drawing game.

Reflection: With the drawing game I divide the students into three teams and draw pictures that reflect the objects in the lessons I just taught. This gets them more engaged and helps retain the knowledge. I decided to do my Thanksgiving lecture with the Chuseok lesson since it was fresh in the student’s minds. Good class participation. Students were interested in an American Style Chuseok called Thanksgiving.

How well do you know America? (Handout)

The normal workweek for an American is ___ hours per day and ___ hours days per week.

A: 10, 50 B: 9, 45 C: 8, 40 D: 7, 35

High Schools student usually attends school __ hours per day and __ hours per week.

A: 10, 50 B: 9, 45 C: 8, 40 D: 7, 35

The U.S. population is just over _______ million people.

A: 100 B: 200 C: 300 D: 400

When meeting for the first time, Americans will

A: Bow B: Shake Hands C: Kiss on cheek D: Do nothing

The most popular sport in the U.S. is

A: Soccer B: Hockey C: Lacrosse D: Football

How many States are in the U.S.?

A: 50 B: 52 C: 48 D: 13

The most important holiday of the year in the U.S. is

A: Easter B: Christmas C: Thanksgiving D: Presidents Day

The two countries bordering the U.S. are (Circle two)

A: Mexico B: Alaska C: Canada D: Costa Rica

A Scale in the U.S. will show the weight in

A: Kilograms B: Ounces C: Pounds D: Tons

The biggest city in the U.S. is

A: Los Angeles B: Chicago C: Seattle D: New York City

The area famous for its movies and entertainment is

A: Salt Lake City B: San Francisco C: Hollywood D: Miami

“What’s up dude?” is an American slang word that means

A: Goodbye friend B: Hello Friend C: I am fine D: Thank you

America’s island state is called

A: Alaska B: Florida C: Washington D: Hawaii

When eating, Americans use this utensil instead of chopsticks

A: Knife B: Fork C: Spoon D: Chopsticks

The American flag has how many stars?

A: 25 B: 11 C: 46 D: 50

The American flag has how many stripes?

A: 15 B: 13 C: 20 D: 10

All of the following colors are on the American except

A: Red B: White C: Blue D: Black

Who is a famous American singer?

A: Elton John B: Ivy C: Elvis Presley D: Pink Floyd

The new home run champion in American Baseball is

A: Barry Bonds B: Babe Ruth C: Hideki Matsui D: Park Chan Ho

Which of the following will you not find in the U.S.?

A: Karaoke Bar B: PC Bang C: Electronics shop D: Library

The home of the American President is the White House, which is located in

A: New York City B: Philadelphia C: Washington D.C. D: Boston

The American city with the highest number of Koreans is

A: Salt Lake City B: Los Angeles C: Washington D.C. D: Miami

Which of these is not a famous American landmark?

A: Golden Gate Bridge B: Statue of Liberty C: London Bridge D: Space Needle


What object will you find on the Canadian flag?

A: Maple Leaf B: Pine Tree C: Hockey Stick D: Bear

The most popular sport in Canada is

A: Soccer B: Basketball C: Football D: Hockey

The capital of Canada is

A: Toronto B: Montreal C: Vancouver D: Ottawa

Canada contains a large minority of people from which country?

A: Italy B: England C: Germany D: France

Lesson Plan and Reflection

Introduction: Answer the questions about American and Canadian culture.

Middle: Students were given 15-20 minutes to complete exam. Monitored students to make sure they stayed on task.

Conclusion: Reviewed questions by calling on students

Reflection: This quiz was designed to give the students more awareness of what life is like in the U.S. They were amazed to hear the length or the workweek and the shorter days for American High School students. I often followed up answers with additional information that I hope the students understand. It’s tough to get anything across to students who don’t understand a word I’m saying. Decent lesson but could have been better.

South Korean Exam Question Making

Korean Weather/rainy season/pollution/humidity

Korean Food/popular foods/common foods

Korean Flag/meaning of symbols

Korean Geography/ providences/topography/oceans

Korean Entertainment/actors/singers/movies

Korean Customs/rules/respect/etiquette

Korean History/ anything

Korean Economy/development/history/money

Korean Religion/most common/values/history/

Korean Values/etiquette/family/elderly

Korean Holidays/most important/meaning/number

Korean Education: school/college/exams/teachers

Korean Government/president/providences/history

Korean International Relations/ North Korea/Japan/China/USA.

Korean Sports/ players/teams/kind

Korean Business/rules/regulation/money

Note: On the handout, two categories were given with extra space provided to write down the answers.)

Lesson Plan and Reflection

Introduction: In groups you will be given two categories of which you must create four questions (two for each topic) about Korean culture.

Middle: Students were given 20-25 minutes to complete the assignment. If a group struggled I helped by stressing the suggestion written next to the category. If a group finished quickly I helped them with their grammar.

Conclusion: Each group read their questions aloud. The rest of class was expected to shout out the answer if they knew it. Each answer was revealed. I told the students the best questions would be used for a future quiz.

Reflection: After I gave my American cultural exam I thought it would be a good idea to give the students a chance to create a quiz about their own country. I put two categories on one sheet of paper and gave one to each group. The lesson worked well and I had fun reading all the questions. I learned more about South Korea because of it. Each class had a total of 32 questions which meant I had to review 512 questions while making the exam which I would give the next week.

Korean Cultural Exam (Handout)

What is the name of the first colony in Korea?

A: Joseon B: Goryeo C: Goguryeo D: Gojoseon

In what year did Korea become independent from Japanese rule?

A: 1943 B: 1944 C: 1945 D: 1946

Who is the richest man in Korea?

A: Lee Seung Hyun B: Jeong Hyun Yoon C: Lee Gun Hee D: Guem Na Ra

Who was the last King of Korea?

A:Go Jong B: Tae Jong C Dan Gun D: Soon Jong

On the Korean Flag, what do the three straight bars represent?

A: Sky B: Water: C: Fire D: Soil

Korea belongs to which global alliance?


How many Providences in South Korea

A: 5 B: 6 C: 7 D: 8

The smallest providence In South Korea is

A: Jeon Ranam Do B: Jeon Ra Buk Do C: Gyeong Li Do D: Jeju Do

Who built Jo Sun?

A: Lee Sung Man B: Ro Mo Hyeon C: Lee Sung Kye D: Se Jong

Who created Hangul?

A: Wang In B: Yun Sun Do C: Zang Bo Go D Se Jong

The Korean business famous for making cars is

A: Honda B: Hyundai C: Samsung D: Mazda

The largest Korean business is:

A: Sansung B: Sony C: Hyundai D:SHOW

The only Korean who plays American Football name is what?

A: Heinz Ward B: Kim Jong Hoon C: K.J. Choi D: Park Chan Ho

What do Koreans value the most.

A: Appearance B: Marriage C: Age D: Work

The highest mountain in South Korea is what?

A: Wolchulsan B: Hallasan C: Yudalsan Hanrasan

What is South Koreas economic system?

A: Socialism B: Capitalism C: Dictatership D: Liberal

In what year did Japan take Korea as a colony?

A: 1905 B 1911 C: 1912 D:1910

In what year did Korea gain independence from Japan?

A: 1942 B: 1948 C: 1946 D: 1945

What year was the modern Korean flag made?

A: 1911 B: 1917 C:1891 D: 1900

Lesson Plan and Reflection

Introduction: This exam was created by the students the previous week. Each class created a number of questions they thought would be good for foreigners to know about their country. I picked the best questions and made it into a quiz.

Body: 15-20 minutes to complete exam.

Conclusion: Review of questions. Follow up with additional questions when necessary

Reflection: Since the questions given on the exam were the most intelligent, I received there were a surprising number of wrong answers. A large number of students didn’t know how many providences are in South Korea. Many didn’t know the symbol meanings of the Korean flag. I followed up the answers with additional questions if I thought the knowledge would be useful to the students. For example I followed up the South Korean economic system question by asking which countries are run under a dictatorship. This was the students quiz and this is their country so I wanted to be a little harder on them by asking these additional questions. They need to know what makes their country unique

Idioms and Tricky Words (Handout)

Top of Form 1

1. When Richard said something about his brother's surprise birthday party, he "let the cat out of the bag."

Richard gave his brother a cat for his birthday.
Richard revealed a secret.
Richard's brother is celebrating his birthday.

2. Mr. Evans was "in the doghouse" with his wife because he spent all day Sunday watching football instead of helping her clean the house.
Mr. Evans enjoys watching football.
Mr. Evans is going to build a doghouse for his dog.
Mrs. Evans is angry with her husband.

3. When George asked Karen how she knew that William was getting married, she said that she "heard it straight from the horse's mouth."
William told Karen that he was getting married.
Karen and William are getting married.
George told Karen that he was getting married.

4. When I clean my house today, I can also rearrange the furniture. That way, I can "kill two birds with one stone."
I have a lot of time to clean the house.
I can do two things at the same time.
I can rearrange the furniture after I clean the house.

5. David moved to the countryside because living in the city had become such a "rat race."
David moved to the countryside because there were too many rats in the city.
David was stressed out by the hectic pace of life in the city.
David thought that the city was too dangerous.

6. Even though Mrs. Jensen is no "spring chicken," she still enjoys swimming and running every day.
Mrs. Jensen is not young, but she enjoys exercising.
Mrs. Jensen doesn't eat chicken.
Mrs. Jensen is training for a marathon race.

Tricky Words

Bottom of Form 1

1. The news that he had been accepted by the University was "music to Mike's ears."
Mike is going to study music at the university.
Mike received some very good news.
Mike enjoys listening to music.

2. Wayne doesn't know for sure what he's going to do tomorrow. He'll "play it by ear."
Wayne will listen to his friend tomorrow.
Wayne will make a definite plan for tomorrow.
Wayne won't make a definite plan for tomorrow.

3. When Robert met his girlfriend after a long separation, he told her that she was a "sight for sore eyes."
Robert told his girlfriend that he was happy to see her.
Robert told his girlfriend that his eyes were sore.
Robert told his girlfriend that she had pretty eyes.

4. Jack told his wife to "keep her eyes peeled" for a gas station because they were almost out of gas.
Jack told his wife that they were out of gas.
Jack told his wife to look at the gas station.
Jack told his wife to look for a gas station.

5. The Japanese and American negotiators had been meeting for ten hours, but they still couldn't "see eye-to-eye" on many important issues.
The negotiators couldn't agree.
The negotiators couldn't see clearly.
The negotiators couldn't look at each other.

6. The way that Cindy was fired from her job "left a bad taste in her mouth."
Cindy ate some strange food.
Cindy was fired because she said something rude.
Cindy had some bad feelings about being fired.

1. Dave had chocolate ice cream for ________.

2. Since our class is so noisy, we couldn't ________ Dave speaking.

3. I really need to ________ some weight.

4. Since I lost so much weight, my pants are ________.

5. The ________ of California is Sacramento.

6. You need to begin every sentence with a ________ letter.

7. The Sahara ________ is located in Africa.

8. Are all my students ________?

9. Why does Dave always ________ his socks?

10. You'll go to jail if you commit a ________ offense.

1. I think ________ the best student at Dave's ESL Cafe!

2. ________ dictionary is this?

3. ________ wife is beautiful.

4. I like English ________.

5. The ________ is fair and sunny today.

6. Albie the dog knows ________ name.

7. The students took ________ test at home.

8. I'm not sure ________ I can attend your class.

9. The ________ is the head of the school.

10. I wrote the letter on perfumed ________.

Lesson Plan and Reflection

Introduction: Expose students to more idioms and further confuse their understanding of the English language by giving them similar sounding words. Passed out worksheet.

Middle: Students had 15 to 20 minutes to finish quiz. I wrote the idioms on the board and monitored the students to make sure they stayed on task.

Conclusion: Review the tricky words. Explained what the similar wrong answer actually meant. Reviewed the idioms. Gave additional examples of idiom usage if time permitted.

Reflection: Found these worksheets on Dave’s ESL. Students were able to answer the tricky words pretty easily but struggled with the idioms. I expected that and thus spent more time reviewing the idioms than the tricky words. I got the students to come up with examples and situations where the idioms might be used. Fun lesson.

Ranking (Handout)

In your groups fill in the blank areas 1-5 with one being your most favorite/least favorite.

My favorite computer game is.






My favorite teacher is






The most beautiful girl is






My favorite Soccer team is






My least favorite school subject is






Introduction and Reflection

Introduction: Explaining the meaning of “Ranking” Gave an example by ranking my five favorite movies. Put students in groups of four and passed out worksheet.

Middle: I gave the students about 15-20 minutes to finish. Class participation was good and with no complete sentences to write, students completed the paper with little trouble.

Conclusion: I collected the papers and set them up in a row on the teachers desk. I wrote down the most popular answers on the board from one to five.

Reflection: This was a fun and easy for the students. They were very interested in the results. Cheers or howls of protest were often generated with each name or word that was put on the chalkboard. Most students put me as their favorite teacher or put their least favorite teacher because they thought it would be funny. It was usually easy for me to quickly determine the number one answer but as I got down to three, four and five it became more difficult. I quickly learned the students favorite video game is Star Craft and FIFA Online. Manchester United is the preferred Soccer team and Kim Tae Hee is the most beautiful Korean woman although several female teachers trailed close behind.

Lesson Plan (No handout)

Truth or Lie.

Introduction: Which sentence about me is true and which is a lie. Write down 3 sentences on board. My example:

1. I have been to Europe.

2. I studied Economics in college

3. I met Tom Cruise in Hollywood.

Middle: Now the students write 3 sentences. 2 truths 1 lie. 5 minutes max. ( Have smart student explain in Korean)Each student read his sentences. Rest of the student’s debate which sentence is the lie. Lie is revealed. Go on to next student.

Conclusion: Honesty is the best policy. Proved it with a real in-class example.

Reflection: Really fun lesson for the students. The enjoy calling each other liars so they really let their classmates have it when the read the statement about them that wasn’t true. The game was to come up with false sentence that might be true to make it difficult for the class to determine the lie. Many students went in the opposite direction and created an elaborate and very obvious lie. It actually worked because this allowed the readings to pass more quickly so every student got to participate. If the student failed to create three sentences I made him do push ups, to the delight of their classmates. With the extra time left over I wrote sentences about myself on the board and had the students figure out whether they were true or false. Toward the end I taught a student the importance of honesty. I saw him hit a student in the back of the head during a lesson. I approached him and asked “Did you hit him?” He said no which I knew was a lie. I told him he was lying and for that he must do ten push ups. I ended up doing that in all my classes whenever the opportunity presented itself and it was a good lesson to teach because I now reward the students for honesty if the admit to committing mildly bad behavior. More offensive stuff of course must still be punished.


If you'd arrived on time, none of this would have happened

This sentence is about something that happened in the past
This sentence is about something that is very unlikely to happen

Q2 - If I were you, I'd get in touch with a solicitor

This is about something that is likely to happen in the near future
This is about something now

Q3 - If I won the lottery, I'd go on a cruise

This is about the present
This is about the future

Q4 - If you should see him, tell him I've got the video he was looking for

This is less likely to happen than if the speaker had said 'If you see him...'
This is as likely to happen as if the speaker had said 'If you see him...'

Q5 - If the weather stays good, I'll play a round of golf tomorrow

This is about something that is unlikely to happen
This is about something that has a good chance of happening

Q6 - If they win, they'll be top of the Premier Division

This could well happen
This is unlikely to happen

Q7 - But for Jane's help, I'd never have got it done on time

Jane helped the speaker
Jane didn't help the speaker

Q8 - It might not have been Sally

The speaker thinks that it probably was Sally
The speaker is fairly sure it wasn't Sally

Q9 - John, should you see her, could you ask Helen to give me a quick ring?

John is likely to see Helen
John might possibly see Helen

Q10 - If I told you what happened, would you keep it to yourself

The speaker is definitely going to tell the person what happened
The speaker might tell the person what happened

Q11 - As long as you do what the doctor told you, you should be better in a few days

The person will probably get better
It is unlikely that the person will get better

Q12 - If I were in your shoes, I'd be celebrating

This is unlikely to happen except in the distant future
This is describing an imaginary present situation

Q13 - I wish I were at home

This is talking about the present
This is talking about the past

Q14 - If I were in your shoes, I'd make sure that it is paid on time

The speaker is giving an order
The speaker is making a suggestion

Q15 - You know you shouldn't have tried to get away without paying

The speaker is pleased with the other person
The speaker is annoyed with the other person

Q16 - I'll kill you unless you give me the money

The speaker is making a threat
The speaker is making a suggestion

Q17 - Unless you stop working so late, you'll never stop being so tired

The person should stop working late
It's alright to work late

Q18 - If he hadn't been there, there would have been a terrible accident

There was no accident
There was an accident

Q19 - If you want to do well, you should work harder

The speaker is giving advice
The speaker is giving an order

Q20 - If he were here, things would be very different

This is about the future
This is about the present

Q21 - If you see him, will you tell him that I need to talk to him

There's a reasonable chance of seeing him
There's little chance of seeing him

Q22 - Had I known, I'd have come sooner

This is about the present
This is about the past

Q23 - Provided you carry on like this, you should do well

The speaker thinks it is unlikely that the person will carry on in the same way
The speaker thinks it is likely that the person will carry on in the same way

Q24 - If only I'd had the chance to speak to her, I'd have sorted everything out

The speaker is apologizing
The speaker is expressing regret

Q25 - Suppose he came, what would you do?

It is unlikely that he will come
It is fairly likely that he will come

Q26 - He might well understand if you explain the situation to him

It is improbable that he will understand
He will probably understand

Q27 - Unless you apply now, you won't get your passport in time for your holiday

There's no hurry to apply
The person must apply quickly

Q28 - If you mix yellow and blue, it makes green

This is always true
This is about the future

Q29 - If you could, would you go there?

This is about the past
This is about the future

Q30 - What do you think I should do if he turns up

The speaker wants advice about the present
The speaker wants advice about the future

Lesson Plan and Reflection

Introduction: Complete worksheets. Hand out 1 or 2 worksheets to be completed.

Body: I worked together with students as they struggled with some of the difficult questions.

Conclusion: Review of first worksheet. Finish and repeat exercise with second worksheet.

Reflection: I wanted to expose the students to some very difficult questions to evaluate their comprehension. It was a challenge explaining the differences in some of these questions. I tried to circle the key words needed to determine the answer and that usually steered the students in the right direction. I gave this lesson near exam time and some of the questions were closely related to what they were being tested on in their other English tests.


Use the auxiliary verbs below to create a story about yourself. You will read the story aloud at the end of class. Be creative and have fun.

Hello. My name is ___________________________

I can____________________________________________________________________ but I can’t _______________________________________________________________

I will __________________________________________________________________ but I won’t ______________________________________________________________

I Should ________________________________________________________________ and I shouldn’t ___________________________________________________________

I do ____________________________________________________________________ and I don’t ______________________________________________________________

I did ___________________________________________________________________ but I didn’t ______________________________________________________________

Lesson Plan and Reflection

Introduction: Reviewed the past present and future concepts and instructed the students to write about themselves. Showed an example of a finished paper on the chalkboard.

Middle: Encourage participation. Help with ideas. Grammar correction toward the end of the lesson. Students were given 15-20 minutes to complete the assignment.

Conclusion: Students read their papers aloud. If something didn’t match the proper tense I corrected them after they finished reading.

Reflection: Many students had a tough time getting started which was frustrating because I’ve taught the students these concepts before. For the ones that really struggled I wrote a noun in the past, present and future tense and asked which one was correct. I repeated this on the chalkboard when the students read their papers. I should have given the students more to work with then just the auxiliary verbs to start. I thought they would be more creative with this lesson but I didn’t prompt the students well enough.

Christmas Quiz (Handout)

Christmas celebrates the birthday of what holy figure?

A: Buddha B: Muhammad C: Jesus D: Garrett

Jesus was born in a stable in what location?

A: Rome B: Tehane C: Bethlehem

The man famous for delivering presents to children on Christmas is

A: Santa Claus B: Tooth Ferry C: Easter Bunny

Santa Clause is named after a Saint famous for his charity. His name is

A: St. Elmo B: St. Nicolas C. St. Huck D St. Paul

Santa lives with Mrs. Clause in what location?

A: Canada B: North Pole C: Alaska D: Iraq

Santa rides a flying sleigh guided by how many Reindeer?

A: 6 B: 9 C: 10 D: 8

Santa enters each house through which entrance?

A: Front Door B: Window C: Chimney D: Bathroom

Santa is:

A: Handsome B: Fat C: Skinny D: Ugly

Santa only gives presents to children who are

A: Handsome: B: Smart C: Naughty/bad D: Nice/good

What kind of tree do we decorate every year for Christmas?

A: Cherry Tree B: Pine Tree C: Maple Tree

The objects we place on the tree are called what?

A: Decorations B: Ornaments C: Jewels

(Pick Two) What usually goes on the very top of the tree?

A: Star B: Ornament C: Angel D: Cap

What goes under the tree?

A: Trash B: Presents C: Snow D: Nothing

What object is hung underneath the fireplace for Santa to stuff with presents?

A: Stocking B: Sock C: Sack D: Pocket

The tire shaped objects usually made on pine tree branches are called

A: Wreath B: Reef C: Reap D: Weep

For most businesses, Christmas does what for total revenue?

A: Go up B: Same Same C: Go Down

Mistletoe is part of a plant often hung in the air. What happens when two people are under the mistletoe at the same time?

A: Bow B: Hug C Shake Hands D: Kiss

The traditional songs sung during Christmas are called what?

A: Carols B: Beats C: Hymns D: Chorus

“He sees you when your sleeping, he knows when your awake, he know if you’ve been bad or good so be good for goodness sake.” This song lyric can be called a what?

A: Warning B: Taunt C: Joke D: Apology

A popular drink consumed during Christmas is what?

A: Egg nog B: Orange Juice C: Milk D: Soju

High School Children in the U.S. usually get how much time off for Christmas

A: 3 Days B: 1 Week C: 2 Weeks D: 4 Days

The first thing people usually do on Christmas Day is what?

A: Open Presents B: Pray C: Eat Breakfast D: Go Outside

The famous pole shaped Candy eaten during Christmas is what?

A: Candy Cane B: Rainbow Candy C: Candy Gram

What objects do people put on their houses during Christmas time?

A: Christmas Lights B: Candles C: Chairs D: Snow

Who is the famous Reindeer who famously guided Santa’s Sleigh during a fog storm?

A: Dasher B: Donner C: Blixen D: Rudolph

What did Rudolph use to guide the Sleigh?

A: His Ears B: His Nose C: His Eyes D: His Tail

The average American family spends about how much on presents?

A: 100,000 W B:500,000 W C: 800,000 D: 1,000,000

During Christmas, total spending on presents for all Americans is about.

A: 1 Trillion B: 300 Billion C 100 Million D: 100 Billion

Lesson plan and Reflection

Introduction: Discussed the importance of Christmas and how critical it is to the economy. Brought in CD player and played Christmas music. Gave students 15-20 minutes to complete quiz

Middle: Reviewed lesson by calling upon students with roll sheet. Explained important answers in detail on chalkboard, drawing out ideas when necessary

Conclusion: What did you learn about Christmas that you didn’t know before? How is it different from Korean Christmas?

Reflection: I wanted to expose the students to some Christmas music that they might not have heard so I played the music while they took the exam. I had them sing a few Christmas songs with me. I really tried to stress throughout the whole lesson how critical Christmas is to the American economy. I wanted them to understand that many businesses would fail if Christmas didn’t exist.



The basic unit of power is called

Coal, petroleum, and natural gas are called
black stuff
fossil fuels

Paleontology is the study of
ancient life forms

Solar energy is the energy the earth gets from the

A wide body of water created where a river meets the sea is called

The absence of matter is called
Dave's head

The speed of light is
100,000 kilometers per second
30,000 kilometers per second
300,000 kilometers per second

How many continents does the earth have?

Smart English

"I'm beat!" means that I feel very _______.

"I'll be in touch" means that I'll _______ later.
contact you
meet you
visit you

"Uh-huh" is a very informal way of saying _______.
I don't know

If someone answers a question by saying, "Beats me," he/she means that _______.
he/she thinks the question is stupid
he/she doesn't understand you
he/she doesn't know the answer

People say, "Chin up!" when they want to _______ someone.

When someone says, "I see where you're coming from," his/her meaning is _______
"I know where you live."
"I understand your thinking/reasons."
"I can guess your nationality."

If someone "has a short fuse," he or she _______.
is easy to upset and make angry
can't concentrate for a very long period of time
never has a strong opinion about anything

If someone says he/she has had "one of those days," he/she means that the day has been _______.
so normal that it was boring
busy, unpredictable, and frustrating
full of unexpected (but pleasant) surprises

Smart English

"He hardly worked" means that he worked _______.
very much
very long
very little

I'd better "get a move on" means I need to _______.
hurry up
decide what to do

Getting somewhere "in time" means arriving there _______.
earlier than expected
just a little bit late
before it's too late

A "ewe" is a female _______.

If I give you "my two cents' worth," I give you _______.
a very small amount of money
my opinion
something you can't use

If someone says "Hold it!," he/she wants you to _______.
stop what you're doing
pick something up
work harder or move faster

When the response to a question is "Beats me," the person responding means that he/she _______.
doesn't know the answer
thinks the question is stupid
wants you to ask the question again

"I really pigged out" means that I _______.
behaved very badly
wasn't neat or organized
ate too much

Smart English

Someone who "ticks you off" makes you feel _______.
sad and lonely
angry or upset

A "tabloid" is a kind of _______.

Starting "on time" means beginning _____ .
at the scheduled time
at the scheduled time or later
at the scheduled time or earlier

"You don't have to do it" means _____.
"It isn't necessary to do it."
"You mustn't do it."
"It isn't a good idea to do it."

How come?" and "What for?" both mean _____ .
"In what way?"

If someone says "Cool it!," he/she wants you to:
freeze something
calm down
go away

A "whatchamacallit" is something that you:
use for communicating
think isn't true
can't remember / don't know the name of

"To veg [vedge] out" means to:
become very confused
get really angry

Lesson Plan and Reflection

Introduction: Distributed handout. Had students work on it for ten minutes while I wrote the phrases on the board.

Body: Reviewed science questions and explained phrases. Acted out phrases when necessary and wrote the correct answer below the phrase on chalkboard.

Conclusion: Review. If there was time I put the students in groups and had them form sentences using the phrases.


Working without a co-teacher always presents its share of challenges. The trick for me was getting the students to really understand these phrases and have fun with it. For phrases like “pig out” and “Vedge out” doing the action front of them helped and made them laugh. For vedge out I stretched out on the teachers desks and pretended to watch TV. For phrases like “Beats me” or “What for” I put individual students in situations where those phrases were appropriate to say. I told good students to give me ten push ups and their job was to say “How come” or “What for”. With “Beats me” I just asked an impossible question. This turned out to be an excellent lesson. A few of the students actually a few of these phrases in my class now which is encouraging.

Graduation Week

Prom Night: A formal dance held at the end of each academic year

Formal dress. Men wear tuxedos and women wear beautiful dresses.

Dinner: Usually couples eat with their friends from high school. Everyone wears their formal clothes.

Transportation. Usually fancy. A Limousine for groups or a really nice car for one couple. If the parents have a nice car they will often lend it to the teenager.

The dance: Formal pictures are taken of the couples. Food and Drinks are tastefully organized. Music is usually pop/ hip hop with slow songs played every once in a while.

Prom King and Queen. At the end of the evening the most popular couple is voted the king and queen of prom.

After Prom: Usually couples will go to after prom parties not sponsored by the school.

Road to Success

Becoming successful is simpler than you think. You have to be smart though and remember it takes a lot of hard work.

Goal Setting: Long term-Yearly-Monthly-Weekly.

Plan your goals. Know what you have to do to achieve them. Believe you can.

Long Term Goal: This is what you want out of your life. It can be anything. Your LTG determines what your short term goals will be like.

Yearly: Determine what you want to accomplish this year.

Monthly/Weekly: Manage your time and always have monthly and weekly goals. If you achieve your short term goals, eventually you will reach your long term goals.

Confidence: Do what you want and don’t let negative stimulus affect your thinking

Specialized Knowledge: You must have a specific skill to successful. In college focus on a specific area of study you enjoy and excel at it.

Energy: You must complete your goals. Whatever you choose, do it with enthusiasm and never quit.

The Solar System and Newton’s Law

1st Lecture: Newton’s Law I brought in two objects of the same weight but different mass and explained Newton’s law of gravity. I did this by repeating Newton’s experiment from atop the Pisa Tower.

2nd Lecture: The Solar System. I introduced the students to the major bodies of our Solar System. I started with the sun and worked my out to the last planet in the Solar System. I explained the unique features of each planet and what their names meant according to Roman or Greek Mythology. I also lectured on the moons such as Titan. I explained why Pluto is no longer considered a planet and the three requirements needed for an object to qualify as a planet. The final five minutes where devoted to review. No handout was given for this lesson. I wrote everything down on the chalkboard.

Sun: Object through which all local celestial bodies rotate around.

Mercury: Messenger God: Rotates around the sun every 88 days: Smallest planet in Solar System.

Venus: God of Love: About same size as Earth: Has atmosphere but too hot for life: Brightest object in Earth Sky

Earth and Moon: Only planet not named after a god

Mars: God of War: Temperature can reach 70 degrees: Canyons and channel suggest liquid once flowed over the planet: Mission to send humans to Mars in progress: Two Moons Phobos and Demos.

Asteroid Belt: millions of small objects sharing the same orbit: Three of the largest asteroids actually qualify as small planets.

Jupiter: God of Kings Largest object in Solar System: Famous for Great Red Spot: Red Spot is actually a giant storm that lasts a long time 6 Earths could fit in the Red Spot: Gas planet: Planets outside Asteroid Belt are gas, inside planets rock: 16 Moons although many more likely exist: small ring field orbiting planet

Saturn: God of Agriculture. Father of Jupiter: Rings are made up of four subsets: 31 Moons although many more likely exist: One of the Moons called Titan has a methane atmosphere and we’ve sent a probe onto the planet.

Uranus: God of Sky: Unique in that it a faulty rotation that causes its rings to orbit vertical around the planet: 15 Moons although many more likely exist:

Neptune: God of Sea: Final planet: Blue except for a Great Grey Spot similar to Jupiter’s Red Spot. 8 Moons although more likely exist.

Pluto: God of Underworld: Classified now as a dwarf planet: One Moon name Charon: Little is known about this place.

Classification of a Planet: A planet must have its own gravity, must orbit the sun, and orbit must be free of other objects following the same rotation. The third rule excludes Pluto from planetary status due to other nearby bodies, some larger than Pluto. This is known as the Kuiper Belt.


Space has always been an interest of mine so I decided to do a lesson on it. I was also curious about how many students remembered Newton’s Law of gravity. I brought in a small rock and a newspaper of about the same weight. I asked the students which would fall first. I then asked what would happen if the same objects were dropped in an area with no air friction. Usually the students were able to answer correctly which means they remember their lessons from grade school.

For the Solar System I drew and labeled everything on the chalkboard. I surprised how many students weren’t aware of the Asteroid Belt. Most knew the planets and knew that Pluto was no longer considered a planet. They didn’t know why and they also didn’t know specific facts about the planets like the origin on their names and what makes them unique. I really enjoyed this lesson and when I finished I had the most beautiful looking chalkboard ever.


Lesson Plan

Introduction: What is Halloween? What events occur during this event? What are the themes of Halloween?

Development: Halloween for children. Kids wear costumes and go Trick or Treating.

I explained what happens when the say “Trick or Treat

Halloween for Adults: Adults wear costumes but go to Halloween parties instead. Women often wear revealing costumes. Costumes are often humorous

Halloween Traditions

Haunted House: Jack-O-lantern: Scary Music and Movies:


Terror, Violence, Surprise.


Ghosts, Goblins, Skeleton, Spiders/Web, Monsters, Blood


Conclusion: Halloween drawing game. (10 minutes)


I really wish the internet and television were available for this lesson. It would have been great to have shown the students some real images of Halloween. I had fun though with this lesson. For the Trick or Treat segment I pretended to be a kid going from door to door getting candy. I used random students as the homeowners. I explained what happened if the kids don’t get candy, they get a trick! I explained what a Jack-O-lantern was by drawing a pumpkin on the board and demonstrated what is done to turn it into a Jack-O-lantern. I got good participation from the class when I asked them to come up with some images of Halloween. There was always 10-15 minutes of time left so I did a drawing game using all the images from the Halloween lesson. Pretty good lesson but I think I could have done more with it.

Word Scramble (Key)

2. IS is IS.
3. HET is THE .
4. OSMT is MOST.
7. AT is AT.
9. GHHI is HIGH.

Word Scramble

Name __________________________

Garrett Ward

Date ___________________________

ESL English

Word Scramble

Unscramble the words below:

1. ATRGETR________________

2. IS________________

3. HET________________

4. OSMT________________

5. NSDEHOMA________________

6. ETHECRA________________

7. AT________________

8. OOKMP________________

9. GHHI________________

10. COHOLS________________

11. ENUGNAUJN________________

12. BEAIFTULU________________

13. YHAOORWUE________________

14. ERCMTNAHES________________

15. UIDENT________________

16. ZACYR________________

17. TKOSEUAHRO________________

18. IEUDOSILC________________

19. FCRLIANIAO________________

20. IFSHNI________________

Lesson Plan

Introduction: Word Scramble game. To practice I wrote a series of words on the chalkboard whose letters were mixed up. This let the students know what they would be doing

Middle: Put the students in groups of four and gave them the handout. Let them know there would be a prize for the first group to finish. Performances varied with each class so if progress was slow, I gave hints on the chalkboard. I only gave a hint if none of the groups were solving a specific word. I did let everyone know that first ten formed a complete sentence.

Conclusion: Gave away candy to the winners. Review answers to the class.

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