TEX: Teaching English with Excellence Basic ESL training for volunteer teachers of adult students 2015 7 hour Basic TEX1

TEX: Teaching English with Excellence

Basic ESL training for volunteer teachers of adult students

2015 7 hour Basic TEX 1

Please write your name on a sticker nametag

and on a table top large FOLDED index

card with black marker

WELCOME TO TEX


ELLAMOORE

fOLD--------------------------------------------ELLAMOORE

Introductions

• Welcome to TEX….Teaching English with Excellence• We are going to have a fast, informative time

together• Let’s begin…


INTRODUCTIONSFind a person with a matching number OR sticker on their nametag and share the following, then

introduce your partner to one other person.

Name

City & State of Birth

Current Residence

Literacy Connection

1 expectation of training

Find something in commonthat's NOT literacy related


Time to take a look at Teaching Activities.

Pull out the BLUE pages from BINDER POCKET to discover many of the activities we will use during the workshop, that you will also use with your students.

Teaching Activities make your class time come alive with action and fun learning.


TEACHING ACTIVITIESSs = Students T = Teacher GP = Guided Practice

SG = Small Groups CP = Communicative Practice


ACTIVITY DEFINITION APPLICATION EXAMPLE

ADD-ON

Ss stand in circle to review vocabulary or names to create or tell a story by repeating all that’s been said plus their responses

GP – to review / reinforce learningCP – to create / tell story in own wordsCool-Down – to review

ALPHABETIZINGSs alphabetically arrange letters, words, objects, or themselves in a line.

GP – lower level SsCool-Down

BRAINSTORMING SGs think of & make a list of possibilities

Warm-UpCP

CATEGORIZINGSs work in pairs or SGs to sort items with similar qualities

GPCP

CHAIN DRILL

S1 makes statement & asks a ? Of S2; S2 replies & asks same ? of S3, etc.

GP

PAIR-SQUARE-SHARE


Activity Time

• Raise hand if you:

• Know what ministry you’ll be working with

• Are not connected with an ESL ministry

• Work with faith-based ministry

• Work with community or other program

• Are teaching or helping already

• Have never taught or helped in ESL class

• Are currently teaching beginner students

• Are currently teaching intermediate or advanced students

• Are just curious how ESL is taught


SURVEY


TWO MAIN GOALS OF ESL MINISTRY:1. MEET COMMUNICATION NEEDS OF STUDENTS2. MEET THE SPIRITUAL NEEDS OF STUDENTS.

TEX WAS ORGINATED BY A LITERACY MISSIONS PIONEER NAMED ROBIN FEISTEL. AFTER DEVOTING A LIFETIME OF WORK HELPING INTERNATIONAL PEOPLE, ROBIN PLACED HER 30 PLUS YEARS OF KNOWLEDGE INTO THE TRAINING MATERIAL YOU HAVE BEEN PROVIDED. YOUR MANUAL ACTUALLY IS JUST A SMALL PORTION OF HER TRAINING EVENTS. YOU WILL BE TRAINED IN THE BASICS OF ESL INSTRUCTION.

I BELIEVE YOU WILL ENJOY THE MATERIAL PROVIDED. I HAVE BEEN TRAINED BY BOTH THE SBC AND ROBIN, AND HAVE FOUND HER MATERIAL TO BE EXTREMELY VALUABLE IN CLASS INSTRUCTION MATERIALS.

THIS MANUAL IS DISTRIBUTED THROUGH LITERACY CONNEXUS WHICH PROMOTES LITERACY INSTRUCTION THROUGHOUT TEXAS.



TEX: TEACHING ENGLISH with EXCELLENCEBASIC ESL TRAINING for NEW TEACHERS of ADULT STUDENTS

SYLLABUS

I. PURPOSE: This training is designed to introduce volunteers to teaching methods for ESL students as a ministry outreach to help meet the language needs of Internationals as they share Jesus Christ.

II. DECRIPTION: Participants will learn some of the basic principles of language learning and ESL teaching on the beginner level.

III. AIMS: At the conclusion of this training participants will be able to:1. Demonstrate teaching activities on the beginner level.2. Step into a Beginner level ESL class as a teacher, co-teacher or aide.

IV. REQUIREMENTS:1. Read the handout materials as time allows.2. Actively participate in the teaching activities as introduced.3. Attend a majority of the workshop hours.

V. SCHEDULE: 9:00am-12:05pm Language Learning, Lesson Planning,

Oral Teaching Activities12:35-4:00pm Lesson Plans Cont., Teaching Materials, Oral Teaching Activities, Certificates, Evaluations

Let’s Learn the Acronyms used for English as Second Language.You will complete a Walk About Matching Activity.

• You will be given either an acronym or a definition card. You must

• “Walk About” to find the matching part to your card.

• When you find your match, place cards in pocket chart and wait to explain them to the group.



ACRONYMS and ABBREVIATIONS The following is a list of acronyms and abbreviations used in the TEX training leader's guide, the training manual or by the ESL discipline:

A ..................... Activity

ABE ................ Adult Basic Education

ARW ............... Adult Reading & Writing

B ..................... Beginner Level of Students

BGCT .............. Baptist General Convention of Texas

BCFL .............. Baylor Center for Literacy

CCW ............... Cross-cultural Witnessing

CE................... Conversational English

CETESOL ....... Christian Educators in Teaching English to Speakers of Other Languages

CILM ............... Conference for Internationals & Literacy Missions

CP................... Communicative Practice

EFL ................. English as a Foreign Language -- English taught where it's not the primary language

ELB ................. English Lessons from the Bible: Book of Mark

ELL ................. English Language Learner

ELT ................. English Language Teaching

ESL ................. English as a Second Language

ESOL .............. English for Speakers of Other Languages

ESP ................ English for Special Purposes

GED ................ General or Graduation Equivalency Diploma or General Education Development

GP .................. Guided Practice

GREAT ........... Getting Results Educating Adults in Texas 2015 7 hour Basic TEX 14

MATCHING


The Language Learner

• What is language?

• Take a moment to talk to others about what is needed to learn a Language.

• Try to answer the question, “What is Language?”


L A N G U A G EI S : S O U N D S

S T R U C T U R E

P R I N T E D W O R D

C U L T U R E2015 7 hour Basic TEX 17

by Howie Schneider

Eek and Meek by Howie Schneider, publication date 1/12/86Permission to reprint for classroom use by Howie Schneider, United Media



STEPS of LANGUAGE LEARNING

HEAR before

SPEAK before

READ before

WRITE

DENNIS THE MENACE By Hank Ketcham

"I NEVER SAY ANY WORD

UNTIL I HEAR

SOMEONE ELSE SAY

IT FIRST!"

© North American SyndicatePermission to reprint for training use from King Features Syndicate.


WHAT IS THE DIFFERNCE?

• What is the difference between an Adult Learner and a Child Learning?

• Create a T-chart, place Adult on one side, Child on the other and discuss with your partner or group what to place on each side.

• Child Adult


ADULT LEARNER

NEEDS

safety

sequence & reinforcement

learning by doing

respect

relationship with teacher

immediacy of learning


Retention Pyramid Activity

• Discuss with your partner or group and fill in the pyramid based on your current understanding the rate of retention based on how material is received by the learner.


AVERAGE LEARNING RETENTION RATES with

DIFFERENT LEARNING ACTIVITIES

Lecture 5%

Reading 10%

Audio Visual 20%

Demonstration 30%

Discussion Group 50%

Practice By Doing 75%

Teaching Others 90%

(National Training Laboratories, Bethel, Maine) 2015 7 hour Basic TEX 24

C H I N E S E P R O V E R B (agree or disagree?)

I hear and I forget.

I see and

I remember.

I do and I understand.


Lesson Planningis Essential


REASONS for a LESSON PLAN 1. Write down 1 reason for

lesson plan at top of paper.

2. Walk Around and Ask others for

their reasons & write them down.

Put their initials underneath.

3. Add initials underneath of

others giving same reason.

4. Sit down when you have

3 different reasons.

You may ask those sitting

for their reasons. 2015 7 hour Basic TEX 27

REASONS for a LESSON PLAN

1. __________________________

2. __________________________

3. __________________________

4. __________________________

5. __________________________

6. __________________________


Shows sts they are important to you

Helps you teach effectively to reach sts learning goals

Maximizes your creative energy

Increases time well spent and shows you are prepared

Helps you prepare listening, speaking, reading, and writing activities to cover all areas of language learning

Frees you to be sensitive to sts. needs and guidance of the Holy Spirit to minister to your students.

If you fail

to plan,

you plan

to fail. 2015 7 hour Basic TEX 29

PARTS of LESSON Warm-Up / Review

Presentation of New Language

Guided Practice

Communicative Practice

Cultural Lesson

Spiritual Point

Cool-Down / Review

Assignment2015 7 hour Basic TEX 30

Grammar

Pronunciation

Reading & Writing

1. ____________________ ____________________ ______ ________________Warm Up / Review / Homework Check____________________ ____________________ ______ ________________

2. ____________________ ____________________ ______ ________________New Vocabulary / Statements / ?s____________________ ____________________ ______ ________________

3-6.____________________ ____________________ ______ ________________GP & CPs for #2 ____________________ ____________________ ______ ________________

7. ____________________ ____________________ ______ ________________Pronunciation____________________ ____________________ ______ ________________

8. ____________________ ____________________ ______ ________________Reading____________________ ____________________ ______ ________________

9. ____________________ ____________________ ______ ________________Writing____________________ ____________________ ______ ________________

10. ____________________ ____________________ ______ ________________Cultural Lesson

11. ____________________ ____________________ ______ ________________Spiritual Point of Reference

12. ____________________ ____________________ ______ ________________Cool-Down / Review / Homework____________________ ____________________ ______ ________________


BOOK/LESSON: _________ SUBJECT: _______________ DATE: _______

CONCEPT / DIALOG ACTIVITY PG# Teaching Aids

Beginner 1st Day Lesson Plan

LP/B-1st-1


1. Introduce yourself Write your name on board board marker / chalkWarm Up / Review / Homework Check

2. SA: Hello. My name is ---. Dialog Repetition 1 people cut-outs

SB: Hi. My name is ---. SB: Nice to meet you.

SA: Nice to meet you, too. Role Play name tags New Vocabulary / Statements / ?s

3. What’s your first name? Chain Drill 2 bean bag

My first name is --- ? Write name on form form, pencils, boards

4. What’s your last name? Chain Drill 2 bean bagMy last name is --- ? Write name on form form, pencils, boards

5. ABC’ order & names Repetition 3 ABC posterWrite ABCs w/out looking paper, pencils

6. How do you spell it? Repetition & Round Robin 3 ABC poster


BOOK / LESSON: Book 1: 1-2 SUBJECT: NAMES & ABC DATE: first day CONCEPT / DIALOG ACTIVITY PG# Teaching Aids


Food Lesson Plan(Dark Green Pages)

LP/B-F-1


TEX: S3/B-Food Page 1 - top

Level: Literate Beginner Date: ____________

TX Standards: ESL SpeakSubject / Topic: Food & Benchmarks: 1.2, 2.2, 4.2

Source, Book Name, Lesson, Pages: ____________________________________

Objectives: naming common foods asking for & giving locations of foods in the supermarket

Pray for your students & yourself. Page #s &

Teaching AidsHomework Check: as assigned

Warm-Up and/or Review:

#1 what: between next to on#1 how: Round Robin Repetition:

Ss pass bean bag. bean bags T positions objects as asks "Where's the ___?“ classroom objects

S with bean bag answers. pocket chartReview written words. word flashcards

#2 what: "Today we're going to study the names of foods food & market transparency & how to ask where they are in the supermarket.“ overhead & pens


Presentation of New Language, Guided & Communicative Practice: New Statements & Questions:


#2 what to T: The _____s are on aisle _____. The _____ is on aisle _____.The _____(s) is(are) on aisle _____ next to the _____.The _____(s) is(are) between the _____ and the _____.

#3 what to T: A: Excuse me. Where's the ____? Where are the ____s?B: The _____ is on aisle _____. The _____s are on aisle _____.

The _____(s) is (are) on aisle _____ next to the _____.The _____(s) is (are) between the _____ and the _____.

A: Thank you.

#2 how to T: Substitution food & aisle transparencies

#2 how to T: Add-On plastic food & grocery sack

#2 how to T: Concentric Circles: food & aisle transparenciesInner has food, says statement & gives to outer. plastic foodOuter moves to right.Then says statement & gives food to inner.

#3 how to T: Question & Answer food & aisle transparencies

#3 how to T: Information Gap food envelopesfolders & aisle sheets

food & aisle transparencies

Blank Beginner Lesson Plan

Reminder: Take needed breaks as you work lesson plans.



LET’S LOOK OVER SECTION 3-5 TO 3-16 TO HELP GUIDE YOU WHILE YOU PLAN A LESSON IN THE WORKSHOP.

• PAGES 3-5 TO 3-8 PROVIDE TOPICS AND OBJECTIVES

• PAGES 3-9 TO 3-10 GIVES EXPLANATION OF LITERATE BEGINNER LEVEL PLANS

• PAGES 3-11 TO3-14 IS A WHITE COPY OF PLAN TO USE FOR FUTURE LESSON PLANS YOU MAKE WHEN YOU TEACH CLASSES.

• PAGES 3-15/3-16 EXPLAINS SECOND LESSON PLAN MODEL FOR ANY LEVEL STUDENT

• PAGES 3-17 IS A WHITE COPY OF ANY LEVEL STUDENT PLAN PAGE FOR FUTURE USE.

• DURING WORKSHOP YOU WILL USE THE YELLOW PAGES FOUND IN THE FRONT BINDER POCKET.

You will be using your Blank Lesson Plan sheet (Yellow Pages) to develop a practice plan.

Other materials you will need:Blue Activity PagesText books (optional)


#2 how to T: ____________________________________ _____________________

___________________________________________ _____________________

___________________________________________

#3 what to T: __________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________


#3 how to T: _________________________________________________________

________________________________________________________________

___________________________________________

#3 how to T: _________________________________________________________

________________________________________________________________

___________________________________________

Page #s & Teaching

Aids

Write dialog in this box. Select from page 3-6.






A: Thank you.







Level: ________________________________ Date: ______________

TX Standards: _____________Subject / Topic: _______________________ & Benchmarks: _____________

Source, Book Name, Lesson, Pages:____________________________________

____________________________________________________________________

Objectives: ____________________________________________________________

____________________________________________________________________

Pray for your students & yourself. Page #s

&Teaching Aids

Homework Check: _______________________________________ _______

Warm-Up and/or Review: _______

___________________________________________ _____________________

___________________________________________ _____________________

___________________________________________ _____________________


Write the objectives that go with the chosen dialog here. See page 3-7 for examples














Teaching Activities

• Engaging teaching activities promotes stronger learning connections and makes teaching/learning fun.

• GP=Guided Practice with Teacher support• CP=Communicative Practice begins with Teacher

support, then allows students to talk with one another or in response to teacher.


HEARING & SPEAKING

75%READING &

WRITING25%


GUIDEDPRACTICE


COMMUNICATIVEPRACTICE

T E A C H I N G A C T I V I T I E S

new language guided communicative


teacher guided student controlled

teacher talk student talk

simple complex

word statement question dialog

quiet and noisy

at rest and movement

many senses

many learning styles

STATEMENTS


WORDS

QUESTIONS

DIALOGAlways begin with dialog in mind for lesson plans.

Level: ________________________________ Date: ______________

TX Standards: _____________Subject / Topic: _______________________ & Benchmarks: _____________

Source, Book Name, Lesson, Pages:____________________________________

____________________________________________________________________

Objectives: ____________________________________________________________

____________________________________________________________________

Pray for your students & yourself. Page #s

&Teaching Aids

Homework Check: ______________________________________ _______

Warm-Up and/or Review: _______

___________________________________________ _____________________

___________________________________________ _____________________

___________________________________________ _____________________


Whatever assigned

Review words from previous lessons relevant to this lesson. This should take only about 5 minutes.Short, simple statement you will use to introduce lesson.














ROUND ROBIN REPETITION












S with bean bag answers. pocket chartReview written words. Word flashcards

Question and answer



QUESTION AND ANSWER


FOOD and the Supermarket

CHECK OUT

Aisle 1 Aisle 2 Aisle 3 Aisle 4


Pictures from The Card Book, c2000, Alta Publishers. All rights reserved. Used by permission of the publisher.



GESTURES

Page #s & Teaching Aids

Presentation of New Language, Guided & Communicative Practice: New Words or Phrases:


#1 what to T: food egg orangeapple ice cream potatobanana lettuce soupbread milkcarrot onion aisle

#1 how to T: Repetition: plastic foodfood names 5x8 picture cards

food & market transparency

#1 how to T: TPR: lapboards"Hold up" food envelopes

#1 how to T: Charades / Pantomime: 5x8 picture cardsT shows S picture to pantomime or S chooses own.S pretends to prepare & eat food.Class guesses.

REPETITION: VOCABULARY

1. T says word in sentence,using visual aids. S listens.

2. T says sentence.using 1 visual aid. S repeats.

3. T asks question. S answers.

4. Review all wordsafter each new word.


REPETITION


SMILE2015 7 hour Basic TEX 61









T P R - TOTAL PHYSICAL RESPONSE

1. T says & demos actions.

S listens & watches.

2. T says & demos actions.

S listens & follows actions.

3. T says words & remains still.

S does action.

4. T says words & remains still.

S repeats words & does actions.

5. S1 says words.

S2 repeats words & does actions.2015 7 hour Basic TEX 63


TOTAL PHYSICALRESPONSE

T P R2015 7 hour Basic TEX 65









OR


Presentation of New Language, Guided & Communicative Practice: New Words or Phrases: 8 to 12 _______

#1 what to T: __________________ __________________ _________________

__________________ _________ _________ _________________

__________________ __________________ _________________

__________________ __________________ _________________


#1 how to T: _____________________________________ _____________________

___________________________________________ _____________________

___________________________________________

#1 how to T: _____________________________________ _____________________

___________________________________________ _____________________

___________________________________________

#1 how to T: _____________________________________ _____________________

___________________________________________ _____________________

___________________________________________

6-8 vocabulary words go here.

They are the same as the words in

the blanks of the lesson dialog.

Repetition or TPR, not both

Teaching suppliesgo here

RESOURCECLOSET

TEACHINGMATERIALS

2015 7 hour Basic TEX 68S4-A49

BODYanklearmback (body)bodyeareyefacefingerfoothandheadkneelegmouthnecknoseshouldertooth


BASIC BEGINNER LEVEL – by SUBJECT

CLASSROOMboard (black/white)bookbookshelfcalculatorchalkclassclassroomopen/close bookdeskerase (v)eraser (n)givego (v)next toNotebookonpenpencil

FAMILYauntbrothercousindaughterfamilyfathergranddaughtergrandfathergrandmothergrandsonhusbandmothernephewniecesistersonunclewife

Aaddressalphabetaunt Bbaby (feed)basketball (play)bed (go to)brotherbrush teeth Ccircle (v)cityclean housecook breakfastcountry (USA)


BASIC BEGINNER LEVEL - ABC

Ddaughterdishdressed (get)

Eeat breakfastexercise Ffamilyfatherfeed baby Gget upgo to workgrandfather

Hhellohihusband Llast nameletter (ABC) MMother Nnamenephewniecenumber (1-100)

32

13

32

2

VISUAL AIDS


He's got the whole world in His hands. (4x)

He's got the wind & the rain in His hands.

He's got the little tiny baby in His hands.

He's got you & me brother in His hands.

He's got you & me sister in His hands.

He's got the mother & the father in His hands.


HE'S GOT the WHOLE WORLD in HIS HANDS

TEACHING MATERIALSSAMPLE LIST

ACTIVITIESPF - Daily Activity Concentration cardsPF - Daily Activity word cards

ADJECTIVES

LF - Adjective Photo cardsLF - How Does It Feel? Information Gap activityPF - People Description word cards

ALPHABET

LF - Alphabet BingoLF - Alphabet flannel letters3 - Alphabet sheets in notebook -- 19 setsLF - Magnetic AlphabetP - Manuscript Alphabet poster


1-4 - Located in numbered closets P - Located in poster boxes

PF - Located in picture files LF - Located in lateral files

BACK TO LESSON PLAN DEVELOPMENT• CHARADES/PANTOMINE










CHARADESand

PANTOMIME


Page #s &

New Words or Phrases (continued): Teaching Aids #1 how to T: Walk-About Matching: "Do you have _____?" 5x8 picture cards

Divide cards evenly among Ss with no one having a pair. prizesSs ask question & collect pairs.S who asks question gets match.Sit down when have no cards or only pairsOptional: Prizes for S with the most pairs.

#1 how to T: Survey: "Do you like _____?" or "Yes/No" food strips

Give each S strip of 3 food pictures. Ss walk around asking questions.Ss record results with S's initials.Sit down when asked everyone or time's up.Hand out yes / no cards. yes / no

cardsFinish with large group results. food strips transparency

#1 how to T: Information Gap: food envelopes & # squares sheets

"Put the _____ on # ___." food & # squares transparenciesor "Where's the _____?" "The _____ is on # ___." folders


WALK-ABOUTMATCHING


SURVEY


Page #s &

New Words or Phrases (continued): Teaching Aids #1 how to T: Walk-About Matching: "Do you have _____?" 5x8 picture cards

Divide cards evenly among Ss with no one having a pair. prizesSs ask question & collect pairs.S who asks question gets match.Sit down when have no cards or only pairsOptional: Prizes for S with the most pairs.

#1 how to T: Survey: "Do you like _____?" or "Yes/No" food strips

Give each S strip of 3 food pictures. Ss walk around asking questions.Ss record results with S's initials.Sit down when asked everyone or time's up.Hand out yes / no cards. yes / no

cardsFinish with large group results. food strips transparency

#1 how to T: Information Gap: food envelopes & # squares sheets

"Put the _____ on # ___." food & # squares transparenciesor "Where's the _____?" "The _____ is on # ___." folders



Y N

MM

6 2

11






simple complex


quiet and noisy


many senses











Presentation of New Language, Guided & Communicative Practice: New Words or Phrases: 8 to 12 _______

#1 what to T: __________________ __________________ _________________

__________________ _________ _________ _________________

__________________ __________________ _________________

__________________ __________________ _________________


#1 how to T: _____________________________________ _____________________

___________________________________________ _____________________

___________________________________________

#1 how to T: _____________________________________ _____________________

___________________________________________ _____________________

___________________________________________

#1 how to T: _____________________________________ _____________________

___________________________________________ _____________________

___________________________________________

1st – Present new words or language

Choose ONLY 1 or 2 more activities

To teach & review use Guided Practice activities

If possible, use CP






A: Thank you.







SUBSTITUTION

1. T holds up / points to object

or shows picture,

and gives response.

S listens.

2. T holds up / points to object

or shows picture.

S responds.


Aisle 4


Aisle 2Aisle 1 Aisle 3

Aisle 4








A: Thank you.


#2 how to T: Add-On Chain Drill plastic food & grocery sack





ADD – ON CHAIN DRILL







A: Thank you.


#2 how to T: Add-On Chain Drill plastic food & grocery sack





CONCENTRICCIRCLES

PARALLEL LINES







simple complex


quiet and noisy


many senses


#1 how to T:_________________________________________________________

________________________________________________________________

___________________________________________ #1 how to T:_________________________________________________________

________________________________________________________________

___________________________________________ Presentation of New Language, Guided & Communicative Practice:

New Statements & Questions: _______

#2 what to T:__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________


Page #s &Teaching

Aids

#2 how to T: ____________________________________ _____________________

___________________________________________ _____________________

___________________________________________

Write statement that answers

your dialog question.

Choose 1 or 2 activities to teach the

statement. Whole class to individual.






A: Thank you.







REPETITION: DIALOG

1. T says whole dialog.S listens.

2. T says each line.

S repeats. 3. T and S each take role. 4. T and S reverse roles.


CHAIN DRILL for questions


1. T asks S1 question. S1 answers. 2. S1 asks S2 same / similar question.

S2 answers. 3. S2 asks S3 same / similar question.

S3 answers.


CHAIN DRILL






A: Thank you.







1. S1 has some information which is not known by S2.

2. Ss must create dialog with 1 another to complete a task or solve a problem.

3. To complete task successfully Ss have to

exchange their info, work together & help each other as much as possible.

4. 1st language isn't allowed.


INFORMATION GAP

7

2015 7 hour Basic TEX

101

4

1 32

6

9

5

8

Aisle 4



Aisle 4



Aisle 4



FOOD and SUPERMARKET LOCATIONS

apples eggs onions

bananas ice oranges

cream

bread lettuce potatoes

carrots milk soup

CHECK OUT

Aisle 1 Aisle 2 Aisle 3 Aisle 4


Pictures from The Card Book, c2000, Alta Publishers. All rights reserved. Used by permission of the publisher.

INFORMATION GAP







A: Thank you.







#2 how to T: ____________________________________ _____________________

___________________________________________ _____________________

___________________________________________

#3 what to T: __________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________


#3 how to T: _________________________________________________________

________________________________________________________________

___________________________________________

#3 how to T: _________________________________________________________

________________________________________________________________

___________________________________________

Page #s & Teaching

Aids

Choose 1 or 2 activities to teach the

question and dialog. First use

Introductory, guided, communicative.

GAMES


Page #s & Teaching

Aids

Additional Activities:

Concentration 2 sets food cards

Song: Hokey Pokey food envelopes Substitute name of food for part of body.

Grammar:

#1 what to T: singular / plural The _____ is on aisle ___. word flashcards The _____s are on aisle ___. food & aisle transparencies

#2 what to T: contractions Where is _____? Where's the _____?

#1 & 2 how to T: Transformation

Pronunciation: Individual sounds: /y/ young, yellow, yonder, yogurt, yell ABC chart

/z/ zip code, zoo, zipper, zinc, zap Stress, Intonation & Rhythm: Read dialogs. S handouts

New reading words must be introduced before doing this activity. T reads line, Ss repeat. T reads line, Ss read next line. Ss take turns.


dltk-cards.com/bingo/







simple complex


quiet and noisy


many senses


Page #s & Teaching

Aids




Grammar:








SONGSand

JAZZ CHANTS


FOOD CHANTS

Apples and bananasApples and bananasDo you like apples and bananas?

Bread and soupBread and soupDip and slurp, dip and slurpBread and soup

Ice cream and onionsIce cream and onionsYum, yum, yum, boo-hoo-hooIce cream and onions


Page #s & Teaching

Aids




Grammar:








BEGINNER BASIC GRAMMAR

articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a / an / the

contractions . . . . . . . . . . . . . . . . . . . . . . . . . . . he is / he's

positive to negative . . . . . . . . . . . . . . . . . . . . . is / is not

verb tenses . . . . . . . . . . . . . . . . . . . present / future / past

singular to plural verbs . . . . . . . . . . . . . . . . . . . . . is / are

singular to plural nouns . . . . . . . . . . . . . . . . . . . . . s / es

singular to plural pronouns . . . . . . . . . . . . . this / these

noun to pronoun . . . . . . . . . . . . . . . . . . . . . . . . . boy / he

pronouns: subjective . . . . . . . . . . . . . . . . . . . . . . . . I / he

objective . . . . . . . . . . . . . . . . . . . . . . me / him

possessive . . . . . . . . . . . . . . . . . . . . .my / his2015 7 hour Basic TEX 117

1. T says words & sentences.S listens.

2. T says each sentence.S repeats.

3. T says 1st sentence.S says 2nd sentence.


TRANSFORMATION

ELEMENTS of PRONUNCIATION

Individual Sounds


I A T N N I N T O O

STRESSUNSTRESSED

RHYTHM

ENGLISH MEETING WITH DAVE SCONDA

ENGLISHMEETING.COM


https://www.youtube.com/watch?v=Ag4qoNzEH4w

1. T writes letter on board.T says:

“Name of letter is ___.”S listens.

2. T says:“Sound of ___ is ___, ___, . . .”

(says words w/sound.)S listens.

3. T says words 1 at a time S repeats.


PRONUNCIATIONBASIC INDIVIDUAL SOUNDS

Individual Sounds


B C

b מ ƒ מ υ מ ר bנמ ∑ ə:

____________________________________

: ~ ~ ə ר b b מ_______________________________

~ υ Ч □ □ г / q □ ~ ! ƒ ! □ נ:____________________

ƒ ə г ə q Ч □ נ ə :____________________________


Name: _____________________________________

Address: ___________________________________

School / Position: ___________________________

Telephone: _________________________________

Data Card

Marlup Story

• Read the Marlup Story. • What did you discover?


HINTS on PRONUNCIATION for FOREIGNERSby T.S.W.

1. I take it you already know2. Of tough & bough & cough &

dough?3. Others may stumble, but not you,4. On hiccough, thorough, laugh &

through?5. Well done! And now you wish

perhaps,6. To learn of less familiar traps.

7. Beware of heard, a dreadful

word,8. That looks like beard & sounds

like bird,9. And dead: it's said like bed, not

bead -10. For goodness sake don't call it

"deed"!11. Watch out for meat & great &

threat12. (They rhyme with suite & straight

& debt.)


MULTIPLE SPELLINGS for SAME SOUND

ü ē ī to read high

too see hi

two people by

Sue machine buy

who believe bye

knew receive lie

you we

ewe ski

rule

through


SAME SPELLING for MULTIPLE SOUNDS

tough ŭ though ōought aw through übough ow cough offhiccough ŭp

EnglishAlphabe

tA B C

D E F G

H I J K

L M N O

P Q R S2015 7 hour Basic TEX 127

ALPHABETIZING


Reading and Writing Words


Reading: Ranking: "What are your 5 favorite foods?" "My favorite foods are ___, ___ . . ." Introduce words. word flashcards Ss ranks their 5 favorite foods from #1 to #5. ranking sheets Then divide into pairs or SGs & compare lists. pencils Finish with large group results. ranking transparency Alphabetize food words. word &/or picture cards Sequencing Words: Divide into small SGs. dialog envelopes Writing: Instead of using the above prepared ranking sheets, writing paper

have Ss write the food words on paper to do activity.Cultural Lesson: "Supermarket workers are happy to help you find things."

Spiritual Point of Reference: Matthew 6:11 (TEV) bilingual Bibles

"Give us today the food we need."

Cool-Down / Review & Assignment:

Semantic Webbing of foods. blank transparency

Study new words for dictation. S handouts

Unscramble words.









Unscramble words.



WHA T LA DY DO YO U S E E ?

Drawing by W.E. Hill in "Puck", 11/6/1905

biblegateway.com



Share a cultural point; keep it simple. Present spiritual concept in English; keep it simple.








Unscramble words.


SEMANTICWEBBING



FOODBREAD

LEARNING ? LEARNING ? LEARNING ?

20 minutes 58%


1 day 34%

6 days - 23%

Percentages from How to Improve Your Memory, Barnes & Nobel

% Remembered from time

of 1st Learning


DATE – September 20, 2014SUBJECT – Basic ESLNAME OF TRAINING – TEX ESL for New Teachers of Adult StudentsLOCATION – FBC, WhitehouseLEADER – Ella MooreHOURS – 7 Hours

1. Blank Beginner Lesson Plan (yellow)

Section 3 behind page 3-11

2. Teaching Activities Chart (Blue)Section 4 behind page 4-4

3. Food Beginner Lesson Plan (Green)Section 4 behind page 4-13


Handout Placement

"Go with the people.Live with them. Learn from them.Love them.Start with what they know,Build with what they have.But of the best leadersWhen the job is done,

the task accomplished,The people will all say, 'We have done this ourselves.' " Lao Tsu

China 700 BC


Documents

TEX: Teaching English with Excellence Basic ESL training for volunteer teachers of adult students 2015 7 hour Basic TEX1