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    • COMMON QUESTIONS
    FINAL REFLECTIONS UNIT
    LIFESKILLS PERFORMANCE OBJECTIVES
     LEVELS: 200/250

    UNIT GOAL

    Students will demonstrate their ability to use level appropriate language skills to reflect on their learning and learning experience.

    LIFESKILLS PERFORMANCE OBJECTIVES (Summary):

    1. Reflect on learning and self-assess progress.
    2. Identify strategies and goals for continued learning.
    3. Evaluate class and program.

    Levels 200/250 Final Reflections Resource Page

    NOTE TO TEACHERS: This unit should be covered during the last 1-2 weeks of an instructional cycle. The unit provides objectives, resources, and activity ideas to help students reflect on what they have learned, plan for continued learning, and provide feedback on their learning experience.

     
    LIFESKILLS PERFORMANCE OBJECTIVES

    FUNCTIONS AND SAMPLE LANGUAGE

    		 RESOURCES  
    See Resources 
    See Best of the Web: Final Reflections

    INTEGRATION
    1. Reflect on learning and self-assess progress. Identify skills:

    I learned how to... 
    I couldn't...before, but now I can. 
    Spelling is easier for me now. 
    My English is better than before. 
    I am not scared to speak English anymore. 
    I met students from many different countries. 
    I remember my first day of class...

    		 Activities: 
    Review class needs assessment and brainstorm what students have learned. 

    Achievement Charts; 
    Compositions; 
    Learner Generated Questionnaires; 
    Student Satisfaction Survey 

    Compare pre and post assessment 
    (e.g. writing samples)
    Initial Technology Skills Assessment.     

    Edit earlier writing. 

    		 Structures:  
    Past tense 
    Modals 
    Comparatives 
    Brainstorm and review structures learned 

    Extensions: 
    Vocabulary review (OPD, brainstorming, bingo, word maps) 

    A project bringing many skills together (e.g. write recipes, plan and go on a field trip, plan party)
    2. Identify strategies and goals for continued learning. Express ability:  

    I can...  
    I can't...  
    I need help with...  
    I am going to... 
    I should... 

    I will look for English books, cassettes, and videos at the library. 
    I will read to my children. 
    I can speak English with my co-workers. 
    I can practice English on the Internet. 
    I should e-mail my classmates over the break.

    		 Stand Out 2, Unit 8; Teaching How to Learn 

    Activities: 
    ESL Study Plan for Break (idea can be adapted for lower levels) 

    Explore ways to use the Internet to practice English 

    Library field trip 

    Review textbook and look at textbook(s) for next level(s). 

    Discuss Learner Goals

    		Structures:  
    Simple Present  
    Future with going to 
    Modals 

    Extensions: 
    Field Trips 
    REEP WebQuest: Planning a Field Trip 

    Additional reading not related to units (culture, folktales) 

    Presentations about students' countries 
    3. Evaluate class and program. Express opinion:

    I liked... 
    I didn't like... 
    We need more... 

    Conversation with a volunteer helps my English a lot. 
    I need a little more grammar. 
    I like the book, but the instructions are confusing. 
    I still don't know how to spell. 
    I filled out a job application/made a doctor appointment by myself!

    		 Four Corners 

    My Favorite Lessons 

    Student Satisfaction Survey 

    Learner Generated Satisfaction Survey 
     

    Class Survey (English) 

    Activity Assessment Form (adaptable)

    		Structures:   
    Past tense 
    Negative forms 
    Modals 

    Extension: 
    Write a letter to the school or director with feedback about the class and program. 
     
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