Oxford SeminarsDay 2

ESL Skills & Lesson Planning

Feedback Why did we do this activity? What techniques did you see that you could

use in an ESL class with true beginners? In what ways could you adapt these

techniques to other content?

True Beginner Lesson

MI Theory TPR 3 Learning Styles Round Robin Jigsaw Activities to recycle…

Let’s Review

1. What are the 4 skills we need to teach in the ESL Classroom

2. What is an integrated skills program?3. Why would one integrate listening and

speaking into one lesson? Reading and writing?

4. What are the logistical and pedagogical advantages to an integrated skills program?

Teaching ESL Skills

Voki Example http://www.voki.com/pickup.php?scid=418659

1&height=267&width=200 Lyrics Example Camtasia Relay (Use Jing for free) Example

https://pantherfile.uwm.edu/weisenb7/public/relay/PresentContinuousForm_-_Flash_%28Large%29_-_20110330_03.19.25PM.html

Harmer DVD – Who??

Listening & Speaking

How could you follow up the previous listening activities with a speaking activity?

1. Voki (Little Miss Sunshine)2. Song lyrics cloze activity (conjunctions)3. Narrated Power Point video (action verbs &

phrases)

Speaking

Students are working in different groups while the teacher monitors.

S1: Technology is such important for all of us.S2: Yeah, I am agree with Ana.

The students have just listened to a recorded interview:T: OK, what instrument does he play?S: He is play saxophone.

New StudentT: We have a new student today. Could you introduce yourself?S: I am coming from Rome. I am absolutely happy to join this class.

When to Correct?

A student says, “I go to the beach yesterday.” Should you correct them? How would you do it?

Possible techniques:1. T says, “Yesterday – so, grammar?”2. T says, “Yesterday, you …”3. T uses fingers to indicate a problem w/the 2nd word.4. T asks, “Sorry, do you mean you go everyday?”5. T says, “Oh, you went to the beach. That’s nice. With

who?”6. T does not correct immediately.

Correcting Speaking

Plan a listening & speaking activity using one of the following content ideas: Adjectives (She is a clever lady.) Past tense (They left for China yesterday.) Future tense (I will go to store tomorrow.) Adverbs (We planned the lesson quickly and

effectively.) Resources – see T.M. D5-D6 & Kristi for

additional help.

Plan a Listening & Speaking Activity

Training Manual J1, pgs 222-223 www.onestopenglish.com Harmer pgs 123-145

Listening & Speaking Planning Resources

Is reading different in the L2? Why or why not?

How can we teach students to understand the meanings of words through context clues? Give specific examples.

T.M. pgs 241-243

What are the three different ways we can ask students to read a text?

Reading & Writing

Look at the sample readings with a partner/group (Handouts).

1. With what ESOL level would you use this reading?

2. Would you use this reading at all? Why or why not?

3. Does it extend into a writing activity?4. Come up with an additional or different

writing activity.5. Briefly share with the class.

Reading Lessons

Training Manual, pg254

1. Circle any vocab words SS would have difficulty with.

2. Compare with a partner.3. How could you explain these words to an

ESOL learner without using equally difficult words?

Out to Lunch

Harmer book, pg 114 – 118

Consider one of the 3 sample writing lessons with a partner or small group and answer the following questions:

1. What are the pros and cons of this lesson?2. How could you improve this lesson?3. How could this lesson be taught if the

students were of varying levels?4. Share.

Writing – Sample Lesson

How do you begin to correct an ESOL essay?

Correcting Writing

Training Manual, Section K Harmer pgs 102-109, 114 – 118 www.skillsworkshop.org www.onestopenglish.com http://www.onestopenglish.com/skills/

reading/reading-matters/reading-matters-what-is-reading/154842.article

Reading & Writing Planning Resources

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

Engaging Pip

Read one sample lesson from Harmer pgs 54-56

1. Are the activities age and level appropriate in your opinion?

2. Suggest a new ‘Engage’ activity.3. Share.

Engage Activities

http://www.youtube.com/watch?v=ygP3ABZ3XLs&feature=related (emcee Grammar)

Brainstorm a list of ‘Engage’ activities for:1. An adult conversation class2. A grammar class for children3. A composition course for teens

Share your best ideas with the class.

Engage your classes!

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

Lesson Planning – Part 2

MI Theory Training Manual pgs 23-34, MI trait cards, pictures of famous

people Culture Shock

Training Manual pgs 355-366, Jigsaw reading Ineffective/Effective Teaching

Training Manual pgs 44,46-50 & 56, Harmer pg25, Youtube video Listening & Speaking Theory & Practice

Training Manual JI&J5, D5-6, song, Harmer DVD & p123-145 Reading & Writing Theory & Practice

Training Manual K, Harmer 102-109, 114-1??, Sample readings

You can do it better...

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

Lesson Planning Resources

Pg 163 (Harmer) Pg 158-159 (Harmer) Outline a lesson plan including the estimated time

for each activity. Choose from the following topics: Days of the Week Numbers Basic Greetings Seasons Alphabet / Spelling

Timing

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

Practicum

Before Day 5 Select a topic and brainstorm a list of ideas to show your instructor

on Day 3 (Saturday). See below for a sample brainstorm list.

Refer to the ‘Teacher Candidate Practicum Evaluation’ sheet in your Welcome Packet to see how you will be evaluated before preparing your lesson.

Write or type up a lesson plan (see page Section D in the Training Manual for a suggested format) and make enough copies for yourself, your instructor and your classmates.

The most successful lessons are well-organized, simple, varied and engaging for students.

Prepare yourself…

On Day 5 Prior to the lesson, provide your instructor with a copy of

the lesson plan and any additional worksheets and explain the age and level to which you are instructing.

During the lesson, shorten parts that you might otherwise spend more time on with real ESL students.

After the lesson, provide copies of the lesson plan to your classmates and provide additional information, reasoning, etc.

When it’s your turn…

Harmer DVD www.onestopenglish.com Listening & Speaking – T.M., Section J (pgs

222-3), Harmer pgs 123-145 Correcting Speaking – Harmer pgs 131-2

Resources, Resources, Resources!

Meet at Cardinal Stritch next weekend (Please be on time!)

Check email periodically for notes and reminders from me.

Practicum Topic Brainstorm due Saturday, Day 3

Read, read, read!

Notes for Next Weekend