E1 Speaking and listening · Accredited by NOCN · 12 weeks · 24 2.5h sessions
Term 1, Week 4/5: E2 & L1 4/10, E1 8/10
Some tutorials will flag up problems that must be addressed urgently. Consequently, target setting and online ILP account allocation may be impossible in the 8-10 minute timeslot without going overtime and taking time allocated to other Ss. The problems raised by such learners should not deprive other learners of their 8-10 minute tutorial. Students with such problems can recieve their targets and ILP acounts at a later date.
- Most learners should receive at least one ILP target
- All learners should receive an 8 minute individual tutorial
- Most learners should gain an online ILP ‘account’ and know how to access it
Start of lesson activities
Go over lesson aims. Ss ask about any difficult words.
Show Ss an online ILP, highlighting main features, how to find your account and then open it using your password (don’t mention what the password might be in OC.)
Introduction to emerging, consolidating, and established:
weak for this level
average for this level
strong for this level
- Only a few of you are emerging. You will have to improve a lot to pass your exams. You are probably finding some aspects of Entry 1 rather difficult.
- Most of you are consolidating. You need to make some improvement to pass your exams. You should feel fairly comfortable in this class, but know what your weaknesses are.
- Only a few of you are established. You would probably be able to pass your exam tomorrow as your skills are quite strong.
- When your teacher says you are emerging, consolidating, or established, you need to know whether he or she is talking about your overall English ability, or one of the main skills (e.g. reading), or a very specific skill (e.g. using the past tense).
Teaching and learning activities related to the learning objectives
No differentiation is mentioned in this LAP because individual tutorials are, by definition, differentiated.
Ss start working through their independent team work activity (e.g. a Headway Progress Test). Ss will be called up one by one for their tutorial.
T prioritises Skills Profile and SMART targets and only updates Prior Learning if the learner seems to have been innapropriately placed or is not displaying the skills appropriate for this level.
T sets a Target for each learner taking into account firstly the learner’s diagnostic profile grid, and secondly the marked diagnostic test.
Assessment of learning linked to learning objectives
ILP targets include action(s) and a date around which the target will be assessed. Assessment methods vary according to each learner’s target/action. Assessment will take place in a tutorial.
Diversity (impact on learners)
See differentiation strategies in square brackets. | At present no learners have indicated they have a sensory impairment but the teacher needs to be on the lookout in case this has been missed and make appropriate arrangements (e.g. sitting near/away from board, large print, printing on coloured paper, seeing interlocutor’s face). | The need to respect difference has been stressed during induction. (Very occasionally, Ss make surprise/disdain over difference rather obvious – all must know this is not acceptable.) | Some Ss may need to leave early because of family/work. They should not be castigated for doing so BUT they know it is their responsibility to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving. It is the absent learner’s responsibility to arrange for their buddy to collect handouts and communicate with them about what was missed. Absent learners should be able to use our website to aid their preparations for the lesson following a session they missed or left early. However, learners are encouraged to ‘look out’ for their absent classmates and collect handouts. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years. | One learner (I) found that she was 7 months pregnant after enrolling, so we will do what we can to support her learning as long as possible. | One learner (E) is not quite ready for her level but has completed three terms at the previous level, so we need to try and ensure she doesn’t feel inferior to her more advanced classmates. | One learner (M) has some speech and language problems. However, she also has completed her studies at the previous level. She has been directed to supplement her learning by attending a supplementary spoken English course. | Some older learners find the ICT components of the course challenging. Therefore an open access website has been set up that requires no passwords or usernames. Their families are playing an important role in supporting their ICT use. One student (A) has been directed to enrol on a beginners ICT course concurrently with ESOL. | Tutorials at several points throughout the year play an important part in shedding light on diversity issues that need to be accounted for.
Health, safety, risk assessment
All Ss should know to: Stow bags where others wont trip over them. Know what to do in an emergency (Walk; Don’t waste time packing up; Phone emergency services if needed; Activitate fire alarm if necessary). Not stick gum under tables. Bin waste.
Internet, Online WordPress ILP account for each Ss, marked diagnostic tests, an data already added to diagnostic profile grid.
Underlined tasks need to be prioritised as they need to be completed before an umpcoming lesson.
- Carry on with whatever HW was set last lesson.
- Finish the test paper you were working on before and after your tutorial. Then check the answers.