DOCUMENT RESUME FL 801 519 ED 465 310 Gallery of ESOL Lesson Plans. TITLE Literacy Assistance Center, New York, NY. INSTITUTION 2001-00-00 PUB DATE NOTE 23p. For full text: AVAILABLE FROM http://www.lacnyc.org/resources/workshops/adultinstruction.h tm. General (020) Collected Works PUB TYPE MF01/PC01 Plus Postage. EDRS PRICE Adult Education; Body Language; Career Choice; DESCRIPTORS *Communication Skills; *English (Second Language); Grammar; Inferences; Interpersonal Communication; Lesson Plans; Second Language Instruction; Sentence Structure; Thinking Skills; Verbs ABSTRACT This collection of lesson plans for teaching English as a Second Language includes the following: "You Scratched Me!" which has students examine verbs in three forms (base, past, and progressive) together with questions, accelerating the memorization and understanding of verb forms and tenses; "Getting Acquainted/Inferential Thinking," which provides an exercise in inference and has students apply the knowledge to how body language, words, and actions help people understand what is happening in a play even if they do not understand the language well; "Let's Create Job Biographies," which helps adult learners relate their knowledge of work in their home countries to a workplace in the United States; "Let's Talk about Work!" which helps adult learners explore career options through oral interaction with peers after a visit to a work place; "Student-Generated Sentences," which encourages students to use and internalize grammatical structures in English; "Community Language Learning," which encourages and promotes real conversations in English with beginning language learners; and "Where Is the Monkey?" which has students answer yes/no questions using the verb "be" with prepositions. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. Page 1 of 1 LAC: The Literacy Assistance Center's Workshops itgracy 4,- - sOstance eiqel% LESSON PLANS Let's Talk Community Language You Scratched Me! about Work! Learning Ian Carpenter, Maryam Ayag, Tilla Elahi, ESOL Instructor Region 7 ESOL Instructor Getting Acquainted / Where is the Monkey? The Rose Center Ian Carpenter, Carol Lumm, Intere.ntialThinking ESQL Instructor ESOL Instructor Carol Lumm, ESOL Instructor Student Generated PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS Let's Create BEEN GRANTED BY Sentences (based Job Biographies! on The Silent rsch muyom...Ayazi,. Way Approach) ESOL Instructor Tilla Elahi, Region 7 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 Gallery of ESOL Lesson Plans Lessons posted at the gallery were developed by participants of the 1999-2000 ESOL series at the Literacy Assistance Center. They are based on topics addressed in the ESOL series: U.S. DEPARTMENT OF EDUCATION Classroom Management and Assessment for ESOL students Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION Learning Disabilities in the ESOL Classroom if CENTER (ERIC) This document has been reproduced as Integrating the WWW into the ESOL Classroom received from the person or organization originating it. Methods that Work I: An Introduction to Counseling-Learning 0 Minor changes have been made to improve reproduction quality. Methods that Work II: The Silent Way with Shakti Gattegno Points of view or opinions stated in this document do not necessarily represent The Gallery features the lessons of the following individuals: official OERI position or policy. Maryam Ayazi of the Community Education Center, City College of New York Ian Carpenter of the Northern Manhattan Improvement Corporation Althea Davidson of the Consortium for Worker Education Tilla Elahi of the New York City Board of Education, Region 7, Office of Adult and Continuing Education Carol Lumm of the Community Education Center, City College of New York Cbria, go back to previous page Copyright © 2001 Literacy Assistance Center. All Rights Reserved Latest revision:2/22/2001 Home I About LAC I Resources I ALIES I Hotline I Publications I Events. .NYCPDC 'Jobs in Literacy. I Links. I Site Map I Contact Us 2 BLE BEST COPY AVAI 5/28/2002 http://www.lacnyc.org/resources/workshops/adultinstruction.htm LAC: The Literacy Assistance Center's Workshops Page 1 of 3 You Scratched Me! Ian Carpenter, ESOL Instructor Northern Manhattan Improvement Corporation The Riverside Language Program NYC The American English Group Lesson Title: You scratched me! it. 1.; Focus of Lesson: Verbs in three forms: base, past and progressive together with questions. Objectives: Accelerate the memorization and understanding of verb forms and tenses together with questions in a fun way. Level of students: Low and high intermediate. Applicable Learning standards: ELA 1 Preparation Time: 30 minutes. Implementation Time: Initially, the teacher introduces several new verb forms and provides pronunciation and spelling correction. Next, the game is introduced, demonstrated and the students begin to play it. This could take 1.5 hrs. After the students are familiar with the game it can be played for shorter periods of time. Materials and Supplies: Index cards. Room Arrangement: Situate students in groups of (3 5) in different areas of the classroom so noise interference is minimized. Ideally, each group's works around a small table but this is not important. What is important is that the students can touch each other. Introduction for Teachers: Procedure: On the blackboard (BB), Teacher (T) introduces several new verbs. With lower levels this might be as little as 5 verbs. With higher levels, and after some practice, as many as 15 verbs can be used. Here is a good batch to start with: touch, scratch, bite, hit, pinch and squeeze and caress. (After the students are comfortable with the game introduce more verbs like: congratulate, bore, tease, bore, flatter, pat, pet, insult, hug, rub, bribe, inspire.) Teaching these verbs will be real fun! (T) demonstrates the verb action on a student before modeling any pronunciation. Of course, the (T) only pretends when demonstrating verbs like scratch, bite, pinch or hit. During the demonstration, check to see if any students already know the verb. Spell each verb introduced on the BB. Model the pronunciation and have the students repeat it together and individually. Then have the students do the action of the verb on the person sitting closest to them while saying it 3 5/16/2002 http://www.lacnyc.org/resources/workshops/youscratchedme.htm LAC: The Literacy Assistance Center's Workshops Page 2 of 3 arth-e -Same time. This is fun and educationally sound! The game can easily be modified to different levels and here the teacher must make a decision on how complicated to make the game. Certainly you must also demonstrate the past tense of each verb and write it on the BB beside it's base form but whether you want or feel your class is ready to use the progressive forms is really dependent on their level and whether you have already given them an introduction to progressive forms. Either way, it's not a big deal because it's easy to modify this game, as you will see. So now the BB has several verbs written on it (together with base forms and past and maybe progressive) and your students understand their meanings and can pronounce them too. Here the game begins. Write on the BB. 1. She / He is (progressive) -ing you. 2. You (past) me. 3. I was (past)_by you. 4. Did you (base) her/ him? 5. Are you -ing her/ him now? 6. Were you -ing her/ him before? I like to provide each group with a photocopy of the above at their tables for easy reference (and with large letters!). The teacher invites three students to the front, seats them at chairs and demonstrates how the game is played. A group of index cards is introduced. On one side is written the base form of the verbs previously introduced. One student picks an index card after without letting the others see it. That student now performs the verb action on a fellow group member. The third group member must now figure out what verb action is being performed and make a statement using it in sentence #1. (*It is extremely important that the student performing the action continues the action until another student correctly guesses the correct verb). The student who received the action must now use statement #2 and #3 and create two sentences using sentences #2 & #3. The third group member then asks the three questions (#4, #5, and #6). After the group demonstration, the class is divided into groups and each group is given a set of the index cards. They now start playing the game and can refer to the sentences on the BB or the handout (identical information) if they need to. Reflection You should have no problems with this fun game. Students pick it up fast even if they are uncertain at the beginning as to how the different tenses work. The game so clearly demonstrates action and time relationships that simply by following through with the six questions they will be become cognizant of the grammar involved. As each group plays, walk around and assist where needed. Usually the student performing the verb action forgets to continue the action (until another states the correct verb action) so here you Remind them "Keep doing the action until somebody guesses correctly what you are doing." Some students need a little encouragement to be physical with the game definitely give them this encouragement. This is what makes the game so fun! 4 http://www.lacnyc.org/resources/workshops/youscratchedme.htm 5/16/2002 LAC: The Literacy Assistance Center's Workshops Page 3 of 3 In lbs'ure classes introduce more verbs. They already know the game now so they can focus on the language. Ian Carpenter Northern Manhattan Improvement Corporation The Riverside Language Program NYC The American English Group tta.co A.Z.rahaa Caraw go back to previous pa Copyright 2001 Literacy Assistance Center. All Rights Reserved Latest revision:2/22/2001 Horne I About LAC I Resources I ALIES I Hotline. I Publications I Events I NYCPDC 'Jobs in Literacy I Links I Site Map I Contact Us 5 http://www.lacnyc.org/resources/workshops/youscratchedme.htm 5/16/2002 LAC: The Literacy Assistance Center's Workshops Page 1 of 3 Getting Acquainted / Inferential Thinking Carol Lumm, ESOL Instructor Community Education Center City College of New York LESSON TITLE: Getting Acquainted/Inferential Thinking FOCUS OF LESSON: To provide an exercise in inference and apply the knowledge to how body language, words and actions help people understand what is happening in a play even if they do not understand the language well. OBJECTIVES: To provide a method for the students to learn more about each other, understand how people make decisions subconsciously, and what a person is like based upon their appearance or behavior without knowing the facts LEVEL OF STUDENTS: ESL 3-4 APPLICABLE STANDARDS: ELA 1 PREPARATION TIME: No more than 30 minutes IMPLEMENTATION TIME: 1 Class session MATERIALS/SUPPLIES: Question Sheets to be supplied by instructor ROOM ARRANGEMENT: Students remain in their own seats. INTRODUCTION TO TEACHERS: This is a good way to introduce students to the nuances of playwriting and how the actors express what the characters are like. It is best used at the point of writing dialogue and stage/acting directions in the playwriting process. This is also a good way to introduce the students to each other at the beginning of a semester, or as part of the community building process, or as a way to further tighten the community sense throughout the semester and to encourage cooperative behavior. PROCEDURE: First give students set of questions which concern them. Give them about 20 minutes to answer all the questions. Tell the students they are not to write their names on their papers! The instructor collects these papers and randomly gives them to students with instructions to use these answers for the second set of questions. The second set of questions asks students to interpret or infer what the mystery person is like and then to identify that person if possible. (20 minutes) Activity 1 INSTRUCTIONS: Do not put your name on this paper. Answer the following questions, giving your first reaction. Do not put what you feel is the 'best' answer. You may write more than one answer for a question. Question 1: What is your favorite TV show? 6 http://www.lacnyc.org/resources/workshops/gettingaquainted.htm 5/16/2002 LAC: The Literacy Assistance Center's Workshops Page 2 of 3 What is your favorite song? What is your favorite movie? What is your favorite expression or saying? What is your favorite color? What is your favorite type of weather? What is your favorite book? What is your favorite sport? What is your favorite sound? What is your favorite smell? What is your favorite pet peeve or something that annoys you a lot? If you were a member of a rock group, what would be the group's name? Activity 2 INSTRUCTIONS: Using the answers you have been given, answer the following questions. Make the best conclusions you can and state the reasons for your conclusion. Question 2: Is your classmate male or female? Describe your classmate's physical appearance. What is your classmate's hobby? What is your classmate's favorite food? What is your classmate's favorite activity? Describe how your classmate's living room would be decorated. What job will your classmate have 10 years from now? Where will your classmate be living 10 years from now? Describe your classmate's personality. What advice would your classmate give you about achieving his/her goals? ASSESSMENT: Assessment is based on the students' ability to express their answers orally using descriptive vocabulary to formulate their answers. REFLECTIONS: When I used this exercise as part of the class play-writing project, the students said that they enjoyed it very much because it gave them an opportunity to get to know their classmates better. Some of the http://www.lacnyc.org/resources/workshops/gettingaquainted.htm 5/16/2002 LAC: The Literacy Assistance Center's Workshops Page 3 of 3 students still don't know everyone's name in the class or anything about their classmate's backgrounds, etc. because they always sit near the same people and have formed their own individual groups. This lesson also gave them real insight into how people make decisions about someone they don't know whether it's negative or positive. From this the students will better be able to create characters for the class play with the idea of how others perceive their creations. qo back to previois page Copyright © 2001 Literacy Assistance Center. All Rights Reserved Latest revision:2/22/2001 Home I About LAC. I Resourcea I ALIES I Hotline, I Publications I Event! I NYCPDC. pobs in Literacy I Links. I Site Map I cmtact Us http://www.lacnyc.org/resources/workshops/gettingaquainted.htm 5/16/2002 LAC: The Literacy Assistance Center's Workshops Page 1 of 2 Let's Create Job Biographies! Mryam Ayazi, ESOL Instructor Community Education Center, College of New York City Lesson Title: Let's Create Job Biographies! Focus of Lesson: To enable adult learners to relate their knowledge of work in their countries to a workplace in the USA. Objectives: Students will brainstorm images related to jobs. Students will design a 5"x 5"collage related to a job in their country. Students will create a short written paragraph on the computer. Level of students: Intermediate Applicable Learning Standards: Career Development & Occupational Studies 1: Be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions. 30 minutes Preparation Time: Implementation Time: 2 class periods (5.5 hours) Materials and Supplies: magazines, scissors, glue, 5"x 5" pieces of paper, access to a computer. Room arrangement: Students work independently, so any room arrangement is good that allows students space to create a collage. Introduction for Teachers: Let's Create Job Biographies was designed for an intermediate ESOL class that was going to visit AT&T to conduct an informational interview with four employees. Many of the students had limited work experience. This lesson was conceived to allow students to activate their prior knowledge, and to allow them to share their work experiences in preparation for the visit to AT&T. This lesson takes its inspiration from a workshop on ESOL and learning disabilities at the Literacy Assistance Center in Manhattan. This lesson uses multiple intelligences in order to help students connect with their prior knowledge. Procedure: First Day Warm-Up (20-30 minutes) Tell students that they will be creating a collage about a job they had or wished they had had in their country. Show them an example of a collage that you created. Have students brainstorm jobs and images that go with 9 http://www.lacnyc.org/resources/workshops/letscreatejobbios.htm 5/16/2002 LAC: The Literacy Assistance Center's Workshops Page 2 of 2 those jobs. Whole-Class Activity (2 hrs. 15 min.) Show students how to use magazines to make a collage. Students may want to paste 1. one picture on their paper. Explain that for a collage a variety of images and colors are pasted together on one piece of paper. 2. Give students the materials. Let them work anywhere in the room. Circulate and help students clarify their ideas. 3. 4. When the students are finished, allow them to share their pictures with a partner. Then hang them on the wall and have an art exhibit. Allow students to talk about their work with the class. 5. Have students tell what they liked best/least about the assignment. Did it help them to remember something they had forgotten? What is the assignment? 6. 7. Students write about and share their impressions and experiences of work in their countries with work in the USA. Second Day (2 hrs. 45 min.) 1. Introduce the students to the computers. This should take about one hour because students will need to know how to start and shut down the machines. Also students will need to know how to save and perform other important functions (e.g., backspace). 2. Have students place their collages in front of them. Then ask them to write a 5-6 sentence paragraph about their collage. 3. Tell them to just type without worrying about mistakes. Tell them that they will edit when they have finished writing. 4. When most of the students have typed in their sentences, show students how to edit them. 5. Students print their work. 6. Another student can help them edit their printed product, or they can exchange seats and edit the work on computer. Assessment: The student's collage and paragraphs will be discussed and shared with classmates. The teacher will have a conversation about the assignment with each student. Reflection on Lesson: The students were eager to re-create visual impressions of their prior work experiences on paper. They also enjoyed working on the computer. The combination of the visual and the tactile allowed them to express themselves more easily than if I just asked them to write a paragraph. Ltscrei A=L.- cr. arhr go back to previous page Copyright CD 2001 Literacy Assistance Center. All Rights Reserved Latest revision:2122/2001 Horne 1 About LAC I Resources I ALIES I Hotline I publications I Events I NYCPDC pobs in Literacy. I Links I Site Map I Contact Us 1 0 http://www.lacnyc.org/resources/workshops/letscreatejobbios.htm 5/16/2002