ESL Content Standards Training Barbara R. Denman 3/3/2014 Training Guide Session III 1.

ESL Content Standards TrainingBarbara R. Denman

04/10/23Training Guide Session III 1

Find the sample lesson plan in the Content Standards.

What are the four parts of the lesson?

04/10/23Training Guide Session III 2

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

04/10/23Training Guide Session III 3

04/10/23Training Guide Session III 4

…introduces the topic…creates a need for the new language

04/10/23Training Guide Session III 5

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?”

04/10/23Training Guide Session III 6

Warm Up and Motivation should take up about

15%of your class time.

The teacher and students both talk in this segment.

04/10/23Training Guide Session III 8

…introduces the new competency, vocabulary, structure and other material

…is the basis of the lesson…isn’t explaining

04/10/23Training Guide Session III 9

Presentation of new material should take up about

15%of your class time.

The teacher does most of the talking in this segment.

04/10/23Training Guide Session III 15

…gets learners using the new language in controlled circumstances

…is the core of the lesson

04/10/23Training Guide Session III 16

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 dayStudent: Take this medicine twice a day.

04/10/23Training Guide Session III 17

Scripted writing practice:Use authentic medicine labels. Students use the labels to

fillin:

For adults, take __________ every __________.Exercises in the workbook, or other written exercises, arecontrolled practice too.

Games for Controlled Practice:20 Questions, Jeopardy, Tic-Tac-Toe, Find Someone Who,

etc.

04/10/23Training Guide Session III 18

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.

04/10/23Training Guide Session III 19

…gets students using the new language for their own real reasons

…is the reason for the lesson

04/10/23Training Guide Session III 20

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

04/10/23Training Guide Session III 21

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.

04/10/23Training Guide Session III 23

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

04/10/23Training Guide Session III 24

Basic Communication Consumer Economics Community Resources Health Employment Government and Law Computation Learning to Learn Independent Living Skills

04/10/23Training Guide Session III 25

In which phase of the lesson could you use these?

04/10/23Training Guide Session III 26

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

04/10/23Training Guide Session III 27

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.

04/10/23Training Guide Session III 28

Jigsaw Strategy

04/10/23Training Guide Session III 29

Sit in a group of 3. This is your home group. Your home group’s task is to compare 3

adult ESL lesson plans.

04/10/23Training Guide Session III 30

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

04/10/23Training Guide Session III 31

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.

04/10/23Training Guide Session III 32

Tell your home group about the lesson plan you studied.

Compare the lesson plans.

Which lesson plan does your home group like best? Why?

04/10/23Training Guide Session III 33