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ESL Content Standards Training Barbara R. Denman 3/3/2014 Training Guide Session III 1.

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Presentation on theme: "ESL Content Standards Training Barbara R. Denman 3/3/2014 Training Guide Session III 1."— Presentation transcript:

1 ESL Content Standards Training Barbara R. Denman 3/3/2014 Training Guide Session III 1

2 Find the sample lesson plan in the Content Standards. What are the four parts of the lesson? 3/3/2014Training Guide Session III2

3 Presenting information clearly and in an organized manner Uses learner centered activities Beginning class on time Integrating SCANS strategies Displaying objectives Planning lessons based on learner goals and needs assessment Teaching in an environment comfortable for learning 3/3/2014Training Guide Session III3

4 3/3/2014 Training Guide Session III 4

5 …introduces the topic …creates a need for the new language 3/3/2014 Training Guide Session III 5

6 Warm-Up: Small talk, announcements, How was your weekend? What did you do? Review: What did we learn to do last time? Did you try it at work / at the store / at your childrens school? How did it go? Introduce the topic: Today we are learning to understand medicine labels. Ask learners about their own experiences: Do you take medicine? Where do you buy medicine? 3/3/2014Training Guide Session III6

7 Activate knowledge learners already have on the topic: Pictures Have groups look at a picture of a medicine chest or a pharmacy and list all the things they see. Have groups of learners make a list of all the medicine names they can think of. Lists Have groups make a list of everything in their medicine chest. Have groups make a list of illnesses or symptoms (Are you sick? Do you have a health problem? Write a list of problems. What is one health problem? (give examples: cold, cough, headache, etc.) 3/3/2014Training Guide Session III7

8 Warm Up and Motivation should take up about 15% of your class time. The teacher and students both talk in this segment. 3/3/2014Training Guide Session III8

9 …introduces the new competency, vocabulary, structure and other material …is the basis of the lesson …isnt explaining 3/3/2014 Training Guide Session III 9

10 Spoon feeding in the long run teaches us nothing but the shape of the spoon. --- E. M. Forster 3/3/2014Training Guide Session III10

11 Pass around realia (authentic materials and items): medicine bottles or packages (empty!), over the counter and prescription Find out what learners can already say: What is the difference between this medicine (over the counter) and this one (prescription)? Whats inside this bottle? (pills) This one? (cough syrup) What do we take this for? 3/3/2014Training Guide Session III11

12 Vocabulary: elicit first. If students cannot give the vocabulary word, provide it: Whats the word for one time a day? (once) For two times a day? (twice) What does dosage mean?, etc. Structure: Act out a conversation youve made up. Play both roles. How often do I take this? Take two pills every four hours. How often do children take this? Take one pill every four hours., etc. 3/3/2014Training Guide Session III12

13 Present orally only first. Have students repeat new vocabulary and structures, in a short dialog. Ask questions to check comprehension: What is every four hours? What is the dosage for this medicine?, etc. Allow time for oral assimilation. Then write vocabulary on the board. 3/3/2014Training Guide Session III13

14 Reading: Present written material. Have medicine labels on the board, on a handout, or from your textbook. Have learners read, then check for comprehension. Ask: How often do adults take this? How many do they take? How often do children take this? How many do they take? 3/3/2014Training Guide Session III14

15 Presentation of new material should take up about 15% of your class time. The teacher does most of the talking in this segment. 3/3/2014Training Guide Session III15

16 …gets learners using the new language in controlled circumstances …is the core of the lesson 3/3/2014 Training Guide Session III 16

17 Scripted speaking practice: In pairs, have learners practice conversations about medicines from your textbook or one you have made up. Provide prompts to change the conversation. Students should practice it with several different sets of vocabulary or circumstances Oral drills: Teacher: Take this medicine every 3 hours. Twice a day Student: Take this medicine twice a day. 3/3/2014Training Guide Session III17

18 Scripted writing practice: Use authentic medicine labels. Students use the labels to fill in: For adults, take __________ every __________. Exercises in the workbook, or other written exercises, are controlled practice too. Games for Controlled Practice: 20 Questions, Jeopardy, Tic-Tac-Toe, Find Someone Who, etc. 3/3/2014Training Guide Session III18

19 Controlled practice of the new material should take up about % of your class time The students do almost all of the talking in this segment. 3/3/2014Training Guide Session III19

20 …gets students using the new language for their own real reasons …is the reason for the lesson 3/3/2014 Training Guide Session III 20

21 Application is not scripted, and it relates to students own real lives. Speaking: Role Play: have pairs of students compose their own conversation using the ones from Practice as models. For speaking practice, dont have them write it. Have volunteers perform for the class. Project-Based: students get information and compile it, e.g. in a jigsaw activity Group decision-making: groups choose one of three medicines for a sick person, then tell the class why 3/3/2014Training Guide Session III21

22 Writing: Have students write an original conversation using the ones from Practice as models. Have groups look at a picture in the text or from a magazine and write a conversation between people in the picture (e.g. of a doctor and patient, or pharmacist and customer) Have students write for a real task: write a summary of medicines they have taken for a family medical history file. Games and Simulations: Role plays with no time to prepare 3/3/2014Training Guide Session III22

23 Application real-life practice of the new material should take up about 25 – 35 % of your class time. The students do all of the talking in this segment. Assignment of homework and a wrap-up should follow. 3/3/2014Training Guide Session III23

24 Evaluation, formal or informal, to see what may need to be re-presented or practiced more A wrap-up or fun activity Assignment of homework 3/3/2014Training Guide Session III24

25 Basic Communication Consumer Economics Community Resources Health Employment Government and Law Computation Learning to Learn Independent Living Skills 3/3/2014Training Guide Session III25

26 In which phase of the lesson could you use these? 3/3/2014Training Guide Session III26

27 Record real conversations you hear in public. Include real language: slang, reductions (whaddyathink?), incomplete sentences, fillers (um, well…). Put together a short conversation on an area youre working on in class (health, employment, basic communication, etc.) Limit your conversation to 4 lines. Use these conversations as basis to build-on using the information students learned during this class 3/3/2014Training Guide Session III27

28 Prepare a short to medium length sentence or question related to the area and vocabulary you covered in the last class (making a doctors appointment, complaining to the landlord, etc.). Read the sentence at normal speed to the class. Have students write what they hear. Wait. Read the sentence again, breaking it with natural pauses. Wait a little longer. Read the sentence again at normal speed. Have a volunteer write the sentence on the board; let students check their work together. 3/3/2014Training Guide Session III28

29 Jigsaw Strategy 3/3/2014 Training Guide Session III 29

30 Sit in a group of 3. This is your home group. Your home groups task is to compare 3 adult ESL lesson plans. 3/3/2014Training Guide Session III30

31 In your group, choose One person who wants to look at the Medicine Labels lesson plan One person who wants to look at the The Buffalo lesson plan One person who wants to look at the Telephoning School Office lesson plan 3/3/2014Training Guide Session III31

32 Form new groups. Sit at the table for your lesson plan. This is your expert group. Look at the lesson plan for your topic. Discuss the lesson plan with your expert group. Does it include motivation, presentation, practice, and application? Fill in the handout as you discuss the plan. Return to your home group. 3/3/2014Training Guide Session III32

33 Tell your home group about the lesson plan you studied. Compare the lesson plans. Which lesson plan does your home group like best? Why? 3/3/2014Training Guide Session III33


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