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Oxford Seminars

Oxford Seminars. Day 2 ESL Skills & Lesson Planning. True Beginner Lesson. Feedback Why did we do this activity? What techniques did you see that you could use in an ESL class with true beginners? In what ways could you adapt these techniques to other content?. Let’s Review. MI Theory

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Oxford Seminars

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  1. Oxford Seminars Day 2 ESL Skills & Lesson Planning

  2. True Beginner Lesson • Feedback • Why did we do this activity? • What techniques did you see that you could use in an ESL class with true beginners? • In what ways could you adapt these techniques to other content?

  3. Let’s Review MI Theory TPR 3 Learning Styles Round Robin Jigsaw Activities to recycle…

  4. Teaching ESL Skills What are the 4 skills we need to teach in the ESL Classroom What is an integrated skills program? Why would one integrate listening and speaking into one lesson? Reading and writing? What are the logistical and pedagogical advantages to an integrated skills program?

  5. Listening & Speaking • Voki Example • http://www.voki.com/pickup.php?scid=4186591&height=267&width=200 • Lyrics Example • Camtasia Relay (Use Jing for free) Example • https://pantherfile.uwm.edu/weisenb7/public/relay/PresentContinuousForm_-_Flash_%28Large%29_-_20110330_03.19.25PM.html • Harmer DVD – Who??

  6. Speaking How could you follow up the previous listening activities with a speaking activity? • Voki (Little Miss Sunshine) • Song lyrics cloze activity (conjunctions) • Narrated Power Point video (action verbs & phrases)

  7. When to Correct? Students are working in different groups while the teacher monitors. S1: Technology is such important for all of us. S2: Yeah, I am agree with Ana. The students have just listened to a recorded interview: T: OK, what instrument does he play? S: He is play saxophone. New Student T: We have a new student today. Could you introduce yourself? S: I am coming from Rome. I am absolutely happy to join this class.

  8. Correcting Speaking A student says, “I go to the beach yesterday.” Should you correct them? How would you do it? Possible techniques: • T says, “Yesterday – so, grammar?” • T says, “Yesterday, you …” • T uses fingers to indicate a problem w/the 2nd word. • T asks, “Sorry, do you mean you go everyday?” • T says, “Oh, you went to the beach. That’s nice. With who?” • T does not correct immediately.

  9. Plan a Listening & Speaking Activity • Plan a listening & speaking activity using one of the following content ideas: • Adjectives (She is a clever lady.) • Past tense (They left for China yesterday.) • Future tense (I will go to store tomorrow.) • Adverbs (We planned the lesson quickly and effectively.)  • Resources – see T.M. D5-D6 & Kristi for additional help.

  10. Listening & Speaking Planning Resources Training Manual J1, pgs 222-223 www.onestopenglish.com Harmer pgs 123-145

  11. Reading & Writing Is reading different in the L2? Why or why not? How can we teach students to understand the meanings of words through context clues? Give specific examples. T.M. pgs 241-243 What are the three different ways we can ask students to read a text?

  12. Reading Lessons Look at the sample readings with a partner/group (Handouts). With what ESOL level would you use this reading? Would you use this reading at all? Why or why not? Does it extend into a writing activity? Come up with an additional or different writing activity. Briefly share with the class.

  13. Out to Lunch Training Manual, pg254 Circle any vocab words SS would have difficulty with. Compare with a partner. How could you explain these words to an ESOL learner without using equally difficult words?

  14. Writing – Sample Lesson Harmer book, pg 114 – 118 Consider one of the 3 sample writing lessons with a partner or small group and answer the following questions: • What are the pros and cons of this lesson? • How could you improve this lesson? • How could this lesson be taught if the students were of varying levels? • Share.

  15. Correcting Writing How do you begin to correct an ESOL essay?

  16. Reading & Writing Planning Resources Training Manual, Section K Harmer pgs 102-109, 114 – 118 www.skillsworkshop.org www.onestopenglish.com http://www.onestopenglish.com/skills/reading/reading-matters/reading-matters-what-is-reading/154842.article

  17. Engaging Pip Watch this reading lesson presented by Pip and fill out the answers on the worksheet.

  18. Engage Activities Read one sample lesson from Harmer pgs 54-56 • Are the activities age and level appropriate in your opinion? • Suggest a new ‘Engage’ activity. • Share.

  19. Engage your classes! • http://www.youtube.com/watch?v=ygP3ABZ3XLs&feature=related (emcee Grammar) • Brainstorm a list of ‘Engage’ activities for: • An adult conversation class • A grammar class for children • A composition course for teens • Share your best ideas with the class.

  20. Lesson Planning – Part 2 • Pacing of lessons • Rubric in welcome package • D9 (Training Manual) Lesson Plan templates • Harmer’s Planning Questions (pgs 158-159 )

  21. You can do it better... • MI Theory • Training Manual pgs23-34, MI trait cards, pictures of famous people • Culture Shock • Training Manual pgs355-366, Jigsaw reading • Ineffective/Effective Teaching • Training Manual pgs 44,46-50 & 56, Harmer pg25, Youtube video • Listening & Speaking Theory & Practice • Training Manual JI&J5, D5-6, song, Harmer DVD & p123-145 • Reading & Writing Theory & Practice • Training Manual K, Harmer 102-109, 114-1??, Sample readings

  22. Lesson Planning Resources Training Manual D2-D3, pgs 62-63 Sample Lessons in Harmer & Training Manual www.onestopenglish.com

  23. Timing • Pg 163 (Harmer) • Pg 158-159 (Harmer) • Outline a lesson plan including the estimated time for each activity. Choose from the following topics: • Days of the Week • Numbers • Basic Greetings • Seasons • Alphabet / Spelling

  24. Practicum Prepare and present a mock lesson on a topic of your choice for approximately 20-30 minutes on Day 5 (Saturday). You will present as if it is an actual class of ESL learners and your classmates will attempt to behave and react according to the class description (English level and age) chosen by you.

  25. Prepare yourself… Before Day 5 Select a topic and brainstorm a list of ideas to show your instructor on Day 3 (Saturday). See below for a sample brainstorm list. Refer to the ‘Teacher Candidate Practicum Evaluation’ sheet in your Welcome Packet to see how you will be evaluated before preparing your lesson. Write or type up a lesson plan (see page Section D in the Training Manual for a suggested format) and make enough copies for yourself, your instructor and your classmates. The most successful lessons are well-organized, simple, varied and engaging for students.

  26. When it’s your turn… On Day 5 Prior to the lesson, provide your instructor with a copy of the lesson plan and any additional worksheets and explain the age and level to which you are instructing. During the lesson, shorten parts that you might otherwise spend more time on with real ESL students. After the lesson, provide copies of the lesson plan to your classmates and provide additional information, reasoning, etc.

  27. Resources, Resources, Resources! Harmer DVD www.onestopenglish.com Listening & Speaking – T.M., Section J (pgs222-3), Harmer pgs 123-145 Correcting Speaking – Harmer pgs 131-2

  28. Notes for Next Weekend Meet at Cardinal Stritch next weekend (Please be on time!) Check email periodically for notes and reminders from me. Practicum Topic Brainstorm due Saturday, Day 3 Read, read, read!

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