SPEAKING AND LISTENING YOUNG LEARNERS WEEK 10 EIF Sample Lesson One For next week: Choose an ESL book for young learners, preferable the age group you want to teach. Perhaps from the school you teach at. Choose a unit you will be teaching in the future and select some target language by completing the chart on P. 146. Recall Talk to your partner, what happens in the E, I and F stages of the lesson? Sample Lesson #1 Please pretend that you are second grade, low- intermediate/intermediate level middle school students. As you participate in this lesson, please try to take mental note of: the different features of materials that are used in the lesson. how it illustrates the basic principles of lesson planning. SAMPLE LESSON 1 Let’s Talk about People A is ___ than B . Jane Alice Cindy Mary A: Is A ___ than B ? B: Yes, A is ___ than B . No, B is ___ than A . // No, A isn’t ___ than B . Jane Alice Mary Cindy Is Bi better than SG Wanna Be? No, Bi isn’t better than SG Wanna Be. A: Is A ____ than B ? B: Yes, A is ____ than B . No, B is ____ than A . No, A isn’t ____ than B . Processing The Comparatives Lesson What are the productive skills? What are the receptive skills? What skill was taught in this lesson? Take a moment to remember the steps of the lesson (make a list if you didn’t take notes). What was the Student Learning Objective (SLO)? Compare your list and SLO with your partner Processing the Lesson Open your course packet to page 11. Compare your SLO: Is it the same or different? How is it different? With your partner, identify the stages (E-I-F) in the comparatives lesson. Student Learning Objectives Look at the lesson plan: Where is the SLO achieved? How did the teacher introduce the target language? Did I explain much grammar? How did I check that the Ss understood the grammar point? How could the teacher assess whether the students were successful or not? What is the difference between support language and target language? Target language is the specific language the students should be able to use fluently by the end of the lesson. The support language is additional language that helps the students succeed in the lesson, but is not taught explicitly. Can you find examples of both? Processing the Lesson Why do you think the activities were sequenced this way? Processing the Lesson What was higher, STT (Student Talk Time) or TTT (Teacher Talk Time)? How does that help students learn? Can you describe how the instructions were given? What did the teacher do while the Ss were practicing? Why did he do that? COURSEBOOKS AND ADAPTING MATERIALS Discussion Questions Discuss the answers to your homework questions in pairs. Do you only use the textbook when you teach your classes? Do you always follow the textbook exactly the way it is laid out? Coursebooks and Materials Principles for using a coursebook: 1. Understand how the coursebook is organized 2. Adapt the material 3. Prepare the learners 4. Monitor and follow up 5. Building a repertoire Understanding how the coursebook is organized Most coursebooks are organized around key features of language. For example: topics and associated vocabulary (ex: animals, food, body parts) grammar structures (ex: verb tenses) social and cultural interaction skills (ex: introductions) Adapt the material Coursebooks are not written for a specific group of people. No book can meet all the needs and interests of each group of learners you teach. Therefore, coursebooks need to be adapted to your particular group of learners. SARS S = Select A = Adapt R = Reject S = Supplement Prepare the learners Learners often fail activities in coursebooks because they have not been adequately prepared. As long as learners know what to do and have the ability to it, they will be successful. Preparing the learner also means preparing yourself ask yourself these questions: What is the context for the activity? How can you make the context clear and interesting to learners? What is the purpose of the activity? What is the focus to learn grammar, to communicate, to learn vocabulary? What can you do as a teacher to set your students up to be successful at the activity? How long will the activity take? Monitor and Follow Up How can we “monitor” our students? While students are doing the task, make sure to check their progress and help them if they need it. Make sure to check on ALL students! Build a Repertoire What does the term “repertoire” mean? “the complete list or supply of skills, devices, or ingredients used in a particular field, occupation, or practice” From: http://www.merriam-webster.com/dictionary How can we apply this definition apply to language teaching? (What does “repertoire” refer to in terms of teaching?) Coursebooks often contain consistent activities throughout. Doing activities “consistently” can build your repertoire of ways to do each type of activity. It can also help students to get used to it and know what to expect (predictability). Comparatives 2 Sample Lesson Look at the sample lesson plan and materials (pg 18-24 and handouts) in your group and answer the following questions: How was SARS applied to this lesson? What parts of the textbook were: Selected Adapted Rejected Supplemented Why do you think SARS was applied this way? Sometimes the shape of this framework can look similar to a Christmas tree rather than a triangle. Why do you think this is so? Why do you think this is so? Recall the French lesson. Did you learn the whole dialogue at once? Why? E (encounter) I (internalize) E I E I F We call this “Language chunking” LESSON STAGING IN EIF In the “INTERNALIZE” stage of a productive skill lesson, activities should be scaffolded and staged step-by-step from: CONTROLLED practice FREE practice focus on ACCURACY build towards FLUENCY So, by the end of the INTERNALIZE stage, students will be able to move onto the FLUENCY stage and be able to USE the language freely on their own (mastery of TL).