English Language Learners Lesson - Essay Example

ENGLISH LANGUAGE LEARNERS LESSON Profile Elena Salvador Age: 15 School Level: 10th Grade Grades: [Spain] Above Average Nationality: Spanish Language Expertise: Latin Personality Description: Shy but well liked Works Well in Small Groups English Learner Level Listening and Speaking [Communicative English]: Early Intermediate Reading : Early Intermediate Writing : Early Intermediate LESSON 1: Communication Learning [Speech Practice and Personality Development] Lesson 1:Part A Duration: 20-30 Minutes "Describing One's Self" Objective: This phase of the first lesson presentation aims to create a better connection between the teacher and the student. Along with that, it is also designed to make the teacher actually know of how much he/she has to work on with regards the vocabularies and the speech comprehension that the student has with regards the effective use of English in practical conversations. Standards: Let the student speak. On this phase of the lesson, it is directly encouraged that the student be the focus of the conversation. As the observation is to be made upon her capabilities of using the English language into effective utilization for practical conversations, it is expected that the teacher assist her with the use of inquiring questions about the student and nothing more than that. It must be remembered that the aim of this process is to let the student express herself through the effective use of English. Anticipatory Set: It is anticipated that through this lesson, the teacher would be able to set the right mood for learning between her and the student. Through letting her speak for thirty minutes, it is rather expected that she [the student] would already have better chances of being at ease in class thus be able to set the kind of attitude that she needs to apply to learn more from the upcoming three and half hours ahead. Teaching: As noted earlier, this lesson is based upon the need of making the student speak for better evaluation on the part of the teacher. Considerably, it is through this process that the speaking approaches used by the student cold be carefully examined by the teacher as to which parts of speaking should she be assisted on. Guided Practice/ Monitoring: Through inquiring questions, the student would have a better chance following a specified pattern of discussion about her self and interests that had been further set by the teacher. Closure: To finish this phase of the lesson the teacher shall give an introduction to the second phase of the first lesson. Independent Practice: it shall be encouraged that the student handle a casual conversation with her peers as well. It might not be easy, but she should also be motivated to use the English language while she creates her own ideas during a conversational practice with her friends. Lesson 1:Part B Duration: 20-30 Minutes "Knowing the Teacher and Creating A Connection" Objective: the second phase shall allow the teacher to help his/her student know more about the personality of the individual that is sitting in front of her. This phase shall open the chance for the student to ask anything to the teacher hat she might be interested about. This phase shall set the mood of the student towards her instructor and towards the lesson later on. Standards: Let the student ask. If the student's role was to speak during the first phase of the first lesson, she is now encouraged to ask. This shall help her be more inquisitive in using the English language for beneficial and causal enquiry. Anticipatory Set: once this phase is applied, it is expected that the student would have better chances of making a great connection about her interests and the interests of her teacher giving her a better mood for the next lessons ahead. Teaching: Answering queries effectively and efficiently for the knowledge of the student is essential in this lessons so as to let the teacher set a pattern of answering for the student. Guided Practice/ Monitoring: It should be insisted through this lesson that the pattern for correspondence be set for the student to follow through later on. -----------------------------------------------B-R-E-A-K--------------------------------------------- LESSON 2: Spanish To English [Reading and Speech Enhancement] Duration: 1 Hour Objective: This lesson aims to make an impact on the capability of the student to translate ideas from her original language towards the English language as well as to think using the English language immediately when asked some questions. Standards: It is to be set that that teacher shall only allow the use of English language in the response of the student towards the questions presented to her by her instructor. Anticipatory Set: It is expected through this that the student shall have a better chance of using English even in thinking to make it easier for her to make speaking conversations better based on the said foreign language that she is trying to master. Teaching: the teacher shall provide three short Spanish stories or essays, which he/she would let the student read. These selections shall then be asked to be explained by the student in English. Later on, certain prepared questions about the selection shall be presented to the student for expected response. Guided Practice/ Monitoring: Through the questions asked, the teacher is now expected to record the language [grammar/speech] mistakes of the student and have them be reminded to the student at the end of the class Closure: review of the misspoken words or phrases shall be reminded to the student to let her know of the sections of speech that she needs to improve on. ------------------------------------------B-R-E-A-K-------------------------------------------------- LESSON 3: Picture Description [Vocabularies improvement] Duration: 1 Hour Objective: In this section of the lesson presentation, it is the aim of the teacher to use the main interests and culture of the student as a means of motivation for speech and effective use of the English language in descriptive explanation. Standards: It is aimed that the student be able to give a clear description n of every picture based on her experiences and her understanding of the pictures. Anticipatory Set: It is hoped through this phase that the student become more relaxed in explaining her thoughts about her culture directly to the listeners through the use of English. Teaching: the pictures to be used are as follows: (a) (b) (c) These pictures are to be show to the student. For each picture, she is to be allowed to think for at least 15 seconds to think of the description she is going to make or the explanation that she is supposed to relate, then be given at least 10 minutes to deliver her piece. Guided Practice/ Monitoring: writing down some of the phrases or words for review is essential to be kept as record for this phase. Closure: finishing this phase requires a review of the descriptions and the process by which the student handled the task. With the said review, the student shall be given a clearer understanding on which parts of her vocabularies should still be improved. -------------------------------------------B-R-E-A-K------------------------------------------------- LESSON 4: Questions and Answers [Written Correspondence] Objectives: In this part of the four-hour lesson, writing shall be the main focus. Through the use of age-right sample letters, the student is expected to make her self better expressed through the right process of written English. Standards: the correspondence of the student shall be graded not on formality but on the concise and effective process of the usage of the language in writing. This then includes the spelling check on the writing of the student. Anticipatory Set: to make a better impact on the writing process of the student, the teacher expects the learner to find a better process that she could use to express herself through English writing. Teaching: the use of personal email pattern presented to the student shall help her express herself better through English freely. With the use of written response, the teacher shall be able to evaluate the writing practice of the student. Closure: As a review, the student herself shall be asked to review her own work and point out what might be in need of improvement. The teacher shall support the process giving the student a guided critique of her own work. -------------------------------------------------------E-N-D------------------------------------------------ References: Cummins, J. (1994). CHAPTER 3: The Acquisition of English as a Second Language. In K. Spangenberg-Urbschatand & R. Pritchard (Eds.), Kids Come in All Languages: Reading Instruction for ESL Students (pp. 36-64). International Reading Association, Newark, DE. http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/0f/a6.pdf. (October 19, 2008). Wilson, R. (2000). A Summary of Stephen Krashen's "Principles and Practice in Second Language Acquisition." http://www.languageimpact.com/articles/rw/krashenbk.htm. (October 19, 2008). Teaching Educators about Language: Principles, Structures, and Challenges. ERIC Digest. http://www.ericdigests.org/2001-3/language.htm. (October 19, 2008). Read More