ESL Teaching Portfolio

Running head: ESL TEACHING PORTFOLIO 1
ESL Teaching Portfolio
Yuanyuan Sun, Anabela Venesa Valerioti & Kiley Miller
Colorado State University

ESL TEACHING PORTFOLIO 2
Introduction
During the spring semester 2016, I had a great experience in E 528 Professional ESL
Teaching: Theory to Practice course to learn and apply principles for planning, designing, and
carrying out effective classroom instruction and assessment in real ESL classes. As an MA
student who had zero teaching experience, the experience benefits me a lot with regards to
connecting the teaching theories I had been learning to teaching practices, and looking at the
field of English teaching from the perspective of a teacher for the first time.
E 528 offered a free ESL class. This ESL class was open for anyone looking for a free
communication-focused, multi-skills ESL class, including CSU grad/undergrad international
students, visiting scholars/scientists/professors, spouses or family of CSU students/faculty, and
members of the Fort Collins community. Classes were taught by student teachers in E528, who
were graduate students in the TESL/TEFL program supervised by Dr. Cory Holland in the
English department at CSU. The class was offered once a week on Tuesdays from 4:00 to 5:00
during the whole spring semester 2016. Altogether around 40 students attended the ESL class.
These students are roughly divided into a higher level class and a lower level class in the first
class in the semester. The proficiency level of students in the higher level class varied from
intermediate to advanced. Students in the lower level class were at the beginning level.
My colleagues and I, as student teachers, had to take the roles of teacher, coach and
evaluator in the ESL class. We were divided into groups of three to work together during the
semester. Each group took turns to teach the ESL class. My two group members and I worked
together to create lesson plans, develop teaching materials then teach classes. When we taught
classes, we were in charge of teaching and leading different activities. As a coach, I had to
comment on the drafts of other groups teaching plans and joined in their classes as teaching
assistant if necessary. In addition, I had to observe other groups classes and submit evaluation
reports. This ESL teaching portfolio was submitted as a requirement for E 528 at the end of the
semester. The portfolio shows my sample work including lesson plans and class materials used
in the ESL class, as well as my personal reflections on the experiences of teaching, coaching
and evaluating.
Lesson Plans and Reflections
This section presents a listening and speaking lesson plan and a reading and writing
lesson plan my colleagues Kiley Miller, Anabela Vanesa Valerioti and I developed and
implemented in the ESL class. These two lesson plans were for the higher level class and they
were adapted from the lesson plans we used in the lower level classes. My personal reflections
on the implementation of two lesson plans are also included in this section.
Listening and Speaking Lesson 1 (class 3/1/2016): Getting to Know Fort Collins
Brief description of classroom setting:
Desks will be arranged according to each activity if necessary, automatically designating

students into smaller groups for activities. Students will have the opportunity to move around
and get to know each other, as well as switch groups; sitting in small groups, however, will
encourage students who dont know each other to work together and begin forming
relationships that a traditional set-up may not otherwise encourage.
Teachers in coaching group will be encouraged during designated activities to join the
conversation and assist students with assignments as needed. When not assisting, teachers will
be asked to take seats at the back of the room and give students the chance to sit at the front.
Pre-lesson inventory
Overview of lesson goals:

l Build on vocabulary learned in previous weeks eco-friendly activities, reinforcing
environmentally friendly strategies through warm-up.
l Familiarize students with the Fort Collins area as well as to get acquainted with location
of specific places such as restaurants, coffee shops, thrift stores, etc.
l Practice speaking and listening to descriptions of common places, and common
directional phrases. Students should be able to use the vocabulary and phrases to ask
directions and guide direction to other people.
l Continue getting to know each other and communicate personal preferences,
experiences, and favorite places around the city,
l Usage of present tense in order to talk about habitual things they do when they go out,
their culture and so on.
Materials to take to class:
l markers
l brochures from the Fort Collins tourism site/shop in Old Town
l handouts
l taboo cards
l maps of Fort Collins and campus
l question slips
Note: See class materials mentioned in the lesson plan in Appendix A.
Equipment needed for class: overhead projector, computer, internet, screen, board, etc.
Assignments to collect from students: None. The homework assigned last week will be
incorporated in the discussion of the warm-up activity this week. The homework (from the
lesson plan the previous group who taught developed) is:
We have seen a variety of eco-friendly habits that we can do everyday to protect the health of
the environment. Here are some suggestions for what you can do to practice and apply what
we have learned today:
1. Think about what habits you can change in your everyday life to become more eco-
friendly for the next week (and in the future!).
2. Talk about eco-friendly habits with your family, roommates, co-workers, or anyone
else that you see everyday. Do they have the same eco-friendly habits as you?
3. If you see someone that does something harmful to the environment (throwing trash
on the ground, leaving lights on, not recycling plastic or glass, etc.), you can try to
talk to them to encourage them to be eco-friendly
Intro and Overview of Class (3 minutes)

l Teachers names
l Daily agenda
Warm-up: Speed-Dating (5-7 minutes)
Purpose:
l Review the previous weeks objectives and introduce this weeks vocabulary through
discussion
l Get students speaking and practicing vocabulary related to the lesson we will introduce
l Changes we made for this higher level group and reasons: We decided to change the
format from question slips to speed dating since some students may be misplaced into
lower level class at the beginning of the semester and did the warm-up activity we made
for the lower level class before, and we don't want them to repeat the exact same activity.
We have also used the vocabulary from the previous lesson to review it, connecting it with
this lesson, introducing it with the speed dating format.
Procedures: Teachers will explain the procedure below and model the discussion format.
Teachers will then divide students into two groups and project a slide with a question on the
PowerPoint screen. Coaches may be called upon to participate if there are odd numbers or few
students at the beginning of the lesson.
l Students will form pairs and answer the question, which will be related to eco-friendly
practices across several different locations.
l Students will discuss the question for about 2 minutes.
l After the time expires, students will rotate groups, getting a new partner. A new question
will be displayed on the board for students to answer.
Example questions include:
Name eco-friendly practices youve noticed at local coffee shops. How do you practice
environmentally friendly behavior when you go to cafes?
Discuss eco-friendly habits that take place at the grocery store. Where do you shop?
What kind of products do you buy? Do you buy any products that are advertised as
"green" or "eco-friendly"? Which ones
Have you ever visited the Fort Collins farmers market? If so, which one? Do you go to
the farmers market because its eco-friendly, or are there other reasons? / If you dont
go to the farmers market, where do you go?
What park in Fort Collins have you been to? Have you seen anyone littering or not
picking up after their dogs trash? How about the parks in your home country?
How do you get to school or work? What transportation do you use to get around town
(school, work, grocery store)? What do you notice happening around campus? What
about environmentally friendly practices around town or in your workplace?
Did you talk to someone about their eco-unfriendly behavior? Why or why not?
l After questions have been answered, students will sit back down and teachers will lead a
brief discussion about any interesting habits they learned from other students.
Time Adaptation: The time will be tracked during discussion. All the questions are listed on
PowerPoint. We listed the questions related to the homework from last week first to guarantee
they will be covered in the limited time. Its fine if all the questions cannot be covered.
Transition: One thing we all have in common is that we live in Fort Collins now, where many
businesses are eco-friendly. Now, were going to discuss some of the general locations around
Fort Collins.
Activity 1: Taboo (10-15 minutes) -Yuan
Purpose:
l Use circumlocution (various ways of description) to get students to guess the place word
on their cards; practice finding synonyms (the words or phrases with similar meaning) to
describe places and activities;
l Expand vocabulary and ways to discuss common places around town.
l This activity encourages students using their former knowledge of place words and related
vocabulary too.
l Changes we made for this higher level group and reasons: The overall purpose of this
activity is not changed. We keep this activity because it serves as the role to review and
introduce place vocabulary and prepare them well for the following activities. To adapt to
the higher lever class, we add more place words, at the same time add a taboo word to
each place word. According to observation of how lower level students performed in this
activity, in addition to consideration of higher level class, more game rules are added:
students must use full sentence description; no explicit hint of store names such as
Walmart, King Soopers are allowed in the description; no action hint is allowed.
Procedures: Students will be arranged in their teams by the desks they have chosen, making
about 4 groups of 3.
l To introduce the rules of taboo game, the teacher will model with the word Parking lot.
The teacher will give a sample description without using taboo words car, vehicle, park,
drive. Students will be encouraged to guess the word parking lot (The sample word
changes in case the students in the last class will guess it too easily). Once someone in the
class guess the word successfully, the teacher will show Students the sample taboo card
on the PowerPoint with specific rules. Students will be told to use full sentence description,
without using taboo words. At the same time, store names such as Walmart, Starbucks are
not allowed in the hint.
l The teachers will give the students a set of cards in which they will have different types
of places such as: coffee shop, restaurant, grocery store, pharmacy, cinema, thrift store,
parks, bars, museum. Below the name of the place, students will see 4 taboo words that
they cannot use to describe the place.
l For five minutes, one student at a time will draw a card and use circumlocution to get the
other students in the group to guess their word. Students will take turns drawing cards.
Teachers will walk around to give more instructions or help if necessary and make sure
they follow the rules.
l Within five minutes, if there is any group finishing guessing all the words from their stack
of cards, they will be given the taboo handout listing the examples of each type of place,
and as a group they will be asked to match taboo cards with the examples on the handout.
When the time is up, and no group finishes all taboo cards, the group who guesses more
words will win. If only one group finishes taboo cards, that group wins. If more than one
groups finish taboo cards, the group which complete more matching taboo handout will
win. Prize will be given to the winner team!
Possible adaptation:
If all students finish their taboo cards quicker then 5 minutes, they will be given the handouts
listing names of difference places such as Colorado State University, Front Range Community
College, and University of Northern Colorado, universities around Fort Collins. Students
would guess the type of place from their taboo cards, eventually filling in universities.
Purpose: This handout will help students get acquainted with places in town and offer specific
examples of each of the generic places from the taboo cards. However, this matching part could
be fully eliminated if five minutes is not enough for guessing taboo cards.
Students with lower levels could use the taboo cards the other way. Teachers may offer this
strategy individually, depending on how successfully students are accomplishing the task
according to observation. Students who have clear difficulty coming up with things to say will
be allowed to use one or two taboo words to describe the place words.
Transition: Teachers will share their favorite place and a personal experience about getting
lost. Then teacher will encourage students sharing their experiences, talking about the place
they like or dislike. (The length of discussion depends on the time left for the activity). After
short discussion, the teacher will say: Okay, as you already know, Fort Collins is a place full
of joy. To explore more about the city, getting familiar with directions is very important. Thats
what we are going to do next.
Activity 2: Practicing Giving Directions (15-20 minutes) -Kiley
Purpose:
l Use and understand common directional phrases in conversation.
l Avoid misunderstanding when giving and listening to directions from one location to
another. Familiarize with specific places around Fort Collins and CSU.
l Discuss map-reading strategies and how students currently find their way around campus.
l Changes we made for this higher level group and reasons: This activity will begin with a
conversation that will serve as a starting off point for the discussion about directions and
allow more input from students at the start. This activity previously implemented in the
lower level class included too much vocabulary and not enough guidance regarding the
vocabulary and map activity. Now, students are dealing with a more limited list of
vocabulary items that will be explained using visuals. With better time management,
students will be able to move through each section of the activity. Also, using a single
map when directing between activities will eliminate the confusion students experienced
before when working with multiple visuals.
Procedures:
l Instructor will start a brief discussion based on questions as below:
Have you ever gotten lost in Fort Collins, or in your own hometown? What do you do in
that situation?
How do you find your way around town now?
What experience do you have reading maps?
l Provide students with a worksheet. The worksheet has a word bank, which well call a
selection of words for students, with direction vocabulary and useful expressions to
discuss. The instructor will review the vocabulary, demonstrating the words using a
graphic and map on the doc cam to illustrate unfamiliar words and colloquial phrases,
giving examples as needed.
l The instructor will offer verbal directions, giving the students the starting location.
Students will fill out the worksheet with the location they arrive at.
l In groups, students will choose a location from the envelope and describe the location,
using the vocabulary provided as well as prior knowledge to fill in the second section of
the worksheet. Descriptions should be provided relevant to other locations on the map
that students have discovered. For example, Old Town Square is northwest of CSU,
between Mountain, Jefferson, and College. Its two blocks farther north of the Library
Park. If youre going north on College from CSU and get to the Museum of Discovery,
youve gone too far.
l Students will replace the slips and take turns drawing two locations. They will attempt
what the instructor first did, offering directions between locations for their classmates.
Students will practice giving verbal directions, and listeners may have the opportunity to
practice asking clarifying questions.
l This worksheet may be collected as a formative assessment, demonstrating if the

students arrived at the correct locations, and seeing what vocabulary was commonly
used or misunderstood.
Transition: Hopefully were all a little more familiar with Fort Collins and everything there
is to offer here, as well as how to get around town! If you found locations that youre really
interested in, we do have some brochures and more detailed maps for you to look through or
take at the end of class. (Show http://www.visitftcollins.com/ ) Now we will use what weve
learned and act out a few example scenarios together.
Activity 3: Role play (8 -10 min) - Ana
Purpose:
l Practice listening and speaking skills, vocabulary and develop fluency.
l Review vocabulary from taboo activity (to describe the type of place) and from directions
activity by using the vocabulary a basis for the discussion in this activity.
l Expand upon students own personal knowledge and compare their home country to the
U.S. culture
l Changes we made for the higher level group and reasons: We have decided not to use the
video activity because we had a few unexpected technical problems in the lower level
class and we thought it may be too time consuming if they need to watch the video twice.
Instead we have decided to create a role play activity so that students can interact with
their peers and also create some discussion on food and healthy habits.
Procedures:
l The teacher will give students a situation where they have to take a visiting professor to
dinner/lunch and they need to pick a place and talk to him/her in order to make the
arrangements. The student who is playing the scholar (if students don't know what it
means, the teacher will explain it is a specialist in a particular area of study/professor
who does research and is very knowledgeable) will have specific directions to be
picky with the location or food to eat so that they have to think harder where to take
him/her.
l Students will work in groups of 3. 2 people will act as students or coworkers and 1
person will act as the professor.
l Students will be able to look at a handout on the doc cam with the explanation of their
role and they need to come up with a place to take the scholar, then have a conversation
with him/her about when this could happen and if he/she agrees to it. They may also
need to give directions to the scholar.
l The teacher will start modelling a conversation so that the students understand the task.
l The teachers will walk around and observe the groups helping out with necessary
vocabulary and grammar.
l After the students have finished the teacher will ask for a volunteer group to act it out in
front of the class. Finally, the teacher will ask if there are any doubts or questions.
Activity 4: Expand Role play activity-discussion (6 min)
Purpose:
Make this relevant to the students and connect it to their own cultures, eating habits, etc in
order to connect this lesson to the topic of next lesson.
Procedures:
l In the U.S. there is a great variation of restaurants for different cultural backgrounds or
dietary restrictions like celiac, vegan people, etc. We would like to hear a bit more about
your culture and how it compares to the American eating culture.
l With a classmate take a few minutes to discuss the following questions, thinking what
type of restaurant in Ft Collins would be most appropriate for members of your family if
they visit you.
Does any of family members have a restriction or are allergic to something specific?
Think about your home country, can you find different types of restaurants for vegetarian
people, for celiacs, for people on a diet, etc.?
Are you eating habits similar to Americans eating habits? Talk about your personal
experience.
Optional additional activity if time allows (if there is no time in class for the activity, it
will be skipped)
l Show students useful websites for exploring and navigating Fort Collins. If time allows,
let them choose where to navigate and what activities they would like to find.
- visitfortcollins.com
- Downtown Fort Collins Facebook page for activities and information
HW assignment (2 min): Encourage students to visit places around town which were
introduced in the class and ask questions: coffee shop/drink recommendations, etc. Encourage
them to ask someone for directions or explore the new places they found from the brochures.
Closure (1 min)
Thank the students for being in the class and that we look forward to working with them again.
Announcements: none
Reflection on the Implementation of Lesson Plan 1
My contribution to this lesson plan is mainly the adaptation on the first activity- taboo
game. Based on the first lesson plan for the lower level, I adapted the rules of the game and the
content of taboo card to increase difficulty for the higher level students. I also made suggestions
to my group members to include visuals such as the picture of directional vocabulary, which
can be seen in the powerpoints to help with instructions. In addition, I made the powerpoint
slides related to the taboo activity.
I have some reflections on the lesson. First, compared to the lower level class, the
materials in this lesson targeted the student level more accurately. The best evidence is the
second activity, practicing giving directions. According to class observation, the direction
vocabulary included words that the students were more familiar with and new vocabulary for
them such as kitty-corner. The amount of vocabulary overburdened the the students in lower
level class to make use of them in the activities, but was appropriate to encourage students in
this lesson to combine their former knowledge and what they just learned to complete the
activity. The materials were also comparatively authentic to encourage students daily use, for
example, the map used in direction activity and the scenario used in the role play activity. In
the students conversation, they were able to connect content taught in this lesson to their daily
life experience, which facilitated their participation in activities. In addition, all the activities
were given enough time to cover all the planned objectives. There was no pressure in terms of
time for both students and teachers to complete all the tasks or teaching. At the same time, it
seemed like the time assigned to each activity was appropriate, since break in students
conversations which could be caused by too much time assigned to a single activity didnt
happen during the class according to the observation.
The main drawback of this lesson is lack of assessment, according to the evaluation I
received after the class. Though some parts in this lesson could be seen as informal assessment,
such as the direction activity task as an assessment of students comprehension of direction
words they had just learned, the activities could be organized and planned better to give more
effective assessment. For example, activity 2, practicing giving directions, can incorporate
more place words in the activity 1 taboo as an assessment. The scenario given in the activity 3
role play made students focus a little more on topics such as recommendation of their favorite
restaurants instead of focusing on giving directions using the vocabulary from the previous
activity, which could be used as an assessment of the former activity.
Reading and Writing lesson 2 (class 4/26/2016)
Brief description of classroom setting:

There will be approximately 3-8 students in the higher level classroom; students level is high
intermediate. The majority of classroom activities will be centered around group work, but
there are no specific seating arrangements needed.
Pre-lesson inventory
Overview of lesson goals:

l Familiarize students with common conventions of email writing practices
l Review vocabulary learned from previous classes in job postings and learn new
vocabulary related to the field of work/academic.
l Differentiate between sections of a job posting and emails
l Generate a reverse outline email
l Ability to understand and discriminate discourse types (email vs. job posting)
l Utilize reverse outlining, a specific academic skill which will be useful for their future.
Students will learn to take brief summary notes.
l Negotiate and reason through the organization of an email.
l Revise and reorganize an email using reverse outline
l Identify, organize, and compose the parts of an email
l Review informal and formal vocabulary words and lexical bundles specifically related to
writing an email
l Use transition words to help with organization of writing.
Materials to take to class:

l Markers
l Handouts
l PPT
Equipment needed for class: Computers, Doc Cam, Projector
Assignments to collect from students: None from the last lesson. Revised email in the activity
two in this lesson.
Intro and Overview of Class (2 minutes) -Anabela

Teachers names
Daily agenda
Warm-up: organize job ad (10 minutes) -Anabela
Purpose:
l Relate last class ideas about jobs to this new lesson
l Help students identify parts of a Job Ad and put it together according to the section it
belongs to. This will help students when doing a job search
l Review vocabulary they have learned in the past class period (duties, collaboratively,
experience, annual term, but not limited to).

l Introduce students to more vocabulary related to topics in this class
Procedures:
l The teacher will ask students if they remember what they did in the last class (provided
that we have the same students group to the last class, if not the teacher will briefly explain
the main topic of the last class). The teacher will do this through the following questions:
l Do you remember what topic we dealt with last class? (job descriptions/jobs theme)
l Yes! Today then we will talk about job posts. Do you know what a job post/job ad is?
(explain if no one knows)
l Great! When we apply for a job, we are going to see these categories on the application:
Job description, responsibilities, duties, requirements and skills. Do you know what all
these mean? (definitions on the PowerPoint).
l The teacher will give an example of each category so that students understand the
difference and are ready for the activity
l The teacher will give students a handout with a disorganized version of the job ad. The
teacher will explain that each paragraph belongs to a part of a job ad.
l In groups / pairs (depending on the amount of people, participation from coaches may be
needed in the number of students is too small), students will read each set of sentences
and main points, and match it to the correct section (such as duties with obtain medical
records /schedule meetings with the research team).
l Teachers will help the groups/pairs and after they have finished, the teacher will provide
the correct answer on the PowerPoint. The teacher will also ask if there are any further
questions about vocabulary.
l The teacher will ask a few questions regarding the job post:
What do you think about the job?
Would you like to do it? Why or why not?
Are there any other skills that a research assistant needs?
What about the duties that a research assistant needs to do?
l Once students have discussed in small groups/pairs, the teacher will open the discussion
to the whole class, transitioning into the next activity.
Transition: Great job guys! Well, now that we have done some review and talked about jobs,
Kiley will talk about the formal language/emails we may need for a job or an academic
environment
Activity 1 (Altogether 3 parts): Identifying the Parts of an Email (10-15 minutes) -Kiley
Purpose:
introduce students to email practices and the concept of genre
review the difference between formal and informal examples
identify and organize the parts of an email
use transition words to help with organization.
Procedures:
l The teacher will explain the main objectives of the days lesson, reverse outlining, and
relate the practice of creating an outline from the text to making observations about a
text:
You can get a lot of information about a text, just from looking at it. These observations can
be really helpful in skimming, like you talked about last week, and in creating an outline
from the text that youre reading, or one that youve written yourself.
l The teacher will introduce the practice of writing emails, a common practice that students
likely have experience with. Using the PowerPoint, the teacher will demonstrate a variety
of texts so that students may identify the genre, segueing into an email. Using formal and
informal examples, students will observe the differences and identify the parts of an email.
In the second portion of the activity, students will receive an email thats been cut up and
arrange it in the correct order.
PART 1 (5-7 minutes)
The teacher will say there are so many different genres of text that you probably see
very often. Lets see if we can identify the genres of text. The teacher will make sure
that students understand the word genre before continuing, providing examples of
different genres so that students may guess what it means. She may provide the simple
definition: a category of composition/writing/media.
Using the PowerPoint, the teacher will go through pictures of a text message, a
magazine article, a newspaper article, and an email. After each is identified, the teacher
will ask how do you know that? Students may respond that the text message is short,
the magazine is colorful and has pictures, the newspaper is in columns, and the email
has to/from slots, or many other identifying characteristics.
The teacher will say Very good. Sometimes its really easy to tell what something is by
looking at it. Its harder to figure out what to write. Lets review some of the tips you
learned about formal and informal emails.
If students dont remember or didnt attend the last class, follow up with more general
questions: Whats the hardest part about writing an email for you? Students may
discuss grammar issues, like the difference between Ms./Mrs. or choosing a closing
(maybe not using that vocabulary, since they havent learned it yet).
Remind students why crafting an appropriate email is important in school, the
workplace, and even between family members at times.
Good, now lets review the important parts of an email that you talked about a few
week ago. Using the PowerPoint, the teacher will demonstrate the various sections as
below, filling the names of the parts in on the computer/white board:
Recipient: note the root receive, labelled TO
CC/BCC: carbon copy, blind carbon copy - fun facts if time allows!
Reply vs. reply all vs. forward
Subject line: a very short summary
Opening/Salutation: greeting for the person youre writing to
Body: main text
Opening Statement
Body paragraphs
Complimentary Close: how you sign off
Signature: your name/position
l PART 3 (7-10 minutes)
Great job! Now that we know the parts, were going to have a race. Each group (or
individual person) will receive an envelope with an example email. Your job is to
organize it and put the pieces in order.
Depending on time, students will receive individual envelopes, will complete the
activity in pairs or as an entire class. Ideally, students will each receive a portion of the
text and negotiate their position with each other. The whole email is as below:
Dear Professor Mormont,
I would like to schedule a meeting with you to review the final research paper.
I am not available during your office hours this week.
Would you be available Wednesday morning before 10:30? Are you available
immediately before our class on Thursday?
Please let me know when may be convenient for you.
Thank you for your help. I look forward to meeting with you soon.
Arya Stark
ENG 100
arya.stark@winteriscoming.com
The teacher will say Great job. Who can explain why you organized the email this
way? Students will hopefully provide a brief justification that notes the parts of the
email that weve just reviewed. Some discrepancies may arise in the organization, which
will allow for students to negotiate and justify their choices.
The last thing well discuss will be transitions. Did any of you think this was choppy?
Did the pieces of the email seem connected? When we use transitions, we hope to
connect the information, either between sentences or between paragraphs. Lets add
three transitions to make this email a little smoother and more professional.
The teachers will distribute the Helpful Transitions handout.
With the email projected on the board, have students suggest transitions to connect
sentences or paragraphs and modify on the board.
Transition: Great job! Now that we really know the parts of an email, youll work with Yuan
to revise an email.
Activity 2 (two parts): Reverse Outlining and Modifying Email Body of Content (20 -25
minutes)
Purpose:
Introduce students with the writing skill of reverse outlining and the importance
and possible use of reverse outlining in students daily life.
Introduce the template of reverse outlining and get students practice applying
reverse outlining to revise the body of content in email.
Practice taking summary notes.
Practice critical thinking to combine information, criticize and revise writing.
Work on transition words in between sentences and paragraphs, encourage
students using the transition words they already know and introduce some transition
words the students more unlikely know.
Procedures
l PART A: Reverse Outlining
Okay, so now you should be able to identify different parts of an email. Now we are
going to focus on the most important part of an email- the body, with the most information
in it.
I have a question for you: How many of you have written a paper before? Assume that
most answer yes. Then the teacher will ask How many of you have made an outline
before you start writing? Assume the answer yes. Explain the concept of outline briefly
(outlining happens before writing to help organizing ideas.)
The teacher will show the comic picture on the PowerPoint. However, after you write
your paper based on the outline, this situation could still happen. Your paper might not be
saying what you think it is saying, the main idea might not be clear or the evidence is not
enough or organized well. Thats why revision is very important The teacher will explain
the word revision if the students dont know it.
Today we are going to learn a very useful skill to help start the revision process called
reverse outlining. The teacher will draw a simple diagram (outlinewritingreverse
outlinerevision) on the board help to explain the concept and function of reverse
outlining more clearly.
Except for revision, when you need to write a genre you never write before, such as a
news report, you can find a good sample of that genre, do reverse outlining of it, then
use the outline to organize your own writing. Today we are going to see how reverse
outlining help you revise an email. Lets take a look at an email together first and do the
reverse outlining together.
The teacher will show students an email example on PowerPoint, students will get a
handout with this email too.
So the first step of reverse outlining is to take summary notes based on what you
wrote. The teacher will show students how to take summary notes (a sentence or two
by class discussion) on the margin of the handout near the first two paragraphs. The
teacher will mention here that taking margin notes is also a good strategy to help with
reading.
Then students will be divided into pairs (or groups of three, depends on the number of
students), they will be asked to take margin summary notes near the rest of paragraphs.
After the notes are completed, the teacher will ask students to share their summary notes
with their group members.
So we already finished reverse outline by taking the summary notes. But you may
wonder now how can the information help you with revision? To know how to use the
notes, take a look at the questions I just gave you, try to answer these questions in your
group in 3 minutes, and we will discuss them together later. A handout with several
discussion questions based on the notes will be given to the students.
Ok. Lets talk about the questions together. Teacher will let students share their
answers towards the questions.
If the time is not enough, the teacher will make sure students have answers for the
questions, but wont do the class discussion to save time.
These questions actually give you a better idea where this email goes wrong. For
example, the information of I am a junior student is repeated, so that you know when
you try to revise the email, you delete the repeated sentence.
l PART B Email Revision
Now do you have an idea now how reverse outlining can help you revise, based on
your notes and answers to the discussion questions?
Kiley just gave you a handout with transition words. I believe you have seen most of it,
but please ask if you dont know any of the words on the handout. And feel free to bring
the handout back home for your future use too.
Now, we should be ready to revise this email. Each of you will be given a paper. Try to
revise this email based on the reverse outlining in your group. Discuss in your group
how you want to revise. Cooperate with each other to rewrite the email. You can divide
paragraphs to revise once you finish discussion, ok? Please try to use at least two
transition words when you rewrite!
After you are done we will collect your work, and I will return your work with some
feedback next week. But dont be stressed, there is no standard answer. Just try your best
to make the email look better. You will have five minutes to do that, and teachers will be
here to help you, feel free to ask for help!
Students will be asked to change the opening and closing of the email when they revise,
as an assessment of informal and formal language.
The instruction and hints to use each question answer to get an idea how to revise will
be printed on the handout too, on the back of questions. Students will be told to refer to
the back of the handout if they have any problem.
If there is time left, the teacher will let volunteer group(s) share their revised email.
Students will be asked to write their names and email addresses on their revised email to
hand in.
Everyone, great job! Do you feel that reverse outlining is useful to you? Hopefully this
skill will help you with your future writing!
Transition (optional, depends on if there is enough time to do the activity 3): Ok, we have
talked a lot about opening and closing and body in an email. There is another important part
we havent talked lot about. Can you tell which it is? Hint: many people easily ignore it when
they email others. Yes, the subject line of the email! So next, we are going to have a small
activity practicing writing the subject line!
Activity 3: (optional activity if time allows) Email Subject Line (6 min)-the three teachers
Purpose: Address the importance of subject line of email. Practice scan and summary skill as
a transition to the next lesson.
Procedures:
l The students will be assigned into pairs (the coaches will be asked to participate if the
number is not even).
l The teacher will ask students about the importance of subject line, and then they will
have a small discussion.
l The teacher will illustrate the importance of the subject line of an email by comparing
subject lines on the PowerPoint.
l The students will be asked to take a look back at the email from the former activity, and
come up with a simple and impressive (or creative) subject line with 2 minutes to attract
readers to open the email. The handout now can be seen on the PowerPoint.
l After two minutes, the group will be asked to write their ideas on the board.
l Adaption: If the class time is not enough to cover this activity, students will be asked to
add a subject line at the end of activity two when they revise the email.
Closure Introduction to the Career Center and the Writing center website (5 min)
l Ana will show students the Career Center website (https://career.colostate.edu)

emphasizing that it can be a great resource for them where they can see examples of
CVs, cover letters, resumes, etc., as well as events happening on campus such as the
career fair, etc.
l Kiley will talk briefly about what the Writing Center (http://writingcenter.colostate.edu)
does and we will also provide the link for students to get acquainted.
l Both teachers will show on the campus map where these entities are located.
l Teachers will answer any final questions and thank the students for coming to class!
Homework assignment: Encourage students to look through the website of the Career Center
and see if they find any useful resources.
Announcements: none
Reflection on the Implementation of Lesson Plan 2

My contributions to this lesson plan were mainly the creation and adaption of the
activity 2, reverse outlining and email revising, as well as the optional activity 3, creating a
subject line. I found the materials for activities 2 and 3, and I made the PowerPoint slides
related to activities 2 and 3. In addition to these, based on the comments from coaches, I made
the suggestion to incorporate transitional words into the activity1 as an important language
objective in the lesson, and I found the material for the transition words handout.
As for my reflections on this lesson, similar to my reflection on the last lesson plan,
the materials were appropriate for students level and could be beneficial for their daily use. It
was difficult for my teaching group to carry out the whole lesson plan in a classroom with only
two students, but overall, the adaptions teachers made in the class encourage students
engagement and communication. For example, the teachers all incorporated the coach group
in the activities dealing with more challenging tasks such as outlining and discussion of reverse
outlining questions which also helped pace the lesson better to cover all the activities. This
lesson also emphasized assessment in many ways. The warm-up activity was the assessment
of the formal lesson; the first activity was also an assessment and review for a former lesson;
the revising email part of the second activity can be treated as a formal assessment of
transitional words in the first activity and reverse outlining in the third activity, which also
offered teachers feedback to the students. The assessment worked well. For instance, the
students were observed to use transition words and make changes based on the former answers
on reverse outlining discussion questions in the email revising part.
However, the teacher should have done better job with time management. The lesson
spent too much time on the warm up activity which was mainly related to the former lesson.
The teachers overestimated students efficiency of reading and writing. Students spent more
time on both reading and writing than the teachers expected, and as the result, students didnt
get time to revise the whole email.
Reflection on Teaching
In this section, I want to address my role in all four ESL lessons I taught and my
takeaways from the teaching.
The first class I taught was Listening and Speaking for the lower level on February 9,
2016. The class was the first class in the whole semester, so my teaching group chose the topic
of getting to know Fort Collins. I cooperated with two colleagues in my group to lead the warm
up activity of speed dating with the purpose of the class getting to know each other and we all
participated in the conversations. The warm up activity emphasized both teacher-student and
student-student interaction. In the activities, both teachers and students got the chance to be
more familiar with each other. The activity was intended to create a comfortable atmosphere
for students to be engaged in the class and motivate their participation in the activities. Then I
taught the first activity, Taboo game, to get students review and familiarize with the words
regarding places. The taboo game turned out to be successful overall based on students
performance and after-class evaluations from evaluators. There are a few reflections from me
on teaching this activity. Firstly, when students level varies, the individual adaption is very
necessary to help students complete the task. A few students with comparatively low English
proficiency had difficulties describing the target words, so I made adaptions to let them use
taboo words instead of avoiding them, which helped them out. Secondly, games with both clear
content and language objectives were beneficial. They helped to encourage group work,
facilitate students interactions and motivate students learning. The evidence was that after the
class, two students came to us and reflected personally how much they loved the activity and
working with their group members. Thirdly, the voice volume of the teacher should be high
enough to deliver instruction effectively, especially in classrooms with many students.
According to an evaluator sitting at the back of the room, sometimes my volume was not high
enough for a class of around 20 students to hear clearly. Fourthly, for lower level students, it is
always necessary to slow down talking, repeat instructions in different ways as well as check
students comprehension constantly. I gave the instructions regarding the steps of the activity
only once before the activity started, which was not enough, since several students didnt
follow the instructions at first. When they got confused during the game and had questions for
me, I had to clarify the instructions for them. This potentially lengthened the activity time. This
situation could have been avoided if I repeated my instructions and made sure students
understood them before the activity.
The second class I taught was the Listening and Speaking class for the higher level on
March 1. 2016. This class was adapted from the class for lower level class, so my role as a
teacher was similar to the last class. My takeaways from teaching are mainly about instructions.
Firstly, even for higher level students, modeling is very necessary if the teacher is introducing
an activity the students have no experience with. I used the word parking lot to model the
taboo game with students, which helped to reduce confusion. Secondly, visuals are helpful. I
used PowerPoint with a taboo card to help present the rules, which according to the evaluation
was a helpful choice. Thirdly, for higher level students, to encourage them playing a game,
stating the outcomes and purposes of the game is necessary, so that for example in taboo game,
students clearly knew they are practicing making full sentences orally and reviewing place
words.
The third class I taught was a Reading and Writing class for the lower level on April 5,
2016. The lesson focused on email and reverse outlining. I taught the second activity to
introduce and practice reverse outlining. My main takeaways in the teaching were mainly about
teachers adaptation and flexibility in the classroom. Because I followed all the procedures
listed in the lesson plan when the time left for my activity was clearly not enough, I failed to
cover all the activity objectives, especially practicing revising emails. The teacher should be
able to adapt lesson plans in the classroom according to students performance and class time
to be able to most effectively present the activity. In the case of this class, I should have reduced
the reading out loud part and made use of more group work to save time, according to the
suggestions from evaluators.
The fourth class I taught was a Reading and Writing class for the higher level on April
26, 2016. The lesson was adapted from the last lesson, so my role was teaching the second
activity which was the same with my role in the previous lesson. The lesson was challenging
because of the extremely small number of students just two. However, the situation facilitated
more student-teacher interaction, and I was able to give both students detailed feedback on
their performance, including answers to discussion questions and writing (revising email). I
realized the significance of combining both positive and critical feedback in the teaching. Since
the students were in the higher level, and they were very motivated to learn, they asked me to
give feedback on their answers and writings constantly in this activity. The students actually
appreciated it when I gave them suggestions, and they were able to make changes immediately
to produce better work. However, positive feedback is necessary since according to the
observations, the higher level students in the class tended to be cautious and self-conscious, so
that they hesitated to answer questions and express opinions. Teachers encouragement helps
them to engage more in the class and communicate more with both teachers and other students.
Generally speaking, as a typical Chinese English learner in a traditional English class
in China, I was largely influenced by the idea that the teacher is the absolute authority in the
class. The ESL course in E 528 emphasized the ideas that the teacher could be a facilitator and
co-communicator in the classroom. I also got used to studying independently in China, but now
I realize cooperative learning that encourages students to learn from each other can be very
beneficial. These ideas were supported by the course evaluation we conducted in the ESL class
at the end of the semester. For example, according to the course evaluation, the majority of
students enjoyed group work and they loved the fact that teachers were friendly.
The teaching experience was also unique in terms of group teaching. The group
teaching was helpful because the teachers with different personalities and advantages
cooperated with each other to plan and carry out the lesson plans. For instance, in the lesson
planning process, I benefited a lot since my group members were experienced and they had a
bank of teaching activities. I was helpful in terms of being careful, so that I could give
comments on some details in the lesson plan my group members didnt notice. In the teaching
practice, all the group members helped each other out by engaging in each others activities to
help students if necessary, reminding each other about remaining class time, and making
suggestions about unexpected emergencies such as technology problems in our first lesson.
The group teaching was very challenging too, since when teachers were in charge of planning
their own activities, the transitions and organization of activities to achieve lesson goals can be
incoherent and less effective. For example, according to the students evaluation, some students
got distracted and confused when three teachers took turns to lead the activities and give
instructions.
Reflections on Coaching and Evaluating
Although teaching was the major part of the ESL course I had to focus on, the
experiences of coaching and evaluating benefited me a lot in developing the role of teacher.
With respect to coaching, at the beginning of the semester, without any teaching
experience, it was difficult for me to come up with useful comments except for good job or
I love your materials. Because of that, the first time I commented on another groups lesson
plan, I thought coaching was useless since I didnt think I was able to have any constructive
feedback for my colleagues. However, after I taught two classes, I was able to combine my
observations in the classes I taught and my observations on classes other student teachers
taught, and to imagine if some procedures in a lesson plan work or not considering the
students level and class size etc. For example, in a reading and writing lesson plan, I
commented that it was not practical to the teacher to include a writing summary exercise at
the end of activity 3 because, first of all, it repeated the activity 2 practicing summary.
Secondly, it could take more time than the teacher expected in the class based on my
observations on the students writing performance in my own class. Coaching is also helpful
in facilitating students communication and engagement in activities. For example, in my last
reading and writing class, it would be very challenging to have two students talk and work
with each other for the whole class time without putting stress on them. The coaches
participation helped a lot as mentioned in the second lesson plan reflections above.
With regards to my own evaluation of other lessons, it is very similar to coaching. At
first, I couldnt give systematic and critical and valuable evaluation and feedback to help
other teachers adaptation of their lesson. At the end of the semester though, I learned how to
take a look at the effectiveness of every aspect of the lesson, such as materials choice, the
PowerPoint arrangement, group configurations and the organization of activities. I was able
to make suggestions for revision of a certain activity to make it a more effective informal
assessment of the lesson content.
Moreover, the evaluation encouraged me to observe classes more in detail, which
helped me to plan my own lesson too. For example, I observed that visuals such as
PowerPoints were helpful in instructions in the first class I evaluated, so I incorporated
PowerPoint in the adaption of my listening and speaking lesson 2, which worked very well to
help clarify instructions for activities. On the other hand, other student-teachers evaluation
enlightened me to teach in a better way. For example, I didnt notice that my teaching voice
volume was not high enough until I saw an evaluation report on my class. The report also
offered me the good suggestion to use group discussion to save time in the reverse outlining
activity for the higher level adaptation.

Appendix A
Lesson 1 Listening and Speaking Class Materials

TABOO CARDS
Coffee Shop
- cafe
- drink
- barista
- latte/mocha
Restaurant
- food
- waitress
- dinner/lunch
- eat
Grocery Store
- shopping
- food
- market
- cart
Pharmacy
- medicine
- pharmacist
- drugs
- health
Cinema
- film/movie
- popcorn
- Hollywood
- The Oscars/The academy Awards
Library
- books
- borrow/rent
- study
- quiet
Thrift Store
- Macklemore
- Goodwill
- Clothes
- Second-hand
Parks
- lake
- dogs
- outside
- plant
Bars
- drinks
- alcohol
- bar-tender
- age limit
Museum
- painting
- statue
- art/artists
- sculpture
Craft store
- craft supplies
- Decoration
- handmade
- artware
Bank
- deposit
- check
- money
- account
Bus station
- bus
- transfer
- travel
- MAX/FLEX
Gym
- exercise
- run
- sport
- work out
Post Office
- mail/mail box
- letter
- package
- stamp
Hospital
- doctor
- nurse
- patient
- sick
University
- college
- professor
- student
- study
--------------------------------------------------------------------------------------------
TABOO HANDOUT (this handout will be cut into slips for the group to match with taboo
cards)
1. Mugs Coffee Shop - Chocolate Cafe - Alley Cat Coffee House - The Human
Bean
_________________
2. Rio Grande - Spoons - Subway - Chipotle
_________________
3. King Soopers - Safeway - Walmart - Sprouts
_________________
4. CVS - Wallgreens - Hartshorn Health Center
_________________
5. Cinemark Bistro - AMC SuperSaver - Aggie Theater
_________________
6. Poudre Valley - Morgan - Fort Collins Bike
_________________
7. Ragstock - Wear It Again Sam - Goodwill
_________________
8. City Park - Fossil Creek - Spring Canyon - Horsetooth Reservoir
_________________
9. Ramskeller - The Boot - Road 34 - Mo Jeaux's
_________________
10. Museum of Art - Museum of Discovery
_________________
--------------------------------------------------------------------------------------------
DIRECTIONS HANDOUT
Getting to Know Fort Collins: Following Directions

Useful Vocabulary: X notes a street, Y is any general location, and Z stands for either.
Helpful Phrases to Know:
- Its on the corner of X Ave. and X St
- Down/up the street from Y
- Go up/down X
- Go toward Z
- If you reach Z, youve gone too far.
Comparing Locations:
- Across from/Opposite Y
- In front of Y
- Caddy-corner/kitty-corner from Y
- Between Z and Z
PART 1: Listen to the instructors directions and trace the route. Fill in the ending location
based on where you end up. Use the space to the right for questions, unfamiliar instructions,
etc.
Ex. Begin at the CSU Trial Gardens, on the corner of Lake and College. Go up College and
take a left on Mulberry, then go up Howes a block or two. Its on your left. If you reach
Mountain, youve gone too far. the post office
1. _________________
2. _________________
3. _________________
4. _________________
5. _________________
PART 2: In groups, draw a location from the envelope. Take turns describing the location of
the landmarks relevant to other locations on the map. Use the vocabulary provided, or use what
you already know to describe the locations. Use at least three descriptive phrases to compare
the locations of the two landmarks.
Ex. Old Town Square is northwest of CSU, between Mountain, Jefferson, and College. Its two
blocks farther north of the Library Park. If youre going north on College and get to the
Museum of Discovery, youve gone too far.
1.
2.
PART 3: Draw two locations from the envelope. Offer verbal directions from the first location
to the next, using the vocabulary above as needed. Help your classmates navigate using the
street names and landmarks to get them from one location to the next. Take turns giving and
listening to directions and ask, drawing locations from the envelope or choosing your own.
--------------------------------------------------------------------------------------------
ROLE PLAY HANDOUT
Scenario:
Students / Coworkers - You need to figure out where you can take the visiting scholar to show
him/her downtown and enjoy a meal together (lunch or diner).
(a) S1- Talk to your colleague and figure out where you want to take the professor and why
(maybe do a list of pros and cons of the place you have chosen) You have food allergies and
you live on the west side of Ft Collins.
(b) S2- Talk to the professor to ask if he/she would be fine with it and to make the arrangements
for the day. You are a vegetarian and live on the east side of the city, because you are too busy
during the day you want to go out in the evening.
(c) Visiting Scholar (VS) - You will wait to hear what the students suggest to show you
downtown and work out a day to have lunch/dinner, checking your busy schedule. You enjoy
meat and you are staying right in the middle of town, you do not want to go out at night.
Example Role Play Conversation:

S1: Good Morning Mr. Johnson, how are you today?
VS: Good Morning Ms. Carr, I am doing well, how about yourself?
S1: I am great, thanks for asking. Talking about showing you around the city, would you like
to have lunch on Wednesday afternoon at The Rainbow Caf ?
VS: Well, I am not available on Wednesday afternoon, and Ive heard they have only vegetarian
options, is that true? I would really enjoy some meat.
S2: Mr. Johnson you are right. Could you consider going to Caf Vino? They have a great food
variety
S1: Could I suggest to go to Rodizio? It is right in the middle of town and has good steak and
an amazing salad bar
Formal Requests/Suggestions
Would you mind + V ing?
Would you like?
Could you.?
Could we / I suggest?
Appendix B
Lesson 2 Reading and Writing Class Materials
WARM-UP: THE DISORGANIZED JOB POST HANDOUT
Match the letter A), B), C) and D) to the number 1, 2, 3 and 4. and check your answer
with a classmate.
Area: London, England

Position: Research Assistant
A) Job Description
B) Responsibilities / Duties
C) Requirements
D) Skills
1.
Clinical Research Professional certification preferred
Bachelor of Science in Biology
Experience using sterile technique in a laboratory setting.
Documented ability to design, carry out, and report (independently and in collaboration
with other members of project teams) experiments, results, and conclusions.
One to three years of experience preferred
Must be available to commit to an annual term contact.
2. We need confident, friendly and professional candidates who have experience in similar
roles in research. This person should be highly organised and able to work well under pressure,
and should have excellent communication, and teamwork skills. Your confidentiality and
privacy are important to us. Ability to work to short deadlines is often required. Ability to be
resourceful and proactive in dealing with issues that may arise, as well as to multitask, prioritise
and work under pressure.
3. Rogester Lab is a place to develop your career to the fullest while engaging in meaningful
work that makes a positive impact around the globe. We offer a diverse, supportive
environment where you will grow personally and professionally as you learn from some of the
most talented people in your field. The Research Assistant will perform general maintenance
and cleaning of specialized equipment, check raw data in study files, as well as general
laboratory duties including but not limited to the following:
4.
Schedule meetings with the research team
Obtain medical records
Assist with lab processing and record data
Perform other related responsibilities as directed
Work collaboratively with research colleagues
--------------------------------------------------------------------------------------------
ACTIVITY 2 HANDOUT: REVERSE OUTLINING WORKSHEET
Jack Jones,
I am writing to inquire about your language courses in the summer. I am from Finland, and I
am a university student studying to become a translator. I am now a junior, but I wont be
able to graduate next year. I am also considering if I want to do graduate school after I have
my undergraduate degree.
I would like to know whether your school offers courses specifically for university level
students, because I am a junior this year.
I would like to study techniques for essay writing in English.
Could you tell me how many hours of lessons there are per week?
With regards to accommodation, do you only provide homestay-style lodgings or are there
any other possible alternatives? I feel I would prefer to stay in shared accommodation with
self-catering facilities. I was wondering if any extra-curricular activities such as lectures or
excursions are offered at your school. If so, are these included in the price, or at an additional
cost?
I would be grateful for any information you can give me and I look forward to hearing from
you soon.
Jaana Nikkinen
--------------------------------------------------------------------------------------------
ACTIVITY 2 HANDOUT: TRANSITION WORDS
Here are some of the most common transition expressions in English, grouped according to the
type of relationship shown by each.
1. Addition Transitions
and, also, besides, first, second, third, in addition, in the first place, in the second place, in the
third place
furthermore, moreover, to begin with, next, finally
2. Cause-Effect Transitions
accordingly, and so, as a result
consequently, for this reason, hence, so, then, therefore, thus
3. Comparison Transitions
by the same token, in like manner, in the same way, in similar fashion
likewise, similarly
4. Contrast Transitions
but, however, in contrast, instead, nevertheless, on the contrary
on the other hand, still, yet
5. Conclusion and Summary Transitions
and so, after all, at last, finally, in brief, in closing, in conclusion
on the whole, to conclude, to summarize
6. Example Transitions
as an example, for example, for instance, specifically, thus, to illustrate
7. Insistence Transitions
in fact, indeed, no, yes
8. Place Transitions
above, alongside, beneath, beyond, farther along, in back, in front
nearby, on top of, to the left, to the right, under, upon
9. Restatement Transitions
in other words, in short, in simpler terms, that is, to put it differently
to repeat
10. Time Transitions

afterward, at the same time, currently, earlier, formerly, immediately, in the future, in the
meantime, in the past, later, meanwhile, previously, simultaneously, subsequently, then, until
now
--------------------------------------------------------------------------------------------
ACTIVITY 2 HANDOUT: DISCUSSION QUESTIONS

The front side of the handout:
Use your reverse outline to answer questions
1.What is the main idea of this email?
2.Does every paragraph relate back to the main idea? Does every point on your notes relate
back to the main point?
3.Where might a reader have trouble following the order of ideas?
4.Do several of the paragraphs repeat one idea? Or is there any repeated information?
5.Does one paragraph have several topics?
6.Are the paragraphs too long? Too short?
The back side of the same handout:

2. If no, maybe delete the irrelevant information.
3. Reorganize the order of ideas logically.

4. If yes, delete the repeated paragraph.
5. If yes, try to put different topics into different paragraphs.
6. Shorten the too-long paragraph by dividing it into different paragraphs or delete some
unimportant content. Add supporting points or useful details into the too-short paragraph or
combine it into a related paragraph.

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Running head: ESL TEACHING PORTFOLIO 1

ESL Teaching Portfolio

Yuanyuan Sun, Anabela Venesa Valerioti & Kiley Miller

Colorado State University

communication-focused, multi-skills ESL class, including CSU grad/undergrad international

students, visiting scholars/scientists/professors, spouses or family of CSU students/faculty, and

Lesson Plans and Reflections

Brief description of classroom setting:

Desks will be arranged according to each activity if necessary, automatically designating

Overview of lesson goals:

talk to them to encourage them to be eco-friendly

Intro and Overview of Class (3 minutes)

Warm-up: Speed-Dating (5-7 minutes)

Activity 1: Taboo (10-15 minutes) -Yuan

Activity 2: Practicing Giving Directions (15-20 minutes) -Kiley

l This worksheet may be collected as a formative assessment, demonstrating if the

Activity 3: Role play (8 -10 min) - Ana

Activity 4: Expand Role play activity-discussion (6 min)

Reflection on the Implementation of Lesson Plan 1

slides related to the taboo activity.

happen during the class according to the observation.

such as the direction activity task as an assessment of students comprehension of direction

activity, which could be used as an assessment of the former activity.

Reading and Writing lesson 2 (class 4/26/2016)

Brief description of classroom setting:

Overview of lesson goals:

Materials to take to class:

Equipment needed for class: Computers, Doc Cam, Projector

Intro and Overview of Class (2 minutes) -Anabela

Warm-up: organize job ad (10 minutes) -Anabela

experience, annual term, but not limited to).

l Ana will show students the Career Center website (https://career.colostate.edu)

Reflection on the Implementation of Lesson Plan 2

on reverse outlining discussion questions in the email revising part.

get time to revise the whole email.

takeaways from the teaching.

enough to deliver instruction effectively, especially in classrooms with many students.

understood them before the activity.

suggestions from evaluators.

Generally speaking, as a typical Chinese English learner in a traditional English class

Reflections on Coaching and Evaluating

in facilitating students communication and engagement in activities. For example, in my last

With regards to my own evaluation of other lessons, it is very similar to coaching. At

assessment of the lesson content.

Moreover, the evaluation encouraged me to observe classes more in detail, which

PowerPoints were helpful in instructions in the first class I evaluated, so I incorporated

activity for the higher level adaptation.

Lesson 1 Listening and Speaking Class Materials

Getting to Know Fort Collins: Following Directions

ROLE PLAY HANDOUT

Example Role Play Conversation:

Lesson 2 Reading and Writing Class Materials

WARM-UP: THE DISORGANIZED JOB POST HANDOUT

Area: London, England

ACTIVITY 2 HANDOUT: TRANSITION WORDS

type of relationship shown by each.

furthermore, moreover, to begin with, next, finally

accordingly, and so, as a result

consequently, for this reason, hence, so, then, therefore, thus

but, however, in contrast, instead, nevertheless, on the contrary

on the other hand, still, yet

5. Conclusion and Summary Transitions

and so, after all, at last, finally, in brief, in closing, in conclusion

on the whole, to conclude, to summarize