cssession3.ppt
- 1. ESL Content Standards Training Barbara R. Denman 8/1/2022 Training Guide Session III 1
- 2. Find the sample lesson plan in the Content Standards. What are the four parts of the lesson? 8/1/2022 Training Guide Session III 2
- 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 8/1/2022 Training Guide Session III 3
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- 5. …introduces the topic …creates a need for the new language 8/1/2022 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 children’s 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?” 8/1/2022 Training Guide Session III 6
- 7. Warm Up and Motivation should take up about 15% of your class time. The teacher and students both talk in this segment. 8/1/2022 Training Guide Session III 8
- 8. …introduces the new competency, vocabulary, structure and other material …is the basis of the lesson …isn’t explaining 8/1/2022 Training Guide Session III 9
- 9. Presentation of new material should take up about 15% of your class time. The teacher does most of the talking in this segment. 8/1/2022 Training Guide Session III 15
- 10. …gets learners using the new language in controlled circumstances …is the core of the lesson 8/1/2022 Training Guide Session III 16
- 11. 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. 8/1/2022 Training Guide Session III 17
- 12. 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. 8/1/2022 Training Guide Session III 18
- 13. Controlled practice of the new material should take up about 25 - 35% of your class time The students do almost all of the talking in this segment. 8/1/2022 Training Guide Session III 19
- 14. …gets students using the new language for their own real reasons …is the reason for the lesson 8/1/2022 Training Guide Session III 20
- 15. 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, don’t 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 8/1/2022 Training Guide Session III 21
- 16. 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. 8/1/2022 Training Guide Session III 23
- 17. 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 8/1/2022 Training Guide Session III 24
- 18. Basic Communication Consumer Economics Community Resources Health Employment Government and Law Computation Learning to Learn Independent Living Skills 8/1/2022 Training Guide Session III 25
- 19. In which phase of the lesson could you use these? 8/1/2022 Training Guide Session III 26
- 20. 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 you’re 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 8/1/2022 Training Guide Session III 27
- 21. Prepare a short to medium length sentence or question related to the area and vocabulary you covered in the last class (making a doctor’s 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. 8/1/2022 Training Guide Session III 28
- 22. Jigsaw Strategy 8/1/2022 Training Guide Session III 29
- 23. Sit in a group of 3. This is your home group. Your home group’s task is to compare 3 adult ESL lesson plans. 8/1/2022 Training Guide Session III 30
- 24. 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 8/1/2022 Training Guide Session III 31
- 25. 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. 8/1/2022 Training Guide Session III 32
- 26. Tell your home group about the lesson plan you studied. Compare the lesson plans. Which lesson plan does your home group like best? Why? 8/1/2022 Training Guide Session III 33