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Sample Lesson 1

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					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).

				
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