Sameerasharif.files.wordpress.com



Additional Diploma in ESOL learning and teachingAssignment 1Sameera SharifID: 10432611Words: 5184Date: 12/06/2014ContentsPagesEssay3-23AppendicesLesson plan 124-40Lesson plan 241-55Lesson plan 356-70Formative assessment (presentation)71-74Presentation feedback 75-83I have planned three lesson plans for three different groups. The learners are learning English as a second language (ESOL) or as a foreign language ( EFL)The first group is an intermediate level or level 1 mixed ability class. The lesson plan (see appendix pages 24-40) is based on teaching the learners to look at a text critically using Critical Discourse Analysis. The students are highly motivated and have good educational backgrounds. The second lesson plan (see appendix pages 41-55) is for a pre intermediate entry 3 mixed ability class. Here they will learn to talk about natural features, and to write a travel blog. Again the students are highly motivated and attend regularly. In my final lesson plan (see appendix pages 56-70). I plan to teach CV writing. This is for an Entry 1 ESOL Job Centre plus class. The students have been compelled to come to class by the Job Centre. Motivation is an issue as most learners resent being there. There is an issue with attendance with at least four students being removed from the course due to poor attendance. Some of the students’ profiles are spiky as they have very advanced speaking skills but can barely read and write .Some student have only have very basic literacy skills.ESOL learners need to develop reading and listening skills (receptive skills) and also speaking and writing skills (productive skills).For developing reading skills I use the interactive model which combines the top down approach and bottom up approach. Dechant (1991) cited in Booth and Walter (1999) states that with this approach the reader “constructs meaning by the selective use of information from all sources of meaning without adherence to any one set of order”.Bottom up approach is where the reader “registers the text visually, identifies individual letters and assembles these into syllables and words” Schellekens (2007). However this approach has been criticised as it “assumes the initiation of higher level processes” Carter and Nunan (1991)Top down approach, is where the reading starts with what is already in the readers mind, and the reader brings to this interaction“their knowledge at hand, knowledge of and expectations and about how language works, motivation, interest and attitudes towards the content of the text” (Carter and Nunan (1991).However they also point out that this approach can sometimes fail to distinguish adequately between beginner readers and fluent readers, and thus the interactive model “deals with the shortcomings inherent in the other models”.I usually follow the PQ4R (Preview, question, read, reflect recite and review) and DARTS (Directed activities related to texts) approaches. Paton and Wilkins (2009) state that DARTS approaches are where the teacher wants to “support learners in gaining information from complex or difficult texts”. These approaches can include underlining key points, labelling paragraphs, segmenting the text into key ideas or themes and grouping or ranking these ideas. Paton and Wilkins (2009).I usually begin the reading task with a “lead in” to get the learners interested in the topic. This can be done by asking questions or showing pictures such as in lesson plan 3 (see appendix page 25-26).This activates schemata and leads to discussion.I then follow with pre-reading tasks such as pre teaching vocabulary, and as Thornbury (2005) advises that a well known way of “reducing text difficulty is to pre teach key vocabulary items in advance”. I have followed his advice in all my lesson plans (see appendix pages). However he does point out that there are some problems with this approach, as finding what words to pre teach can prove tricky, and suggests that the teacher should chose “key words” of the text with a “statistically significant” frequency.I also give them tasks to focus on fast reading for gist (skimming) and tasks to focus on fast reading to locate specific information (scanning). In lesson plan 1 (see appendix pages 27-28) reading for gist tasks include placing headings under the correct paragraph and in lesson plan 3 (see appendix pages) writing details under correct heading. These follow with tasks that require detailed reading. Here the learners will look closely at meaning, grammar and lexis and sentence structure.After reading for detail tasks such as answering comprehension questions I usually ask learners to do a follow up task such as speaking or writing. In lesson plan 1(see appendix pages 28-29 ) the students do a role play and in lesson plan 3 (see appendix page 63) they write a CV.With all my learners, at all levels I teach phonics “for phonological awareness and for reading comprehension and spelling” Besser (2004). With teaching phonics the learners “confidence in a range of language and literacy tasks” can improve Burton (2008). As with reading skills the teacher can use top down and bottom up strategies for listening skills as Hedge (2000) states that they both “function simultaneously and are mutually dependant”. Schwab and Hughes (2010) state that effective listening depends on knowledge of content and linguistic skill. They also add that it is very important that the purpose for listening has to be clear. Students sometimes have difficulties in identifying the correct individual words from a stream of sound. One way of solving this is to teach stress and intonation, Schellekens (2007). She states that research has also found that “pronunciation teaching” can really benefit the learner as it “creates an early awareness of how spoken English works”. Harmer (2007) advises the teaching of phonetics and phonemic symbols. I find the phonetic script very useful but difficult to teach. I do model the words and ask the learners to choral drill and individual drill as in lesson plan 2 (see appendix page 44).To begin my listening lesson I start with a lead in and discussions to activate schemata, and making sure the purpose of the task is understood. Then this is followed by pre listening tasks such as predicting the content, by looking at pictures or the title. I usually pre teach some vocabulary and then they listen for gist and detail, and answer questions. This then follows with a follow up task. I have followed this procedure in lesson plan 2 (see appendix pages 47-48 )There are three main approaches to writing, the product approach, the process approach and the genre approach. For developing writing tasks I use the process and genre approach. The process approach to writing includes pre writing, composing, revising, editing and publishing. Paton and Wilkins (2009). They state that the stages are “not linear” and the writers go through “different stages some of which occur more than once or simultaneously”. One of the disadvantages of the process approach as pointed out by Harmer (2007) is that it is time consuming and students may find the process too laborious and difficult. However Paton and Wilkins suggest that if the teachers prove the necessary “scaffolding” then it would not be so difficult for the learners.On the other hand the product approach focuses on “end result” of the learning process and the learner is engaged in “imitating, copying and transforming models of correct language” Nunan (1991). However this can be seen as a disadvantage as it inhibits creativitySpiegel and Sunderland (2006) state that the genre approach involves “analysing the generic textual and linguistic feature of writing produced for similar purposes and similar contexts” and asking the students to reproduce those features. They point out that this approach has been criticised for “restricting and containing creativity”, but none the less it is still helpful and gives writers a”starting point”.I usually begin with introducing the topic by showing pictures, reading texts and discussing issues. Then I introduce various models and then those models are analysed. Then the students brain storm ideas as in lesson plan 1(see appendix page 30) before they write in groups or pairs, and then start planning by making notes or mind maps. Students then write and prepare drafts for checking and get feedback from the teacher. They then edit and prepare the final text.When planning to improve speaking skills of the learners a teacher must decide whether it is fluency or accuracy they want to improve or both. Scrivener (2011) advises that when planning it is important to think about the “differing aims and procedures of both fluency and accuracy”.Accuracy is seen by Paton and Wilkins (2009) as “the ability to use the language correctly without error”, and fluency is said to “involve using the language easily without much mental effort”Accuracy can be developed by focussing on language, also known as “form-focussed” (Spada (1997) cited in Hedge (2000). Hedge states that for language focus to work the activities should be contextualised, personalised and to build awareness of the social use of the language.In my language focus lesson in lesson plan 2 (see appendix page 44) I use an inductive approach where the students work out the rule for the present perfect for themselves. However I sometimes also use a deductive approach where the rule is explained. I use the presentation, practice and production approach.Fluency activities offered by Klippel (1984) cited in Hedge (200) include role plays, interviews and guessing games. In lesson plan 1 (see appendix page 28-29), I have asked the students to do a role play. However Paton (2009) points out that role plays may not be as “productive” because some learners may find it “too great a linguistic challenge”. However the advice from Paton is to get the students “thoroughly engaged in the topic before you start” and also use “scaffolding” to help those who need it.Hedge (2000) concludes that that a “balance” must be achieved between accuracy and fluency based tasks as an “essential criterion in developing a programme”Schellekens (2005) states that teachers need to consider the selection of “appropriate materials” to enable the learners to achieve their learning outcomes. These could include materials from course books, websites, and specifically designed materials. The teacher could also use “authentic materials” for example articles, adverts, job application forms, pictures, posters, DVDs and CDs. Thornbury (2005) argues that authentic texts have many advantages in that they“Provide attested, as opposed to invented, contexts for language study and they provide more realistic preparation for subsequent out of classroom text encounters”.In lesson plan 1( see appendix page 36 ) I used a poster written by College Unions to ask staff and public for support to strike. I used this resource to plan a lesson for level 1 learners to enable learners to read this poster in a critical way using Critical Discourse analysis.I presented this resource and how I would use it, to my peers (see appendix pages 71-74) using Faircloughs’ three dimensional model, applying social discourse and textual practice. “The aim is not so much to comprehend what has been written to critique the way in which the text has been written and what has motivated a writer’s choices of lexis, syntax and overall style and presentation” Carter and Nunan(2001)My peers commented on my presentation (see appendix pages 75-83) and said it was an “excellent authentic resource” and that all “four skills were developed” and there was “a good use of questions to get the students critically thinking about the article”. My peers liked the “strategy of images to activate schemata, pre teaching vocabulary, gist and detailed reading”Humanistic approaches can also develop “student autonomy and gives the responsibility for learning to the student” Petty (2009: 367). He also states that the humanistic approach places a “high value” on “emotional factors and personal growth and development”. This approach encourages self direction and self governance. He emphasises that the “facilitating role of the teacher is crucial” and that the teacher has to “ready to help the student towards independence”. (Petty 2009:368).Schellekens (2007) states that the “purposes” for which assessments are carried out are “likely to have an impact on the type of task that you present to the learners”.Summative assessments are seen as a final assessment, usually at the end of a course, in the form of a test or exam. Blanchard (2009) defines summative assessments as the making of “judgements” about how well pupils have learned what they should have been taught. Examples of these exams are the General Certificate in English Language (GCSE) in English, International English Language Testing System (IELTS), Cambridge exams such as the First Certificate in English (FCE), Test of English as a Foreign Language (TOEFL), Test of English for International Communication (TOEIC).City and Guilds exams and ESOL Skills for life exams. However these types of assessments can have an impact on teaching and learning known as wash back in that it is testing, not the “official stated curriculum that is increasingly determining what is taught and learned”, Madaus (1998:83), cited in Spratt (2005). In Spratts’ (2005) research paper there is an argument is that teachers give the students far more “practice tasks, homework and explanation of test taking strategies” than compared to the general course. Read and Hayes (2003) cited in Spratt (2005). However in some cases there was no effect from wash back. The paper concluded that it is the teacher who has to “make decisions” about what to teach and how best to teach and facilitate learning” Spratt (2005).Schellekens (2011) in her research paper has found evidence that tests such as Skills for life, Key Skills, GCSEs are biased against second language speakers in that the general principles of “validity, reliability and effectiveness of testing are not adhered to”.I teach a General English course and a Job Centre Plus ESOL course which are both not exam based and thus my teaching is not affected by wash back. However I am restricted to what I teach at the Job centre ESOL class where the requirements of the Job Centre greatly influence what is to be taught. Thus the students are taught skills that are relating to looking for work and thus there is a lot of form filling, giving personal information and CV writing (see lesson plan3 appendix pages 56-63).Initial assessments take place before the learner begins the course and this helps with “placing them in the right course or programme” (Petty 2009). Diagnostic assessments take place soon after the learner begins their course and this is to find out the strengths and weaknesses of the learner, and can be ongoing throughout the course. Petty (2009) states that these assessments are sometimes called “assessing learners’ needs. I do not have any experience with assessing students for initial assessments as these are carried out by the management of the organisations where I work.These assessments lead to the development of Individual Learning Plans ( ILP). The ILP has“Specific learning objectives and goals against which progress can be monitored and assessed.” DFES (2002). Cited in Sunderland and Wilkins (2007).Julka (2004) believes that an ILP can be a “powerful tool” in that it can “plot the steps to achieve short term targets and keep track of learners progress”, as long as it is useful to “both the learner and the tutor”. She states that the leaner must “own” the ILP, in that it must “record what they do, and what language they have learned and how and when they have used it”. However there is a lot of debate surrounding ILPs and their effectiveness and whether they are fit for purpose. Sunderland and Wilkins (2007) agree with the reasons for having ILPs for the sake of discussing individual needs but they disagree with the requirement to “record, evidence and measure everything”. Weir (2004) agrees and feels that the ILPs need to be “re- assessed” and that “evidencing achievement of SMART (Specific, measurable, achievable, relevant and time bound) targets is difficult and time consuming”, and cannot be expressed in a “meaningful and useful way”. In my Job Centre Class I had to fill in the ILPs for my students and I found the ILP to be very long, complicated and time consuming document. I did not find it very useful for myself and students did not “own” the document as they were low level learners and did not understand it. I much prefer tutorials with the students where I can discuss their needs, and any problems they may be having.Formative assessments are usually ongoing and can be conducted during the course, and thus allows the teacher to “find out how well the learner is doing and to give feedback on progress” Schellekens (2007).There is ongoing debate regarding summative versus summative assessments in that Black and William (2001) believe that formative assessments is the way forward and that summative assessments look “back ward”. However Blanchard (2009) sums up by saying that summative assessments “succeeds when it defines the limits of learners capabilities” and formative assessments “succeeds when learners advance”.Dunn (2002) states that it is the teachers responsibility to “choose methods of assessment” that “effectively assess the objectives of the unit” and they should work “in conjunction with the aims”. He continues to say that it is “important to offer a “variety of different methods” so that learners can achieve a “well rounded set of abilities”. Petty (2009) calls learning objectives as “learning outcomes” which describes what the teacher intends the students to learn, and makes clear what the students have to practice, and “avoids a lesson dominated by teacher talk” In all my lesson plans (see appendix pages 25, 42, 57) I have set out the aims and objectives by using Blooms (1956) Taxonomy of Educational Objectives, cognitive domain. I have used mastery and developmental objectives. I have checked students learning against the objectives of the lesson. The way I have checked this learning is by using different methods of formative assessments.Reece and Walker (2007) explain that one way of assessing students is by asking them questions. Questions can be asked at different stages of learning. In the lower levels of learning in Blooms Cognitive domain, questions asking for knowledge and comprehension as students are asked to recall and state information are common and questions at the higher levels are able to evaluate, criticise, and give judgements. In my lesson plans I begin the lesson with asking simple questions and by showing pictures to activate schemata and to raise interest. for example in lesson plan 1 (see appendix pages 25) I show the students a picture of people on strike holding pickets. I ask questions to the whole class such as, who are these people? what are they doing?, who organises these events?, do these take place in your country?, have you ever taken part in one?. These questions activate schemata and the learners will soon begin to voice their opinion on strikes and unions and the government.My questions change depending on the level of the learner. When teaching lower level learners I ask questions that are on the lower categories of Blooms Cognitive Domain mainly on knowledge and comprehension, such as in lesson plan 3 (see appendix pages 58-63 ) where I teach CV writing to Entry 1 learners. Some other discrete item testing techniques that I carry out are gap fill exercises where the learners fill in the blanks using the words in the box (see lesson plan 1 appendix page). Cloze tests are where the students fill gaps using a longer text.. Harmer (2007) feels that these tests on the face of it are like a “perfect test instrument” but can be “unreliable and a bit random”. Multiple choice questions (MCQ) are usually “reliable and understanding can be tested”, but on the other hand MCQs are used to test “only knowledge”, Race and Brown (1998). Students can also cross out the incorrect word and can also re arrange sentences. This can assess their “underlying knowledge of syntax and lexical grammatical elements” Harmer (2007). Students can find and correct mistakes as in lesson plan 2 (see appendix page 54), and true and false questions are also asked as in lesson plan 3 (see appendix page 64). After a leaner has given an answer I usually ask concept check questions, which are usually short questions that require a yes or no answer or a one word answer. These questions confirm that the learner has understood completely.When students are reading as a whole class Harris and Mc Cann (1994) cited in Hedge (2000) state that the teacher can go around the class and observe the students, and checks understanding. With my learners I encourage them to underline words and phrases that they do not understand, and thus when I go around I can answer any questions they have. I also observe students when they are discussing in groups or pairs. However I try not to interrupt and correct mistakes at the time, but will do so as class feedback.With higher level learners I encourage the use of presentations as an assessment tool. Most students enjoy it especially if they have worked in a group setting. In lesson plan 2 (see appendix pages 45-46) I ask the students to present the natural features in their own countries by way of a map. The students enjoyed this as they took pride in talking about their countries. In this way i can assess their speaking skills, and their ability to plan and structure material. However Race and Brown (1998) state that some students find giving presentations “very traumatic” and thus the teacher has to give a lot of support, and it is also very “time consuming”, especially if a teacher has to complete a course in a given time.At the end of the unit I usually ask the students to play games or take part in a quiz, as a revision tool. The students really enjoy this and get very competitive.When assessing writing tasks, I give feedback and correct errors. With higher level learners I usually use a correction code which shows the location and the type of errors. With lower level learners I correct errors where there is a problem with meaning or a s significant grammatical error that affects meaning. However Gray (2004) in his research paper does not agree with correcting grammatical mistakes on the basis that research has been carried out and concludes that “correcting does not work”, and is “not effective”. The reasons given are that grammar correction only treats the “surface appearance” and not with the “way language develops”. He continues to state that most students find the teachers comments “vague, confusing and contradictory”. He concludes his paper by saying that teachers should focus on “meaning and meaning related problems”, to make remarks about students’ texts instead of just form. However he does acknowledge that students “strongly expect” their work to be marked and corrected otherwise they can be “resentful”.. He suggests that it would be more useful to give “periodic short grammatical lessons” after the tasks have been done, and correct mistakes as a lesson with the whole class..I have noticed with the higher level learners sometimes are just interested in the overall mark given to them and do not take much notice of the correction codes. The lower level learners find it difficult to understand the corrections and thus I agree with Gray (2004) that short grammar lessons are a good idea.Weir (2009) cited in Paton and Wilkins (2009) points out that ESOL learners can be the one of the most “diverse” classes anywhere, and Baynham (2006) cited in Paton and Wilkins (209) refers to the “hyper diversity” of ESOL learners. Perry (2003:22-3) cited in Paton and Wilkins (2009) states that “it is not enough to be doing well with most learners and failing a few. As teachers we must reach all of the learners, all of the time”It is vital for teachers to know the learners as all learners are “different and have different starting points and aspirations, level of literacy learning styles and interests” Spiegel and Sunderland (2006). They continue to say that students may also have “spiky profiles”. This is where can be better at one skill than another. For example in my Job Centre Plus class I have a learner who has advanced speaking and listening skills and is very fluent but has pre entry/ entry1 level reading and writing skills. It is for these reasons that the teacher must differentiate.Petty ( 2009) defines differentiation as “ adopting strategies” that ensure success in learning for all learners. This can be achieved by “accommodating individual differences of any kind”. Spiegel and Sunderland (2009) see differentiation as the,“awareness of commonalities, strengths and differences within a group and subsequent impact of this awareness on assessment, planning, teaching and the evaluation of learning”.Petty (2009) suggests that we can differentiate by “task, outcome and time allowed”, and states that different learning styles have to be accommodated. So for visual learners I like to show pictures.This can be done by differentiating recourses for example. In lesson plan 3 (see appendix pages 68-69) stronger students have been given “Rich Andrews CV” which is more detailed as compared to “Nisa’s CV” and the comprehension questions are more complex.I also use high order questions and ask “how, how and which? questions. I set different tasks with different ability groups. In lesson plan 1 (see appendix page 27) stronger students are paired together and asked to think of more titles for the posters. They also had to think of headings for the paragraphs in the text and when they were writing they had to think of headings for the paragraphs they has to write.I usually hand out extension tasks for more able students so that when they have finished the main task so that they “deepen their skills beyond the basics” Paton and Wilkins (2009). However Perry (2003:22-3) cited in Paton and Wilkins (2009) points out that differentiation by “enrichment or extension” has to be carefully planned so that it does lead to “death by worksheet”, approach much criticised by OFSTED and ALI. This could lead to isolation of students. One way of avoiding this is asking the students to work in pairs or groups, and peer checking. I have planned this in all my lesson plans as it creates a “feeling of group cohesion” within the class Spiegel and Sunderland (2006). I also ask weaker students to work with stronger students, so as to “buddy up” as Petty (2009) refers it. Another solution to extension tasks is to ask the whole class to do the same task but ask some students to do more with it. In lesson plan2 (see appendix pages 43) I ask some students to underline verbs and phrasal verb and check for mistakes. In this lesson I have also asked some learners to give short presentations of their work to improve fluency.Petty (2009) asks the teacher to “set individualised goals and targets based on diagnostic tests and assessment” and this should then be recorded in their ILPs. The objectives of the lesson will then have to include outcomes for different groups. So in writing out comes the teacher has to think what all learners will be able to achieve and what some learners will be able to.When I first started teaching I found differentiation difficult, daunting and time consuming but Spiegel and Sunderland (2006) advice that students who finish early can “work on individual spellings, testing each other, and looking back on what they have done”. They conclude by saying that teachers are “not to blame” when they find very mixed level groups difficult to teach.When planning a lesson and thinking of assessments a teacher needs to “understand and respond to the needs of individual learners” and should not try and locate the “difficulty or deficit within the learner”. Further Education Funding Council (FEFC) 1996, cited Paton and Wilkins (2009). This refers to learners with special needs such learners with visual and hearing impairments , dyslexia, behavioural problems or a physical or mental impairment that have a “substantial and long term adverse affect” on their “ability to carry out day to day activities” Disability Discrimination Act (DDA) 1995 cited in Paton and Wilkins (2009).Teachers thus need to make their lessons inclusive and inclusive learning “requires the whole process of learning and assessment to be “redesigned to fit the needs of all learners” Paton and Wilkins (2009). The DDA requires that all educators have a duty to make sure all disability related needs are identified.Spiegel and Sunderland (2006) suggest that one way of identifying needs such as dyslexia is by “initial screening and full diagnostic assessment”. They do however point out that it can sometimes be very difficult to identify dyslexia especially for learners who are not literate and for those beginner learners. Petty (2009) states that there could be a “number of causes” for these difficulties and that only a “qualified person” such as an educational psychologist is able to diagnose dyslexia.However Spigel and Sunderland (2006) give some solutions such as using adult diagnostic assessments such as the Wechsler Adult Intelligence Scale (WAIS). The teacher can also ask questions relating to the learners own language or another language they know and whether they have any problems with that language. Also questions relating to previous learning experiences can help identify dyslexia.The Skills for life Quality Initiative (2006) indicate some common indicators of dyslexia that include, a lack of phonemic awareness, difficulties in reading, writing, handwriting, spelling, sequencing, poor memory. They suggest that teaching and learning should be “multi sensory” in that pattern, colours, images and mind maps, stories and role plays should be used. It should also be personalised and contextualised. Technology should also be used such as laptops and recording material for reading and speaking. Petty (2009) also gives advice on what a teacher can do to help these learners learn. The most important advice is to ask the learner what they require and to have regular tutorials with them. Other ideas include using overlays, A3 paper, change of font colour and size. Petty (2009) advises that the teacher should avoid asking the dyslexic learner to read out loud or write on the board in front of their peers. Spiegel and Sunderland (2006) also advice that teachers should “use sequencing activities with caution” as dyslexic learners have difficulties with sequencing and should use “meta cognitive approaches” making sure the learner understands why they are doing something.For students with visual or hearing impairments again Petty (2009) advises that the teacher should ask the student what they need “frankly and openly”. He suggests teacher can make simple adjustments to their teaching materials before such as preparing materials before hand with larger letting and converting text files in Braille. Other simple techniques are to let the learners sit in the front so that they can hear and see well, and to avoid turning your back to the student when speaking to them so “as to help with lip reading”. (5167)ReferencesBesser. S et al (2004) Adult Literacy Learners’ Difficulties in Reading and Exploratory Study, London :NRDBlack and William (1998). Inside the Black Box. Raising Standards Through Classroom Assestment.Kings College London School of Education.Blanchard, J (2009) Teaching, Learning and Assessment Open University Press.Burton M et al (2008) Improving Reading: Phonics and Fluency, LondonBooth K. Walter L (1999) What is the Interactive Reading Model? Lingualinks SIL InternationalCarter R, Nunan. D (2001). The Cambridge Guide to Teaching English to Speakers of Other Languages- Cambridge University Press.Dunn (2002) Selecting Methods of Assessment Oxford Brookes UniversityGray. R (2004) Grammar Correction in ESL/Epl Writing Classes May not be effective . TESL Journey.Available at /techniques/gray writing correction. Html. Harmer.J (2007) The Practise of English Language Teaching 4th Edition – Pearson Longman.Hedge.T (2000) Teaching and Learning in the Language Classroom. Oxford.Julka . N (2004) ILPs: Related to Real Life? Reflect Available at http:// .uk/content. aps Category ID= 5868 Article ID = 498Nunan . D (1991) Language Teaching Methodology. Prentize Hall International English Language Teaching. Paton. A and Wilkins M (2009) Teaching Adult ESOL Principles and Practice Maidenhead Mc Graw Hill.Petty . G (2009) Teaching Today : Practical Guide 4th Edition. Nelson Thornes. Race P and Brown.S (1998) The Lecturers’ Tool Kit. A Practical Guide to Teaching Learning and Assessment, London Kogan Page.Reece I and Wallace (2007) Teaching Training and Learning A practical Guide, 6th Edition, Sunderland Business Education Publisher.Rust C (2002) Purposes and Principles of Assessment. Oxford Brookes University.Schellekens. P (2007) The Oxford ESOL Handbook. Oxford University Press. Schellekens. P (2004) Individual Learning Plans. Fit for Purpose?Schwab I .and Hughes N (2010) Teaching Adult Literacy. Mc Graw Hill International.Scrivener .J (2011). Learning Teaching: The Essential Guide to English Language Teaching. 3rd Edn. Macmillan.Skills for Life Quality Initiative ESOL 4.2 : Basic Literacy in ESOL Session 3 Identifying and Supporting dyslexic Learner.Spiegel. M, Sunderland H (2006)- A Teachers’ Guide Teaching Basic Literacy to ESOL learners- London south bank university.Spratt . M (20050 Wash back and the Classroom: The Importance for Teaching and Learning of Studies of Wash back from exams. Sage Publicate.Sunderland H Wilkins M (2004) LLP’s in ESOL; Theory Research and Practise, Reflect, 1 http:/.uk/content,asp? Category ID=539& Article ID+462.Thornbury. S (2005) Beyond the Sentence Introducing Discourse Analysis. Macmillan Books for Teachers.Weir Mary (2004) ILP’s : a Trivialisation of Teaching and Learning ?, Reflect 2. Available at ? Category Id= 5868Article ID=497 AppendicesPages1. Lesson plan 124-402. Lesson plan 241-553. Lesson plan 356-704. Formative assessment (resource)71-745. Peer feedback75-83 LESSON PLAN 1 Subject ____ESOL_________________________________ Topic:___Unions and Strikes_ Level: __Level 1/ Intermediate________________ No. of learners: _12_______________Time 10.00-1.00pm (3 hours)Context:What kind of class is it (adult/young people/discrete/ALS)?Is this topic new to the learners, are they consolidating knowledge or is it a revision session?How mixed is the class, in terms of level?This is an adult class of mixed ability students. They are mainly from Spain and Italy and are working here in the UK. It is a highly motivated class and the level of English is at level 1 Intermediate.They have some issues with L1 inference. They are a strong intermediate group some ready to move to advanced level but some students have just moved up from intermediate level.This is a new topic. We will be looking at a Union poster asking members for their support for carrying out strikes that took place earlier this year. The learners will be looking at this leaflet and will analyse it critically using Fairclough’s model in that they will be looking at from a social, textual and discourse practice point of view. They will then write their own ic/Aims:To read and understand a poster on strikes criticallyLearning Outcomes:To develop learners reading comprehension skillsTo be able to analyse a text critically using the CDA principlesTo be able to speak fluently expressing their point of view on a debatable topic.To be able to write a poster using persuasive languageTo develop the learners competence in areas of 1)grammar (use of pronouns and phrasal verbs)2) Vocabulary (persuasive language)TimeTeacher & Support ActivityLearner ActivityChecking Learning Against ObjectivesDifferentiationResources5 minuteShow SS a picture of people on strike.Ask them questions on slide.1) What are these people doing?2) who are these people?3) who organises these events?4) Do these happen in your country? Have you ever participated in one?Elicit answers and give feedbackSS look at pictures and answer the questionsAssessing prior knowledge and activating schemata by asking questions. Raising interest in topicPicture on slide show15 minutesHand out a few poster titles and ask SS to look at titles and answer questions on slide. Monitor and elicit answers and give feed back.In pairs SS answer questions and then Assessing through questioningPair stronger SS and ask them to answer the questions and think of other titles. SS then present their titles to rest of class. Title hand outs.Questions on slides15 minutesPre teach vocabHand out cut out words and meanings. In groups of three ask SS to match words with meanings. Show answers on slide.Drill words- Cliché, recruit, persuade, imposeIn groups of three SS match the cut out vocabulary with the meaning. SS self check answers on slide.SS listen to TT drilling words and repeat for pronunciationAssessing knowledge of vocabulary before reading task by matching words with meaning Assessing pronunciation and fluency by drillingStronger SS fill the missing words in differentiated task.Vocabulary cut outsDifferentiated task 215 minutesReading taskAsk SS to read the text and then in pairs ask the SS to matching the headings with the summary. With stronger SS hand out the text with the headings of the paragraphs missing. Elicit answers and give feedback. SS read the text and then in pairs they try to match the headings of the paragraphs with the summary.SS reading for gist, and are assessed by answering questions.Stronger SS come up with suitable headings for the paragraphsLeaflet with headingsLeaflet without headingsTask 3Task 3 differentiated15 minutesDetailed reading taskAsk SS to read text again and in pairs answer the detailed comprehension questions. Elicit answers and give feedbackSS read the text again and in pairs answer the detailed comprehension questions.Assessment by answering detailed comprehension questions giving the SS discourse practice.Stronger SS can attempt to do the extension task by answering further question on discourse practice.Task 4Task 4 extension task15 MinutesTextual practiceSS read text again and look for grammatical features of text construction. In pairs they complete exercise 5. Elicit answers and give feedbackSS analyse the text and answer the questions in pairsSS are assessed by answering questions on language focus, thus giving them textual practice.SS students continue to do the extension taskTask 5Task 5 –extension task10 minutesAsk SS to fill in the box and find at least 5 examples with words or phrases that represent each body. Then ask the SS to swap their work with another pair and ask them to peer assess. . Show answers on board and give feedbackSS read the text and in pairs fill in the box with words that represent each body- ie the politicians, the union, the workers. SS peer check their work once they have been given a criteria by T.SS peer assess their workAsk stronger SS to find at least 10 examples.Task 620 minutesSpeaking taskPlace SS in groups of 4 and hand out role play cards. SS:. PoliticianSS 2 :Union leaderSS 3: student representativeSS4 College workerAsk each respective group to sit together and brainstorm ideas of what they are going to say when the debate starts give them 10 minutes to come up with ideas. Monitor and give support. Then ask the groups to sit in a conference like setting and begin debate. After 10 minutes of debating ask the SS to think of a resolution after hearing all sides. Ask will the strikes go ahead?SS in their groups brainstorm ideas of what they will say in debate. They then debate and try and come up with some sort of resolution.Assessing SS speaking and listening skills by doing a role playRole play cards.60 minutesWriting taskShow SS other examples of leaflets that have a message to say to people. SS take a few minutes to look at them and discuss layout and titles and wording.Write 3 titles on board 1. Guns should be banned2. Students should get free English classes3. Lower taxes and fuel pricesTell the SS that they will be writing a leaflet on any one of these topics, or other maybe another topic that has come up in the lesson they the class has shown an interest in. .Draw mind map on flip charts and ask the class to brain storm ideas about what they will write.They need to understand why they are writing the leaflet/poster. Ask them to consider the following:Who is going to read it?What information is to be included What order is used to make meaning clear?Is it easy for reader to followWhat is the style?Ask SS to think of a title and write 1 or 2 paragraphsSS then begin writing- give 30 minutes. Once written, check the work so they can edit and correct. Finally check the final piece before putting up the finished work and place around the class room so others can read.SS look at other leaflets and discuss the titles and layout and wording of the leaflets. SS then decide what topic they want to write about and in groups using flip chart paper they brainstorm ideas about what they need to write.SS write , edit and check their work before the final piece is displayed in classAssessing students by marking their writing, and SS assessing their peers by reading each other’s work.Ask stronger SS to think of appropriate titles and write more paragraphs Various leafletsFlip chart paper/ marker pensBlu tackPaper for writingSocial Practice1. What are these people doing?2. Who are these people?3. Why do you think they are doing this this?4. Do you think this is a good idea?-818515-856615Task 2- pre teaching vocabularyCost of livingcliché collective powernational agreementImposelocal contractrecruitpay cut in real termsFair paypersuadeThe amount of money you need to pay for the food, clothes etc you need to live.An idea or phrase that is overused.To have control and authority by people acting as a group.An agreement or promise to do something made by the government.When someone in authority forces you to accept something.An official agreement between 2 or more people stating what each will do.To find new people to work in a company.To have a reduction in salary/wages as compared to the money you need to live.To make someone decide to do something especially by giving them reasons why they should do it.The be given the same salary for the same type of work.Differentiated Task 2 Cost of livingclichésnational agreementsimposelocal contractsRecruitcollective powerfair paypersuadepay cut in real termsFill in the missing words from the box1. Average wages have increased in line with_______________________.2. There is plenty of truth in the _____________________that a trouble shared is a trouble halved.3. The workers decided to use _________________________against their employers.4. The government decided to have a _________________about the rights of women in the work place.5. The court can____________________a fine instead of a prison sentence.6. The employee signed a __________________with his new company.7. The company wants to ______________________new employees.8. The women in the factory were demanding______________________for the same work they were doing as the men.9. The workers were unhappy with their_____________________.10. Her boss tried to ______________________her to work on Saturday.Task 3Read the poster and match the headings with the summary.1. What is the strike all about?2. Why should you have a fair deal at work?3. Why do you need to strike?a) College workers will leave their jobs, and the college will not be able to get the best workers.b) College employers are not being paid enough for the work they do.c) The employers have to stand up for each other, and use collective power to make Government and College leaders listen.Task 3 Differentiated taskThink of suitable headings for the 3 paragraphs.Task 4 Reading for detail- discourse practiceAnswer the following questions.1. In your opinion who wrote the text?2. Who is it addressed to?3. What is the point of the text?4. Where would you find a text like this?5. What is the author trying to tell us? Task 4 Extension task1. What other texts can you think of that are similar to this in its form and content?2. What would you change? a) The layout? b) Content? c) Wording? of this poster?Textual practice- Task 5Pronouns. Why has the author used1.“Our colleges”, “our communities”, “our college managers”, “our economy”2. “We support each other”, “we have tried to persuade”, “we want”, “we have to fall....”3. They....4. “You”....5. “You’reRepetitionHow many times are the words “fair” and “pay” used? Why are they repeated?Emotive wordsCan you find words that try and persuade you to strike?Task 5 Extension taskCan you find any 1. Collocations 2. Phrasal verbs?Task 6Fill words or phrases in the box that represent each body Union Staff Politician's+ college leaders LESSON PLAN 2Subject ___ESOL/EFL _____________________ Topic:_Nature_________________________________ Level: ____LEVEL3/ PREINTERMEDIATE______________ No. of learners: ______8__________Time: 2.5 hoursContext:What kind of class is it (adult/young people/discrete/ALS)?Is this topic new to the learners, are they consolidating knowledge or is it a revision session?How mixed is the class, in terms of level?This is an adult EFL class. It is a mixed ability class with most students from Spain and Italy and South America. Most are Spanish speakers who are here in the UK to look for work. They are highly motivated and enthusiastic. They enjoy each session.This is a new topic. It is the first lesson that introduces nature and the ic/Aims:To be able to talk about nature, natural features and the environment.Learning Outcomes:Identify, name and state examples of natural features.Write a travel blogRead a article and answer comprehension questionsSpeak about natural features with fluency and accuracy.TimeTeacher & Support ActivityLearner ActivityChecking Learning Against ObjectivesDifferentiationResources5 minutesTo raise interest in the topic, show students a series of pictures and ask1. What is this?If the Ss don’t know then model the word for them and drill for correct pronunciation. Drill any other words that need to be corrected.Students look at pictures and tell the teacher what they see.Assessing the knowledge of vocabulary of natural features. Assessing pronunciation.Pictures of natural features5 minutesTo prepare students for the lesson. Handout a series of questions and ask students to discuss in pairs which of these activities would you most like to do this weekend? Why? Elicit one or two answers. Then give students 1-2 minutes to put the activities in order of importance for themStudents read the questions and discuss in pairs. Students then put the activities in order of importance for them. SS then compare their lists in pairs and give reasons for their choices.Assessing their schemata and background knowledge as regards landscapesAsk stronger SS to underline the phrasal verbs.Handout with questions. Exercise 115 minutesLanguage focus- present perfect questionsHand out the pictures and ask students to discuss in pairs. SS listen to a conversation and then Ask SS to fill out a guided discovery exercise on the present perfect tense. On the board write out some of the sentences from context and ask SS what the rule is for the present perfect is. Teach the rules Ask concept check questions. Hand out further exercise to check learning.Students discuss in pairs whether they have done any of theseAssessing their general knowledge about natural features around the world. Assessing their use of language (present perfect) and sentence structure by asking Concept check questions, and exercises.Pictures of natural resources.Whiteboard. OHP pensCD player and CD5 minutesHand out pictures to the students.In pairs ask them which do like to visit on holiday? Which do you have in your country?Students look at the pictures and discuss in pairs. Assessing their knowledge about their own country. Assessing their use of language grammar and sentence structure.Pictures of natural landscapes.10 minutesSpeaking skillsAsk students to work in pairs to think of an example of each one in the pictures. You can put up the world map and hand out individual country maps to the students. In feedback invite Ss to answer and show places on map. SS then come up in front of class and talk about the features in their own country.Students look at maps and discuss in pairs the names of each of the natural features.Assessing general knowledge. Assessing speaking and listening skills by SS giving a short talk on the natural features in their own country.Stronger SS to come up and give a short presentation about the features in their own countries.Pictures, world map, individual maps5 minutesHand out a vocabulary exercise and ask students to work in pairs to complete itSs work in pairs to complete the exercise.To assess vocabulary and check learning of their vocabulary exercise.Vocabulary exercise.210 minutesSpeaking skillsAsk Ss to look at the photos again and in groups of 4 to discuss and write in bullet points on flip chart paper discuss 1. How many problems can you think that are related to the environment? Ask Ss first what is the environment? Elicit an answer and model and drill the word.Example the rain forest is getting smaller.Global warming-less water/melting icecaps-more flooding, sea levels rising, pollution, plastic bags, recycling, rubbish, cutting tress.Ask stronger SS to present their ideas on the boardIn pairs students look at the photos and discuss different problems relating to the environment. Ss tell teacher what the word “environment” means and practice its pronunciation.Assessing general knowledge and use of vocabulary regarding the environmentStronger SS present their findings to the class by writing full sentencesPictures of landscapesFlip chart paper and pens.10 minutesPre teach vocabulary. For listening task Hand out a list of words and ask Ss in pairs to match the meaning. Hand out exercise 3b which stronger Ss can attempt to doSs in pairs match the words with the meaningAssessing knowledge of vocabulary and their meaningChecking learningStronger SS can do exercise 3BExercises 3 A and BAsk Ss to listen to a radio programme about the environment. Ask Ss if it mentions their ideasSs listen to a radio programme about the environment. Ss try and hear some of their ideas in the programme.Assessing listening skills by asking questionsCD and CD player10 minutesReading skillsHand out fact file to Ss and ask them to read it. Give them 2 minutes. Tell the Ss they will hear CD again and they have to find and correct the 5 mistakes in the fact file. Play CD again and Ss listen and correct mistakes.Ss read fact file and then listen to CD and correct 5 mistakes in the fact file.Assessing listening skills, listening for detail.Assessing reading skills, reading for gist and detail, by asking them to answer question for gist and detail. Answering questions by skimming and scanningAsk Stronger SS to underline all verbs as well as check for mistakes.Fact file, CD and CD player.10 minutesSpeaking task- ask Ss to work in pairs an read The Great Green Survey. What can they do to protect the environment? Write 2 more questions. Check rubric before they begin. Elicit an example from the students before they begin. Elicit answers from groups then give feedbackSs read the survey and write two more questions. Example: Do you plant trees/turn off lights/take showers not baths/reuse plastic bags?Ss then work in small groups to find out what they do to save the environmentAssessing speaking skills, by asking questionsThe Great Green survey exercise 510 minutesWriting skillsHand out exercise similar sounding words. Ask Ss to work in pairs and complete the exercise. Elicit some other examples from the students.Ask stronger Ss to find and correct six spelling mistakes Ss complete the exercise in pairs and Assess reading and writing skills and vocabulary, by asking SS to find mistakes in the sentences.Stronger SS do exercise 6bExercise 6a and b30 minutesWriting taskAsk students to choose of the topics from the speaking exercise and write their own travel blog. Show SS some different examples of travel blogs, and discuss with SS their format and titles. Draw mind map on board and elicit some ideas before they begin. Ss then exchange their writing and read each other’s work. Check work and give feedback.Ss choose one of the topics from the speaking exercise. Ss first give ideas for the mind map on board, and decide what to write. Ss write and then exchange work to check each other’s work. Assessing students writing skills (sentence structure, lexis, grammar) by asking them to write a travel blog.Stronger SS can write a longer blog with a titlePaper for writing.Which one of these activities would you most like to do this weekend?1. Have a picnic in the park.2. Take a boat trip on the river. 3. Walk in the mountains4. Go horse riding in the country side 5. Swim in a lake6. Watch the sunset on a beach 7. Go surfing in the ocean 8. Drive a 4x4 in the desert.Vocabulary1. Circle the correct option to complete the sentences1. The Pacific and the Arctic are botha )seas b) oceans2. The Atacama and the Gobi are both a) Mountains b) deserts3. The Himalayas and the Alps are botha) mountain ranges b) lakes4. The Nile and the Mississippi are bothA0 seas b) rivers5. Victoria and Superior are two of the world’s largesta) Rivers b) lakes6. Iguacu and Niagara are two of the world’s largesta) waterfalls b) rain forestsMatch the word with the meaning1. Population a. The level of the surface of the sea in relation to the land2. Destroy b. The changing of solid to liquid3. Extinct c. The number of people in an area4. Melting d. No longer existing5. Sea levels e. To ruin completely Differentiation taskComplete the sentence with the words1.When all the animals of a species die, the species becomes________________.2. If there is more water in the sea, the _________________________go up.3. The number of people in a place it its___________________.4. When you damage something very badly so now it doesn’t exist, you _____________________it.5. The ice is _________________________because of the heat.The Great green surveyWhat can you do to protect the environment? Write two more questions.1. Do you recycle? Why/ why not?2. Do you usually walk or take the car?3. Do you grow your own food?4. Do you think nuclear energy is a god or bad idea?5. ________________________________6._________________________________Guided discovery GRAMMAR Read and Listen to the conversation belowWhich tenses do the speakers use?A: Have you ever swum in the sea?B: No. Never. Have you?A Yes, I have. I swam in the Mediterranean sea.B: Really? When did you do that?A: On holiday last year. It was wonderful.B: That’s great. OK, have you ever climbed a mountain?A: No. I haven’t, but my brother has. He climbed Mt. Elbrus in 2012. He climbed right to the top!!Answer the questions about the conversation1. Underline two questions about experiences (where the exact time is not important). How are they formed?____________________YOU (EVER) + PAST PARTICIPLE....?2. Find two sentences which say when the actions happened in the past. Which verb tense is used?3. Circle three shorts answers to Have you...? questions.Find and correct the mistakes. There is a mistake in each sentence1. Have you ever saw a water fall?2. Two days ago she’s been to a forest3. Unfortunately, we have ever swam in a river.4. Has ever she climbed a mountain?5. He hever has sailed in the sea.AUDIO SCRIPT.Welcome to Save the Planet where we talk about the world’s environmental problems. Now, did you know there are more than six billion people on the planet, and by 2050 there might be more than nine billion? People are living longer and healthier lives than ever before, but a big population means big problems for the planet. Let’s look at three of the most important problems.The first problem is water. Many people in the world can’t get enough water. But in some countries we use too much. A person in Gambia, Africa for example, uses much less water than in the United States. In Gambia, 1 person uses 4 and a half litres of water a day. But in the US it’s 600 litres. And to make the problem worse, the desserts are getting bigger. The Sahara dessert is one of the hottest places in the world, and is already the largest dessert. But each year it gets bigger than before, so it gets more difficult to find clean water.Our second problem is the animals there are people on the earth than ever before.This means we use more space. And for the animals this means that there is less space than before. One example is the Amazon rain forest. It has the highest number of plant and animal species in the world, but it’s getting smaller every year. People are destroying the rainforest to make more space for houses, roads and farms. In the last ten years we have destroyed more than 150,000 square kilometres of forest-thats an area larger than Greece! So in the future, many plants and animal species will become extinct.And the last problem on our list, but not the least important, is the weather. The world is getting warmer. The ice in Greenland is melting faster than ever before on Mount Everest there is less snow every year. Also sea levels are rising. This means that soon some of the world’s most important cities, like New York, London, Bangkok, Sydney and Rio de Janeiro might all be under water. LESSON PLAN 3Subject ___ESOL__________________________________ Topic: ____CV WRITING________________________ Level: __E1________________ No. of learners: ___12_____________Time 2. 5 hoursContext:What kind of class is it (adult/young people/discrete/ALS)?Is this topic new to the learners, are they consolidating knowledge or is it a revision session?How mixed is the class, in terms of level?This is a class for ESOL Job Centre Plus Learners. The learners are Eastern European and South East Asia with varying educational background and different levels of English.They need to improve their employability by learning English. This is a new topic but all the learners have a CV and some have attended interviews and thus will be familiar with the topic. They are going to look at samples of CV’s and to learn about different aspects of CV writing. There are 2/3 students who are ready to be moved to Entry 2. However most learners are the same level, but 4 students are at a much lower lever and need far more ic/Aims:CV writingLearning Outcomes:By the end of the lesson the students should be able toDefine and explain what a CV isDescribe the function of a CVIdentify and name the different parts of a CV.Create their own CV.Time10 minutesTeacher ActivityWarmer activityIntroduce the topicAsk the students1. How do you apply for a job?2. What document do you need to write and send when you apply for a job?Elicit answers.Tell the SS that they are going to talk about CV’s and on PP ask these questions1. What is a CV?2. What information is on a CV?3. Do you have a CV? 4. What is good about your CV?Ask the SS to discuss in groups of 3. Elicit answers and give feedback.Learner ActivitySS answer the questions the T asks and then in groups of 3 discuss the questions about CV’s. One learner tells the rest of the class what the other peers have told them Checking against learning outcomesSS will be asked initial questions to assess prior knowledge and schemata.Questions such as1. How do you apply for a job?2. What document do you need to write and send when you apply for a job?3. What is a CV?3. What information is on a CV?4. Do you have a CV? 5. What is good about your CV?Differentiationresources15 minutesPut SS in groups of 3 and make SS who already have a CV sit with people who don’t.Ask SS to complete Exercise 1, and decide if the statements are true or false.Conduct feedback, elicit answers and ask why the statements are true or false. Ask if the students know what parts a CV usually has, and elicit suggestionsIn groups SS complete exercise 1, and answer teachers questionsSS will complete exercise which will assess their knowledge of what a CV consists.Asking true/false questions. During feedback ask why the statements are true or false. SS peer check answers.15 minutesTell the students to look at Task 2, and work in pairs to write the missing letters in Task 2a.Check answers and then model and drill the pronunciation.Then set Task 2b; Get the students to draw lines between words 1-6 and definitions A-F.?Conduct feedback.In pairs SS work on task 2 and task 2aStudents are assessed by being asked to name the parts of the CV by filling in the missing letters, and to explain the meaning by matching the word with the meaning. SS self check answers when answers displayed on White board. During feedback ask students of examples of skills, education, qualifications and interests.10 minutesTask 3: Parts of Nisa’s CV (10 mins)?Show the students the picture of Nisa. (Slide 1 of the PP). Ask question such as:1. What’s her job? 2. What country do you think she’s from??Explain that Nisa has moved to the UK and has written a CV. Tell SS that they will see some of the things that Nisa has written on her CV.??Ask the students to do Task 3, in pairs writing the phrase under the correct heading, as shown in theexample answer.??Conduct feedback, using slides 2 and 3 of the Powerpoint presentation. SS see picture on power point and answer the questions. SS do task 3 in pairs and answer questions . SS look at photo and answer questions about Nisa. SS match the heading such as “personal details” with “20 April 1982and during teachers feedback they can answer further questions about what else should and should not go on a CV.. SS are assessed before looking at the CV. They match the headings with the information provided by Nisa. SS self check answers. During feedback,elicit students’ ideas about what else should be included in each section of Nisa’s CV. Askquestions such as:o On her CV, should she say if she’s married, or how many children she has? (no)o Should she include information about what she did in her own country, before she came to the UK? (yes)Power point slideTask 315 minutesReading taskNisa’s CV (15 mins)??Distribute version 1 of Nisa’s CV.??Ask the students to discuss Task 4 in groups, then conduct feedback. Explain that Nisa’s CVis a good example of how to write a short CV in English.SS look at CV and answer some comprehension questionsSS look and read the CV and then SS are assessed by answering some detailed questions as regards the CV. SS self check and answers and during feedback SS can be asked about their own personal CV’S and what sort of information they would provide on their own CV under these headings. Hand out version 2 of Nisa’s CV- where the headings have been deleted. Ask students to put the headings in the right place. Nisa CVVersion 1Version 215 minutesHand out Mohan Singh CV and Andrew Rich CV. Ask SS to read it and in pairs ask them to answer some gist and detailed questions. Ask them to identify any mistakes Elicit answers and give feedbackSS read the CV’S and answer some comprehension questionsStudents assessed by answering comprehension questions. To check learning as the SS to write on a blank piece of paper the 6 headings from Nisa’s CV In orderHand out Rich Andrews CV and ask them to complete the comprehension questions. They can then peer assess their answers.Mohan Singh CVAndrew Rich CV20 minutesSpeaking skillsPut SS in groups of 3 or 4 and hand out flip charts paper and get them to write some advice (Do’s and don’ts). Give them a few examples to begin with. Then ask the students to present their findings. Give feedbackIn groups of 3 or 4 SS on flip chart paper write advice on bullet points about Do’s and don’ts for writing a CV.Checking for learning, to see if they have learnt from the previous exercises.Encourage stronger SS to think of more examples, and write in full complete sentences.Flip chart paperMarker pens15 minutesListening skillsRead out personal information about Tina. This information includes all the information that is required on her CV. The Students are given a blank CV with just the headings and they listen and fill in the CV. Check and mark work and give feedbackSS listen to the Teacher reading out personal information about Tina. They then fill in the CV under the correct headings.To assess SS ability to listen and understand another persons personal information and write down information correctly.Stronger SS will be given a blank CV template and they have to fill out the headings as wellPersonal information about Tina35 minutesWriting skillsHand out a few different samples of CV’s to SS and ask SS to analyse them. Ask them questions regarding the layout, the font size, the structure, the vocabulary and grammar used. Hand out a blank template CV and ask SS to write out their CV’s using the samples as examples. Monitor and give support. Correct errors and give written feed back once finished. SS look at sample CV’s and discuss the formats, layout and structure of the CV. The font size used and number of pages and details of the CV’s.SS then looking at samples CV’s begin to write their own CV. Once checked by teacher they can edit it or redraft it. To assess SS writing skills by filling out a CV template, under the correct headings. Sentence structure, vocabulary, punctuation and lexis and grammar are all assessed.Stronger SS can fill in more details and write more complex sentences.Blank CV template.Presentation- CDA discourseWe are going to use Fairclough’s 3 dimensional model for Critical Discourse Analysis.These include the:1. Social practicea) Where we want to explore how the text contributes to a particular representation of the world b) How the textual representation is shaped by ideological position of its producers.2. Discourse practice- Here we look at how the text communicates and the genre of the text3. Textual practice- where we look at salient formal and semantic features such as vocabulary, grammar and lexis and sentence structure The level is a Level 1 ESOL/EFL class. The authentic text that I have chosen is a poster/leaflet written by the UCU union asking for support for the strikes that took place in early 2014.I thought that this poster was perfect to be analysed using Critical Discourse Analysis, as the language used by the writers is very biased and gives us opportunities to look at power and persuasive language.To begin with we would begin with social practice. The lesson would start with a warm up. I would show pictures of people on strike standing in groups with pickets.I will ask, 1) What are these people doing?2) Who are these people?3) Who organises these events?4) Have you ever been to one?5) Do you think it’s a good idea?Then I will show them a model titles and ask them to analyse the titles. Questions I will ask are:1) What are the titles saying?2) What does it mean to be united?3) What is Fair pay?4) Why is there a race to the bottom?5) What does “equal work deserves equal pay mean”?6) What does it mean to “join the fight”?To start the reading process for discourse practice I will start by assessing them on their vocabulary and pre teach some vocabulary that they might find difficult.These will be words like, cliché, cost of living, management, national agreements, local contracts, collective power, persuade, fair pay, pay rise, pay cut, pay fall in value, pay cut in real terms.Learners will do exercises like match words with meanings and fill in gaps.Then Students will read for gist and answer questions and then read for detail and answer detailed questions such as1) Who do you think wrote the text?2) Who is it addressed to?3) What is the point of the text?4) Where would you find a text like this?5) What is the author trying to tell us?For textual discourse we will look at grammar, and I will ask:1) Why has the author used pronouns such as “we, us, they, and your?”2) How many times have the words “fair” and “pay” been used?3) Can you find any words that try and persuade you to strike?The students will then fill out a table and fill out words that represent each body that is the union, the politicians and the workers.For their speaking skills students will asked to do a role play where they will be placed in groups and role play card will be handed out and each student will represent a body( representatives from the union, politicians, student body and workers who are against strike). They will have time to prepare with flip chart paper to brain storm ideas about what they want to say and then they will debate.For improving their writing skills and discourse practice they will look at some sample models of more posters and leaflets and then they will analyse the genre of the texts. and I will ask them to look at the layout the structure and the writing. Students will then be asked:1) Who is going to read it?2 )What information is to be included? 3) What order is used to make meaning clear?4) Is it easy for reader to follow?5) What is the style?SS will then have time to plan and write and then students can read each other’s work as a peer assessment. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download