EKA ENUKIDZE
GEORGIA
1
2
CONTENT
 Introduction
 Georgia
 Resume
 My Reflection About Internship
 My Reflection About Student
Assessment System In J.E.B
Stuart High School.
 Strategies
 Lesson Plans
 Reflective Statement On Learning
 Culture Day
 Shared Lesson Plans
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George Mason University , College of Education and
Human Development Center of International Education ,
Teaching Excellent and Achievement Project Funded by
IREX‐ U.S. Department of Stat ECA
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ABOUT
GEORGIA
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Her Glorious Past and Hopeful
Future
Georgia, an exquisitely beautiful country of
5.5 million people, is ringed by the Caucasus
Mountains and set at the crossroads of Europe
and Asia. It lies between the Black and
Caspian Seas and borders on Turkey, Russia
and Armenia. Since recorded time, Georgians
have been famous for their hospitality to
strangers. The visiting ancient Greeks knew
Georgia as the land of the Golden Fleece. It
was a woman, St. Nino, who brought
Christianity to Georgia in 330 A.D. Georgian
wine has been produced for over 3,000 years
and Georgian literature dates back to the fifth
century A.D. Scholars have compared the 12th
century Georgian poet Shota Rustaveli to
Dante and Shakespeare
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In May 1991, Georgia declared independence
from the Soviet Union. In spite of major
efforts towards stabilizing the economy and
instituting democratic practices, Georgia is
still struggling economically. The new
Georgian Government under President
Mikheil Saakashvili, who was elected in
January 2004, is endeavoring to restore the
Georgian economy and renew the hopes of
the Georgian people.
Currently, the Georgian Government is
unable to provide most of her people with
gas, electricity or social services. Georgian
industry, still suffering from the Soviet
legacy, has collapsed leaving many workers
without pay or without jobs at all.
Georgians who once enjoyed one of the
highest literacy rates in the world now have
schools struggling from a lack of heat and
unpaid teacher salaries
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EKA ENUKIDZE
 Date of birth:1981,25.07
 Place of birth: Sachkhere, Georgia
 Address: Sachkhere, Sanapiro st. #4.Georgia
 Tel:899 54 45 57
 E-mail:[email protected]
 EDUCATION
 Tbilisi Ivane Javaxishvili state university,
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Magistracy, MA in Education
▪student
Tbilisi, Ilia Chavchavadze State University
of Western Culture and Languages. Georgia
Foreign Languages Faculty, Diploma(1998
august-june2002)
Ardmore language school, England,
Eastbourne2008
▪Leader of the students
Sachkhere secondary school #1, Georgia
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PROFESSIONAL EXPERIENCE
 Public School #1 Sachkhere. Georgia.
 English Teacher, September 2004-present.
 ▪ Design English Language Curriculum,
plan and lead teacher trainings, Coordinate
and supervise English Language Club.
Succeeded in obtaining funds for an
English Cabinet. Acted as a liaison between
the school and community during English
Cabinet renovation.
 BRITISH COUNCIL
 A Trainer for the ELT Global Product-
www.teachingenglish.org.uk 2008-present.
 ▪ Train a minimum of 25 school teachers in
using this website.
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USAID, J.S.I, Save The Children
▪ Trainer /volunteer/ 2008 april-present.
Topic “ OUR HEALTHY LIFE”
Sachkhere Youth Assambly
▪Establisher and author of the project 2008/running project/.
Our blog www.sakrebulo1skola.blogspot.com
ENGLAND, Eastbuorne ARDMORE LANGUAGE
SCHOOLS
▪ Leader of the group/15 sts/
Editor of the school newspaper
Head of “ECOLOGISTS CLUB” at school. Our
blog wwwecologia.blogspot.com
Head of the club “CIVIC EDUCATION at High
schools”
Our blog – www.civic education.blogspot.com
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English Teacher`s Association Of Georgia.
ETAG
▪ Member, June 2007-present
Assisted in daily 0ffice operations, acted as the
administrative aid to the head, organized and
managed the ETAG Sachkhere branch, created
and implemented English Language trainings at
the office.
MINISTRY OF EDUCATION AND SCIENCE
OF GEORGIA
FUND “DEAR LEAP” competition in
Integrated Lesson Plans
▪ The Winner of the project
Private School “ Otarid “ 2003-2004.
▪Taught the small groups of children reading
and writing,planned and organized monthly
concerts.
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 PROFESSIONAL DEVELOPMENT
 The U.S. Department of State’s Bureau
of Educational and Cultural Affairs,
TEA-Program,
▪The Finalist, An exchange student in
George Mason University, Washington
D.C, USA
 United States Peace Corps,,Georgia
 English Language Teacher Training. March-
2007.
 ▪Two day training covering topics such as
lesson planning, test writing,and essay
writing.
 English Teacher`s Associacion of
Georgia.ETAG, Sachkhere,Georgia
 /MLLT/ More Learning Less Teaching –
part I June 2007
 ▪Twenty hour training on innovative
teaching methods and activites for the
classroom,
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 English Teacher`s Associacion of Georgia.ETAG,
 Sachkhere,Georgia
 /MLLT/ More Learning Less Teaching –part II June
2007
 ▪Twenty hour training on the best practices to expand
fluence and listening comprehension.
 USAID, J.S.I, Save The Children, Kutaisi,Georgia
 ▪Two day training on topic“ OUR HEALTHY LIFE”
April-2008
 MINISTRY OF EDUCATION AND SCIENCE OF
GEORGIA
The Project Ilia Chavchavadze, 2006 September
 ▪Two day training on topics lesson
planning,assessment system,new methods of teaching
and learning.
 MINISTRY OF EDUCATION AND SCIENCE OF
GEORGIA
 The Project Ilia Chavchavadze, 2007 November
 ▪Two day training on topics Bloom Taxonomy,
Developing Logical Thinking.
 MINISTRY OF EDUCATION AND SCIENCE OF
GEORGIA
 The Project Ilia Chavchavadze, 2008 March
 ▪Two day training about the presentations and making
projects.
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Awards
●Peace Corps 2007 English Teacher Trainings
“ CERTIFICATE OF COMPLETION”
●USAID, J.S.I , SAVE THE CHILDREN.
“CERTIFICATE for training courses”
●Ardmore Language Schools, England, Eastbourne.
“CERTIFICATE for English Language Course
●British Council, English Teachers Association of Geargia
“CERTIFICATE FOR MLLT-I, MLLT-II.”
● MINISTRY OF EDUCATION AND SCIENCE OF
GEORGIA, Foundation “Deer Leap”
“CERTIFICATE for participating in the summer
conference.
● MINISTRY OF EDUCATION AND SCIENCE OF
GEORGIA, Foundation “Deer Leap”
“CERTIFICATE for participating in the national
conference.
● MINISTRY OF EDUCATION AND SCIENCE OF
GEORGIA, Foundation “Deer Leap”, IEARN/GEARN
CERTIFICATE for publishing the projects on the web 2.0
blogs
COMPUTER SKILLS
Microsoft Word, Explorer, Excel, PowerPoint, Outlook,
Adobe Photoshop, PageMaker
LANGUAGES
English, Russian
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My Reflection About J.E.B
Stuart High School
ESOL Department
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My Reflection About J.E.B Stuart High School
First of all I feel very fortunate to be sent to JEB Stuart high
school as a teacher, and met excellent stuff
of that school,
My mentor, Mrs DAVIS ESOL teacher, who gives me constant
support and exquisite educational guidance, and Mrs. Ruth
the head of ESOL department, whose enthusiasm helped fuel
our lessons and working.
We went to school on Wednesday 29 of September. The day
began with the tour of school and meeting in workroom. I was
admired by the teachers attitude and devotion toward their
students. As I noticed there is a big diversity in a school, there
are a lot of students from central America, Guatemala,
Honduras, etc. which makes a deep cultural difference, all of
them have their traditions, and the way of living, but they, as
well as the stuff of the school constantly try to get on well to
each other.
The schooldays are divided into different parts Red Days and
Blue Days ,according to the traditional colors of the school,
and the students have different lessons and different
assignments for these days.
I learned many new teaching methods, Mrs Davis had very
interesting agenda, warm up games, grammar references,
and etc. the lesson was quite interesting. After lessons we
went to the Guidance and Career Centre, where we had very
interesting session about the school policy, dress code,
student assistance program, how do the parents apply for the
school, Mrs Ruth gave us very interesting books about
teaching methods and lesson plans.
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Now I want to let you know about our second visit at JEB Stuart
high school. We began our working in PLATO, this is the name of
the computer lab. Where we were given our passwords and
contracts for using computers. We worked there a lot till 12
o`clock and we were able to write the tests of Master`s level,
That tests gave us a lot of practice, experience, and selfconfidence, we also visited the library ,they have enormous
interesting books and looked them through.
On that day I had an opportunity to meet other teachers and
attend their classes, one of them was Mrs Capone, she teaches
Science, her lesson was so good and beautiful, I wished never
ended it, she used the smart board during the lesson, Mrs.
Capone has very interesting program which is called “Concepts
Science I ” this course is designed to help improve the student`s
English and Science knowledge and prepare them for the “core”
science classes: Biology, Chemistry, Physics, and Geosystem,
Quarter grades will be based on the following categories and
percentage:
Written assignments and lab reports
40%
Tests, quizzes and performance assessments 30%
Homework
30%
This school has such tradition: every year on that time they
meet Alumni, they have homecoming events, for school 50-th
Anniversary, so we were invited to the PEP RALLY and
homecoming parade, we had a wonderful time there,
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My goal is to adjust new methods and new teaching
strategies, that will meet the needs of my kids in
Georgia, enhance my teaching skills, and increase my
knowledge about the US culture and educational
system.
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J.E.B. Stuart High School
My observation about student assessment
system in the classroom,
I attend classes at J.E.B Stuart High School, my
mentor teacher is tviy Devis , she is real
professional, she uses many kinds of assessment
system, and here is what I have observed during
classis, though we didn`t have enough time for
this. I am going to use the following assessment
methods in my school, because it is new for my
students and I will also share them to my
colleagues.
We had very interesting discussion about topic.
As teachers, we must not just want to believe that all
students can learn, but must really want each and
every student to feel the exhilaration of success.
Student`s Assessment is based on the contention that
student achievement and academic self-concept
are determined, by and large, on the basis of
students’ perceptions of their own success in
classrooms. It presents a philosophy that places
students at the center of the classroom equation.
The single most important value any teacher must
bring to the classroom assessment process is a
strong sense of caring about student wellbeing in
school
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I found out that complex outcomes to assess, including:
• Knowledge outcomes: material to be mastered either
through memorization or via using references;
• Reasoning Outcomes: ways to use knowledge to meet
specific problem-solving challenges;
• Skill outcomes: things that students should be able to
do as a result of mastering the material presented;
• Affective outcomes: feelings students might
experience
as a result of study.
“Assessment is not a mathematical challenge.
Assessment is a
challenge in clear thinking and effective
communication”- she says,
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1. Classroom assessments provide the basis of
information
for student, parent, teacher, principal, and community
decision-making.
2. They motivate students to try-or not to!
3. They screen students in and out of programs, giving
them access to the special services they may need.
4. They provide at least part of the basis for teacher
and
principal evaluation.
Classroom Assessment unfolds in four parts:
Understanding Classroom Assessment Context,
Understanding Assessment Methods,
Classroom Applications of Assessment,
Communicating About Student Achievement.
Each part offers unique perspectives on the classroom
assessment process, yet the
four parts present a unified overall picture of the
assessment process and its place in day-to-day
instruction.
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Involving Students in Assessing Reasoning
1. Have students think aloud when problem-solving.
2. Have students learn to label an understand the
kinds of thinking they
are using.
3. Ask students to probe each other's reasoning.
4. Offer students repeated opportunities to participate
in developing sample
tests items that tap reasoning.
5. When asking questions that require reflection and
thought, wait for a
response.
6. Avoid questions that call for a yes or no answer.
7. Use concept mapping.
8. Have students design essay and performance
assessments that measure
reasoning.
9. Set up a classroom display on the kinds of reasoning
valued
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Designing Portfolio Systems
1. Who will be involved in the portfolio design?
2. What will be the purpose of the portfolio?
3. What specific outcomes will be reflected in portfolio
material?
4. What kinds of assessment information will be
considered
appropriate to meet the portfolio's purpose?
5. What guidelines will govern the selection of
material for the
portfolio?
6. Who shall make the selections?
7. What criteria will be used to evaluate entries in the
portfolios?
8. How will student self-reflection be worked into the
system?
9. What criteria will be used to evaluate the quality of
the self reflection?
10. What criteria will be used and who will evaluate the
portfolio
as a whole?
11. Who owns the portfolio and who has access to the
portfolio?
12. How will it be stored and transmitted to users?
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HOW TO BE AN ESL TEACHER
Love kids-Embrace
diversity-Know each
student`s name-Smile-Be
flexible-Sing songs-Keep the
kid`s laughing-Open your
heart-Always encourage-Be
dramatic-Display student
work-Laugh at your
mistakes-Wear holiday
clothes
Get your rest-Have an
international food`s dayBe patient-Show
compassion-smile
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Multiple
Intelligences
Self Assessment
Test
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Step 1
Primary : Avoidance (6 o`clock)
Backup: Affiliative (2 o`clock)
Step 2
My Avoidance Score is in Low Range, so this means to me that I
probably prefer to confront things rather than avoid them. I
seldom experience significant doubt over my ability to deal
with problems, and are usually not afraid to take occasional
risks. Rather than always choosing the safest route, I am likely
to explore different alternatives for accomplishing something.
Confidence in myself contributes to my belief that I can
change things for the better. When I do mistakes, I probably
see them as opportunities to learn and grow.
Step 3
Significant Person
Have Learned
(or situation)
person who likes
It would be better to learn
never afraid of
on other`s mistakes, not to
kinds of proexperience myself.
Ideas/Behaviors I might
Generally I am the
struggle in life, I`m
dealing with different
Blems. but there is one
thing
that I`d
really like to improve,
to learn how to
avoid to confront
things, and choose the safest route
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Step 4
Personally
Positive Consequences
Consequences
Avoid problems.
than avoid them.
choose the safest route.
Self-confidence.
Self-Defeating
Prefer to confront things rather
Explore different alternatives.
To be too risky .
Hide our feelings.
Professionally
Positive Consequences
Consequences
Ignore problems
carry
defeat.
Maximize interaction with stuff
with
Members.
Realistic goals to accomplish
subordinates with realistic goals.
Self-Defeating
face the situations that
The risk of personal
minimize interaction
colleagues.
can`t provide
Step 5
Some positive differences:
If I changed my behavior in this area, my life will really change,
because I will know how to ignore my problems, I will not take
occasional risks, explore different alternatives for accomplishing
something.
Some negative differences:
In my opinion When I make the mistake, it will be especially difficult
for me to forgive myself and move on. I will typically refrain from
examining and expressing my feelings. My tendency to focus on
my own concerns can cause me to ignore what is happening
around me.
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SAMPLE LESSON PLAN BASED ON
MULTIPLE INTELLIGENCES
Integrated Lesson Plan
Topic – “The Forty Niners”
Grade – IXth grade
The subjects integrated with–
English Language; Geography,
Music
Number of st s.– 23
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OBJECTIVES
 Engl. - Reading for purpose.
 Engl. - Enrich the vocabulary with new
words.
 Engl. - Connect the words logically with
each other.
 Engl. - Develop listening skills.
 Geogr.- Research the routes of 49-ers
and transfer them onto the map.
 Geogr.- Research the routes of 49-ers
and transfer them onto the map.
 Geogr.- Use Geography's international
language-map for research.
 Geogr.- Travel with imaginary route to
make research.
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 Music - Perceive the composition
according to the context.
 Music – Guess the content of the song
and pick the information about the
characters.
 ICT – Look for the necessary
information by ICT, though the internet.
 ICT – Involve the ICT in the lesson in
order to improve it.
 ICT – Use ICT with their classmates to
improve their knowledge implement
their ambition and interests.
MATERIALS
Formats, markers, books, maps, cards,
USB-drivers, computers, type recorder,
DVD-disk
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PROCEDURES FOR LEARNING ACTIVITIES
Activity#1
name of the activity:
aim: connect the words logically.
time: 15 min.
work Individually
Step I
I give the instructions to the Sts, to read the text silently, they will
have the time. 10 min. and write all the new words in their
notebooks.
Step II
I ask the students to dictate the words. I write them on the
blackboard in random.
pick up, suffer, justice
from, quiet, empty,
expensive, discover, sailors.
rich, government,
disease,
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Step III
The students are given the task
(they work individually)
guess the meaning of the words by the
context
Step IV
connect the words logically with each
other
e.g
pick up
rich
government
sailors
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Step V
(work in pairs)
I give instructions: find the sentences using these words
and read loudly and the second partner should translate
into Georgian.
This activity develops: Linguistic Intelligence, Logical
Mathematical intelligence, Intrapersonal( individualized
instructions) Intelligences
Activity #2
(work in groups)
aim: Using the new words restore the text.
i explain the aim of the activity, what the sts. will have
to do. There is the extract form the text form which the
words are missed, the sts will fill the empty gaps, and
the first letter of the word there is also given. they must
close the books and do the work.
the extract is written on the Monitors:
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there were three w _(I)_ to get California from
the eastern United S_(II)__. The most comfortable
way was to go by S ___(III)___ around the tip of
South A___(IV)___. and then north to San
F___(V)___. by the time P___(VI)___arrived, there
was not going to be much G___(VII)___ for them to
find. A faster way to get to California was to
C___VIII)___ Central America.
After the activity the sts. exchange, the places
in front of the computers and correct each
other`s works, and two leaders make the
presentation .
This activity develops special intelligence
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Activity #3
time-15min.
For this activity we ask the Geography teacher for help. We
together divide the class into three groups of travelers.
They are given such task. ”Imagine that you` re the 49-ers, and
you are desperately going to look for gold in California.
From the text we know that
there are three ways from Eastern States to get to California:
1.The most comfortable way was to go by ship around the tip
of South America ,and then North to San Francisco, but
there was the problem –it took between four and eight
months to complete the journey.
2.A faster way to get to California was to cross the Central
America, where the distance between the Atlantic and the
Pacific Oceans was the shortest, and then continue North
by boat.
But there was the problem: The 49-ers who came that way
could expect bad food, bad water, disease, and the
possibility that the boat might never come to pick them up.
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3.A third way was to cross the country by land, in
covered wagons, but there was also the
problem: this way was slow and dangerous,
some wagon trains suffered terribly, by both
from freezing winter weather and from Indian
attacks.
Each group takes the route get by voting. They
should research the way 49-ers traveled and
transfer the route on the map. They have the
political maps on the screen,
The group which guess the right route will be the
winner.
This activity develops Special intelligence, Bodilykinesthetic intelligence (competitive and
cooperative games),Interpersonal Intelligence,
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Activity # 5 /listening/
Time 10 min
For this activity our music teacher helps us .we give the
task to the students.
Listen to the music, insert the missing words in the song
and pay much attention to what period of American
History is expressed in the song, what genre does the
song belong to,
what is the feeling of singer? etc.
This activity makes very friendly atmosphere in the
classroom, they listen, pick the main information
about the characters, the students define the situation
in which the 49-ers had been.
This activity develops Musical Intelligence Interpersonal
Intelligence, Linguistic Intelligence.
5. REFLECTION
This lesson Plan is based upon MI Theory, activities
spanning all seven Intelligences have been used to
achieve the instructional objectives.
37
UNIT LESSON PLAN TEMPLATE
TOPIC: SEASONS OF THE YEAR
LESSON 1 (INTRODUCTION OF THE
TOPIC)
Teacher Eka enukidze
Grade 7-th
Proficiency level pre-intermediate
Program model push in
Content: ESOL Teacher
PLANNING PHASE
State Virginia, standards of learning
http://www.tesol.org/s_tesol/sec_docume
nt.asp?CID=113&DID=316
Language Objectives
English for ESOL Students
38
Goal 1, Standard 1
To use English to communicate in social
settings: Students will use English to
participate in social interactions
Indicators:
sharing and requesting information
expressing needs, feelings, and ideas
engaging in conversations
express feelings through drama, poetry, or
song
Goal 1, Standard 2
Students will interact in, through, and with
spoken and written English for personal
expression and enjoyment
indicators
sharing social and cultural traditions and
values
listen to, read, watch, and respond to plays,
films, stories, books, songs, poems,
computer programs, and magazines
39
Vocabulary
Leaf, ground, change, grass, violet,
melt, orange, spring,
Materials
Pictures describing seasons, cards,
bingo, colored papers, markers,
white board, handouts, CD—“four
seasons of the year”( classical
music), by VIVALD
Lesson Outline adjust new
vocabulary and use them in everyday
life, develop speaking and reading
skills.
Content Introduction of the topic:
“Four Seasons”
40
Teaching Phase Sequence
Warm –up activity:
The teacher begins the lesson with the
rhyme
“Spring is green
Summer is bright
Autumn is yellow
Winter is White”
Then asks questions:
How many seasons do we know?
speak about the seasons of your
county
What colors do the seasons associate
in you?
41
Activity # 1
Venn Diagram
Comparing and Contrasting
The students will find differences
and similarities between united
states and their own country, and
they will discuss what do they have
in common
42
Activity #2
Jigsaw
Teacher splits the class into
four group gives each article
about seasons to them and
gives time, Students read the
texts in order to find out the
characteristics of the year and
seasons, and the
classification of the
months,after reading they
will share information to
each other
43
Activity #3
Name of activity : Word sort
to learn new vocabulary by classifying
them into groups
to learn a pronunciation difference
between words
Students figure out the differences for
themselves
Students think about the words to
help internalize them
Students write and then “handle” the
words to help understand and
remember them
44
STEPS
1.
2.
3.
4.
5.
6.
Teacher gives students a list of
words to use
Students copy them into squares on
a grid either given by the teacher or
use regular lined paper .
Students cut the words apart.
Students sort the words without
being told how to sort them.
Students explain what they used to
sort into different groups
Teacher clarifies or corrects and
then states the difference to the
whole group.
45
Differentiated
Instruction:
 Warm up: ask questions about
seasons
 Activity #2: Venn Diagram
 Activity#3 : Jigsaw
 Activity#4:Word Sort
46
Assessment
Students will be given a 3-2-1
summary sheet in order to selfassess their writing process.
Students will write down three
things they did during the lesson,
two things they could work on a
little more, and one thing that may
be a problem
47
Closure
Students will share what they have
learned from this unit, They will go
to their Venn Diagram Chart and
write what they learned in ” in
common” column,
Homework
Make the PowerPoint presentation
about the seasons,
Students must choose one of the
season and search the pictures and
information about it.
48
SAMPLE LESSON PLAN TEMPLATE
TOPIC: SPRING
LESSON II
Teacher Eka enukidze
Grade 7-th
Proficiency level: Pre-Intermediate
Program model : Push in
Content: ESOL Teacher
PLANNING PHASE
State Virginia, standards of learning
http://www.tesol.org/s_tesol/sec_docume
nt.asp?CID=113&DID=316
Language Objectives
English for ESOL Students
49
Goal 1, Standard 1
To use English to communicate in social
settings: Students will use English to
participate in social interactions
Indicators:
sharing and requesting information
expressing needs, feelings, and ideas
engaging in conversations
express feelings through drama, poetry, or
song
Goal 1, Standard 2
Students will interact in, through, and with
spoken and written English for personal
expression and enjoyment
indicators
sharing social and cultural traditions and
values
listen to, read, watch, and respond to plays,
films, stories, books, songs, poems,
computer programs, and magazines
50
Vocabulary
Grow, Vegetables, March, April, May.
Wake up, Nature, Field, Valley
Materials
Pictures, handouts, markers, colored
papers, cards.
Lesson Outline: Developing Speaking
skills, Reading skills, Logical
thinking
Content
“ SPRING”
51
 Warm –up activity #1
 Association Map
 The teacher writes the word- spring
in the middle of the blackboard,
and Brainstorms the ideas
connected to the Spring,
 Activity #2
 Create own story
 After the students dictate some
ideas and words connected to
Spring, the Teacher gives the task:
using these phrases and words
create your own story. Then the
children make the presentations of
their story.
52
 Activity #3
 Teacher gives the envelopes to the







students in which are new words cut
and jumbled, they should put them
into right order.
Differentiated Instruction
Activity#1 : Warm-up, Brainstorming
Activity #2: Story Writing
Activity #3: jumbled letters
Assessment
Ask several students to summarize
today`s lesson and ask other students
to tell the class one new thing they
learned today. The Teacher collects
student`s works to check the
understanding.
Closure
Students volunteer to read their
writing. the students who volunteer
their stories will receive feedback for
improvement.
Homework
Draw the picture describing SPRING
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SAMPLE LESSON PLAN TEMPLATE
TOPIC: SUMMER
LESSON III


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Teacher Eka enukidze
Grade 7-th
Proficiency level Pre Intermediate
Program model push in
Content ESOL Teacher
PLANNING PHASE
State Virginia, standards of learning
http://www.tesol.org/s_tesol/sec_document.as
p?CID=113&DID=316
 Language Objectives
 English for ESOL Students
 Goal 1, Standard 1
To use English to communicate in social
settings: Students will use English to
participate in social interactions
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Indicators:
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sharing and requesting information
expressing needs, feelings, and ideas
engaging in conversations
express feelings through drama, poetry,
or song
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Goal 1, Standard 2
 Students will interact in, through, and
with spoken and written English for
personal expression and enjoyment
indicators
 sharing social and cultural traditions
and values
 listen to, read, watch, and respond to
plays, films, stories, books, songs,
poems, computer programs, and
magazines
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Vocabulary
June ,July, August, river, sea, beach,
sun-tan, burn,
Materials
Marker, articles, cards, pictures
Lesson Outline: developing speaking,
reading skills
Content : SUMMER
Teaching Phase Sequence
Activity#1 Warm up
Speak about what is your favorite
place to go in summer,
How do you usually spend summer?
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Activity #2
The teacher shows the picture to the
students and asks to describe it
Activity#3
Imaginary Situations
Work in Pairs
The teacher tells the situations to
imagine which is connected to
summer time and asks to make the
dialogue about the situation.
And the pairs should perform the
dialogue in the class.
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Differentiated Instruction
Activity #1 warm up.
Ask questions about summer
Activity #2 Describe the picture
Activity#3 Imaginary situations
Assessment
Informal assessing is going throughout
the lesson, particularly regarding the
comprehension of the following 1. Do
the students use the new words in their
descriptions? 2,how do they manage to
make the dialogue.
Closure
Three –question survey used as an exit
pass writing feedback
Homework
Draw the picture describing summer.
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SAMPLE LESSON PLAN TEMPLATE
TOPIC: Fall
LESSON IV
Teacher Eka enukidze
Grade 7-th
Proficiency level: Pre-intermediate
Program model: push in
Content ESOL Teacher
PLANNING PHASE
State Virginia, standards of learning
http://www.tesol.org/s_tesol/sec_document.
asp?CID=113&DID=316
Language Objectives
English for ESOL Students
Goal 1, Standard 1
To use English to communicate in social
settings: Students will use English to
participate in social interactions
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Indicators:
sharing and requesting information
expressing needs, feelings, and ideas
engaging in conversations
express feelings through drama, poetry, or
song
Goal 1, Standard 2
Students will interact in, through, and with
spoken and written English for personal
expression and enjoyment
indicators
sharing social and cultural traditions and
values
listen to, read, watch, and respond to plays,
films, stories, books, songs, poems,
computer programs, and magazines
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Vocabulary
Fall, harvest, school year begins,
grapes, September, October,
November Halloween, pumpkin,
apples
Materials
Pumpkins, fruit, cards, markers
Lesson Outline
Content “FALL”
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Teaching Phase Sequence
Warm –up
Activity #1
How can you describe Fall?
What holidays do you know which are
in Fall?
Can you describe Halloween? when it
is ? What do you know about it?
What do you know about thanksgiving
day?
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ACTIVITY #2
What Do We
What do I Want
Know About Fall? to know about
Fall ?
What have I
Learned about
Fall ?
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Activity #3
The teacher gives them instruction to
make cards for congratulating
Halloween to their friends and
parents
They cut out different shapes of
different colors, they glue them onto
the cards, and the students should
use the new vocabulary about Fall
and write the rhyme
for the cards.
Differentiated Instruction
Activity # 1 : Warm up activity( asking
questions)
Activity #2: KWL
Activity #3: make congratulation cards
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Assessment
Using observational assessment,
record on a sheet of paper with
student`s names listed how students
are progressing. I check marks (√)
to indicate success and ( x ) to show
where more practice or support is
needed.
Closure
Students write a response to the
following question on an exit slips:
What two things did thy learn today
Homework
Draw the picture describing Fall
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SAMPLE LESSON PLAN TEMPLATE
TOPIC: WINTER
LESSON V
Teacher Eka enukidze
Grade 7-th
Proficiency level: Pre-intermediate
Program: model push in
Content: ESOL Teacher
PLANNING PHASE
State Virginia, standards of learning
http://www.tesol.org/s_tesol/sec_docume
nt.asp?CID=113&DID=316
Language Objectives
English for ESOL Students
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Goal 1, Standard 1
To use English to communicate in social
settings: Students will use English to
participate in social interactions
Indicators:
sharing and requesting information
expressing needs, feelings, and ideas
engaging in conversations
express feelings through drama, poetry, or
song
Goal 1, Standard 2
Students will interact in, through, and with
spoken and written English for personal
expression and enjoyment
indicators
sharing social and cultural traditions and
values
listen to, read, watch, and respond to plays,
films, stories, books, songs, poems,
computer programs, and magazines
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Vocabulary
Freeze, skate, snowballs, flakes,
Invite, Christmas, Eve
Materials
Handouts, pictures, whiteboard,
marker, projector, computer, film
Lesson Outline
Enrich vocabulary with new words,
develop speaking, listening, reading
skills
Content: WINTER TIME
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Teaching Phase Sequence
Warm –up
Activity #1
Students draw pictures for the warmup, how do they imagine winter in
the US
Activity #2
The students watch the cartoon “The
ice queen” (only extract of the film)
The teacher gives them instruction to
watch the film carefully and asks to
write down their idea: how would
you finish the film?
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Activity #3
Title the text
The teacher gives the students handouts, they should
read the extracts and give them titles
Differentiated Instruction
Activity#1
Warm up : draw a picture
Activity #2 Watch the cartoon
Activity #3 Title the texts.
Assessment
Informational assessment of student comprehension
for this lesson can be observational as each student
takes part in both whole group and paired activities.
the closing activity can also serve as a test of
knowledge gained during the lesson
Closure
A directed reading-thinking activity is an excellent way
to encourage ESOL readers .It provides opportunities
for students to feel successful and realize that
reading is an interactive process.
Homework
Create their own short story about winter
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George Mason University College of Education and Human
Development, Center for International Education
Teaching Excellent and Achievement Project
Funded by IREX –US. Department of State/ ECA
Portfolio Strategy Sheet
Name of method or strategy:
Predicting the story from the title
When is this method or strategy useful?
Pre-reading, before working on the text
3. Why or how is this method or strategy useful?
1. Develops reading skills,
2. Stimulate interest in reading,
3. Give motivation to students for reading,
What are the steps involved in using this strategy or
method?
Select an appropriate story
Choose key words
Writes instructions and sets time limit
5. When would this method or strategy be useful in your
setting?
Before teaching a new subject or before teaching a new
skill.
6.What would you like other teachers in your school to
know about this method or strategy?
It is good for logical thinking as well, the students
will try to guess the gist of the text, by using the key
words, and also it helps to develop creative skills.
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George Mason University College of Education and Human
Development, Center for International Education
Teaching Excellent and Achievement Project
Funded by IREX –US. Department of State/ ECA
Portfolio Strategy Sheet
1.Name of method or strategy:
Running Dictation
2.When is this method or strategy useful?
At the beginning of class
3. Why or how is this method or strategy useful?
1. Gives students practice in scanning the sentence level and
remember forms
2. Checks and improves students` language reproduction
4.What are the steps involved in using this strategy or method?
Choose appropriate text
Write two copies of the text
Write clear instructions
Put copies of the text in opposite end of the room
Tell the students that a secretary will write down sentences dictated
by runners,
Runner take turns running to the pointed text, Each runner has to
bring back one sentence to the secretary, the following runner
can`t go to the text until the previous runner has returned. As soon
as the first group finished the dictation, the activity stops, but
learners should be aware the focus is on accuracy.
5. When would this method or strategy be useful in your setting?
Many uses: nouns / verbs; regular and irregular verbs;
pronunciation of regular past tense; pronunciation of c sound as s
or k; rules for forming plurals; etc.
6.What would you like other teachers in your school to know about
this method or strategy?
Primary focus is writing, but listening, speaking, spelling and
punctuation are also in use, so it`s very useful for teaching
grammar.
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George Mason University College of Education and Human
Development, Center for International Education
Teaching Excellent and Achievement Project
Funded by IREX –US. Department of State/ ECA
Portfolio Strategy Sheet
1.Name of method or strategy:
Vocabulary matching with L1
2.When is this method or strategy useful?
to learn new vocabulary by classifying them into
groups
to learn a pronunciation difference between words
3. Why or how is this method or strategy useful?
1. Help students increase vocabulary using L1
2. Students figure out the differences for themselves
Students think about the words to help internalize them
Students write and then “handle” the words to help
understand and remember them.
4.What are the steps involved in using this strategy or
method?
Students read the text silently to the end and while
reading write out the unknown words and make their
own list of new words. They should write the words
exactly as they appear in the text, E.g “looked”
Check the meaning of unknown with their partner,
Make the list of unknown words as a pair,
Count the number of words on their list and tell the
number to the teacher,
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The pair who`s got the most number of words
comes to the board and writes their list in
the left column.
One person from other pairs come to the
board and add the words from their list that
are not on the board.
The students match the words on the left with
the words on the right individually,
5. When would this method or strategy be
useful in your setting?
In learning new vocabulary
In a formal vocabulary program throughout
the year
6.What would you like other teachers in your
school to know about this method or
strategy?
It is extremely easy and requires no special
materials. The words or lists must be neat
and large enough to read from a distance. It
helps the teacher to remember to use the
words as often as possible and keeps them in
front of the students so they can really
become part of their vocabulary. If they are
in groups it helps students associate the
words with topics.
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George Mason University College of Education and Human
Development, Center for International Education
Teaching Excellent and Achievement Project
Funded by IREX –US. Department of State/ ECA
Portfolio Strategy Sheet
1.Name of method or strategy:
Willy Nilly
When is this method or strategy useful?
Working on the vocabulary
3. Why or how is this method or strategy useful?
1. To Practice of topical vocabulary(through grammatical
patterns)
4. What are the steps involved in using this strategy or method?
Select an appropriate story(for demonstration it will be countries)
Teacher writes the names of 6-10 countries on one side, and their
translation, transcription, and names of their capitals (or
pictures/other association) on the other side. Prepare 2-3 sets (with
the same information) depending on the number of students on
the class.
Adjust grammatical structure as appropriate ( Would Willy Nilly like
to go…?)
States purpose and gives instructions
Brainstorms with the group the names of different countries
Splits the class into 3 groups of 5-6
Gives out packs of cards
Writes sample sentences on the board, monitors
5. When would this method or strategy be useful in your setting?
For increase of vocabulary (especially topical vocabulary), Correct use of
grammatical tenses,
6.What would you like other teachers in your school to know about
this method or strategy?
They can integrate curriculum with Geography, History,
because they have the same topic in common, this will help
students to see the subjects in different aspects
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George Mason University College of Education and Human
Development, Center for International Education
Teaching Excellent and Achievement Project
Funded by IREX –US. Department of State/ ECA
Portfolio Strategy Sheet
1.Name of method or strategy:
Completing the ends of lines in the text
2.When is this method or strategy useful?
When working on the new text
3. Why or how is this method or strategy useful?
1. Improves students intensive reading skills with a
focus on meaning
2. Give motivation to students for reading,
4.What are the steps involved in using this strategy or
method?
Teacher decides how much and which parts of story /text to
delite
Tests if task is performable
Writes out instructions
Counts and supplies dashes for missing letters and/or words
at the end of each line
Defines the time limit for activity
Writes the text on the board or a large sheet of paper.
5. When would this method or strategy be useful in your
setting?
Teaching reading, accuracy and spelling
6.What would you like other teachers in your school to
know about this method or strategy?
The matter is that besides developing reading skills they
should pay attention to accuracy and spelling
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My Reflective Statement on Learning
We, teachers of TEA program, were lucky
to have a chance to have sessions in
ESL Research, Methods& Assessment;
We met very interesting and well
educated people Nora Elbilawi`s classes
were very helpful during the whole
course ,which were supported with
academic books, articles, reliable
websites on the question, She was
always ready to share her knowledge
and experience with us. Her
encouragement and dedication was
impressive. It helped us much to explore
and try new things, we had not done
before
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SIGNIFICANT LEARNING FROM These SESSIONS:
 LEARN INSTRUCTION MODEL, to design lesson plan
 Backward design to develop unit plan and lesson
plans
 Use of different types of assessment strategies i.e.
Formative assessment, Summative assessment,
designing Rubric for performance assessment.
 Design lesson plan based upon MI theory.
 Use Brain Compatible Instruction in choosing the
activities for the classes.
 The most interesting topic for me was Integrated
Thematic Instruction (ITI), a
 comprehensive school improvement model designed
by Susan Kovalik in 1982
 to increase student performance and teacher
satisfaction.
 And generally Integrated Curriculum to foster
students making connections among their learning
I would like to thank her for the support and
dedication. I feel how I grew as a specialist after her
sessions. As soon as I get home I will share this
knowledge and experience with teachers of my
region. I will never forget your wonderful classes
THANK YOU!!!
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