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Enhancing ESOL Learning Skills: Language, Literacy, and Citizenship Awareness

This program introduces key aspects of apt learning contexts, language structures, and barriers. Sessions cover social practices, word formation, sentence structure, listening, reading, speaking, writing, and ESOL literacies. It also explores UK citizenship regulations and language functions for effective communication.

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Enhancing ESOL Learning Skills: Language, Literacy, and Citizenship Awareness

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  1. PDA Introduction to Tutoring ESOLUnit 1

  2. Unit 1 Language and Learning in ESOL F43X 33

  3. Unit 1 > Session 1 • This session aims to: • introduce aspects of contexts for learning (Outcome 1) • introduce the Unit, Outcomes and assessment • (all Outcomes) • introduce English parts of speech/word classes (Outcome 2)

  4. Unit 1 > Session 1 > Focus C > Resource 1 • Task 3 Parts of speech in context

  5. Unit 1 > Session 1 > Focus C > Resource 2 • Task 3 Parts of speech in context (completed) Hey! Do youlike my cutecow picture? I tookit whenI was doing my Duke of Edinburgh in Loch Lomond. Thewater looks really calmand beautiful, but it was actuallyfreezing. I wasstanding up in acanoe, waving at the brown cow. I think she’s smiling kindlyat me becauseshe knowsI am about to fall inthe water! The black cowis hiding behindthe bare trees, just contemplating herlife! Have you got a favouritephotograph you can send me?

  6. Unit 1 > Session 2 This session aims to: • introduce the social practice approach (Outcome 1) • explore the diversity of ESOL learners (Outcome 1) • explore potential barriers to learning that ESOL learners face (Outcome 1) • introduce aspects of word formation (Outcome 2) • introduce syllables and word stress (Outcome 2)

  7. Unit 1 > Session 2 > Focus B > Resource 2 • Task 1 Visual for elicitation (1)

  8. Unit 1 > Session 2 > Focus B > Resource 2 • Task 1 Visual for elicitation (2)

  9. Unit 1 > Session 3 This session aims to: • develop awareness of how it feels to be a ‘beginner’ language learner (Outcome 1) • develop awareness of factors affecting learning: motivation, barriers to learning, learning styles (Outcome 1) • raise awareness of individual learning styles (Outcome 1) • introduce basic sentence structure in English (Outcome 2) • provide an overview of Outcome 1 assessment (Outcome 1)

  10. Unit 1 > Session 4 This session aims to: • introduce listening skills (Outcome 3) • introduce terminology used to describe listening skills (Outcome 3) • introduce and identify stages of a receptive skills lesson (Outcome 3) • introduce English present tenses (Outcome 2) • provide practice in identifying present tenses (Outcome 2)

  11. Unit 1 > Session 4 > Focus B > Resource 1 • Task 2 Present tenses in context

  12. Unit 1 > Session 5 This session aims to: • introduce reading skills (Outcome 3) • introduce terminology used to describe reading subskills (Outcome 3) • develop approaches to a receptive skills lesson (Outcome 3) • raise awareness of UK (especially Scottish) citizenship regulations (Outcome 1) • introduce the main tenses of English (Outcome 2) • provide practice in identifying tenses (Outcome 2)

  13. Unit 1 > Session 5 > Focus A > Task 1 • Task 1 Reading about citizenship. As long as I live, I will never forget the day 21 years ago when I raised my hand and took the oath of citizenship. Do you know how proud I was? I was so proud that I walked around with an American flag around my shoulders all day long. (Arnold Schwarzenegger)

  14. Unit 1 > Session 6 This session aims to: • introduce features of sentence stress in English (Outcome 2) • identify falling and rising intonation in questions (Outcome 2) • introduce speaking skills (Outcome 3) • highlight the difference between fluency and accuracy practice in speaking (Outcome 3) • introduce a range of ESOL speaking practice activities (Outcome 3)

  15. Unit 1 > Session 6 > Focus C > Handout 4 • Task 2 Fluency and accuracy

  16. Unit 1 > Session 7 This session aims to: • introduce the skills of writing (Outcome 3) • introduce terminology used to describe writing subskills (Outcome 3) • develop correction techniques for writing (Outcome 3) • raise awareness of language levels in writing (Outcome 4) • revise aspects of language terminology (Outcome 2)

  17. Unit 1 > Session 7 > Focus B > Resource 2 • Task 1 Writing criteria and level

  18. Unit 1 > Session 8 This session aims to: • introduce aspects of ESOL literacies (Outcome 3) • identify the subskills of writing and reading at a literacies level (Outcome 3) • consider the needs of ESOL literacies learners (Outcome 3) • introduce skills integration (Outcome 3) • develop awareness of how to integrate skills practice (Outcome 3)

  19. Unit 1 > Session 8 > Focus A > Resource 1 • Task 1 ESOL literacies awareness training

  20. Unit 1 > Session 8 > Focus A > Resource 2 • Task 2 Literacy subskills

  21. Unit 1 > Session 8 > Focus B > Resource 6 • Task 2 Integrating skills (1)

  22. Unit 1 > Session 8 > Focus B > Resource 6 • Task 2 Integrating skills (2)

  23. Unit 1 > Session 9 This session aims to: • introduce language functions and exponents (Outcome 4) • introduce language grading (Outcome 4) • practise effective instruction giving (Outcome 4) • provide preparation for Outcome 4 assessment (Outcome 4)

  24. Unit 1 > Session 8> Focus B > Resource 4 • Task 1 Constructing a narrative — picture prompts (1)

  25. Unit 1 > Session 8> Focus B > Resource 4 • Task 1 Constructing a narrative — picture prompts (2)

  26. Unit 1 > Session 10 This session aims to: • develop an awareness of ESOL levels (Outcome 4) • introduce the concept of ‘spiky profiles’ (Outcome 4) • practise language selection for different levels (Outcome 4) • develop awareness of tutoring low level learners (Outcome 4) • provide preparation for Outcome 4 assessment (Outcome 4)

  27. www.sqa.org.uk/tesol

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