TESL 130 Unit 2 Adapt a Reading Text

 The following text was presented as an example of a Reading Skills Practice with the following questions asked.

Sorry I haven't written till now. Since I got here I've been really busy with the course and making new friends. I'm speaking English all the time and going out in the evenings with my classmates. We're a real mix of nationalities: Chinese, Russian, Thai, Italian, Spanish, Brazilian, etc. We all talk in English but I'm learning loads about other languages and countries too.

My host family are really nice. The parents, Susan and Paul, are very friendly and kind. The children are called Lewis and Amy. They're both in primary school and are very sweet but they can be a bit annoying too. If I have to watch the film frozen with them one more time, I'm going to go crazy! I know all the songs by heart now. Ahhhh!

We live pretty near the school so I walk there every day. It's only a short bus ride from Edinburgh city centre, and there are loads of shops and cafes there. There's an ancient Castle too and we're going there on a school trip next week. Edinburgh is a really interesting place to be and there’s a festival on at the moment. It's awesome but a bit expensive for us students, so we've been hanging out in the streets watching the free street performances from actors and musicians. Yesterday I saw a magician doing card tricks - it was so much fun!

I'll send some photos of Edinburgh Castle next time. Take care and let me know how you are doing.

Reading Skills Practice Foreign Exchange Emails.pdf (desire2learn.com)

How might you adapt this text for a LINC level 4 class with mature students?

The text appears to be at CLB 5 currently. LINC 4 is relatively equivalent to CLB 4, so the text would have to be made less difficult. Making the text shorter and changing some of the informal words such as “loads” to “lots” and “hang out” to “spend time with friends”.

As for adapting the text for mature students, I would change the setting. It could be changed from a student and classmates to adults going on a tour with other international adults with the common language of English. Instead of a host family it would be a hotel and then touring is still a good option.

What edits would you make to accommodate a group of international students in an EAP setting?

I do not see any need to change or adapt the text for EAP students. Hanging out with friends and touring are perfectly acceptable for professionals as well.

If you are teaching at a school that uses a learning management system (LMS), how would you share this reading with students? Do you know what copyright laws say about sharing texts in an educational setting and how to provide appropriate references?

I have no idea what a LMS is. I have no idea how it can be used. I am also unaware of what copyright laws say. I do not believe they have been covered in any of the courses yet.

Is this text too difficult for your group of learners? What would you do if your curriculum includes this as a mandatory reading?

I do not have a group of learners, so this is irrelevant. I do not see a problem using this text as mandatory reading if it was for the appropriate CBL, although I wouldn’t mind having a Canadian version instead.

Where can you springboard from here?

From here you can easily discuss the differences between formal and informal writing and reading. With the use of culturally specific language in the text, you could also continue with identifying more culturally specific vocabulary in other texts. There are also grammar and structural mistakes which could be addressed and discussed as a class.

TESL 0120 Assignment 4

 TESL 0120

Assignment 4: Speaking & Listening Lesson Plan

Class: COVID 19

Time: 2 hours

Unit: Current Events

Created by: Trent Cheney

Context: Stage 2, CLB 5 – Low intermediate; newcomers in a government-funded classroom in Manitoba; class of 20 students.

Language Skill Focus: Listening and Speaking. Students should be able to follow basic instructions at CLB 5. Students should be able to give instructions to another person at CLB 5. Specific instructions will focus on COVID 19 safety and mask wearing.

Objective: 

• Students will be able to understand and follow instructions about COVID 19 mask wearing. 

• Students will be able to instruct another student regarding how to wear a mask.

Materials: 

• Computer to show video https://www.canada.ca/en/public-health/services/video/covid-19-wear-non-medical-mask-face-covering-properly.html

• Worksheet A 

• Transcript of video https://www.canada.ca/en/public-health/services/video/covid-19-wear-non-medical-mask-face-covering-properly.html

Lesson Plan:

1. Welcome

• Time: 15 min.

• Welcome students and engage in small talk until everyone arrives.

2. Introduction to topic

• Time: 15 min.

• Ask students about recent news regarding COVID 19.

3. Listening

• Time: 5 min.

• Watch video https://www.canada.ca/en/public-health/services/video/covid-19-wear-non-medical-mask-face-covering-properly.html

4. Worksheet

• Time: 15 min.

• Handout Worksheet A.

• Instruct students to fill in the blanks in the worksheet.

5. Correction

• Time: 15 min.

• Handout Transcript of video.

• Watch video a second time while reading the transcript.

• Have students correct their mistakes from Worksheet A.

6. Vocabulary

• Time: 5 min.

• Ask students if there is any vocabulary they don’t know. They should know most, or all, of the vocabulary.

7. Speaking

• Time: 20 min.

• In pairs, have students instruct each other regarding how to wear a mask.

• Students can provide feedback to each other regarding pronunciation and grammar.

8. Speaking

• Time: 15 min.

• Have some volunteers come to the front of the classroom and instruct the class regarding how to wear a mask.

9. Review and Dismissal

• Time: 15 min.

• Ask students what the found difficult with todays lesson.

After the lesson the teacher will evaluate the lesson regarding length of each activity, clarity of instructions, and language level of activities.

 

Worksheet A

Please fill in the blanks.

1. Wear a non-medical mask or face covering when _________ _________ is difficult.

2. First, wash your hands with ____.

3. Place the mask over your _____ and _____.

4. Adjust the ____ to ensure your nose and mouth are ____ ______.

5. Avoid _______ the mask or your face.

6. Remove the mask by the ties or loops without touching the ____.

7. After you remove the mask, place it in a _____ ___ to wash or put in the garbage.

8. ______ your mask whenever it becomes moist, dirty, or damaged.

9. Don’t leave the mask _______ from your neck or ears.

10. Always wash your _____ after using a mask.

TESL 120 Unit 4 - Promoting Success of Multilevel ESL Classes: What Teachers and Administrators Can Do

 

Promoting Success of Multilevel ESL Classes:

What Teachers and Administrators Can Do

Context

·       Many ESL programs serve too few students to separate the various skill levels.

Challenges

·       Level of skill in the L1 may affect the progress of ESL learning.

·       Students may segregate by English skill level within the class causing learning difficulties for some.

·       The age category of the students may affect how students react to varying skill levels in the classroom.

·       Cultural ideologies of the students may also dictate how certain learners are accepted/treated within the classroom.

Instructional Strategies

·       Needs Assessment help the teacher determine student needs and desires regarding ESL learning to adjust the course content to meet the needs.

·       Planning parallel lessons of various skill levels may help address multilevel ESL Classes.

·       Grouping strategies can be used to keep different skill levels learning together or mix levels for possible mentoring of lower skilled students.

·       L1 usage may be helpful for less advanced students to help clarify and increase understanding.

·       Project-based learning allows students to group themselves by interest in specific projects instead of by English skill level.

·       Self-access materials of various skill levels allow students to do individual work at their English skill level.

Administrative Support

·       Consider the program design including financial limitations, number of students, teachers’ experience, and access to volunteers and tutors.

·       Experienced teachers are needed for multilevel classes and they can benefit from volunteers to help with the higher skill level students.

·       Communicate explicitly with students regarding the multilevel nature of the class.

·       Professional development and support for teachers is essential in all teaching situations, but especially for multilevel class teachers. Extra planning time and materials are necessary to organize and teach in a multilevel setting.

From Mathews-Aydinli, J. & Van Horne. (April 2006-02). Promoting success of multilevel ESL classes: What teachers and administrators can do. Retrieved from http://www.cal.org/caela/esl_resources/briefs/multilevel.pdf

TESL 120 – Unit 3 Canadian Language Benchmarks - Listening

TESL 120 – Unit 3

Canadian Language Benchmarks - Listening

	Stage 1	Stage 2	Stage 3
Grammatical Knowledge	Recognition of basic grammar and syntax. Understand language for basic information and descriptions.	Knowledge of words and expressions relating to multiple topics.	Able to understand complex grammar and syntax. Able to interpret nuances of meaning.
Textual Knowledge	Beginning understanding of connecting and contrasting words.	Recognition of words and phrases that increase understanding such as adverbials.	Recognize major parts and sub-parts, topic shifts and transitions in ideas.
Functional Knowledge	Understand basic conversation structure and language.	Recognition of different speaking conventions such as academic and humor.	Recognition of themes in lectures and presentations. Understand humor, songs, drama, etc.
Sociolinguistic Knowledge	Recognize cultural information and expressions.	Recognition of formal/informal language, cultural references, and idiomatic sayings.	Understanding of verbal and non-verbal cultural aspects of communication. Understand dialects and regionalisms in speech.
Strategic Competence	Recognize appeals for help and requests for information.	Understanding language used to increase understanding and reduce miscommunication.	Recognize avoidance strategies. Infer unstated information and to hypothesize, guess and predict.

  

Speaking Activity

 Here is a Speaking Activity I adapted from Speaking: 'Use to / Be used to / Get used to' Pair-Work Activity (ESL) (englishcurrent.com)

“Use to” vs “BE used to”

Level: Upper Intermediate

Focus: Practice the difference between “use to” (past event/action) and “be used to” (accustomed).

Skill: Grammar

Purpose: This is a review speaking activity after the differences between “use to” (past event/action) and “be used to” (accustomed) have been explained. The differences between these two phrases are difficult to understand even for native English speakers.

Activity:

·       Place students in pairs.

·       Hand out worksheet.

·       Write on the board:

“In the past, my dad worked every day. But now he is getting accustomed to having more free time.”

·       Say: “How can we say this a different way?”

“My dad used to work every day. Now he is getting used to having more free time.”

·       Another example:

“I have not always liked wine, but now I like it more.” (I am getting used to wine.)

“In the past, I lived in Saskatoon.” (I used to live in Saskatoon.)

·       Have students decide who is Student A and Student B and have then read the appropriate side of the worksheet while the other partner paraphrases the statement.

·       The Questions are for discussion in their pairs.

 

Worksheet

Student A

1)         In the past, my English was worse. (= So you’re saying your English used to be worse.)

2)         I didn’t like studying as a child. Now I do. (… you didn't use to like studying.)

3)         I am comfortable driving here. (… you are used to driving here.)

4)         People communicated more face to face in the past. (… people used to communicate more...)

5)         Some seniors aren’t accustomed to using cellphones. (… aren’t used to using…)

6)         John is becoming comfortable making dinners for himself. (… he is getting/becoming used to making…)

7)         Question: What is something that you didn’t use to like but now you do?

8)         Question: What is something that took you a long time to get used to?

 

------------------------ fold ------- paper ---------------------

 

Student B

1)         My children are accustomed to staying up late. (So you mean that they are used to staying up late.)

2)         Tina was nicer before. (… she used to be nicer.)

3)         Australians are accustomed to driving on the other side of the road. (… they are used to driving…).

4)         I play guitar now. I didn't in the past. (… you didn’t use to play guitar.)

5)         I can’t dance well now. I could before, though. (… you used to be able to dance well.)

6)         It takes time to become accustomed to living with another person. (… it takes time to get/become used to living with…)

7)         Question: What are you still not used to?

8)         Question: What is something that you used to do that you wish you still did?

 

 

Worksheet Created by Matthew Barton of Englishcurrent.com (copyright)

Flipgrid Intro

 Here is a link to my Flipgrid Introduction about myself.

Welcome Intro

CLBs

 Below is a brief summary of the Canadian Language Benchmarks.

Knowledge and strategies for speaking skill	Stage 1 (CLB 1-4)	Stage 2 (CLB 5-8)	Stage 3 (CLB 9-12)
Grammatical Knowledge	Basic grammar structures. Basic vocabulary and pronunciation.	Vocabulary to discuss personal and factual information, ideas, feelings. Fluency in moderately demanding conversation.	Understanding of a full range of grammatical and lexical structures. Intelligible and communicatively effective pronunciation.
Textual Knowledge	Beginning ability with connecting words and phrases.	Use cohesion links across utterances and discourse indicators (such as conjunctive adverbs and adverbials) signaling such meanings as contrast or illustrations. Use a combination of ideas and genres.	Ability to convey logical and functionally coherent messages.
Functional Knowledge	Beginning ability to express purpose through voice and body language. Basic conversation openings and closings.	Able to use interactional and interpersonal communication skills for conversation management.	Understanding of a full range of discourse formats. Ability to effectively use multiple genres.
Sociolinguistic Knowledge	Basic cultural references and information. Basic culturally appropriate verbal and non-verbal strategies.	Understanding of cultural norms and culturally determined behaviors. Collaborative skills for academic and work purposes. Appropriate verbal and non-verbal strategies for formality and respect.	Understanding of appropriate formal and informal conversation and presentation strategies. Appropriate use of interactional and interpersonal communication skills.
Strategic Competence	Beginning use of techniques and strategies to ensure understanding and learning.	Use of strategies to ensure understanding and effective communication in different situations.	Use of effective strategies to prevent communication difficulties. Use of metalinguistic knowledge to engage in various communication situations.