Intro to Module Planning in Adult ESL
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This document discusses planning instruction for language learners using modules and themes. It explains that a module plan specifies what language tasks and context information will be taught, rather than actual lesson plans. Module plans take a theme-based approach, using broad topic areas like health and safety to provide context for interrelated language tasks and recycling of information. The document also defines key terms like language tasks, authentic texts, and background information.
Intro to Module Planning in Adult ESL
- 1. ................... Based on the Canadian Language Benchmarks 2000
- 2. Develops language skills to access content ESP Uses content to contextualize language skill development Settlement EAL
- 4. Language event analysis is a planning tool NOT a teaching plan Reveals possible tasks and the skills involved and possible authentic texts you can analyze for aspects of communicative competence. More analysis is needed before you are ready to lesson plan or teach.
- 5. MB takes a theme-based approach to module planning unifying structure contextualizing language tasks Inter-related language tasks Recycling of systemic and cultural info, language, etc.
- 6. Broad, major topic areas that provide a general context for instruction, such as: Health and safety Consumer On-the-job employment
- 7. Units of instruction focused on a specific topic within a theme. Incorporates: A series of lessons Inter-related language tasks N.B. a module PLAN specifies what will be taught in the module (the language tasks and context info). It is not the actual series of lessons. Those are lesson plans.
- 8. Background information about the social situation in which communication occurs, including systems, institutions, organizations, groups) Necessary in order to carry out language tasks effectively
- 9. Specific, purposeful communicative language tasks that someone needs to carry out in a particular context/situation √ Ask for a transfer X Get on the bus The goal of your teaching At the end of your instruction, you want your Ss to be able to carry out these tasks with people in the community/at work/ at school
- 10. The language used in an oral (L and/or S) or written (R and/or W) task Authentic text – actual, uncontrived language of a task; used in/for a real purpose Used for analysis to determine teaching items Used to practise language skills May need to be modified for CLB level (performance conditions)
Editor's Notes
- #5: Hand back assignments. Remind Ss that this is essentially a planning course NOT a teaching course. A language event analysis is a panning activity to identify possible communicative language tasks, the skill involved in each and possible authentic texts you might use to figure out what functions, discourse, grammar, vocab, pronunciation, orthography, cultural info about context and strategies you might need to teach.
- #6: Pps 14 – 18 in Framework Foundations Establishing an online module bank organized around themes Distribute themes list
- #7: Distribute list of themes and sub topics Point out that Learning the Alphabet or a grammar item is NEVER a theme.
- #8: A Language Event can represent a module focus
- #9: What context info might your Ss need to know in order to get a plumber to fix their drain?
- #10: and the tasks identified as a result of a language event analysis can be the real world task goals