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TESOL Resource Center

Welcome to the TESOL Resource Center! Need a lesson plan? An activity? How about ideas for what to do in class tomorrow morning? Well, you've come to the right place. The TESOL Resource Center contains lesson plans, teaching tips, activities, assessment tools, and much more. Can't find what you need? Be sure to check back: New resources are posted frequently.

Latest Resources

  • [S]Expanding and Condensing Information in Advanced English Grammar
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    By Anne Ediger | 16 Oct 2015
    Resource Description:

    ​This virtual seminar begins by clarifying basic concepts like phrases, clauses, and sentences and then shows how complex ideas can be communicated more efficiently in academic writing by expanding and “contracting” them. Areas that cause ESL/EFL students difficulty are identified, and specific examples of common student-produced language samples will be provided. Finally, suggestions and helpful exercises for addressing these difficulties will be provided for teachers interested in helping students understand and produce complex ideas.

    Resource Type: Virtual Seminars
  • Closed Caption TV as Comprehensible Input
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    By Don Langrehr | 14 Oct 2015
    Resource Description:

    Closed-caption television is perhaps the most underutilized instructional technology for TESOL instruction.  Session participants are introduced to the use of closed-caption television technology as an ESL instructional tool.  Participants will become acquainted with teaching techniques that incorporate the use of CC-TV in the areas of vocabulary, fluency, and comprehension instruction.  CC-TV instructional techniques will be demonstrated in relation to Sheltered Instruction protocols.  In particular, we will examine CC-TV as a unique source of comprehensible input for ELL students targeting both receptive and productive language outcomes.

    Resource Type: Activities
  • [S]Culture in the Classroom for English Language Learners
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    By Meriwynn Mansori, Anamaria Knight | 26 Aug 2015
    Resource Description: A classroom designed to foster global inquiry creates opportunities for students to develop global competence and global citizenship, creating a positive climate in which English language learners will thrive. We will discuss how to use hands-on and inquiry­based approaches to create a classroom environment that supports globalizing strategies and best practices in ESL teaching. These approaches offer students create-to-learn opportunities, and they help you build a classroom that taps into your ELLs’ cultures while supporting their language development and content knowledge.
    Resource Type: Virtual Seminars
  • Current Issues: A Motivation-Based Course Plan for EFL Students.
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    By Howard Yuan-Hsiang Lo | 17 Aug 2015
    Resource Description: I was requested by my supervisor at the community college here in Taiwan to come up with an English class that was intriguing and appealing the adult learning community, and at the same time, motivating for English learning. I sat down with few of the EFL students, two native English-speaking teachers, and the program administrator, and we came up with this course plan that made English classes different from a traditional course, and was well received by the student community. The course had been implemented at this community college for a little over a year now. The returning student rate of this class is at 85% so far (a traditional English class at this community college is roughly at 50%). The course was mentioned by the local radio station and regarded as “innovative and informational” by the local community. The administrator and I were very pleased that such class helped EFL students call this learning experience “very satisfying”.
    Resource Type: Lesson Plans
  • Describe Me!
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    By Howard Yuan Hsiang Lo | 17 Aug 2015
    Resource Description: This activity has been designed to engage students with high interactivity and lots opportunities to use their already-know vocabularies in English.  It is an interactive activity with description, comprehension, and memorization designed for open classroom/seating arrangement: students need to have space to move around a little bit in order to work in pairs. If the class is large, individuals are allowed to work in groups.
    Resource Type: Activities
  • Preparing for a New Student 2
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    By Stephanie N. Brown | 07 Aug 2015
    Resource Description: This lesson is structured around supporting a revolving-door classroom with a diverse student population. Adult Refugee and Immigrant ESL classes are often changing, where new students are constantly being added to the classroom community. This lesson focuses on group dynamics and community building. Students reflect and share their own experiences as a new student, in hopes of better supporting the growing classroom. The lesson will end with an established student-created plan to support new students in their class.
    Resource Type: Lesson Plans
  • [S]Phonological Awareness: Sound Instructional Techniques for Speaking, Listening, & Vocab Development
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    By Karen Taylor de Caballero | 22 Jul 2015
    Resource Description: Stop listening with your eyes, and train your ears!  Written English distracts teachers as well as learners from what’s really happening in spoken English. Moreover, what learners perceive in spoken English is often different from what you think you're modeling for them. Participate in a series of multimodal phonological awareness activities and discover practical techniques that support a sound approach for teaching speaking, listening, and vocabulary development.
    Resource Type: Virtual Seminars
  • What Is Your Dream Job?
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    By Elizabeth Wright | 19 Jul 2015
    Resource Description: In this lesson, students will learn what a Curriculum Vitae (CV) is, what is the purpose of having one and how they could make one for job applications. They will also develop job interview skills. Finally, they will engage in discussions around the intersection of women rights, labor rights, as well as immigrant rights and conclude with ways in which they can empower themselves (and each other) in order to overcome struggles caused by social injustices. This lesson is intended for an already established safe space for immigrant women who already know each other.  
    Resource Type: Lesson Plans
  • Present Perfect Tense vs Past Simple Tense
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    By Tamer Osman | 08 Jul 2015
    Resource Description: This resource helps students understand the difference between present perfect and simple past tense. 
    Resource Type: Lesson Plans
  • [S]Family and Community Outreach for English Language Learners
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    By Sarah Sahr | 05 Jul 2015
    Resource Description: This presentation, given at the ATF Teach 2015 Conference, highlights the work TESOL has been completing with the W. K. Kellogg Foundation. This grant is a three year project working with school administrator, in-service teachers, and pre-service teachers on community & family outreach.
    Resource Type: Other
  • Paddington: A Movie and Discussion Activity
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    By Andrea Rakushin Lee | 30 Jun 2015
    Resource Description: This is a supplementary lesson for students to help them learn more about the experiences of immigrants. It could be used as a supplementary lesson in ESL/EFL speaking or integrated classes. It could also be used in culture and elective classes that address broad issues. Movie days are usually rare. This could be used for a special class day or a substitute teacher day (if applicable).
    Resource Type: Lesson Plans
  • U.S. History Resources
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    By Andrea Rakushin Lee | 26 Jun 2015
    Resource Description: The list provided in this teaching tip is of various resources related to U.S. history. This is not an exhaustive list of resources for every major period of U.S. history. This list was created to help teachers brainstorm ideas for U.S. history lessons. The tips and resources provided are intended for a Content and Language Integrated Learning (CLIL) class in U.S. history or for general lessons related to U.S. history in ESL/EFL classes. Adaptations may be needed depending on the students’ level and age. Some of these ideas can be used for other types of history classes or lessons.
    Resource Type: Teaching Tips
  • TKT CLIL (Content and Language Integrated Learning) Exam Resources
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    By Andrea Rakushin Lee | 26 Jun 2015
    Resource Description: This resource provides helpful websites and materials to prepare for the TKT CLIL (Content and Language Integrated Learning) Exam.
    Resource Type: Teaching Tips
  • Sharing Your Knowledge: How to. . . Presentations
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    By Jessica Hunsdon | 25 Jun 2015
    Resource Description: How to Presentations can provide an excellent opportunity for adult learners of English to share their own knowledge and experiences and learn from each other while practicing some very important skills.  This lesson was taught in an informal ESL Conversation Class over the course of two 90 minute classes using a Task-Teach-Task instructional cycle.  

    Task-Teach-Task is a simplified task-based instruction (TBI) framework that focuses on using lead-in tasks (Task 1) to support instructors in diagnosing needs of students and helping learners self-assess their own knowledge.  This formative assessment data is then used by the instructor to provide targeted instruction (Teach) based on the focal language feature(s) elicited by the first task (Task 1) and once again demonstrated in a different task (Task 2).  

    This lesson includes many resources which may be adapted for  different contexts.
    Resource Type: Lesson Plans
  • Task-Based Instruction: Task-Teach-Task Lesson Plan Template
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    By Jessica Hunsdon | 22 Jun 2015
    Resource Description:

    After attending a Task-Based Instruction (TBI) workshop at the TESOL International Convention and English Language Expo in March 2015, I began to think about ways that I could implement these ideas in my own adult ESL context.  Task-Teach-Task is a simplified TBI framework that focuses on using lead-in tasks (Task 1) to support instructors in diagnosing needs of students and helping learners self-assess their own knowledge.  This formative assessment data is then used by the instructor to provide targeted instruction (Teach) based on the focal language feature(s) elicited by the first task (Task 1) and once again demonstrated in a different task (Task 2).  In this instructional cycle, tasks are strategically developed with a focus on conveying meaning, eliciting language that is used by the learner for a communicative purpose and facilitating interaction and collaboration while utilizing focal language features. Over the course of six-weeks, I specifically practiced implementing Task-Teach-Task with feedback from other ELT Professionals and developed a template and several lessons.

    Resource Type: Teaching Tips