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Congratulations Level 1 candidates!

We had 100% attendance at the exam and almost 100% of you passed. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Tutorals session

E1 Speaking and listening ·  Accredited by NOCN  ·  12 weeks  ·  24 2.5h sessions

Tutorials session

Term 1, Week 4/5: E2 & L1 4/10, E1 8/10

Learning objectives

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:

emerging (eM)

consolidating (C)

established (E)

     

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.

Learning resources

Internet, Online WordPress ILP account for each Ss, marked diagnostic tests, an data already added to diagnostic profile grid.

Homework

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.

Reflection/Evaluation

LAP template

Reading – Term 3 | Accredited by … | 12 weeks | Twenty-four 2.5h sessions

Group profile, diversity, attendance, healthsafety, and homework tips for this course appear once (immediately below) and are not repeated in each of the learner activity plans (further below). Learner activity plans are arranged in reverse chronological order.

Group Profile, Diversity, Attendance

Any learners with a sensory impairment? xxx| Do all understand the need to respect difference and that showing discomfort/dislike around because of diversity is unacceptable? xxx | Any students arriving late regularly for valid reasons? How is the missed time offset?  | Any students leaving early regularly for valid reasons? How is the missed time offset? xxx | Do early leavers know it is their responsibility to obtain missed handouts and contact buddies and use the VLE to catch up on what was missed? xxx | Have learners been encouraged ‘look out’ for their absent classmates and collect handouts for them? xxx | Some find the ICT components of the course challenging. Send a letter home, if needed, outlining the necessity of support from family members. Encourage such learners to enrol on one of our IT courses. |  Tutorials play a vital role in revealing and working with significant equality/diversity issues that are often missed during enrolment formatilities.

Health, safety, risk assessment

Ss must know: to stow bags where others wont trip over them; what to do in an emergency; not to stick gum under tables; to bin waste. Ss should be asked periodically whether or not they feel safe in and around the centre and why.

Reflective practice to incorporate into next lesson

Asdfadfasd  (Module/Unit)

Term 2, Week y, MonTueWed…

Learning objectives

  • All learners should
  • Most learners should
  • Some learners should
  • All learners should enhance their Speaking, speaking, writing, or grammar skills through activities linked to the class reader

Language

Context

Start of lesson activities

Interactive warmer using IWB  and online activities (from Headway, etc.)

  • Ss, in pairs, discuss the problems on the board and agree on answers. While they are doing this, individuals are called out (randomly) to answer one problem on the IWB
  • T ensures randomness/fairness by using EGART sticks (Everyone Gets A Random Turn)
  • Where text input needed (as opposed to multiple choice, etc) use ActiveInspire’s onscreen keyboard.

Homework review (Avoid working laboriously through every HW problem in OC.)

  • Ss discuss and take turns boarding responses to selected HW problems
  • In OC Ss take turns assessing the accuracy/quality of responses with T giving further feedback if needed.
  • Remaining answers can be projected on IWB, put on VLE for home study, written on board, or given as a handout.

Ss pass on information (if any) about absent classmates who’ve contacted them.  This can be an excellent opportunity for dealing with language errors in context.

  • Ss work in small groups to perfect responses to questions like Is Margaret here today? Why isn’t Margaret here today? [Advanced Ss check and assist less advanced Ss]
  • Focus on accurate use of the verbs to be and to have. Drill as much as necessary
  • Check learning by eliciting responses from random Ss using EGART sticks.

Spelling test (Do this at the end of the lesson if more convenient.)

  • Ss copy down appropriate title and number lines in preparation
  • Ss listen to sentences featuring the words in context and write the words
  • T elicits/boards spellings and class (with guidance from T) decides on accuracy.
  • If time, Ss do further work on each word such as: identify word stress, count the phonemes, identify word class; transcribe phonetically (using BBC Pronunciation Tips IPA app if appropriate)

Outline lesson objectives/notices.

  • T underlines key words or word identified by Ss as new/difficult. After some moments, these words are removed.
  • Ss listen to each other trying to read the complete aims. T elicits missing words and checks understanding of aims.

Revise/Consolidate some of the skills addressed in the previous lesson or do an activity that was not completed last lesson.

Assessment of learning and differentiation

See (where appropriate) underlined Teaching and Learning activities for assessment opportunities and [text in square brackets] for differentiation strategies.

Teaching and learning activities related to the learning objectives

NB. Wherever possible, deter Ss from using paper copies of the material that can by projected onto the IWB. Writing responses to questions can be done later or at home. Paper handouts can be more distracting than useful by inhibiting co-operative learning and S – S or S – T interaction.

[mins/time] xxxx [Differentiation]

[mins/time] xxxx [Differentiation]

[mins/time] xxxx [Differentiation]

[20 mins] Ss read (one sentence each) the next page of the class reader in OC; and/or Ss read another page taking turns in small groups; and/or Ss do a grammatically themed Cloze using a passage from the text (preferably one with the same TL as is currently being studied through Headway); and/or Ss  [Differentiation]

[mins/time] Classmates (lower levels) ask questions (they can just repeat questions modeled by the teacher though scaffolding should gradually diminish) about the chosen poem (Who wrote it?). T displays poem (that S has emailed inpreviously in order for classmates to preview on the learning platform). X and Y recite their memorised poem (perhaps two or three times) while T updates diagnostic profile (particularly with regard to stress/pronunciation). T gives brief feedback on most important areas for improvement. In higher level classes, Ss begin with a short introduction and classmates ask questions after the recitation.

End of lesson activities

Complete one outstanding induction activity (see induction unit, below).

Spelling test (Do this at the start or the lesson if more convenient.)

Review lesson aims to inform homework &/or planning for next session

T & Ss review exam criteria and annotate their copy to show what has been addressed by today’s session.

Set HW.

Tutorials concerning individual learning

Learner voice matters

Ss change their readers

Diversity (impact on learners); Health, safety, risk assessment

See top of page for relevant information about this group of learners.

Learning resources

These should be including with the T & L activities. Blue text indicates resources that need to be copied/produced/provided (e.g. photocopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

  • Study the xxx spellings
  • Add new words you find in everyday life to your vocab book.
  • Use Look →Say→Cover→ Write→Check to learn new spellings.
  • Revise xxx together with Grammar Reference xxx.
  • Do Headway Workbook xxx
  • Do the Headway Online XXXXXXX activity.
  • Read page(s) X of the class reader.
  • Read one page every day of your personal reader. Finish your reader this by this weekend so you can hand it in next week.
  • If you want more work to do, look through the Online Resources or Skills for Life Materials. You can also study the Grammar Reference Pack.

Reflection/Evaluation