ESL Lesson Plan for Short Field Trips

ESL Lesson Plan for Short Field Trips Short field trips to local businesses can help English learners begin to try out their language skills. However, it is a good idea to make sure that your students are prepared before taking these short field trips. This lesson plan helps provide structure to what can quickly become a rather overwhelming event without specific objectives for the field trip. This lesson is meant for classes which are held in English speaking countries. However, there are also a few ideas in the lesson notes on ways in which the lesson might be changed for short field trips in countries in which English is not the primary language. Aim: Developing speaking skills/practicing interactions with native speakers other than the teacherActivity: Short field trips to local businesses/government offices/other sites of interestLevel: All levels except for absolute beginners Lesson Outline Begin the lesson with a short warm up. Ideally, tell the students about the first time you did some shopping or tried to accomplish some task in a foreign language. Ask some of the students to quickly share their own experiences. Using the board, ask students to describe reasons for some of their difficulties. As a class, look for suggestions on how they might plan ahead to deal with such problems in the future. Inform students of the rough outline of your planned short field trip. If there are issues surrounding permission slips, transportation, etc. discuss these at the end of the lesson rather than at this point in the lesson. Choose a theme for the short field trip. If you are going shopping, students should be gathering information around a specific theme. For example, students might look into purchasing a home theater system. One group could explore the options for TVs, another group options for surround sound, another group blue-ray players, etc. Other tasks for short field trips could include: Gathering information on health insurance optionsTrips to the zooVisiting the local employment officePlanning a meal together by going to the marketVisiting a local gym to find out information on workout possibilities, facilities, etc.Visiting a local tourist information centerGoing to a local event such as a state fair As a class, create a list of the tasks that should be accomplished on the short field trip. Its probably a good idea to have already created a basic list on your own before class to get the ideas flowing. Have students break up into groups of three to four. Ask each group to identify a specific task they would like to accomplish from the list you have developed. Have each group divide their own tasks up into at least four separate components. For example, in the example of a visit to a large retailer in order to buy a home theater system, the group responsible for researching TV options might have three tasks: 1) Which size is best for which living situation 2) Which cables are required 3) Warranty possibilities 4) Payment options After each student has chosen a specific task, have them write out questions they think they should ask. This would be a great opportunity to review various question forms such as direct questions, indirect questions, and question tags. Circulate in the room helping students with their questions. Ask each group to role-play the situation switching roles between salesperson, tourist agency representative, employment officer, etc. (depending on the context) Follow-up In Class Here are some ideas to use as follow-up exercises in class or as homework to help solidify what students have learned on their short field trips: Create short role-plays based on their experiencesDraw up vocabulary trees employing new vocabulary used/studied during their preparations and short field tripAsk other students in smalls group to take their roles while they take the role of the shop assistant, employment agency personnel, etc.Short writing assignments summarizing their experienceGroup reports back to class Variations on Field Trips for Non-English Speaking Countries If you dont live in an English speaking country, here are some variations on short field trips: Have students take short field trips to each others place of business. Students ask each other the appropriate questions.Visit local businesses, but have students role-play shop assistant - customer/employment agency officer - citizen/etc.Take short field trips online. There are many sites that offer real-time chat. Have students take advantage of these sites to gather information.

University of Michigan-Flint Admissions Data

University of Michigan-Flint Admissions Data University of Michigan-Flint Description: Founded in 1956, the University of Michigan-Flint is one of 15 four-year public universities in Michigan. Flint is located about an hour northwest of Detroit, and the city has a rich history in American civil rights as well as the automobile industry. Today the city continues to evolve and has become a rich location for the arts. The city is the home to The Flint Institute of the Arts, and a range of venues for art exhibition, theater and music. The University of Michigan-Flint campus sits in the heart of the city. Kettering University is withing walking distance. UM-F takes pride in its engaged learning approach to education. Since its founding, the university has followed a learning by doing model of education in which students engage in internships, undergraduate research projects, campus leadership positions, creative projects, and community service. Students can choose from over 100 areas of study, and academics are supported by a healthy 16 to 1 student / faculty ratio. Profess ional fields in business, education, and health are particularly popular. Campus life is active with several fraternities and sororities, over 20 club sports, and a wide range of other student clubs and organizations. The university does not have any varsity intercollegiate athletic teams, but UM-F students can by tickets to University of Michigan games at a discounted price.   Admissions Data (2016): University of Michigan - Flint Acceptance Rate: 65%Test Scores 25th / 75th PercentileSAT Critical Reading: 493  / 575SAT Math: 485  / 598SAT Writing: - / -What these SAT numbers meanMichigan public university SAT score comparisonACT Composite: 19  / 26ACT English: 18 / 26ACT Math: 18  / 25What these ACT numbers meanMichigan public university ACT score comparison Enrollment (2016): Total Enrollment: 8,044  (6,585 undergraduates)Gender Breakdown: 39% Male / 61% Female58% Full-time Costs (2016 - 17): Tuition and Fees: $10,344 (in-state); $20,190 (out-of-state)Books: $1,000 (why so much?)Room and Board: $8,706Other Expenses: $3,910Total Cost: $23,960  (in-state); $33,806 (out-of-state) University of Michigan-Flint Financial Aid (2015- 16): Percentage of New Students Receiving Aid: 89%Percentage of New Students Receiving Types of AidGrants: 63%Loans: 85%Average Amount of AidGrants: $7,786Loans: $6,428 Academic Programs: Most Popular Majors:  Accounting, Biology, Business Administration, Elementary Education, Health Care Administration, Nursing, Social Work Graduation and Retention Rates: First Year Student Retention (full-time students): 68%4-Year Graduation Rate: 13%6-Year Graduation Rate: 37% Data Source: National Center for Educational Statistics Interested in the University of Michigan-Flint? You May Like These Universities: Michigan State UniversityCentral Michigan UniversityUniversity of Michigan-DearbornUniversity of Michigan-Ann ArborWayne State UniversitySaginaw Valley State UniversityWestern Michigan UniversityFerris State UniversityOakland University University of Michigan-Flint Mission Statement: mission statement from  umflint.edu/chancellor/mission-vision The University of Michigan-Flint is a comprehensive urban university of diverse learners and scholars committed to advancing our local and global communities. In the University of Michigan tradition, we value excellence in teaching, learning, and scholarship; student centeredness; and engaged citizenship. Through personal attention and dedicated faculty and staff, our students become leaders and best in their fields, professions, and communities.