Students will be able to . . .
- Describe several benefits of using low-tech visual aids with English language learners.
- Identify ways to use the Internet effectively with ESL/EFL students.
- Explain precautions to consider when assigning Internet-related activities.
- Discuss how blogs and wikis might be used to enhance students’ communication skills.
- Organize their writing on the board so as to be an effective visual aid in learning
[20 min] Teacher Introduction 9:30-9:50
Steps:
- Place all my items on the table, tell them that theses are items that relate to me, and have students take a look at them for a few minutes.
- Pair students up and tell them to make a list of everything they saw
- Ask each pair to state one item they remember from the bag and then as they give the items, ask the students guess what they think this teaches them about me. Don't write down the item name, but write down what the item teaches them about me. AGE, COUNTRIES, etc...
- Get back into partners and think of English language questions that go with these answers.
- Have the pairs write down the questions to these answers and then share with the class.
- Option to have them get up and ask each other. (would be nice for me)
Items- Questions-Answers:
1. Passport- What is your name?- Betsy
2. Copy of Birth Certificate- How old are you? 35
3. Diver's Licence- Where are you from? South Dakota
4. Map of Nicaragua- Where do you live now? Nicaragua
5. Paint brushes, running shoes- What are your hobbies? Painting
6. Chinese Characters, French, Spanish- How many languages do you speak?-
Optional Extensions Hold discussion:
1. This activity also addresses use of visuals aids in the form of realia, which is one of our key points for today.
2. Fill in gaps any interesting gaps in my background...
2. Hold brief needs analysis based on Nunan's book (on the end of the class).
[10 min] Create the Master Schedule
In an attempt to address concerns with clarity expressed in the midcourse evaluations, have students work together to create a MASTER SCHEDULE on the board. They can then transfer this information to the google doc.
[20-25 min] Review Speaking Tasks/Sequence 10-10:20
Place students into small groups and have them tell me what they learned last week about teaching speaking. Write the following on the board:
Critical Thinking:
Accuracy- "The extent to which language production converges with the standard variety of a given language"
Fluency- "The flow of language production without focal attention on language forms" "The speed and intelligibility of spoken language"
Critical Thinking:
Accuracy- "The extent to which language production converges with the standard variety of a given language"
Fluency- "The flow of language production without focal attention on language forms" "The speed and intelligibility of spoken language"
- What is the difference between ESL speaking activities that work on fluency and ESL activities that work on accuracy?
- What are the stages to running an effective speaking task? What might some of the problems teachers should look out for?
Pair work: Have the students work in pairs to generate a list of sample speaking activities. Working with your partner, discuss if they are best designed to practice accuracy or fluency or both depending on how you run the task. Some sample activities are provided here:
- Recording voice
- Practice pronunciation, mimic teacher
- Task-Based Speaking Tasks
- Build an island/Plan Party
- Solve a problem
- Take a Trip
- Information Gap
- Role-plays
- Simulations
- Spot the difference
- Picture Story
- Go Fish/ Other ESL Card Games
- Speak to Act/Draw
- Ranking and Share
- Taboo (pairs or at the board)
- ESL Boardgames
- Debate
- Find someone who…
- Surveys/Interviews
- Singing
- Whole Class Games
- Jeopardy
What other important concepts did you learn about in regards to teaching the production skill of speaking?
-Register (degree of formality)
-Strategies to deal with lack in proficiency
-turn taking strategies
-negotiate the meaning
-group and pair work to LTTT
[25 min] Handout: Visual Aid 10:20-10:45
To keep myself organized, I would pull up the VISUAL AIDS PPT. The visual aid handout has many links, so it is better to look at it on the computer than print it. Go through it together, stopping as a class to discuss certain points. The use of technology is addressed in more depth next week.
VISUAL AIDS HANDOUT
- Discussion
- Family Photos
- Get Creative with Visual Aids (bring bag of mystery objects as an example)
- Sample Word Walls from My classes Korea/Costa Rica/US
- Survey on Board Skills & Videos:
BAG REALIA ACTIVITY
Time permitting...........
OPTION A [15-20 min] Graphic Organizers Activity
Elicit from student the types of graphic organizers they know. How might you incorporate them into an ESL class? Then, give them time to look at the graphic organizer websites on the handout. They are to choose one and say how they would incorporate that into an ESL class.
OPTION B [20 min] Practicing Board skills
(could be moved to the end if students look tired)
Brainstorm common problem/strengths with teacher board skills. How do you suggest that you organize/divide the board? Share.
- Option A: Board Skills Reflection: Click on PHOTOS OF TEFL BOARDS and look to the ways in which past TEFLers organized their boards. Were the rules and examples clearly linked? Did they have sufficient sample sentences? Did they use a timeline? If so, was it clear? Chose one tense and reorganize it to make it stronger. Be prepared to share your board work with the class.
- Option B: Each student will get a small space to work on. Organize your board using the theme of Ordinal Numbers & Months of the Year. If there isn't sufficient room, perhaps break the class into two groups, one set goes first and then the other. Another option would be to pair them at the board.
- Option C: Look in your Azar Book or the following links and organize your board to teach one aspect of the following topics: Count/Non-Count Nouns, Comparatives/Superlatives, A Verb Tense, Tag Questions, Basic Question Formation
BREAK
[40-50 min] Songs in ESL 11:20-12:00
[need to create lecture notes]
LESSON ON SONGS IN ESL
[40 min] Chapter 9 Task 3 12:00-12:40
We will completing this homework task on visual aids together in class together. You can click on the following link to access the assignment
CHAPTER 9 TASK 3
SAMPLE CH 9 TASK 3 (STUDENT)
[15-20 min] Chapter 9 Quiz 2 12:40-1:00
We will be completing this in class together today or tomorrow. You will need to log into moodle to access the quiz before we begin.
[30 min] Homework/Lesson Plan Feedback 1:00-1:30
I will give you time here to work on your homework and I will give feedback on lesson plans to those who would like some.
while students work on the lesson plans and homework, have them complete a basic needs analysis
Materials:
VISUAL AIDS HANDOUT
PHOTOS OF OUR BOARDS
LESSON ON SONGS IN ESL
CHAPTER 9 TASK 3
CH 9 QUIZ 2
Supplemental:
HOW TO USE A WORD WALL (reading)
Graphic Organizers
We will completing this homework task on visual aids together in class together. You can click on the following link to access the assignment
CHAPTER 9 TASK 3
SAMPLE CH 9 TASK 3 (STUDENT)
[15-20 min] Chapter 9 Quiz 2 12:40-1:00
We will be completing this in class together today or tomorrow. You will need to log into moodle to access the quiz before we begin.
[30 min] Homework/Lesson Plan Feedback 1:00-1:30
I will give you time here to work on your homework and I will give feedback on lesson plans to those who would like some.
while students work on the lesson plans and homework, have them complete a basic needs analysis
Materials:
VISUAL AIDS HANDOUT
PHOTOS OF OUR BOARDS
LESSON ON SONGS IN ESL
CHAPTER 9 TASK 3
CH 9 QUIZ 2
Supplemental:
HOW TO USE A WORD WALL (reading)
Graphic Organizers
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