L1 Skills for life materials

1 Life in the UK

2 In the News

3 A Day in the Office

4 Looking for Work

5 Making a Difference

Audio files that accompany the the units

Scroll down until you see the audios. Audios for all levels and units are together, so you will have to keep scrolling until you find the level and track corresponding to the page you are studying. Use the index (below) to help.

Index to audio files

The pages are incorrectly ordered 4,1,2,3. Knowing this will make it easier to locate the track number that corresponds with the page you are studying.

L1-2 Rules and Tools: grammar, punctuation, etc.

E2 Skills for life materials

1 Culture! Culture!

2 Community News

3 Getting Around

4 Education

5 Shopping

6 Free Time  and Leisure

7 Changes

8 Looking for Work

Audio files that accompany the the units

Scroll down until you see the audios. Audios for all levels and units are together, so you will have to keep scrolling until you find the level and track corresponding to the page you are studying. Use the index (below) to help.

Index to audio files

The pages are incorrectly ordered 4,1,2,3. Knowing this will make it easier to locate the track number that corresponds with the page you are studying.

E2 Rules & Tools: grammar, punctuation, etc.

Teacher notes

E1 Skills for life materials

1 Getting Started: personal information

2 Daily Life

3 Shopping

4 Local Transport

5 Health

6 The Neighbourhood

7 Homes

8 Friends and Family

9 Shopping 2

10 Going to Work

Audio files that accompany the the units

http://archive.excellencegateway.org.uk/page.aspx?o=201231 should work

http://archive.excellencegateway.org.uk/page.aspx?o=201231#1 doesn’t seem to work

Scroll down until you see the audios. Audios for all levels and units are together, so you will have to keep scrolling until you find the level and track corresponding to the page you are studying. Use the index (below) to help.

Index to audio files

The pages are incorrectly ordered 4,1,2,3. Knowing this will make it easier to locate the track number that corresponds with the page you are studying.

Rules and Tools: grammar, punctuation, etc

Teacher notes

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

Calendar

Level 1 Poems

Please, Dad

By Michael Anderson
Read by Ana

As soft winds sweep away the days
I look back on life through a haze.
Remember playgrounds, parks and friends,
In childlike gaze that never ends.
The laughter in a game of catch,
Shall memory ever attach…
To innocence in youthful eyes,
Catching the ball to Dad’s surprise.

I recall my first bike, first wreck,
Who picked me up, said, “What the heck?”
Convinced me to give one more try,
While, knees skinned, I forgot to cry.
Just the joy knowing he was there,
Making him proud my only care.
There was nothing I couldn’t do,
My heart held fast that to be true.

Though teenage years were kind of rough,
I sure wasn’t too big or tough.
You taught me to defend what’s right
And never back down from a fight.
So I learned the hard way to stand,
Still, with each lump, I found your hand.
Drawing from you an inner strength,
And stubborn pride of equal length.

Please, Dad, today just hear my call,
I’m sorry that I dropped the ball.
My life is wrecked, my knees are skinned,
My emotions undisciplined.
I can’t get up although I try,
Please don’t be upset if I cry.
Though I can’t fight what I can’t see,
Please, Dad, say you’re still proud of me.

 

The visionary

By ???
Read by Ion
 
He had a dream
and shared it with the world;
Many listened but others 
would not;
Many learned lessons taught;
Others, sadly, soon forgot;
Nor does it matter, the colour
of his Word,
black or white,whatever,
but its naming, shaming…
exposing pain, prejudices,
homing in on humanity’s
weaknesses – if only to show
how far,yet, we have to go
before life means more than stitch and seam
make good patches,
putting all humanity
through its paces,
conjuring up a united front
in all the right places;
For all that glisters is not gold
nor all that’s aged
grown old, however much
we may have seen since
Time began and taught us
how to dream- that some day,
humanity may run true,
without having to shoot down
any living thing that flies
too close for comfort…
whether wings of a dove
bringing Peace and Love
or free voices reminding us 
we have choices
 

She walks in beauty

By Lord Byron
Read by Danny
She walks in beauty, like the night 
Of cloudless climes and starry skies;
And all that’s best of dark and bright
Meet in her aspect and her eyes;
Thus mellowed to that tender light 
Which heaven to gaudy day denies.
One shade the more,one ray the less
Had half impaired the nameless grace;
Which waves in every raven tress
Or softly lightens o’er her face;
Where thoughts serenely sweet express
How pure,how dear their dwelling place.
And on that cheek,and o’er that brow
So soft,so calm,yet eloquent;
The smiles that win,the tints that glow
But tell of days in goodness spent;
A mind at peace with all below
A heart whose love is innocent. 
 
 

Trees

By Joyce Kilmer
Read by Natalia

I think that I shall never see
A poem lovely as a tree.
A tree whose hungry mouth is prest
Against the earth’s sweet flowing breast;
A tree that looks at God all day,
And lifts her leafy arms to pray;
A tree that may in Summer wear
A nest of robins in her hair;
Upon whose bosom snow has lain;
Who intimately lives with rain.
Poems are made by fools like me,
But only God can make a tree.

I Love You So Much

By Susan Polis Schutz
Read by Maria

 
Since I met you
I have been so happy
except that I find
myself worrying all the time –
worrying that I might disappoint you
worrying that our relationship might end
worrying that you might not be happy
worrying that something might happen to you
I have fallen in love with you
and I guess I worry so much
because I care about you so much 

Pure imagination

By Roald Dahl
Read by Sergiu

Come with me and you’ll be
In a world of pure imagination
Take a look and you’ll see
Into your imagination

We’ll begin with a spin
Trav’ling in the world of my creation
What we’ll see will defy
Explanation

If you want to view paradise
Simply look around and view it
Anything you want to, do it
Want to change the world, there’s nothing to it

There is no life I know
To compare with pure imagination
Living there, you’ll be free
If you truly wish to be 

 

A White Rose

By John Boyle O’Reilly 1844–1890
Read by Jorge
  
THE red rose whispers of passion,  
  And the white rose breathes of love;  
Oh, the red rose is a falcon,  
  And the white rose is a dove.  
 
But I send you a cream-white rosebud         
  With a flush on its petal tips;  
For the love that is purest and sweetest  
  Has a kiss of desire on the lips.

Entry 2 Poems

My family

By Jennifer Rondeau
Read by Deqa 

My family will forever be in my heart ,
My sisters mean the world to me  more than life,
All I wanted was a complete family,
To have a mother whom I never met,
My family will always remain who they are in my heart and soul,
My family is more important than my friends and my lover, family is my family,
No matter what they did they’ll always  remain  family.

 

Nobody knows this little rose

By Emily Dickinson
Read by Momota

Nobody knows this little rose
It might a pilgrim be
Did i not take it from the ways
And lift it up to thee.
Only a bee will miss it
Only a butterfly,
Hastening from far journey
On its breast to lie.
Only a bird will wonder
Only a breeze will sigh
Ah little rose how easy
For such as thee to die.

  

Who am I?

Author unknown
Read by Saleha
 
Who am I?
I am none
Except
The person
Whom
Allah has created
My Prophet has led
My elders have raised
My teachers have guided
My husband has loved
My friends have supported
My children have taught
Me to become.
All praise to Allah
All benefit comes from Him
And all shortcomings
Are from
My own weaknesses.
 

I Do Not Love You Except Because I Love You 

By Pablo Neruda
Read by Jaqueline
 
I do not love you except because I love you;
I go from loving to not loving you,
From waiting to not waiting for you
My heart moves from cold to fire.I love you only because it’s you the one I love;
I hate you deeply, and hating you
Bend to you, and the measure of my changing love for you
Is that I do not see you but love you blindly.Maybe January light will consume
My heart with its cruel
Ray, stealing my key to true calm.In this part of the story I am the one who
Dies, the only one, and I will die of love because I love you,
Because I love you, Love, in fire and blood.
 
 

Thank you Allah

Read by Sumaya

Thank You Allah for all that You give me 
I know sometimes I’m bad so please forgive me.
Please teach me to be good every day
And let my heart be ready and willing to pray.
Thank You Allah for Your Prophet whom I love,
Please raise him in rank in Paradise above. 

 

Lying To Forget

By Tiny Dancer
Read by Gabriela
 
This lie’s become a part of me
For months,I’ve played this game
Acting like it doesn’t hurt
Each time I heard his name
 
Ignoring wath’s inside of me
Pretending I’ve moved on
As if the feelings I once had
For him are somehow gone
 
Spending each and every day
With happiness and laughs
Forgetting all our memories
Avoiding photographs
 
But last night when I saw him
For the first time since he left
My heart stopped for a moment…
I couldn’t catch my breath
 
When suddenly it hit me
As the tears started to flow
That even after all this time…
I just can’t let him go.

 

Pure Imagination

By Roald Dahl
Read by Vera

Come with me and you’ll be
In a world of pure imagination
Take a look and you’ll see
Into your imagination

We’ll begin with a spin
Trav’ling in the world of my creation
What we’ll see will defy
Explanation

{Refrain}

If you want to view paradise
Simply look around and view it
Anything you want to, do it
Want to change the world, there’s nothing to it

There is no life I know
To compare with pure imagination
Living there, you’ll be free
If you truly wish to be

{Refrain}

There is no life I know
To compare with pure imagination
Living there, you’ll be free
If you truly wish to be 

 

To my mother

By Robert Louis Stevenson
Read by Khaleda

You too, my mother, read my rhymes
For love of unforgotten times,
And you may chance to hear once more
The little feet along the floor.

Entry 1 Poems

My Shadow

By Robert Louis Stevenson
Read by Asha

I have a little shadow that goes in and out with me, 
And what can be the use of him is more than I can see. 
He is very, very like me from the heels up to the head; 
And I see him jump before me, when I jump into my bed. 

The funniest thing about him is the way he likes to grow– 
Not at all like proper children, which is always very slow; 
For he sometimes shoots up taller like an india-rubber ball, 
And he sometimes goes so little that there’s none of him at all. 

He hasn’t got a notion of how children ought to play, 
And can only make a fool of me in every sort of way. 
He stays so close behind me, he’s a coward you can see; 
I’d think shame to stick to nursie as that shadow sticks to me! 

One morning, very early, before the sun was up, 
I rose and found the shining dew on every buttercup; 
But my lazy little shadow, like an arrant sleepy-head, 
Had stayed at home behind me and was fast asleep in bed.

 

The Tyger – from Songs Of Experience

By William Blake
Read by Sayad

Tyger! Tyger! burning bright
In the forests of the night,
What immortal hand or eye
Could frame thy fearful symmetry?

In what distant deeps or skies
Burnt the fire of thine eyes?
On what wings dare he aspire?
What the hand dare sieze the fire?

And what shoulder, & what art.
Could twist the sinews of thy heart?
And when thy heart began to beat,
What dread hand? & what dread feet?

What the hammer? what the chain?
In what furnace was thy brain?
What the anvil? what dread grasp
Dare its deadly terrors clasp?

When the stars threw down their spears,
And watered heaven with their tears,
Did he smile his work to see?
Did he who made the Lamb make thee?

Tyger! Tyger! burning bright
In the forests of the night,
What immortal hand or eye
Dare frame thy fearful symmetry?

1794

 

The Creeps

By ___
Read by Adina

Meet the Creeps.
Mr creep is far from sweet.
He’s got three legs and smelly feet.
Mrs creep is the creepy queen.
Her knees are blue and her hair is green.
Teeny Creep likes to peep so he always wins at hide and seek.
The creepiest three you’ll ever meet,
The creepy Creeps from creepy street. 

The Kiss

By Sara Teasdale
Read by Cristina

I hoped that he would love me, 
And he has kissed my mouth, 
But I am like a stricken bird 
That cannot reach the south. 

For though I know he loves me, 
To-night my heart is sad; 
His kiss was not so wonderful 
As all the dreams I had. 


Do you know Mary?

Author unknown
Read by Irina

Do you know/now Mary?
Mary who?
Mary McDonald.
Of course I do.

Do you know-her little brother?
Yes,of course I do.
I know her brother, and her mother
and her father too.

Do you know her older sister?
Yes,of course I do.
I know her older sister, Betty
and her younger sister, Sue.

Do you know her Aunt Esther?
Yes,of course I do.
I know her aunts and her uncles
and  her cousins too.

Do you know her husband Bobby?
Yes, of course I do.
I know her husband and his brother
and his father too.

From My Heart

By Mrs Creeves
Read by Igors

A million stars up in the sky
one shines brighter I cant deny
A love so precious a love so true
a love that comes from me to you
The angels sing when you are near
within your arms I have nothing to fear
You always know just what to say
just talking to you makes my day
I love you honey with all of my heart
together forever and never to part.

Every cat has a story

By Naomi Shihab Nye
Read by Lorraine

The yellow one from the bakery
Smelled like a cream puff
She followed us home
We buried our faces
in her sweet fur

One cat hid her head
while I practiced violin
but she came out for piano
At night she played sonatas
on my quilt

One cat built a secret nest
in my socks

One sat in the window
staring up at the street all day
while we were at school

One cat loved the radio dial

One cat almost smiled

An extract from the The Magic Pudding

By Norman Lindsay
Read by Javier
 
“On Tuesday morn, as it happened by chance,
The parsnips stormed in a rage,
Because the young carrots were singing like parrots
On top of the onions’ cage.
 
“The radishes swarmed on the angry/ungry air
Around with the bumble bees,
While the brussels-sprouts were pulling the snouts
Of all the young French peas.
 
“The artichokes bounded up and down
On top of the pumpkins’ heads,
And the cabbage was dancing the highland fling
All over the onion beds.
 
“So I hadn’t much time, as Your Honour perceives,
For watching the habits of puddin’thieves.”
 

Love me tender

By Elvis Presley
Read by Marinela

Love me tender,
Love me sweet,
Never let me go.
You have made my life complete
And I love you so.
 
Love me tender,
Love me true,
All my dreams fulfilled.
For my darlin’ I love you,
And I always will.
 
Love me tender,
Love me long,
Take me to your heart.
For it’s there that I belong,
And well never part.
 
Love me tender,
Love me dear,
Tell me you are mine.
I’ll be yours through all the years,
Till the end of time.
 

Hope is the thing with feathers

By Emily Dickinson
Read by Farahnaz

“Hope” is the thing with feathers
That perches in the soul
And sings the tune without the words
And never stops at all,

And sweetest in the gale is heard;
And sore must be the storm
That could abash the little bird
That kept so many warm.

I’ve heard it in the chillest land
And on the strangest sea,
Yet never, in extremity,
It asked a crumb of me.

Waiters

Dining with his older daughter
Dad forgot to order water.
Daughter quickly called the waiter.
Waiter said he’d bring it later.

So she waited, did the daughter,
Till the waiter brought her water.
When he poured it for her later,
Which one would you call the waiter?

Hot and Cold

By Roald Dahl
Read by Bianca
 
A woman who my mother knows
Came in and took off all her clothes.Said I, not being very old,
‘By golly gosh, you must be cold!”No, no!’ she cried. ‘Indeed I’m not!
I’m feeling devilishly hot!’
 

Click for a selection of poems by Roald Dahl. (You don’t have to choose a Roald Dahl poem.)

Click for a website with a list of famous poets and links to their poems.

L1 Lessons 2012/2013

Reading – Term 3 | Accredited by City & Guilds | 12 weeks | Twenty-four 2.5h sessions

Group profile, diversity, attendance, health, safety, 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

In contrast to day time classes the vast majority of evening learners are in work and seem to have less say over shift patterns. This can impact significantly on attendance and retention. Therefore all learners signed a commitment form before being enrolled. However it is recognised that some added flexibility is needed in order to cater for our evening learners. Now in term 2 we have 3 returning learners from term1 (many learners completed their 3 terms of L1 last term). Ethnically/Linguistically this is one of our more mixed groups (Arab 1, Portuguese 3, Spanish, 2 Italian 1, Eastern/Central Euro 7, W/African 1, Asian 2 (one student is Bangali/Portuguese). For term 2 L1 Ss online resources (MoveOn, Target Skills Gold) that are integral to the course and help to offset missed learning time because they can be used at home as well as in class. | 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 enroll 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 enrollment formalities.

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

  • Next time we do collaborative writing, get Ss to start by downloading Chrome. Unfortunately there is not room on Ss’ mydocs to store Chrome portable, and installing it partially does not deliver full functionality (e.g. unable to view videos embedded into website). Just downloading Chrome from the web (and signing in) is fine – it is no more bothersome than having it on individual usb keys!
  • Also, avoid going in via email. Just log into Google and go to Shared With Me.
  • Doing a Headway Online Intermediate grammar activity in OC using the IWB as a warmer proved very useful! Make this a regular occurrence.

.

.

Last lesson of Term 2 – Paradise lost (cont.)

Term 2, Week 11, Thu 28 March (HUISB2.22)

Continue with LAP dated Tue 12 & Tue 19 March (below). Then allow Ss to continue with TSG. There is no HW today, because I don’t know if this class will be running next term.

Reflection/Evaluation

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Paradise lost (continued)

Term 2, Week 11, Tue 26 March (HUISB2.22)

Continue with LAP dated Tue 12 & Tue 19 March (below)

Homework

  • If you didn’t pass, make sure you’re fully prepared to be at the exam venue on time this Thursday. Check with Reception/Jan that you have been entered.
  • If you didn’t passs, continue completing and reflecting on MoveOn checks/tests in preparation for Thursday
  • Current spellings (Tourism/HUISB2.20-21): sun-soaked,  cash in on, idyllic, tourism, belonged, per capita income, island, inhabitants, increasingly, convinced, foreign, rationed, pollution, affordable, demolished, authorities, business venture, environmentally-friendly, exotic, estimates, relentless
  • Complete all the Paradise Lost activities (HUISB2.20-21) complete your parts of the Paradise Lost GoogleDoc.
  • Add new words you find in everyday life to your vocab book.
  • Check your online feedback from the last two writing tasks. Redraft your work (but don’t change what’s currently on GoogleDocs)
  • Continue working through Headway Online Intermediate activities.
  • Start developing your knowledge of word classes using the Quizlets provided.

.

Reflection/Evaluation

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.

Onscreen National Literacy test

Thu 21 March at EHC

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

.

.

Paradise Lost continued

and Term 2-3 Progression

Week 10 Tue 19 March (last lesson before exam)

Lesson

Today we will resume work on the LAP (below) commenced last week dated 12 & 19 March. We will also start looking how many in this group should progress to E3 writing and how many to L1 writing next term.

Homework

  • Make sure you’re fully prepared to be at the exam venue on time this Thursday
  • Continue completing and reflecting on MoveOn checks/tests in preparation for Thursday
  • Try to finish your QuickReads reader soon so that you can return it next Tuesday.
  • Current spellings (Tourism/HUISB2.20-21): sun-soaked,  cash in on, idyllic, tourism, belonged, per capita income, island, inhabitants, increasingly, convinced, foreign, rationed, pollution, affordable, demolished, authorities, business venture, environmentally-friendly, exotic, estimates, relentless
  • Complete all the Paradise Lost activities (HUISB2.20-21) complete your parts of the Paradise Lost GoogleDoc.
  • Add new words you find in everyday life to your vocab book.
  • Check your online feedback from the last two writing tasks. Redraft your work (but don’t change what’s currently on GoogleDocs)
  • Continue working through Headway Online Intermediate activities.
  • Start developing your knowledge of word classes using the Quizlets provided.

.

.

ILCT Session

Assessment Preparation • Informal letter writing

Term 2, Week 9, Thursday 14 March (MoveOn)

Learning objectives

  • Experience doing an assessment under exam conditions (no dictionaries, discussion, or extra time)
  • Recognise key areas for literacy development needed to achieve at Level 1
  • Have feedback by the end of the session on your informal letter writing and, as a result…
  • Be able to avoid common errors when choosing/using Present Perfect and Past Simp./Cont. tenses.

Context

Various ‘real-life’ type literacy encounters (e.g. notices, adverts, specifications, reports)

Start of lesson activities

Warmer using IWB – and work on Passives/Present Perf. http://elt.oup.com/student/headway/int/a_grammar/unit07/hwy_int_unit07_2?cc=gb&selLanguage=en 

  • Ss take turns coming out to board to solving each problem.
  • While one or two classmates out the front, other Ss discuss remaining problems, ready to respond when their name is called.
  • Call SS out using EGART sticks (Everyone Gets A Random Turn)
  • Where text input needed, use ActiveInspire onscreen keyboard.

Homework review: Ss identify the word class of each spelling word

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.

Assessment of learning and differentiation

The main activities today are a) a MoveOn practice test and b) TSG. Both onscreen resources help to track learning. Move on is used in conjunction with the Reflection Sheet where Ss analyse the questions they got wrong and identify which literacy skills need developing.  The MoveOn test is a practice summative assessment and should be done under the same conditions by all Ss regardless of ability. The TSG activities are completely differentiated for each Ss depending on the targets identified in the TSG IA.

Teaching and learning activities related to the learning objectives

Ss should do their next MoveOn text followed by the usual detailed analysis/reflection of their results leading to identification of skills that need to be developed. Ss should be reminded NOT to start a second MoveOn without consulting the teacher (because they may not have time to finish it and partially completed tests cannot be saved). Ss should NOT use dictionaries and should be limited to ONE HOUR. Let this be a dress rehearsal for the real thing in two weeks.

Anyone who finishes early should continue with TSG.

End of lesson activities

Set HW.

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

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

Learning resources

See blue text for resources needed (e.g. photocopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

  • New spellings (Tourism): sun-soaked,  cash in on, idyllic, tourism, belonged, per capita income, island, inhabitants, increasingly, convinced, foreign, rationed, pollution, affordable, demolished, authorities, business venture, environmentally-friendly, exotic, estimates, relentless
  • Decide which word class each of the above words belongs to: adjective, adverb, compound noun, noun, noun phrase, participle used as adjective, phrasal verb, verb (Past Simp.)
  • Add new words you find in everyday life to your vocab book.
  • Use Look →Say→Cover→ Write→Check to learn new spellings.
  • Complete Headway Upper Intermediate Test 1 exercises 7  and 8. Don’t go beyond this.
  • Check your online feedback from the last two writing tasks. Redraft your work (but don’t change what’s currently on Google Docs)
  • Continue working through Headway Online Intermediate activities.
  • Do another MoveOn followed by a reflection sheet.
  • Start developing your knowledge of word classes using the Quizlets provided.
  • Read at least one page every day of your personal reader.

Reflection/Evaluation

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Paradise lost

Term 2, Week 9 – 10, Tue 12 & Tue 19 March (HUISB2.20-21)

NB. Ss should return their QuickReads today.

Learning objectives

  • Form tense appropriate questions when speaking.
  • Read and speak about tourism (past, present, and future) 
  • Use a range of tenses appropriately and accurately
  • Learn/Use phrases to introduce personal reactions to a situation
  • Understand figurative and specialist language often used when discussing travel

Language

  • Statements and questions in various tenses
  • Present Simp. & Cont., Pres.Perf.Simp.& Cont., Past Simp.
  • Active & passive
  • phrases to introduce personal reactions
  • Travel-related figurative/specialist terms

Context

Tourism/Travel and it advantages/disadvantages for host countries.

Start of lesson activities

Homework review of HUIT1.2-6. (12/3) and of  HUIT1.7-8 (19/3)  [Those who weren’t here last lesson can work together to catch up as much as possible. They shouldn’t write answers during the feedback.] Copies of answer key needed?

  • Ss can spend a few minutes comparing answers [or completing what they should’ve done at home].
  • Ss board selected responses to HW problems while other Ss arriving and T setting up/addressing individual issues.
  • 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, or given as a handout.

Do Headway Online Intermediate activities using IWB, IWB pen, and Promethean virtual keyboard where necessary.

  • 12/3: Grammar Unit 7  (Present Perfect) 
  • 19/3: Grammar Unit 7 (Time expressions) 
  • 26/3: Grammar Unit 8 (Reduced infinitives)

Spelling test (Tourism): 1sun-soaked,  cash in on, 2idyllic, tourism, 3belonged, per capita income, 4island, inhabitants, 5increasingly, convinced, 6foreign, 7rationed, 8pollution, affordable, 9demolished, authorities, business venture, 10environmentally-friendly, 11exotic, estimates, 12relentless

  • Test spellings
  • Test pronunciation (no. of syllables)

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.

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

AN INTERVIEW WITH TONY WHEELER (HUSB2.19.6) 

Half the class (working together) prepare qq (under given headings) for an interview with a famous person associated with travel (using copies of HUISB p19). The other half (working together) study the life of this person (a short biography — copies of HUISB p90). If numbers odd, have one extra interviewer rather than an extra celebrity.) Ss pair up and carry out the interview. (Have 2 interviewers: 1celebrity if a group of three). [DIFFERENTIATION: To challenge more advanced speakers, don’t let them have a pen/cil while preparing their qq. They should decide on, discuss, and drill (orally) their qq using just the prompts. Less confident Ss can write out their sentences. Weaker Ss will be able to learn from stronger Ss while preparing for interview with their fellow interviewers (or celebrities, as the case may be). T boards errors and discusses them with class in plenary.]

PARADISE LOST

In small groups, discuss pictures of tourist destinations speculating about where they are. Ss say if they’ve been to any. Ask each other about C1 tourist spots and any the problems (as well as benefits) tourism brings. Discuss main problems caused by tourism in the world. [DIFFERENTIATION: Avoid having reticent Ss sitting together — spread them amongst more confident learners so the groups function effectively. Tell Ss to involve quieter group members by asking them for infomation/opinions.] 

Predict contents of a text by reflecting on title, image, and pull quotes. Ss read the text and answer detail questions individually. Ss get in to groups and discuss ‘larger’/gist questions (using the text as a springboard to share own ideas/knowledge). (HUISB2.20-21)  Ss may have discussed these activities in class, but they failed to do the online written activity that would have confirmed their achievement. Before moving on, Ss need to Revise all of p21 and be tested randomly viva voce. Note names of Ss who are performing well and those who are performing poorly. Partner them up if appropriate and have further revision/practice of p21 (with plenty of T supervision) before more random testing. 

In groups Ss complete the personal reaction phrases (e.g. It must be really difficult for…) with appropriate material from the text. Then think of new WH questions (about the text) to ask classmates. Ss get into new groups, share their personal reactions, and ask the questions formulated with their previous group.  [DIFFERENTIATION: Assign each S one of the personal reaction phrases and a WH word. Once they have created their reaction and question they should run it past the group for grammatical accuracy and sense. More able learners can (after doing assigned work) choose other reactions and WH questions to work with. T moves around noting/boarding incorrect utterances to be discussed in plenary.] (HUISB2.20-21) Ss may have discussed these activities in class, but they failed to do the online written activity that would have confirmed their achievement. Before moving on, Ss need to Revise all of p21 and be tested randomly viva voce. Note names of Ss who are performing well and those who are performing poorly. Partner them up if appropriate and have further revision/practice of p21 (with plenty of T supervision) before more random testing. 

Infer from context and discuss figurative phrases (highlighted) in the text (they cashed in on). [DIFFERENTIATION: After a few mins, display meanings but in a different order. Ss match meanings with highlighted words.] (HUISB2.20-21) 

Match line A with line B to create longer, specialist noun phrases from the text (a major business… venture) (HUISB2.20-21) 

28/03/13 Ss STILL haven’t completed the online HW (a selection of items from HUISB2.20-21). They should do this now. [DIFFERENTIATION: Ss who finish this task quickly can continue working on their TSG materials.]

Do TRB 2.2 in which Ss role play locals, developers, government officials in arguing for against proposed tourism developments in a relatively undeveloped tropical island).

TERM 2 – 3 PROGRESSION/TUTORIALS

While Ss working on the elements of Paradise Lost that can be done independently of T, T checks records to see identify who would be capable of C&G L1 writing next term. If more independent work needed, Ss should continue working on HUIT1. 

End of lesson activities

Plenary to discuss boarded errors made during speaking tasks.

Set HW. 

Show Ss/Revise the word classes Quizlets

Ss use computers (if in Rm 3) to revise Word Classes Quizlets and continue with TSG material.

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

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

Learning resources

See blue text for resources needed (e.g. photocopied handouts, published materials, audios). Linked websites are in purple/red.

Homework 

  • Study the spellings (Tourism): sun-soaked,  cash in on, idyllic, tourism, belonged, per capita income, island, inhabitants, increasingly, convinced, foreign, rationed, pollution, affordable, demolished, authorities, business venture, environmentally-friendly, exotic, estimates, relentless
  • Decide which word class each of the above words belongs to: adjective, adverb, compound noun, noun, noun phrase, participle used as adjective, phrasal verb, verb (Past Simp.)
  • Add new words you find in everyday life to your vocab book.
  • Use Look →Say→Cover→ Write→Check to learn new spellings.
  • Start developing your knowledge of word classes.
  • Read at least one page every day of your personal reader.
  • Do another MoveOn.
  • Continue working through Headway Online Intermediate activities.
  • 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.

Tourism troubles (HUITRB2.2)

  • Is tourism good for the economy of your country?
  • Is tourism good for the ecology of your country?
  • Who benefits most from tourism?

Mumba, a tiny island in the Pacific, only 50 km by 15 km, is inhabited by the indigenous Mumbese people.  They are very poor and survive mainly by fishing the clear waters around their island. There is plenty of fresh water on the island and as yet, no tourism. The island is surrounded by coral reefs and the variety of fish in the reef is astounding,  including several species of fish which are unique to the island. You will be one of the following people at a meeting: a spokesperson for the local fishing community, a businessman who wants to bring tourism to the island, a spokesperson for REEF (an ecological organisation), Mumba’s minister of internal affairs. You all have strong ideas about the island’s future. Can you come to a compromise with the other people? Will the minister be persuaded by your arguments? Will the minister make the right decision?

Reflection/Evaluation

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ILCT Session

Assessment Preparation • Informal letter writing

Term 2, Week 8, Thursday 7 March (MoveOn; HUI2)

Learning objectives

  • Feel more confident about the forthcoming onscreen literacy exam
  • Recognise key areas for literacy development needed to achieve at Level 1
  • Complete more of an informal letter putting into practice the tenses and conventions studied in HUI2.
  • Decide whether peer proof-reading (of the letter) is impractical. Feedback whether from teacher of peers should lead to individual feedback that will improve each learner’s written English.
  • Be able to avoid common errors when choosing/using Present Perfect and Past Simp./Cont. tenses.

Language

All of the main tenses in positive, negative, question, passive, and active forms; Correct Pr.Perf./Past Simp./Cont. tense choice

Context

Various ‘real-life’ type literacy encounters (e.g. notices, adverts, specifications, reports)

Start of lesson activities

Warmer using IWB – and interactive activities (from Headway Online, etc.)

  • Ss take turns solving each problem.
  • While one or two classmates out the front, other Ss discuss remaining problems, ready to respond when their name is called.
  • Call SS out using EGART sticks (Everyone Gets A Random Turn)
  • Where text input needed, use ActiveInspire onscreen keyboard.

Homework review of HUIT1.2-6. [Those who weren’t here last lesson can work together to catch up as much as possible. They shouldn’t write answers during the feedback.] Copies of answer key needed? [None of the learners present had done this item of HW. On reflection, tasks like this need more time HW issued on Tue for Thu only allows one night for completion. They should aim to complete this by next Tue.]

  • Ss can spend a few minutes comparing answers
  • Ss board selected responses to HW problems while other Ss arriving and T setting up/addressing individual issues.
  • In OC Ss take turns assessing the accuracy/quality of responses with T giving further feedback.
  • Remaining answers can be projected on IWB, put on VLE for home study, or given as a handout.

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

Ss should do their next MoveOn text followed by the usual detailed analysis/reflection of their results leading to identification of skills that need to be developed. Ss should be reminded NOT to start a second MoveOn without consulting the teacher (because they may not have time to finish it and partially completed tests cannot be saved).

.After doing MoveOn/Reflection, Ss continue working on their informal letter (Google Docs). If any buddy-pairs have already finished it they should mark each other’s work. (Is the peer-marking a good idea? Would it be better simply for the teacher to mark it but expect Ss to look at   and possibly re-draft – others’ work?)

Anyone who finishes early should continue with TSG and get T to check their informal letter if time.

End of lesson activities

Spelling test: tense, grammar, punctuation, preposition, necessary, proofread, corrections, feedback, word class, handwriting, conjunction, adverb, adjective, definite article, indefinite article, zero article, clause, comma, semi-colon, exclamation mark

  • Ss quickly revise spellings and test each other orally.
  • 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)

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

Set HW.

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

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

Learning resources

See blue text for resources needed (e.g. photocopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

  • New spellings (Tourism): sun-soaked,  cash in on, idyllic, tourism, belonged, per capita income, island, inhabitants, increasingly, convinced, foreign, rationed, pollution, affordable, demolished, authorities, business venture, environmentally-friendly, exotic, estimates, relentless
  • Decide which word class each of the above words belongs to: adjective, adverb, compound noun, noun, noun phrase, participle used as adjective, phrasal verb, verb (Past Simp.)
  • Complete Headway Upper Intermediate Test 1 up to exercise 6 on p5)
  • Add new words you find in everyday life to your vocab book.
  • Use Look →Say→Cover→ Write→Check to learn new spellings.
  • Start working through Headway Online Intermediate activities. Unfortunately, at the time of updating this post, the Headway website is not working (temporarily, I hope). Therefore, I have not been able to insert a hyperlink here.
  • Read at least one page every day of your personal reader.
  • 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

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Lonely Planet

Term 2, Wk 8, Tue 05 March

Start of lesson activities

Ss take down their marked work from the walls.

Ss do activity 1 from HUI Test 1

Body of lesson

Click for Aims, Language, Learning activities, Differentiation, Assessment, Materials. 

Homework (needs updating)

  • Continue studying the spellings set last lesson (below)
  • Add new words you find in everyday life to your vocab book.
  • Use Look →Say→Cover→ Write→Check to learn new spellings.
  • Continue working through Headway Online Intermediate activities.
  • Read at least one page every day of your personal reader.
  • Complete exercises 1 to 6 from HUI Test 1.
  • Practice exchanging information about the Wheelers (of Lonely Planet fame) using HUISB pp 89 and 90. You will need a partner. Don’t write sentences on the sheet. Try to use your brain to create/remember the questions as you go along.
  • 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

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ILCT Session

Assessment Preparation • Informal letter writing

Term 2, Week 7, Thursday 28 February (MoveOn; HUI2)

During this evening’s session the teacher will doing a technical upgrade to enhance learners’ ILCT experience.

Learning objectives

  • Feel more confident about the forthcoming onscreen literacy exam
  • Recognise key areas for literacy development needed to achieve at Level 1
  • Complete at least half of an informal letter putting into practice the tenses and conventions studied in HUI2. Once complete this will be peer marked and checked by the teacher. This should lead to individual feedback that will improve each learner’s written English.
  • Be able to avoid common errors when choosing/using Present Perfect and Past Simp./Cont. tenses.

Language

All of the main tenses in positive, negative, question, passive, and active forms; Correct Pr.Perf./Past Simp./Cont. tense choice

Context

Various ‘real-life’ type literacy encounters (e.g. notices, adverts, specifications, reports)

Start of lesson activities

Warmer using IWB – and interactive activities (from Headway Online, etc.)

  • Ss take turns solving each problem.
  • While one or two classmates out the front, other Ss discuss remaining problems, ready to respond when their name is called.
  • Call SS out using EGART sticks (Everyone Gets A Random Turn)
  • Where text input needed, use ActiveInspire onscreen keyboard.

Homework review

  • Ss board selected responses to HW problems while other Ss arriving and T setting up/addressing individual issues.
  • In OC Ss take turns assessing the accuracy/quality of responses with T giving further feedback.
  • Remaining answers can be projected on IWB, put on VLE for home study, or given as a handout.

Pass on information about absent classmates. Do this in both sessions. Do this only if appropriate (i.e. Ss have difficulty passing on their classmates’ actual reasons for absence/lateness.

  • 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 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 cause Ss to look down and this can inhibit co-operative learning and useful S – S or S – T interaction.

Ss log on as usual and work on TSG while T goes round performing necessary upgrades to each Ss computer account.

After the upgrade, Ss should do their next MoveOn text followed by the usual detailed analysis/reflection of their results leading to identification of skills that need to be developed.

After doing MoveOn/Reflection, Ss continue working on their informal letter (Google Docs). If any buddy-pairs have already finished it they should mark each other’s work.

Ss should make sure they have checked and under the feedback to their last piece of writing – Learner Journey.

Anyone who finishes early should continue with TSG and get T to check their informal letter if time.

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

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

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

Learning resources

See blue text for resources needed (e.g. photocopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

  • Continue studying the spellings set last lesson (below)
  • Add new words you find in everyday life to your vocab book.
  • Use Look →Say→Cover→ Write→Check to learn new spellings.
  • Start working through Headway Online Intermediate activities. Unfortunately, at the time of updating this post, the Headway website is not working (temporarily, I hope). Therefore, I have not been able to insert a hyperlink here.
  • Read at least one page every day of your personal reader.
  • 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

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Writing and proofreading informal letters

Term 2, Week 7, Tuesday 26 February (HUI2)

The main language focus for tonight may not take up a huge amount of time, so be prepared to follow it up with sundry activities related to work we have been doing.  (Hence, two warmers.)

Learning objectives

  • Understand and respond to correction symbols in writing feedback.
  • Read for detail.
  • Identify and classify writing errors.
  • Prepare to start writing an informal letter and be prepared to give, receive, and understand feedback.
  • Who hasn’t yet handed in induction checklist?

Language

Appropriate word choice; Spelling; Tense choice; Grammar/Form; Missing words; Punctuation; Prepositions; Word order; redundant words

Context

General information about our life (as opposed to specifically work, education, or official matters)

Start of lesson activities

Warmer – Writing feedback

  • Ss (in pairs) look at their (and their classmatess’) marked writing on the walls.
  • Ss take turns reading out each problem area as it should be (according to the teacher’s ‘hints’ written on the texts). Then Ss move to another piece once they have finished working through it.
  • Q&A plenary if needed.

Warmer – Pronunciation/The Sounds of English/The IPA

  • Go through the new pronunciation page on our website together with Ss and answer 

Learner voice matters

  • FA tells the class about the recent course rep meeting and answers any of their queries. Normally we’d do this near the end but ML has to leave early.

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.
  • Ss XYZ need to complete their induction checklist and hand it in before the end of the 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 cause Ss to look down and this can inhibit co-operative learning and useful S – S or S – T interaction.

Correct a variety of mistakes in some sentences that have been marked with correction symbols (use the key to correction symbols). [Advanced learners–the first to finish each sentence–board their sentence. Just one per person. This will allow fast/advanced workers to get critical feedback and it will allow less advanced/slower workers more time to complete the exercises as well as having an opportunity to see model answers. It doesn’t matter if some Ss haven’t completed all problems before plenary as this is mainly a presentation exercise. In plenary, T corrects boarded answers with Ss’ input.] HUISB2.64.1

Read an informal letter and respond to comprehension questions. Make this a race to answer all the questions. [Each S should start on a different number (If starting on 4, move next to 1.) so it doesn’t matter if slower readers don’t find all four answers — between them, every 3–4 Ss will have the four answers and can exchange answers before plenary where answers are verified.] HUISB2.64.2

Find the mistakes in sample letter and annotate using the system provided. [Ss work in stong-weak pairs taking turns to annotate errors. This should consolidate advanced S’s skills (by teaching their partner) and provides less advanced learners with valuable input.] HUISB2.64.3

Writing a similar letter that is true for you. Write a letter/email to a friend/family member you don’t see very often. Write letter in our shared Google Doc. Self- and quick peerchecking for errors. For HW Ss annotate each other’s work (in brown using the system provided). At some point, teacher checks the work also and give feedback. (The differentiation and scope for assessment should be self-evident but — just in case(!) — not all Ss’ output will be at the same level of achievement and Ss will get individual feedback on their errors. Ss can work at their own pace as much of the activity will be done in their own time. Less advanced Ss should write less, and advanced Ss should write more.] HUISB2.64

End of lesson activities

Warmer using IWB – Headway Intermediate Question formation (Unit 1)

  • Ss take turns putting words in order for each question.
  • While a classmate is out the front ordering words, remaining Ss discuss the other problems, ready to respond when their name is called.
  • Call SS out using EGART sticks (Everyone Gets A Random Turn)

Complete one outstanding induction activity – has anyone not yet signed/submitted their induction checklist?

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

OR Tutorials concerning individual learning

Or Learner voice matters

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

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

Learning resources

See blue text for resources needed (e.g. photocopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

  • Study these writing feedback words for the next spelling test: tense, grammar, punctuation, preposition, necessary, proofread, corrections, feedback, word class, handwriting, conjunction, adverb, adjective, definite article, indefinite article, zero article, clause, comma, semi-colon, exclamation mark
  • Add new words you find in everyday life to your vocab book.
  • Use Look →Say→Cover→ Write→Check to learn new spellings.
  • Revise HUISB Informal Letters – Correcting Mistakes.
  • Read one page every day of your personal reader.
  • Review, reflect on, and respond to the feedback on your Learning and Career Journey text
  • Write an informal letter as per HUISB Informal Letters. Do it on the Google doc that has been shared with you (go to Google Drive and look under Shared with me. Read the instructions carefully before composing your letter.

Reflection/Evaluation

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ILCT Session

Term 2, Week 6, Thursday 14 February

Learning objectives

  • Identify and develop skills that will improve your reading 
  • Improve on your last MoveOn reading score 
  • Demonstrate accurate spelling of travel vocabulary 
  • Know how centre management is responding to student views [Both reps abs]
  • Practice asking about someone’s achievements and the history of a business
  • Demonstrate completion of induction unit (if needed). ?

Also, your teacher will be installing new software on each computer throughout the session so as to improve your future learning experiences on these machines. [NP’s portable file couldn’t be updoaded using Ss log ins. My app follows me wherever I log in in Rm3 – so pointless trying to install it using my log in – it seems to be attached more to my profile than to particular machines. I think NP’s solution needs to be refreshed  each time S logs on. Easier to get Ss to download app as per usual, even though it will disappear after closing the window/logging off.]

Language

A range of narrative tenses in question form

Contexts

Travel generally, The Lonely Planet story in particular, various simulated ‘real-life’ literacy episodes

Start of lesson activities

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.

Spelling test 

  • 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)

Assessment of learning and differentiation

See 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

MoveOn [Ss who finish early should resume their TSG work.  Some more advanced Ss may be better off working on L2 tests instead of L1.] 

  • Ss review their completed reflection sheets from previous sessions and ask each other “What is your weakest literacy skill?”
  • Ss do another MoveOn test, aiming for a higher score than last time.
  • Ss to another MoveOn reflection sheet to record, understand, and learn from the computer feedback.

Schemata activation for Lonely Planet activities:  a cloze (every 5) of the Cultural Note (HUITB p23) √ [No OC feedback. Should be reviewed next lesson.]

  • Ss discuss in pairs what the correct word for each gap should be (choosing from a jumbled list of the missing words)
  • While other Ss discussing, individuals take turns using the pen to fill gaps (on the IWB) with appropriate words.
  • Check/Discuss completed text.

Paired jigsaw reading information exchange: 

  • Ss have two versions of the same text with different pieces of information gapped. Ss do not look at each others’ texts.
  • When each S arrives at a gap he asks his partner an appropriate question (the partner does not have a gap at this point and should be able to answer the question.).
  • Ss must use the correct tense and question form with some fluency and accuracy.
  • [Less advanced/confident Ss with benefit from an OC practice/preparation (where they are seated with all their fellow As or all their fellow Bs) and questions are asked across the room. This will allow advanced Ss to model correct grammar.]
  • After the paired activity, review it in OC, Ss asking and answering questions accross the room when named by T.

End of lesson activities

Complete any outstanding induction activities if time (see induction unit, below).

Learner voice matters [Both reps abs.]

  • F tells class about Course Reps meeting with J.

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

See above.

Learning resources

See blue text for resources needed (e.g. photcopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

  • Add new words you find in everyday life to your vocab book.
  • Use Look →Say→Cover→ Write→Check to learn new spellings.
  • Read one page every day of your personal reader.
  • Work on your ILP target(s). If you don’t have one, create one yourself and tell your teacher. (It should be something you can achieve in about 4 weeks – To speak perfect English.)
  • 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.

Cultural Note (Lonely Planet)

As stated in the ________, there are now over _______ Lonely Planet travel guides, __________ into 17 languages. The _______ are written for ‘travellers’ _______ than tourists. They provide _________ on how to travel _______ foreign countries by yourself, _______ to find accommodation, particularly _______  accommodation, and where to _______ to get a ‘flavour’ _______ the real country. The _______ also give information about _______ history, culture, and language _______ the country visited. The _______ are very popular with _______ and budget travellers from ________ , New Zealand and Australia.

around backpackers books books books Britain budget go information of of rather texts the translated where 650

Reflection/Evaluation

See [red, bracketed, italicised annotations].

Tying up loose ends

Term 2, Week 6, Tuesday 12 February 

As the name suggests it is best to use this session to finish off some outstanding activities. This includes useful activities not completed from previous LAPs due to time restraints and induction work. 

Learning objectives

  • Be able to demonstrate understanding and knowledge of how to get the most out of study at NCFE
  • Be able to demonstrate understanding and knowledge responsibilities as NCFE students
  • Learn to depend less on the dictionary and more on inference to understand new words.
  • Recognise idiomatic to be + adv./prep. combinations and their meanings.
  • Form questions (speaking) in the various tenses we have been studying.

Note! Exam Thu 21/03/13, 1830 for 1900 at EHC.

Language

Assorted lexis and structures

Context

Travel, Study and college

Start of lesson activities

Ss compare answers to induction questionnaire. Ss board answers on IWB transparency. 

Outline lesson objectives/notices. Use cloze techniques to focus attention and check understanding. 

Assessment of learning and differentiation

See 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 cause Ss to look down and this can inhibit co-operative learning and useful S – S or S – T interaction.

Spelling test on current (travel) words.  [Do this next lesson as Ss all wanted more time to study the words.]

Comparison and checking of homework HUIWBp14. After comparing/discussing their work, Ss take turns boarding some responses to HW tasks.  (This is a good activity to begin with as it is not adversely affected by arriving of latecomers.) Ss should take the lead in assessing and providing feedback on what has been boarded with T intervening as necessary. (This is a good opportunity to practise /drillmodals (should/shoudn’t), comparatives (the ‘y’ should be lower) and other target language in context.) This procedure can be time consuming, so T should use it for a certain number of problems then provide remaining answers by reading them out and/or projecting the answer key on IWB. Where time is short, answers can be photocopied (or put on VLE) and checked at home. 

Ss do info-gap jigsaw on text about the Lonley Planet founders. Stress sitting opposite and not showing. Rehearse the first few in open class before pairing up. [We did this in OC with As sitting together and Bs sitting together, calling out across the room. Do This activity again next lesson but in closed pairs.]

If extra time, Ss can prepare and do an interview with Tony Wheeler as per HUISB2.19.6

End of lesson activities

Complete induction checklist√ [All Ss present completed/submitted it.]

Set HW. 

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

See above.

Learning resources

See blue text for resources needed (e.g. photcopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

  • Study the travel spellings: Columbus, etc.
  • Add new words you find in everyday life to your vocab book.
  • Use Look →Say→Cover→ Write→Check to learn new spellings.
  • Practice making questions in appropriate tenses about Lonely Planet and its founders. Don’t write on the sheet.
  • Do the Headway Online Upper Intermediate Unit 2 Vocab activities.
  • Read one page every day of your personal reader.
  • Work on your ILP target(s). If you don’t have one, create one yourself and tell your teacher. (It should be something you can achieve in about 4 weeks – To speak perfect English.)
  • 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

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Computer Assisted Language Learning

Term 2, Week 5 Thursday 07 February

Learning objectives

  • Use correct word order in sentences where there is a DO and IDO.
  • Use a variety of tenses to write about your life (past, present, future)
  • Get closer to mastering the skills identified on your TSG learning plan.

Start of lesson activities

Comparison and checking of homework (HUIWB2.13.6). Learners take turns boarding some responses to HW tasks. Ss should also compare and check their work prior to accessing model answers from T. This is a good activity to begin with as it is not adversely affected by arrival of latecomers. Ss should take the lead in assessing and providing feedback on what has been boarded. This is a good opportunity to practise modals (should/shoudn’t), comparatives (the ‘y’ should be lower) and other target language in context. Provide model answers through a combination of boarded answers, Ss listening to model answers, answer key on IWB; photocopied answer keys where appropriate.

Outline lesson objectives/notices. Use cloze techniques to focus attention and check understanding.

Assessment of learning and differentiation

See 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

Ss log on to Google. This may present some problems and possible workarounds are as follows:

  • In the first instance, go to Google via IE and use the log in facility. OR
  • Log in via the email I sent out.
  • If this doesn’t work, download Google Chrome. This will bring up an error message, but Chrome will be usable until the window is closed

Ss open the document Learning and Career Journey. Ss find their name and write a short account of their learning and career journey to date.

Ss then start working on TSG, while T corrects their work. T uses the following procedure for annotating writing.

  • Change the font colour (blue) where improvements need to be made.
  • Write comments in blue, under the paragraph concerned. This could be an abbreviation from the correction key we have been using, a comment that is self-explanatory, a replacement for the problematic word/phrase.
  • Each issue should be addressed as a separate bullet point under a positive ‘global’ remark about the Ss’ work.

Ss should read the feedback, but not make any changes.

Ss should not start a new MoveOn after 8pm.

End of lesson activities

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

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

See above.

Learning resources

See blue text for resources needed (e.g. photcopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

  • Latest spellings (travel): Columbus, passport, explorers, travellers, Venice, journey, palaces, summit, route, Persia, Afghanistan, Europeans, territory, extensively, diarrhoea, jewellery, information, the Silk Route, pickpocketed, mugged, backpacking
  • Add new words you find in everyday life to your vocab book.
  • Use Look →Say→Cover→ Write→Check to learn new spellings.
  • Complete the induction questionnaire.
  • Revise word order at English Grammar 4 U.
  • Headway Workbook 14
  • Do the Headway Online Upper Intermediate Grammar activities.
  • Read one page every day of your personal reader.
  • Work on your ILP target(s). If you don’t have one, create one yourself and tell your teacher.  (It should be something you can achieve in about 4 weeks – To speak perfect English.)
  • 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.
  • Finish writing about your Learning & Career Journey (Google Docs)

Reflection/Evaluation

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Past Simple/Continuous, Present Perfect Simp./Cont.

Term 1, Week 5, Tue 5 Feb

Learning objectives

  • Improve our written English though understanding and discussing feedback
  • Choose the right tense for different situations
  • Practice forming tenses correctly in the three forms (+/?/-)
  • Recognise ways in which changing aspect changes meaning
  • Put tense skills into practice (speaking)

We also need to

  • Examine and discuss corrected writing
  • Finish off any outstanding induction matters (if any)

Start of lesson activities

Tell Ss not to reveal the identities of any of the authors featured in our gallery of corrected work around the room. Ss in pairs go to a piece of work and discuss the correction marks, trying to understand what they mean and how the corrected word/passage should be changed. Ss should take turns reading the correct version aloud to their partner. Move on to a different piece Ss will need a copy of the correction marks key.

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 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

Ss complete the gapfill with the verb in the correct tense – three sentences with write, three sentences with try, etc.(HUISB2.18)

Ss do the language focus (grammar) activities (HUISB2.18) in conjunction with GR 1.1 and 1.2

Ss match sentence half pairs. The first half of A and B are identical but for the aspect. Ss apply their understanding of tense/aspect to choose the correct 2nd half (HUISB2.18)

Ss play a board game where they have to talk about memories. They memory/tense/aspect  is determined by the square landed on via toss of the coin. (HUITRB2.1)

End of lesson activities

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

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

See above.

Learning resources

See blue text for resources needed (e.g. photcopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

  • Latest spellings (travel): Columbus, passport, explorers, travellers, Venice, journey, palaces, summit, route, Persia, Afghanistan, Europeans, territory, extensively, diarrhoea, jewellery, information, the Silk Route, pickpocketed, mugged, backpacking
  • Revise HUISB p18 together with Grammar Reference 1.1 and 1.2.
  • Headway Workbook p13
  • Do the Headway Upper Intermediate Online games.
  • Read one page every day of your personal reader.
  • Work on your ILP target(s) if you have any. If you don’t have any, decide on a language target you could achieve in a few weeks.
  • If you want more work to do, look through the online resources.
  • Complete all the activities in the induction pack.

Memories (Who/meet? How/feel? What/do?)

  • Marta and I both felt nervous.
  • Paul and Maria both got lost trying to find their class.
  • Sayed was very excited about coming to this college.
  • Andrey liked the way the classroom was decorated.
  • We enjoyed the tour around the building.

Reflection/Evaluation

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Managing your online learning!

Term 1, Week 4  Thu 31 January

Learning objectives

  • Form questions about historical events (i.e. Marco Polo’s travels)
  • Form questions about events that started in the past but relate to the present (i.e. Tommy Willis’ travels)
  • Manage all your log ins and passwords!
  • Be ready to start collaborative writing online next week
  • Improve (or at least maintain) your MoveOn reading score
  • Identify the skills you should develop to improve your literacy
  • Give course rep feedback and requests to take to meeting (ventilator, exam date)

Start of lesson activities

Warn Ss to be careful (e.g. case) logging on because too many incorrect log in attempts will freeze their account and T does not have time to sort out log in problems. Ss should change their password on logging on if they haven’t already done so. Log on but don’t start a MoveOn check yet (can’t be interrupted). Can do TSG (can continue where left off).

Has everyone done TSG initial assessment? If not, do it now. This over-rides everything else.

Outline lesson objectives/notices. Use cloze techniques to focus attention and check understanding.

Form questions about historical events (i.e. Marco Polo’s travels. Form questions about events that started in the past but relate to the present (i.e. Tommy Willis’ travels). This material was not completed in the last lesson. See the Travel Then and Now LAP (below) dated 15th & 29th Jan. Resources: HUISB2.17.2 plus audio.

Assessment of learning and differentiation

See 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

Be ready to start collaborative writing online next week

  • To set eveyone up with a google account, ensure weak ICT users paired with strong ICT users. Identify Ss with Google accounts and ensure they have someone to help. Ss get Google accounts with the help of classmates and teacher.
  • Ss email me their email addresses (not necessarily GMail – better to have one set of addresses that I know Ss can be contacted on.)
  • T goes round installing Chrome on all PCs. Confident IT uses can do this themselves – but dont’ exploit them, as their time best spent assisting classmates.

Improve (or at least maintain) your MoveOn reading score. Identify the skills you should develop to improve your literacy. Manage all your log ins and passwords!

  • T checks if Ss can differentiate between College logins, MoveOn username, TSG log ins, Google log in. Ss write all their log in details in one place under clear headings.
  • T goes through MoveOn reflection sheet.
  • Ss do the next MoveOn test while T finishes installing Chrome and updates fglzesol@gmail.com contacts list with L1 email addresses.
  • While Ss working on MoveOn, T goes round requesting to see the following: College log in and password MoveOn username, TSG log in, Google log in.

End of lesson activities

Give course rep feedback and requests to take to meeting (ventilator, exam date)

  • Allow course rep to elicit info (give him/her a copy of the pre-meeting discussion sheet.)

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

See above.

Learning resources

See blue text for resources needed (e.g. photcopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

  • Latest spellings (travel): Columbus, passport, explorers, travellers, Venice, journey, palaces, summit, route, Persia, Afghanistan, Europeans, territory, extensively, diarrhoea, jewellery, information, the Silk Route, pickpocketed, mugged, backpacking
  • Revise HUISB pp16-17 together with Grammar Reference p81.
  • Do the Headway Online Upper Intermediate Everyday English activities.
  • Read at least one page every day of your personal reader.
  • Work on your ILP target(s) (Target SKills Gold)
  • Do one more MoveOn complete fully a reflection sheet.
  • Email DB about anything you’d like Fatima to raise at the course rep meeting with FGLZ management. Suggested topics are: Facilities, Dealings with staff, Getting information, Teaching & learning materials used in class, Use of technology, Anythings else?

Reflection/Evaluation

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Travel then and now – Marco Polo, Tommy Willis

Term 1, Week 4, Tuesday 29th January

See LAP (below) dated 15/01/13 which was started on the 15th but needs another session to complete it.

Homework

  • Study the tour spellings.√
  • Revise HUISB2.16-17 together with Grammar Reference p81.
  • Headway Workbook Unit 2, pp11-12 √
  • Do the Headway Online Unit 1 grammar activities (upper-intermediate) √
  • Do the Headway Online Upper Intermediate Unit 1 vocab activities.
  • Read one page every day of your personal reader.
  • Do MoveOn and a Reflection sheet (over the weekend)
  • Latest spellings (travel): Columbus, passport, explorers, travellers, Venice, journey, palaces, summit, route, Persia, Afghanistan, Europeans, territory, extensively, diarrhoea, jewellery, information, the Silk Route, pickpocketed, mugged, backpacking

Diagnostic Assessment: ICT Suite

Term 2, Week 3, Thu 24th January

In addition to completing their Target Skills Gold assessment, we will carry on with the unit of on tenses we started last week (see Travel Then & Now LAP). Diagnostic Assessment via TSG does not warrant a full LAP beyond the following aims.  To improve on the last ICT session, avoid introducing any other matters beyond that covered in the aims below – keep it simple! After about 80 mins of TSG  (or when most learners have complete the assessment) move to the Travel Then & Now LAP. Tell S&S not to buy the reader.

Aims/Notice

By the end of the session

  • Tell S&S not to buy the reader.
  • Course Rep meeting for MSM and FA: 12/2 at 6.15 (Rm1) or 13/2 at 11.45 (main hall)
  • Ofsted next week
  • All Ss will have completed the TSG online assessment
  • Some Ss will have begun working on their TSG targets (learning stage)
  • Learners who have already completed the above aims should do another MoveOn test if time. If not enough time they should continue working on TSG. (AR, TD)
  • Recognise when to use various forms of the Present Perfect tense (simple, continuous, positive, negative, active, passive)*
  • Be able to construct grammatically correct Present Perfect sentences in the above forms*
  • All Ss will have met another induction unit objective (if time)

* See Travel Then & Now LAP. Learners who don’t finish the TSG assessment on time should continue with that rather than being interrupted to work on Headway Material.

Homework

  • Headway Online Intermediate Grammar and Vocabulary (Do as much as possible. Let me know if you’re getting 100% each time with little effort.)
  • Do either some more TSG or MoveOn.

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Tying up loose ends

Term 2, Week 3, Tuesday 22nd January

Overview

Still very icy today after the weekend’s snow.  Take into account that some learners may arrive late, or want to leave early.  Therefore, the best use for today’s session should be ‘tying up loose ends’, i.e. diagnostics and being in a position to start in ILPs. There is no full lesson plan for today because we will be dipping into two existing comprehensive plans (below).

Dawud’s aims

  • check diagnostic results to make a start on ILPs
  • don’t start new activities if there isn’t time (this may been finishing a little early if Dawud overcompensates for his usual habit of trying to do too much.)

Learner aims

  • Recognise when to use various forms of the Present Perfect tense (simple, continuous, positive, negative, active, passive)
  • Be able to construct grammatically correct Present Perfect sentences in the above forms.
  • Know more about being a successful learner (induction aims)
  • Complete the diagnostic listening task

Details

Ss take turns boarding responses to some of the HW problems.

Outline aims/objectives.

Give Ss a Headway test to do while diagnostic tests are checked and ILPs are started. Ss should work collaboratively with as much discussion as possible and minimum input from teacher. Remind them not to erase wrong answers when they get the answer key. What should you do?

Address another outstanding induction aim (see induction unit below)

Discuss, compare, check answers to HWB homework.

Continue working for a short time on the You & Your World material (below). Test last week’s material and drill if necessary. Do planned activities that were not completed due to time last week.

Homework

HUIWB p12. Finish this by Thursday

HITest Unit 8. You can use the weekend to finish this if you need to.

Assessment for learning and induction (ICT suite)

Term 2, Thursday 17 January

If an observer comes we will have to abandon the today’s objectives and resume where we left of with the material started on Monday.

Assessment and induction objectives

Try to accomplish one or two outstanding induction objectives. For details of T&L activities, etc, see induction unit below

  • Know who your course reps are
  • Stay healthy and safe at FGLZ
  • Recognise the meaning of frequently used abbreviations
  • Agree to treat everyone at FGLZ fairly and with respect

Other objectives

  • Everyone in the class should have MoveOn and TSG accounts by the end of this session.
  • Everyone should have completed all their DfES diagnostic tasks.
  • Everyone should have completed their TSG initial assessment.

Procedure

  • Students log on to the PCs as they arrive to save wasting time on this later.
  • Go through objectives
  • Briefly compare, discuss, check answers to HW tasks
  • Elect a new course rep
  • Do the frequently used abbreviations sheet.
  • Discuss being safe/healthy at FGLZ (valuables, emergency evactuation, chewing gum, trip-hazards)
  • Ss do another MoveOn test. New Ss can get help from Ss who were here last Thursday in setting up an account. Meanwhile, Dawud sets up TSG accounts. As Ss finish their MoveOn they should reflect on their errors by trying to decide the correct answer and then clicking on feedback and doing the reflection sheet.

Travel then and now – Marco Polo, Tommy Willis

Term 1, Week 2, Tuesday 15th and Tuesday 29th January

Learning objectives

FUNCTIONAL SKILLSUse appropriate grammatical structures to express actions/situations that started or happened in the past but:

  • a) are recent news (e.g. headlines)
  • b) have a consequence felt strongly in the present
  • c) are incomplete or ongoing
  • d) relate to a living person’s experiences of life
  • e) when (in the past) is not really important
  • f) started in the past, are short and continue to happen again and again frequently 

Ss should also be aware that, with the Pr.Perf.

  • g) changing aspect usually changes meaning
  • h) but not always
LANGUAGE

  • Narrative tenses – chiefly  Past Simple,
  • Pres.Perf.Simp. & Cont.;Active/Passive;
  • Holidays/Tourism/Travel lexis

If time the following should also be addressed (or deferred to Thursday)

  • Ss should also consider feedback on their diagnostic writing.
  • Ss also need a pre-course rep meeting discussion with their course rep.
  • Spelling test on induction words 

Start of lesson activities

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

Focus attention on the context of this lesson: A person who is currently backpacking around the world.

Different Ss read a different portion of the Grammar Reference material on p81 (re Present Continuous) and explain one thing they learned to someone who read a different portion.

Identify, explain, and correct inappropriate tense choice in a number of sentences. Identify (in a number of sentences) where continuous form could be made simple (and vice versa). Explain the change in meaning. HUISB2.16.S

 Comparison and checking of homework (HUIWB P12). Ss take turns boarding verb phrases for ex.4 (a – h). Ss also compare their work. Meanwhile T boards answers to ex 2. Ss check answers on board for ex.2. T elicits answers to ex.3 and other Ss listen carefully to check their work. Encourage them to say “Can you repeat that, please?” or “How do you spell that, please?” (T only reads out the model answer if necessary.) For ex.4 Ss agree/disagree with the boarded responses. The remaining answers (i – o) can be checked at home on this website. This is a good activity to begin with as it is not adversely affected by arrival of latecomers. Ss should take the lead in assessing and providing feedback on what has been boarded. This is a good opportunity to practise modals (should/shoudn’t), comparatives (the ‘y’ should be lower) and other target language in context. Provide model answers through a combination of boarded answers, Ss listening to model answers, answer key on IWB; photocopied answer keys where appropriate.

Teaching and learning activities related to the learning objectives

To assess progress during tasks, T should roam and  listen to each Ss question and answer pair work, or check their written responses. Use the random name sticks to select Ss. 

NB. Wherever possible, deter Ss from using paper copies of the material that can by projected onto the IWB. Writing responsed to questions can be done later or at home. Paper handouts cause Ss to look down can be a distraction that inhibits co-operative learning and useful S – S or S – T interaction.

Identify / Compare / Discuss  motives of historical explorers and modern-day travellers (using pictures as a stimulus). Re-construct two short articles (first & last para are given) about a. Marco Polo and b.Tom (a backpacker) by choosing from a ‘bank’ of sentences (only tense gives a clear indication of whether sentences are about MP or T). Check responses against audio. HUISB2.16.1-2

 Match Pr.Perf. sentence halves (related to backpacking). Some are active, some passive, some simple, some continuous. Put the task on the IWB (PDF of HUISB2.17.3) and tell them not to look at their books. Check responses against audio.

NB. For the following tasks, encourage learners to find answers/explanations on Grammar Reference p81.

 Ss identify main tenses used in Marco Polo text and in Tommy Willis text. Ss discuss why different tenses predominate. Ss compare the usage of simple/continuous versions of the similar sentences (I’ve read… / I’ve been reading…). For Language Focus activity 2, Ss should decide which of the following apply to each sentence (can be more than one per sentence): (a) Commenced in the past, (b) Completed, (c) Incomplete/Ongoing, (d) Not long ago,  (e) When is not important,  (f) Subject still living HUISB2.17.LF

 Ss read pairs of Past Simple/Present Perfect sentences (Where did he go?/Where has he been?) and identify whether whether q refers to Marco Polo or Tommy Willis. If they refrain from annotating the questions with MP/TW this will force them to think when the teacher checks their learning by asking about each question. This is better! Ss take turns asking a partner the questions. Answers should be given from the text – not from previously done annotations. If students have inadvertently done this at home,  display the qq on the Smart Board and tell them to fold their sheet so they can’t see their annotations/answers. HUISB2.17.1

Ss look at answers to some questions about MP and TW. From these answers they should write questions . Check against model answers (audio). HUISB2.17.2

Ss play a boardgame that involves practical speaking about memories using past and present perfect tenses. T elicits some early memories and Ss discuss further. Ss work in groups of 4 (or 3 if needed) and when they land on a square they must tell the group about the corresponding subject (e.g. a book you’ve enjoyed). Ss need to choose tense/aspect appropriately and aim to speak for a minute. A3 copy of game board per group (HUITRB2.1), coin for each group, counter for each S, means of timing minute intervals.

End of lesson activities

√ Spelling test on induction vocabulary. Include no. of syllables and word stress. Keep it informal as it is their first spelling test, spelling accuracy is only one part of it, don’t discourage co-operative learning for fear of ‘cheating’. Tell Ss about next batch of travel-themed spellings (See HW, below).

[If time] Ss in pairs wander round looking at our ‘gallery’ of enlarged/marked work on the walls. Ss should not tell anyone which piece is their work. Ss should not tell anyone which piece is someone else’s work. Partners take turns telling their partner what needs to be changed in response to one of the correction marks. This will need T-S demo, then S-S demo, and (initially at least) close T supervision.

[Defer this till Thursday] Course rep elicits points to raise with Jan in next week’s course rep meeting.

 Set homework.  Does everyone know how to check the HW online?

Assessment of learning linked to learning objectives

See underlined teaching and learning activities.

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

See above.

Learning resources

See blue text for resources needed (e.g. photcopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

  • Study the tour spellings.
  • Revise HUISB2.16-17 together with Grammar Reference p81.
  • Headway Workbook Unit 2, pp11-12
  • Do the Headway Online Unit 1 grammar activities (upper-intermediate)
  • Do the Headway Online Upper Intermediate Unit 1 vocab activities.
  • Read one page every day of your personal reader.
  • Do MoveOn and a Reflection sheet (over the weekend)
  • Latest spellings (travel): Columbus, passport, explorers, travellers, Venice, journey, palaces, summit, route, Persia, Afghanistan, Europeans, territory, extensively, diarrhoea, jewellery, information, the Silk Route, pickpocketed, mugged, backpacking

Answers to HUIWB p12,

Ex.2:

  1. How long have you been living in the country?
  2.  How long have you been playing tennis? 
  3.  How long do you know Jack? x   How long have you known Jack?
  4.  How long have you been working in Italy?
  5.  How long have you had an American car?

Ex.4:  (i) ‘ve never been    (j) have been living    (k) ‘ve been trying    (l) ‘ve been    (m) ‘ve been turned down    (n) ‘re applying   (o) hope

Reflection/Evaluation

Lesson 2 of term 2: Induction

Term 2, Week 1, Thu 10 January

Aims

The most important thing is to be able decide what to do with this class. Do we split it (mixture of E3 and L1 students), or make it all L1 (sending some Ss to E3). Ss need to understand that some of them not ready for L1 Reading.

  • Ss find out their diagnostic reading result
  • Who is E3 and who is L1?
  • Are there any Ss who have already done NOCN E3 reading?
  • New Ss do the diagnostic writing task.
  • All Ss do a L1 MoveOn test.

Activities

Preparation

  • Set up as many TSG accounts for Ss who don’t alread have one as possible.
  • Check DP works.
  • Check for paper in printer

Ss find out their diagnostic reading result

  • Give each S a letter corresponding to their Tracking Sheet column.
  • Scroll down far enough so that names disappear. Switch on the DP but scroll down far enough to hide names.
  • Tell Ss to look for their Reading Diagnostic result under their letter.

New Ss do the diagnostic writing task

  • Meanwhile, returning students do TSG.

All Ss do a L1 MoveOn test.

  • Select a L1MOT that no students have done yet. Have everyone do it in order that I can compare like with like and make an informed decision about who is E3 and who is L1.
  • Rather than using a reflection sheet, just ask Ss to write the skill descriptor and the question numbers for incorrect responses.  e.g.

Spell correctly words used often in studies, at work, and in daily life – Questions 2, 4, 7

Use format and structure for different purposes – Questions 1, 11, 35

Ss should then ascertain which skill provoked the largest number of incorrectly answered questions.

Homework

  • Get a personal reader
  • Be able to use the Present Simple tense correctly. Know when to put an ‘s’ on the end of the verb. Look for examples in newspapers or on the internet. Find out what the Present Simple is and when to use it. What is wrong with these sentences?
  • On the last evening the judge decide the winner.
  • My favourite programmes is about cards, cooking, and sport.
  • Everybody like this activity. (This one is tricky – you might want to ask Dawud.)
  • We sees the sunrise every day.

Lesson 1 and 2 of term 2: Induction

Term 2, Week 1, Tuesday 8th and Thursday 10th January

There are some spare copies of the induction pack in the register. This induction unit will probably take more that one session to cover. Devote the first two sessions to it and, after that, complete any outstanding aims during the last half hour of subsequent lessons.

Induction learning objectives – You should:

  • Start getting to know one another in order to facilitate future co-operative learning
  • Know your way around the building
  • Vote to choose a class reader
  • Know who your course reps are 
  • Know how to stay healthy and safe at FGLZ 
  • Recognise the meaning of frequently used abbreviations 
  • Agree to treat everyone at FGLZ fairly and with respect 
  • Know some important study skills that will help you succeed on this course 
  • Know what is expected and demonstrate your commitment to homework, attendance, and participation, materials.
  • Know the names of other staff at FGLZ 
  • Choose three buddies you can contact if you miss a lesson
  • Understand how ESOL courses are structured (levels, skills)
  • Complete the four DfES diagnostic assessments and one MoveOn.  (if you are a new student)  
  • [If this runs into two lessons, but falls short of the second, do a spelling test based the FGLZ Tour words.]

Teaching and learning activities related to the learning objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation and underlined assessment activities. Blue text indicates a photocopied handout is required. Bold text indicates key words that describe the activity, avoiding the need for activity titles.

Start getting to know one another (names, countries, jobs, interests, things in common) in order to facilitate future co-operative learning

  • Ss mingle, chatting to elicit relevant information. Ss write this down on a table.
  • Ss decide with whom that have most in common and introduce that person to the class.
  • Ss memorize as many names as possible
  • Selected Ss name as many classmates as possible.

Know your way around the building

  • NB. Make sure all fire exit doors have been properly closed (in case learners have opened them – they can’t be shut easily from the inside)
  • Ss in pairs/groups list all the main places and resources in the building. T elicits/boards these. OR, if this is too time-consuming, T displays ready made circuit (Fire extinguisher, Fire alarm, Fire exit sign, Fire alarm activation, Nearest fire exit, Emergency door release, Reception, First aid sign, Toilets…)
  • T elicits emergency information concerning assembly point, fire exits, fire alarms, lifts, emergency door release.
  • T writes these around a circle (on board) eliciting the spelling of each. Ss copy this.
  • Ss get into pairs/small groups containing at least one continuing S. Continuing Ss must lead their group on a tour of all the listed places/features. Ss go for a tour of all the places around the circuit with each group starting at a different location. Return to the classroom after visiting all places.
  • T checks knowledge of important FGLZ locations and answers any relevant queries.

Vote to choose a class reader

  • T introduces the idea of shared reading/a class reader and Oxford Dominoes.
  • Ss (in pairs) read the handout containing a short introduction to a selection of Oxford Dominoes. Ss answer comprehension questions and choose the book they would most like to have as their class reader.
  • T elicits answers to the comprehension questions.
  • Ss vote for their preferred title. T (with assistance) counts votes.

Know who your course reps are

  • Course reps introduce themselves, say how long they have been course reps, what course rep activities they have done.
  • T summarizes the purpose of course reps.

Know how to stay healthy and safe at FGLZ

  • T and Ss discuss: chewing gum, fire alarms, emergency exits, assembly point, walk don’t run, not packing up, address, calls to emergency services.
  • T asks some questions to check learners’ understanding of how to respond to an emergency

Ss understand abbreviations ESOL, NCFE, FGLZ, NOCN, ILP, PLP

  • T elicits the long forms without over-teaching them.
  • Ss complete a worksheet featuring these abbreviations and a box containing all the component words mixed up. Ss write out the lolng forms.

Agree to treat everyone at FGLZ fairly and with respect

  • Students identify which rules relate to this

Know some important study skills that will help you succeed on this course,

  • Homework, daily reading, using English outside the classroom
  • Dictionary, stationery, folder, handouts, reader.

Attendance and punctuality

  • message to teacher, message to classmate, contact classmate after, find out about HW, complete HW
  • Identify which of our class rules relate to A&P

Contact details (These are posted up around the classroom.)

  • FGLZ address and phone number. Put address in correct order: 1 7 0 D D E Forest Gate Road Woodford. Write the phone number in words: zero, two, zero…
  • Dawud’s email address – put it in order: . . @ ac bell david newham uk

Know the names of some FGLZ staff

  • T elicits/boards staff names already known and fills in gaps
  • T uses intranet to show photos of named staff

Choose three buddies you can contact if you are absent

  • Ss write names and contact details of buddies on front of induction pack.

Understand how ESOL courses are structured (levels, skills, academic years)

  • See fglzesol ESOL page.

Complete one of the four diagnostic assessments (if you are a new student)

  • Prioritise the skill focus for this term (e.g. start with the reading diagnostic if it is Term 2.)

Assessment of learning linked to learning objectives

See underlined teaching and learning activities.

Learning resources

See blue text for resources needed (e.g. photcopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

  • Memorize the FGLZ Tour spellings
  • Read about the six Dominoes books and answer the seven questions.

Reflection/Evaluation

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

*********************************************************************

Tutorials

Term 1, Week 12 Tue 04 and Thu 06 December

Progression advice for learners (S and I) who have now completed three terms of L1

Level 1 Functional Skills for work. Michael, Saturdays, 24 weeks

Level 1 Literacy (Functional Skills). Daytime, Admission assessments 12th and 14th December (daytime, try to come at 10)

Level 2 Literacy (Functional Skills). Daytime, Admission assessments 12th and 14th December (daytime, try to come at 10)

Assessment – Telephone call

Term 1, Week 11,  Thu 29 & Sat 01 December

Thu: 1830 Ion & Danny; 1900 Ana & Fatima; 1930 Sergiu & Edita.  Sat: 1300 Luciana & Sayed

Procedure

Waiting Ss should know their topic when they arrive and be able to prepare. Use random.org to assign 2 topics for each pair of Ss coming to this session and put this up outside. Ss should agree which topic they will use.

From the Ss appointment time, they should have 10 mins to prepare and make notes on a single/shared sheet of paper. They should also try to rehearse within this time. After this 10 mins they should rehearse in front of the assessor. Then they should record their dialogue. Assessor can use an Internet ring-tone website to add authenticity to the role play.

When they are ready, allow a brief rehearsal. Then record/assess.

Presentation (Explanation) Assessment

Term 1, Thu 15 & Tue 20 November

Procedure

Ideally, seat Ss in a U shape facing the speaker. All Ss complete the admin sections of all three assessment records (name, date, title of talk, signature, etc.) All Ss complete complete the explanation description/audience section of the explanation assessment record. This must by done properly before a presentation cane be given. Any Ss who have not done this satisfactorily by the time we need to start will have to complete it at a different table while others are speaking. Meanwhile, check that any ICT being used is working. Check that slides/notes do not contain anything but key words/figures/phrases. Select the first speaker at random. Assign different WH interrogatives to classmates. Each clasmate must think of at least 3 questions – 1. with allocated WH word, 2. a Y/N question, a clarification question. Begin recording. Assessor says, “City & Guilds Level 1 Speaking & Listening — Explanation task — D Bell’s group”. Candidate introduces himself briefly, introduces and delivers his topic. Meanwhile, T records marks and evidence and classmates think of questions. The presentation must continue for at least 5 minutes. The presenter then fields questions – all observe  formal Q&A etiquette. The presenter should repeat (for the microphone) each question before answering it (checking understanding if necessary). Each presentation(minus Q&A) should last 5 – 10 mins.

Thursday 15 November

Sayed, Edita, Luciana, Fatima, Sergiu

Sergiu and Fatima were absent

Tuesday 20 November

Ion, Ana, Danny. Also Sergiu and Fatima who were absent last session.

Natalia and Jorge no longer attend.

Exam Preparation 2 and 3 of 3

Term 1, Week 9, Tuesday 13 and Wednesday 14 November

The Wednesday session makes up for one of the two lessons that were cancelled (i.e. could not be covered) during Dawud’s absence.

Learning objectives

  • All students should have had their presentation proposals approved by now
  • All Ss should have three exam appointment times
  • Ss should have some understanding of the assment criteria and how it is grouped
  • Ss should have the opportunity to practice discussion skills
  • Ss should have the opportunity to practice telephone role plays
  • Ss should have the opportunity to assess their colleagues speaking (using a simplified version of the C&G criteria)
  • All Ss should have any remaining exam queries addressed (procedure, criteria, etc.)

Start of lesson activities

Comparison and checking of homework. If possible, have learners take turns boarding some responses to HW tasks. Ss should take the lead in assessing and providing feedback on what has been boarded. This is a good opportunity to practise modals (should/shoudn’t), comparatives (the ‘y’ should be lower) and other target language in context.

Teaching and learning activities related to the learning objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation and underlined assessment activities. Blue text indicates a photocopied handout is required. Bold text indicates key words that describe the activity, avoiding the need for activity titles.

All students should have had their presentation proposals approved by now

  • T checks approval sheet
  • Any Ss whose proposals are missing or not approved must address this before participating in any other activities

All Ss should have three exam appointment times

  • Check on calendar that everyone has three appointments
  • Remind Ss to keep checking for changes
  • Check that Ss know how to access the calendar online by Googling fglzesol calendar

Ss should have some understanding of the assment criteria and how it is grouped

  • T distributes copies of the success criteria that has been cut into strips and shuffled
  • Ss re-arrange the strips to reassemble the success criteria under the appropriate headings

Ss should have the opportunity to practice discussion skills and give/get feedback

  • Ss watch the news http://www.bbc.co.uk/iplayer/episode/b01nvj40/BBC_News_at_Six_12_11_2012/ (not more than 10 mins), taking notes. The main headlines are: BBC crisis; Abu Qatada defies government – again!; Starbucks questioned over tax; Tower of London to change its locks; Children with cancer treated unfairly; Tribute to murdered pensioner. Fast forward any material not related to these main headlines.
  • Ss are grouped (randomly) and discuss the news using their discussion contribution checklist
  • A S from each group is selected randomly to form a ‘panel’ that ‘perform’ a discussion in front of the class
  • Each audience member is assigned one of the ‘panel’ members and assesses his/her contribution using the Discussion Checklist.

Ss should have the opportunity to practice telephone role plays

  • Pair students randomly using name sticks and randomly assign each pair two telephone conversation scenarios (Ss note that there are now 11 scenarios). If Ss get the same scenario as last time, give them a new selection.
  • Ss prepare their dialogue by discussing the main ideas and and how to make sure L1 (not E3) language is used. Ss should make brief notes on one piece of paper.
  • Ss sit at right angles, both able to see their notes. Ss practice their dialogue.
  • Ss chosen at random to perform their dialogue in front of the class.
  • Classmates are assigned one of the speakers and use a simplified assessment sheet to assess their performance.

All Ss should have any remaining exam queries addressed (procedure, criteria, etc.)

  • Q&A where T asks questions about exams using IWB to display relevant info.

End of lesson activities

T & Ss review exam criteria and update it to show what has been addressed by today’s session.

Assessment of learning linked to learning objectives

See underlined teaching and learning activities.

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: 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; activate fire alarm if necessary); Not stick gum under tables; Bin waste.

Learning resources

See blue text for resources needed (e.g. photcopied handouts, published materials, audios). Linked websites are in purple/red.

Homework.

Meet with another class member:

  • A gives presentation then B asks questions  about it. Swap roles.
  • Listen to then discuss what’s in the news.
  • Practice role-playing the telephone conversation scenarios given.

Reflection/Evaluation

13/11/12 Got as far as classmates giving ‘panel’ members feedback on their discussion skills. I think that four news headlines was insufficient and people ‘dried up’ early. Perhaps 5 – 6 topics would allow Ss to sustain a longer discussion and hit more of the criteria.

Exam preparation 1 of 3

Term 1, Week 8, Thursday 08 November

Learning objectives

  • All learners will choose a suitable explanation topic (C&GS&L Task 2)
  • All learners will know how long how long they must speak for in the assessments
  • All learners will know about notes allowances/restrictions.
  • All learners will know when their exam appointments are and what is happening in each session from now until the end of the term
  • All learners will practise a making a telephone call
  • If time, learners will practice the disscussion task.

Start of lesson activities

Outstanding induction activities (see induction checklist) should be completed before this slot is used for anything else.

Comparison and checking of homework. If possible, have learners take turns boarding some responses to HW tasks. Ss should take the lead in assessing and providing feedback on what has been boarded. This is a good opportunity to practise modals (should/shoudn’t), comparatives (the ‘y’ should be lower) and other target language in context.

Teaching and learning activities related to the learning objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation and underlined assessment activities. Blue text indicates a photocopied handout is required. Bold text indicates key words that describe the activity, avoiding the need for activity titles.

All learners will choose a suitable explanation topic (C&GS&L Task 2)

  • Ss add their proposed topic to the proposal sheet and show the teacher. If suitable the teacher signs it.

All learners will know how long how long they must speak for in the assessments; All learners will know about notes allowances/restrictions.

  • Ss match questions and answers. There are more answers than questions because some of them are distractors.

All learners will know when their exam appointments are and what is happening in each session from now until the end of the term

  • T displays calendar and answers any queries
  • T check to see who remembers their appointment time

All learners will practise a making a telephone call

  • Ss look and note down the list of scenarios on the telephone conversation handout.
  • T tells Ss how to showcase their language in their telephone conversation: humour, disagreement, negotiation, checking understanding, misunderstanding, appropriate register, idiomatic English
  • Ss are given one of the senarios ( at random) and plan with a partner. Ss perform in front of the class while classmates assess their performance: Pronunciation 0-2; Overall effectiveness and plausibility 0-2; Grammatical accuracy 0-2; Range 0-2;  Comprehension 0-2.

If time, learners will practice the disscussion task.

  • Use the discussion checklist to ensure Ss are making a sufficient number and broad range of contributions.

End of lesson activities

T & Ss review exam criteria and update it to show what has been addressed by today’s session.

Assessment of learning linked to learning objectives

See underlined teaching and learning activities.

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: 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; activate fire alarm if necessary); Not stick gum under tables; Bin waste.

Learning resources

See blue text for resources needed (e.g. photcopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

  • Practice more telephone conversations.
  • Practice discussing what’s in the news.
  • Continue to prepare your presentation (explanation)

Reflection/Evaluation

First lesson back with Dawud after his absence

Term 1, Week 8, Tuesday 6 November

Learning objectives

Today’s planning reflects that fact that it is Dawud’s first lesson back after three two week’s absence and there is little record of work left by cover teachers.

  • Ascertain what work was done during Dawud’s absence.
  • Check how Ss are getting on with the CV/Cover letter project.
  • Outline the timetable of lessons/exams from now until the end of the term.
  • Check Ss proposed explanation topics.
  • Show and tell.

Start of lesson activities

Ascertain what work was done during Dawud’s absence.

Check how Ss are getting on with the CV/Cover letter project.

Outline the timetable of lessons/exams from now until the end of the term. Ss can find the calendar directly by Googling fglzesol calendar.

Compare answers to HW (HUISB1. Applying for a job pre-writing activities). Don’t need to spend long on this. For some exercises, it’s enough to ask Ss to compare their answers. Use IWB to review making Kate’s letter more formal.

Teaching and learning activities related to the learning objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation and underlined assessment activities. Blue text indicates a photocopied handout is required. Bold text indicates key words that describe the activity, avoiding the need for activity titles.

T outlines the main criteria for C&G S&L explanation task. T demonstrates how to complete the proposal sheet. Ss take turns filling out the proposal sheet. They should do EGiU113 while waiting for their turn. If they don’t manage to do it now, they must get hold of it as soon as they can, during the lesson. There should be break later in the session during which this can be filled in.

??? Ss practice making exam-style telephone calls. Select some  to preform in OC. Then some can perform in groups of 4. Listeners should grade performers on simplified exam criteria. (pronunciation, clarity, maintaining own end of conversation, variety and range of language).

[mins/time] Teacher introduces and models the show and tell activity. To do this, he boards/checks Tell people about something you did or something that happened to you recently. T asks class qq like those bulleted below. Then T boards names of five Ss and elicits/boards topics. Then teacher talks about what he did and answers a couple of questions.

  • Who bought  a new car?
  • Who went away?
  • Who went to somewhere special in London?
  • Who moved house?
  • Who celebrated a special occasion (religious festival,  birthday, etc.)
  • Who spent time with someone they haven’t seen for a long time?
  • Who bought something special?
  • etc.

[mins/time] Four able Ss present their show and tell item to the class and answer a couple of questions from classmates.[Differentiation: weaker Ss should be given as much assistance as necessary in forming quetions so as not to distrupt the flow]

End of lesson activities

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.

T & Ss review exam criteria and update it to show what has been addressed by today’s session.

Assessment of learning linked to learning objectives

See underlined teaching and learning activities.

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: 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; activate fire alarm if necessary); Not stick gum under tables; Bin waste.

Learning resources

See blue text for resources needed (e.g. photcopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

  • Prepare your  exam presentation/explanation

1. Talking about our lives – past, present, and future  2. Preparing for the speaking and listening exam

Term 1, Week  5, Thursday 11 October

Learning objectives

Language learning objectives are derived from the speaking and listening exam syllabus

  • All learners should be able to recognise all the main tenses (covered in HUI Unit 1)
  • Some learners should be able to choose appropriately all the main tenses structure utterance with grammatical accuracy (or with self-correction)
  • Most learners should show an sound awareness of the main tenses in their speech (i.e. despite grammatical lapses, they are aware of relationship between the main tenses and related contexts, and are aware of structural aspects – they are not ‘out of it’ when questioned about the this lesson’s target language)

Start of lesson activities

Outstanding induction activities (see induction checklist) should be completed before this slot is used for anything else.

Comparison and checking of homework.

Ss vote on preferred method of recouping hours lost in week 7

  1. Two additional Monday evening classes? ||||
  2. Start all lessons half an hour earlier in weeks 8-12?
  3. Have an all day Saturday session where you have a 20 min tutorial (your choice of focus)?
  4. Some of you have your assessments on a Saturday (I’ll be here all day, you come at appointed time.) |||||

Ss & T continue working through the Headway Unit 1 tenses work. Carry on with HUISB pp8 – 9 bearing in mind

Ss help T update Plans/Aspirations section of the ILP and at the same time practice language needed for eliciting future plans, dreams, aspirations, language priorities. To set context, T elicits/updates P/A info from one S in OC. T boards a couple of exemplar questions. Then Ss ask a classmate (in OC) about future plans/aspirations while T updates ILP. Then Ss talk in small gps about this while T calls up Ss one at a time to update ILPs. Finally in OC Ss  question another S (boarded questions removed) while T updates ILP. NB This topic ties in quite well with the Headway work planned for today (talking about our lives past, present, future).

Teaching and learning activities related to the learning objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation and underlined assessment activities. Blue text indicates a photocopied handout is required. Bold text indicates key words that describe the activity, avoiding the need for activity titles.

Ss examine how a verb’s meaning is affected by changes in tense/aspect, e.g. Klaus comes/is coming from Berlin. HUISBp8&audio

Ss decide on tense/aspect complete half sentences with true information pertaining to their lives. e.g. At weekends I often… Ss listen and compare what they’ve written with model answers. Ss then recycle these sentence by reading them to a partner and thus eliciting a response. Board some examples while demonstrating in OC. Once Ss working in closed pairs, T continues to board responses and alerting other Ss to same. T boards some learner errors and directs Ss to assess and give feedback on these.

Look at ellipsis in some utterances associated with some frequetly occurring everyday situations. Lead into this activity by asking Ss to match the responses below with the ellipsis sentences. As in previous activity, Ss practice responding to utterance. Can any of the boarded responses be re-used here? Some example responses to Spoken English on HUISB p8.

  • Yes, sorry. I’ve got a big day tomorrow.
  • No, I haven’t. That’s sad.
  • Not really. Taking work home as usual.
  • Not at all. Only a couple of minutes.
  • None of your business. You try getting a helicopter pilot’s license!

Ss look at a one-sided tapescript of a telephone conversation (a young woman telling her father about her new life in a foreign country) – only the daughter’s end of the conversation is printed. Ss predict the father’s lines all the while discussion context and tense. Ss compare their work against the model conversation by listening to the audio (and viewing full tapescript if needed).HUISBp9&audio

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

T & Ss review exam criteria and update it to show what has been addressed by today’s session.

Assessment of learning linked to learning objectives

See underlined teaching and learning activities.

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: 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; activate fire alarm if necessary); Not stick gum under tables; Bin waste.

Learning resources

See blue text for resources needed (e.g. photcopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

Underlined tasks need to be prioritised as they need to be completed before an umpcoming lesson.

  • Ana  prepare to recite your memorised poem next lesson. Everyone else, prepared recite your poem in the lesson after that. X, please identify yourself to Jan at the beginning of the lesson. It would be good if you can find a copy of your poem on the Internet in case it doesn’t get added to fglz.wordpress.com.
  • Revise everything done in class today together with Grammar Reference pp140-141.
  • Try to read your reader daily. Bring it to every session.
  • Do the Applying for a Job writing tasks (HUISBp110) then do the project below
  • Finish off all of the Headway Workbook Unit 1 exercises (starting from ex.4)
  • Do the Headway Online Space Game.
  • Complete Headway Unit 1 using the Student’s Book and Workbook materials.

Project (due 15/11/12)

Team up with about three classmates and arrange for all of you to have gmail email addresses. (Alternatively, you could just create one gmail account for your group.) The groups are: Natalia, Luciana, Fatima | Sayad, Jorge, Ion | Sergiu, Ana, Danny, Edita.

Using Google Docs, type up your CV and cover letter (HUISBp63).  Make sure the others in your group have permission to make changes to it.

Assess your partners’ CV or cover letter. Look particularly at

  • overall effectiveness (Does it get the message across and persuade an employer that this is a good candidate?)
  • overall structure and layout (paragraphing, ordering of information, discourse markers)
  • how the ideas in each paragraph or section relate to one another
  • use of complex sentences/subordinating clauses (This is a good topic for independent study – very important in Level 1.)
  • other aspects of sentence grammar
  • spelling, punctuation, and use of capitals/lower case.

Make improvements to your partner’s work using blue. Don’t delete anything. You can use strikethrough if you want. If you want to make changes at text level, write a comment. It should remain clear to the reader what the original writing is, and what you want to improve.

Look at the improvement your classmates have suggested and redraft your work to the highest possible standard. When you have finished, ask your team mates for further feedback.

Exam preparation

Choose a partner who doesn’t speak your language. By telephone, work with your partner (in English) to create a telephone conversation about an imaginary situation as per exam task 3(see exam description). Try to create a scenario that allows both speakers to have an active role. Bear in mind the success criteria you need to achieve in the exam. If you don’t have free minutes, you might need to meet in person. Pairs are: Ana & Danny,   Sayed & Ion,   Edita & Luciana,   Sergiu & Fatima,    Natalia & Jorge

Decide on your presentation topic (task 2). Remember it must be an explanation in order to be suitable (see exam description and success criteria ).

Try to watch or listen to the news every day and discuss it in English with a friend.

Reflection/Evaluation

We didn’t have time to do all of the activities. The activities we didn’t do are in grey text. The HUISB1.8 activity on how a tense/aspect change completely alters the meaning (or the order of events) revealed revealed some significant misunderstandings. This facet deserves revisiting. 

Miscellaneous!

Term 1, Week 5, Tuesday 9 October

Learning objectives

Language learning objectives are derived from the speaking and listening exam syllabus

  • All learners should understand the importance of reading
  • All learners should practice asking and answering questions about their prior learning (using question forms and appropriate tenses)
  • Learners should be able to identify all the main tenses in speech and writing
  • Learners should be able to extract meaning that is inferred by choice of tense (e.g. comes from/is coming from)
  • Some learners need to learn that constant note-taking during the lesson is not beneficial.

Start of lesson activities

One or two outstanding induction activities (see induction checklist) should be completed before this slot is used for anything else.

Teaching and learning activities related to the learning objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation and underlined assessment activities. blue text indicates a photocopied handout is required. Bold text indicates key words that describe the activity, avoiding the need for activity titles.

Ss look at Dawud’s prior learning and think about this while he elicits such info from a student (and updates ILP). Once Ss can see the context, they should take turns questioning a member of their small group (moving onto another person once sufficient questions asked). While Ss busy doing this, T interviews as many individuals as possible to update the prior learning section of their ILP. Ss should also be passing the pen around to board their questions. T & classmates give feedback on boarded qq. In OC Ss interview another couple of Ss for T to update ILP. T then updates another S’s ILP by first asking his/her classmates what they found out during small group discussion.

Do some of  p8 from HUISB. Where possible use the IWB rather than photocopied handouts. Once an activity up and running, and T needs to use computer for other things, allow Ss to get out their handouts.

[mins/time] xxxx [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 (if S has emailed it previously as expected). 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.

Assessment of learning linked to learning objectives

  • Objective 1: See underlined text in Teaching and learning activities.
  • Objective 2: See underlined text in Teaching and learning activities.
  • Objective 3: See underlined text in Teaching and learning activities.

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.

End of lesson activities

T & Ss review exam syllabus/criteria update it to show what has been addressed by today’s session.

Learning resources

See blue text for resources used (e.g. photcopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

Underlined tasks need to be prioritised as they need to be completed before an umpcoming lesson.

  • Ana  prepare to recite your memorised poem next lesson. Everyone else, prepared recite your poem in the lesson after that.
  • Email your poem to the teacher (if you haven’t already) and read poems that your classmates are planning to recite.
  • Study the latest spellings and adding new words you find in everyday life to your vocab book. You can use look, say, cover, write, check. Also practice using and pronouncing each word.
  • Revise everything done in class today together with Grammar Reference pp79-80.
  • Try to read your reader daily. Bring it to every session.
  • Do exercise 3 (passive construction) from Unit 1 of the Headway Workbook. This must by completed by next lesson.
  • Do/Revise the Headway Online active and passive activities.

Reflection/Evaluation

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

Discussion Practice – What’s in the news

Term 1, Week 4,  Tuesday 2 October

Learning objectives

Language learning objectives are derived from the speaking and listening exam syllabus

  • All learners should exercise their listening skills (gist and detail)
  • All learners should learn something about how to participate successfully in an exam-style discussion
  • All learners should be aware of tutorial arrangements affecting next lesson
  • All learners should be able to give telephone numbers quickly/clearly

Start of lesson activities

  • Feedback on listening and reading diagnostic test model answers.

Teaching and learning activities related to the learning objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation and underlined assessment activities. blue text indicates a photocopied handout is required. Bold text indicates key words that describe the activity, avoiding the need for activity titles.

Watch the news and discuss it as per the exam discussion task. First listen to the news using the channel 4 news page,  then answer some gist and detail questions. Then create some more gist/detail questions. Then have discussions in small groups. [T should sit in on one of the groups and use it to update someone’s diagnostic profile grid.] Gist questions e.g. If you wanted to use this information for the front page of a newspaper, what would the headlines be? Say briefly, what the most newsworthy aspect of each story was. (Create other gist questions while listening.) Detail questions can be created while listening.

Natalia S recites her 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.

Ss learn how to give out their phone number effectively: *** **** **** for landlines. ***** *** *** for mobiles.

Assessment of learning linked to learning objectives

See underlined text in teaching and learning activities.

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

Instruct Ss to stow their bags where other’s wont trip over them. To walk not run in case of emergency evacuation. Not to stick gum under tables. To bin waste rather than leaving it on table. All Ss should know, from their induction programme, about what to do in an emergency evacuation.

End of lesson activities

Ensure Ss understand implications of next lesson’s tutorial arrangements.

Learning resources

See blue text for resources used (e.g. photcopied handouts, published materials, audios, websites). Linked websites are in purple/red.

Homework

  • Jorge prepare to recite your memorised poem next Tuesday. Everyone else, be prepared to prepare to recite your poem, in a lesson after that.
  • Email your poem to the teacher (if you haven’t already) and read poems that your classmates are planning to recite.
  • Keep learning the latest spellings (below). You can use look, say, cover, write, check. Learn to use, pronounce, and spell each word.
  • Keep adding to your vocab book. Learn to use, pronounce, and spell each word. You can use look, say, cover, write, check.
  • Try to read your reader daily.
  • Play the Dolphin Game
  • Practice giving information about your hobbies, job, your education, your previous experiences of learning English (bring any certificates).
  • Practice saying your phone number correctly (*** **** **** OR ***** *** ***)
  • Remember that some of you should come at 1830 and some of you should come at 1930 on Thursday.

Reflection/Evaluation

We didn’t manage to review the HUIWB HW. This should be done next lesson alongside tutorials.

Overview of English tenses (part 1)

Term 1, Week 3, Tuesday 25 and Thursday 27 September

Learning objectives

  • Learners should be aware of  and distinguish between all the main tenses* (C&GSL2A)
  • Leaners should understand and produce WH question forms (with some scaffolding) (C&GSL2A)
  • Learners should be able to recall everything they learned during their induction
  • Some learners may need to complete diagnostic activities missed
  • All learners should be able to sign their induction checklist

* The purpose of these session is to know the landscape as far as tenses are concerned. There will also be focus on the function of tenses (i.e. what they tell us about a situation or action.) This is not an appropriate stage to analyse/explain the technical elements of tense structures. Focusing in on particular tenses should occur in future sessions and in the homwork. (Detailed understanding of correct tense use and formation requires private study.) The Headway Grammar Reference material is ideal for this. Or, Murphy’s English Grammar in Use.

Start of lesson activities

Cover one more item from the induction checklist.

Teaching and learning activities related to the learning objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation. Assessment activities are underlined. Red text indicates a photocopied handout is required.

Sergiu and Luciana and new Ss should start completing their reading/writing diagnostics now. Leaving it until later means they will be too tired. They should re-join the lesson as soon as they have finished. But ensure they are not using dictionaries or communicating.

[mins/time] Match sentences (a variety of tenses) with appropriate time expressions. T should note names of learners who make grammatically impossible matches and don’t immediately see the problem (but don’t try and teach grammar at this point) HUISB1.6. This activity should give some indication about the class’ and individuals level of understanding (tense choice) [All Ss should complete 1-5, some should complete 1-10, most 1-7. All should revise it for HW.]

[mins/time] Read a personal letter written to family ‘back home’ and gapfill a Q&A dialogue about text’s content (gapping focuses on verb forms/tenses) HUISB1.7 (Unit 1, page 7) and accompanying audio [Differentiation]

Read a personal email written to family ‘back home’ and form questions about it by adding verb elements to keyword strings (How much / John / new car?)

Review any HW done to date. Remind students to correct in a different colour without erasing their mistakes. [HW defaulters should do the HW now, while HW completers should check their answers against answers posted on walls out of defaulters’ ‘eye-shot’.]

Identify range of tenses in the above texts and deduce why they are used. Identify colloquial language and ellipsis in the above informal texts. [Differentiation]

[mins/time] T displays poem (if S has emailed it previously as expected). Sergio and Sayed introduce and recite their memorised poem while T updates diagnostic profile accordingly (particularly pronunciation skills). T gives brief feedback on most important areas for improvement. Classmates question the reciter after the recitation.Ss and T identify skills from the C&G S&L exam syllabus that have been addressed in today’s lesson.

Assessment of learning linked to learning objectives

  • Objective 1: See underlined text in Teaching and learning activities.
  • Objective 2: See underlined text in Teaching and learning activities.
  • Objective 3: See underlined text in Teaching and learning activities.

Diversity (impact on learners)

See differentiation strategies in square brackets. Do any learners have a particular need associated with sensory impairment (e.g. seating, print, hearing). Stress  the need to respect difference. (Very occasionally, soem 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 need to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving to facilitate any necessary provisions. (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. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years.

Health, safety, risk assessment

Instruct Ss to stow their bags where other’s wont trip over them. To walk not run in case of emergency evacuation. Not to stick gum under tables. To bin waste rather than leaving it on table. All Ss should know, from their induction programme, about what to do in an emergency evacuation.

End of lesson activities

Discuss homework if necessary.

T observes new Ss chatting with an old S and updates the new Ss’ diagnostic grid accordingly. T assesses new Ss’ readiness for L1C&GS&L.

Learning resources

HUISB1.6-7 and accompanying audio. Use the pdf/OHP primarily and avoid giving out the handout until absolutely necessary.

Homework (bold entries to be completed by next lesson)

  • Natalia and Natalia prepare to recite their poem next lesson and everyone else prepares to recite their poem after next lesson.
  • Read your reader
  • Keep adding to your vocab book and learning the new words. Use cards if that helps.
  • Look at the poems other students are reading (fglzesol.wordpress.com)
  • The next spelling test will be in a week or two. Learn how to use, pronounce and spell these words from (or related to) HUISB1.6-7: frequently, abroad, Ireland, island, extreme, informal, colloquial, elipsis, mechanical, homesick, enormous, already, examination, advantages, platypus, which, witch, active, passive, tomorrow
  • HUIWB p6, exercises 1 and 2. (identifying tenses, using active and passive)
  • Do the Headway Online active and passive exercises.
  • HUISB pp6-7: Finish analysing the two texts (Max’s letter, Sophie’s email) using the Language Focus questions.
  • Study Grammar Reference 79-80
  • Start keeping a journal

Reflection/Evaluation

25/09 Sergiu and Luciana felt 8.30 was too late to do their writing diagnostic. The would prefer to do this during the poetry recitation.

Spelling and pronunciation

Term 1, Week 2, Thursday 20 September

Learning objectives

  • To practice for the exam (discussion task)
  • Demonstrate understanding of what was learned during the induction period
  • Identify some words whose spelling and pronunciation do not match
  • Distinguish between word classes
  • Identify some problems with pronunciation, stress, or intonation

Start of lesson activities

Ss study the objectives on the board and answer questions

T collects copies of poems from today’s reciters: Fatima, Ina, Daniela. T makes some copies of these. In future, ask upcoming reciters to type out and email their poems in advance. In conjunction with fglz.esol this will save on copying and add value to Ss’ poetry learning.

[x mins] Induction Questionnaire to be commenced. Just make a brief start. This should be continued around maghrib time to facilitate a break for those who need it. First Ss work individually, skipping questions they can’t answer. Then they can compare/exchange/discuss answers with a ‘surprise’ partner (nominated by T). Afterwards, T elicits/boards answers and asking learners if they think an answer is wrong. [Differentiation is inherent in this activity – it doesn’t matter how many qq are answered when working alone, the partner phase is co-operative learning.]

Learning Activities related to the Learning Objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation. Assessment activities are underlined. Red text indicates a photocopied handout is required.

[x mins] Spelling test (Power Word Workout) on induction, lesson, around, building, know, names, expect, course, your, responsibilities [This is the first Power Word Workout for most Ss. Don’t bother scoring afterwards. Let people learn from their mistakes so they will be to cope with stricter conditions next time. Allow peer support on this occasion. Move around to intervene early where guidance needed. Returning Ss should be distributed evenly throughout the class so that they can monitor and guide new Ss as necessary. Ask them not to give answers but don’t police this too severely as the main aim is learning the Power Word Workout procedure.]

[x mins] Poetry recitations from Ion, Danny, Vaida. [T makes a pronunciation comment in pencil on each Ss’ diagnostic profile grid if useful diagnostic info is revealed]. Each audience member must think of a question to ask before/after the poem is recited. Don’t spend forever on this!

[Only do this activity if there is enough time to follow it with the listening diagnostic. Otherwise go straight to LD.] Practice C&G Discussion task by watching the TV and having small group discussions. [T should stay with one of the groups and use this an an opportunity to update Diagnostic Grid for one or two learners.

Do listening diagnostic for any who missed it.

Assessment of learning linked to learning objectives

  • Objective 1: See underlined text in Teaching and learning activities.
  • Objective 2: See underlined text in Teaching and learning activities.
  • Objective 3: See underlined text in Teaching and learning activities.

Diversity (impact on learners)

See Differentiation. Find out if any learners have a particular need associated with sensory impairment (e.g. seating, print, hearing). Stress   the need to respect difference (some Ss make surprise/disdain over difference rather obvious just from body language – all must know at the outset this is not acceptable.

Health, safety, risk assessment

Instruct Ss to stow their bags where other’s wont trip over them. To walk not run in case of emergency evacuation. Not to stick gum under tables. To bin waste rather than leaving it on table.

Homework

  • Finish the Induction Questionnaire.
  • Luciana, Fatima prepare to recite their poem and email a copy to Dawud.
  • Everyone else continue to work on your poem and email me a copy as soon as possible.

Click for a selection of poems by Roald Dahl. (You don’t have to choose a Roald Dahl poem.)

Click for a website has a list of famous poets and links to their poems.

Tutorials/Individual learner matters

Talk to any Ss for whom this level may not be appropriate.

Talk to Sabrina, Maria to follow up our last conversation. Ask another S to join in Vaida’s tutorial to generate conversation while I assess her S&L.

Reflection/Evaluation

We didn’t do any exam (discussion task) practice.

E2 Lessons 2012/2013

E2 Reading  ·  Accredited by NOCN  ·  12 weeks  ·  Twenty-four 2.5h sessions

Diversity, Health, and Safety information pertaining to this class is printed immediately below and is therefore not repeated in each of the lesson plans further below.

Diversity (impact on learners)

The following learners have disclosed a sensory impairment: xxx. | The need to respect difference has been stressed during induction because, occasionally, Ss make discomfort around difference obvious – the induction unit has addressing this. | Do any Ss have a good reason for arriving late?  BC (creche doesn’t open until 0930) | Ss may need to leave early for valid reasons, but they must know it is their responsibility to communicate this to the teacher at the start of the lesson and remind the teacher ten minutes before they are leaving. (This will enable the T to supply any handouts/information that would normally be given at the end.) Do any Ss leave early and why?|  It is the absent learner’s responsibility to arrange for their buddy to collect handouts and lesson information. | Learners should be able to use online pages 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. | 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 significant diversity issues, these are often missed during enrolment formatilities.

Health, safety, risk assessment

All Ss should: Stow bags where others wont trip over them; Know what to do in an emergency; Not stick gum under tables; Bin waste. Ss should be asked periodically if they feel safe in and around the centre and (if not) why.

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The world of work

Term 2, Week 10 Thursday 21 and Tuesday 26  March (last lesson prior to Easter holidays)

Learning objectives

  • Speaking / Listening / Reading /  Writing about another person and his/her jobs, abilities, or pastimes (questioning, supplying info, stating positive & negative information)
  • Responding to correct & incorrect information
  • Listen for grammatical detail

 NB The main grammatical aim is using the 3rd person singular of the Present Simple – i.e. the verb form ending in -s.)

Language

● Present Simple (the most used tense) is introduced, but only in the 3rd person singular form HESBpp20–27 ● Vocab around jobs and related activities ● Introducing the Pr.Simp. ● 3rd person singular in the Present Simple (‘+’, ‘-‘, ‘?’, and short answers) ● Contracted copular ● Pronunciation & spelling variations around 3rd person –s (e.g. walks, comes, teaches, watches, goes) (WB) ● Auxiliary does / doesn’t in ‘-‘ and ‘?’ forms (weak and strong) ● WH question words (e.g. where, how many)

NB Avoid using have got/has got for the time being. Rather, use have as a full verb.

Context

Three different characters and their respective work/life situations.

Start of lesson activities

Interactive warmer using IWB: For 21/03 use Headway Online Grammar Unit 2 Q&A. . For 26/03 use Headway Online 

  • 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.)  No queries from any Ss. All said they were confident about the work and self-correction done at home.

  • Any questions about Elementary S&C1 / HBS&C4. Use IWB to quickly board/discuss problems.

Spelling test: foods and drinks found in a cafe (HE2) 

1 coffee(  ) ,  2 mineral water(  ),  3 pizza(  ),  4 chocolate(  ),  5 ice-cream(  ),
6 hamburger(  ),  7 chicken(  ),  8 tea(  ),  9 orange juice(  ),  10 salad(  )
Write no. of syllables in brackets.

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.

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

LANGUAGE INPUT

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.

● Stating what friends / family members do HESBp20 

● Read paragraph-long texts on what other (fictional or real) individuals do and identify/drill the 3rd pers.singular forms therein. These texts should be accompanied by relevant pictures, e.g. Jarek, the builder, working on-site. HESBp20 

● Gapfill sentences about the above individuals (all verbs and some other words omitted) HESBp21 

● Convert tabulated personal data about another (fictional or real) individual into pos. & neg. statements (both state and action verbs) HESBp21 

TUTORIALS

21/03  Ss do HBTB S&C 4 while individual post-exam tutorials take place. 

26/03 While individual post-exam tutorials take place.Ss write about a friend / relative (using the above texts as a model) (HESBp21) then do HBTB S&C 3. 

End of lesson activities

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

Set HW.

Ss return their readers for Easter.

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

Keep doing reading assessment preparation. You may be allowed to do a resit if you haven’t passed.

  • If you didn’t pass your reading assessment, do more preparation for the resit next Thursday by going to Practice Papers: Reading.
  • Learn about different word classes. Start off with Quizlet A and if you find this easy, move on to Quizlet B. Advanced Entry 2 students may want to try Quizlet C (for a real challenge!)
  • Add new words you find in everyday life to your vocab book.
  • Use Look →Say→Cover→ Write→Check to learn new spellings.
  • Revise and practice what we did from HBSB3.20-21
  • Complete Headway Beginners Stop & Check 3. Click on and check the answers when you have finished. Correct it using  a different colour.
  • Start working through Headway Online Beginner material. For grammar and vocabulary, start with Unit 14, and work backwards (until it gets too easy).
  • Get a reader of your own (maybe from the library) and read a page a day.
  • Work on your ILP target(s). Tell you teacher if you need a new one.
  • 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

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In a cafe  •  Assessment feedback

Week 10, 19 March 

To dos

  • Tell BD she can join my E1 writing class  in T3 if she wishes. (She will not be able to complete all of T3 due to maternity in June and I don’t think she will be ready to do E2Wr early.) 
  • SA needs to do her Writing Diagnostic ASAP. (She is interested in moving up a level.)

Language input

Finish working through the LAP dated 29/2-5/3.

Exam feedback

Ss in medium sized groups discuss and work through HETBS&C1.

Homework

Keep doing reading assessment preparation. You may be allowed to do a resit if you haven’t passed.

  • Do more preparation for reading assessments (in case you need to do a resit) by going to Practice Papers: Reading.
  • Read your reader every day.
  • Learn about different word classes. Start off with Quizlet A and if you find this easy, move on to Quizlet B.
  • Cafe spellings: All of the foods and drinks mentioned in Headway Unit 2 (hamburger, chips, chicken, etc.)
  • Add new words you find in everyday life to your vocab book.
  • Use Look →Say→Cover→ Write→Check to learn new spellings.
  • Do one of the games from Headway Online Elementary.
  • Try to finish your reader by ThursdayComplete Headway Elementary S&C1 and then correct it using a different colour.
  • Work on your ILP target(s). Tell you teacher if you need a new one.
  • 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.

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NOCN Reading Assessment

Week 8, Tuesday 12th and Thursday 14th March 

Rules to ensure we have a fair test

  • No dictionaries
  • No books or notes apart from your reader
  • No mobile phones
  • No communication with other candidates’*
  • No looking at other candidates’ work
  • No extra time
  • Don’t call out any answers
  • Don’t get out of your seat without your teacher’s permission

* gestures, eye contact, social interaction, three strikes

Administration of test

Go through the rules together making sure everyone understands everything. Specify which tasks are to be completed in this session and check understanding.

Show timings on the board

Distribute papers. Students don’t open their booklet. Ss write their name and date on the paper. On signal Ss open their boods and start. T alerts Ss at appropriate intervals of time remaining. When time’s up all Ss close their booklets.

Homework

Keep doing reading assessment preparation. You may be allowed to do a resit if you haven’t passed.

  • Do more preparation for reading assessment by going to Practice Papers: Reading.
  • Read your reader!
  • Learn about different word classes. Start off with Quizlet A and if you find this easy, move on to Quizlet B.

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Assessment preparation

Week 7, Thursday 7 March 

Most features expected in a regular lesson do not apply to today’s mock exam. Therefor LAP format not used.

Aims

Feel more confident about the forthcoming reading exam by doing a mock exam (using Cambs 2011 ‘Sandra to Hanim’) and

  • Knowing how to navigate the exam paper
  • Being prepared to read instructions carefully
  • Getting used to exam conditions/formalities
  • Understanding model answers in contrast to errors made

Procedures

Ss do Parts 1 to 3 under exam conditions. After completing each part, however, they compare, check, discuss, and query incorrect and model answers. This is done by displaying exam texts on the IWB and eliciting answers for each questions. The relevant words/sentences are circles on the IWB and annotated with numbers corresponding to question numbers. This way, the correct answers are seen in context (embedded in their respective texts.)

During the plenary sessions, Ss must not erase or alter any of their answers. They should write tickes, crosses, and correct answers in a different colour.

After completing/checking all three parts, Ss add up their ticks to find their final score. Ss who are able to do this quickly, should convert scores in to percentages and help class mates do the same.

Loose ends

Opposite adjectives spelling test

Homework (needs updating)

  • Continue doing and correcting (correcting in a different colour without erasure!) the past papers that have been posted online.
  • Finish doing and correcting Test 087 (‘Marie to Piotr’), which we started on Thursday.
  • Spelling: Study the the adjectives from the opposites crossword (HETRB).
  • Add new words you find in everyday life to your vocab book.
  • Use Look →Say→Cover→ Write→Check to learn new spellings.
  • Say prices correctly in real life and practice writing them correctly (HESB2.18-19)
  • Do something new at Headway Online Elementary.
  • Read one page every day of your reader.
  • Work on your ILP target(s). If you don’t have one, create one yourself and tell your teacher. (It should be something you can achieve in about 4 weeks – To speak perfect English.)
  • 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.

Spelling test: adjectives

  1. cheap
  2. small
  3. new
  4. young
  5. easy
  6. lovely
  7. expensive
  8. slow

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In a cafe  •  Exam preparation

Week 7, 29 February and 5 March (HESB2.18-19 & Reading practice papers)

In addition to the planned language input, this week’s sessions should include reading exam practice and ILP tutorials. Therefore, language input should last only 45 min and the rest of the session dedicated to assessment preparation (and tutorials if time permits).

Language Learning objectives

  • Understand a menu
  • Order the right food in a cafe
  • Find out the cost of food
Assessment preparation priorities

  • Complete all or part of a past Cambridge reading assessment paper on Monday.
  • ILP tutorials should take place while Ss doing practice assessement
  • Compare/Discuss/Check the answers on Wednesday
  • NB. Don’t do any classwork on the papers set for LRW – just ask Ss if they are ready for the answers to be made available online for independent study.

Language

Prices under £20  ●  Can I have…? and other social expressions useful in a café  ●  Food/Drink vocab  ●  Commonly mis-pronounced consonant cluster words like texts, tasks, crisps

Contexts

Ordering food in a cafe  ●  Various ‘real-life’ type literacy encounters in the Cambs assessment paper

Start of lesson activities

NB. It might be better to skip start of lesson activities and prioritise other matters in this LAP due to time constraints.

Homework review

  • T ascertains who/how many have completed which Cambs past papers during LRW week and undertakes to post the answers. 

Pass on information about absent classmates. Do this in both sessions. Do this only if appropriate (i.e. Ss have difficulty passing on their classmates’ actual reasons for absence/lateness. 

  • 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 using EGART sticks.

Warm up with an activity from Headway Online using the IWB: Unit 2 Possessive ‘s 

Outline lesson objectives/notices. Use cloze techniques to focus attention and check understanding. Both sessions. 

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 cause Ss to look down and this can inhibit co-operative learning and useful S – S or S – T interaction.

Look at a café menu and do the following work around prices: 

  • Read / hear / drill / write the amounts you hear [with appropriate support (e.g. BBC Pronunciation Tips) for Ss who cant pronunciation issues such as five/fibe, seven/seben, five];
  • Match words–pictures (food and drinks lexis). [Early finishers test each other on spellings.] HESBp18

Practice phrases to use in a café:

  • Hear/Mimic phrases [with appropriate support (e.g. BBC Pronunciation Tips) for Ss who can’t pronounce much, three√ [Review it next lesson.]
  • Gap fill (while listening to audio) short exchanges between waiter and customer in a café then listen again to check; 
  • Rehearse/perform the previous conversations; making ‘new’ conversations by recycling the structure of previous conversations but substituting different foods/prices  [Advanced Ss should practice memorising their conversations, then ad-libbing new ones looking at p18 but not p19.] HESBp19

Paired info gap activity around menu info (pictures + list with prices pertaining to partners’ pictures) TRB2.3 

Activities related to assessment preparation priorities

Practise doing a sample reading assessment under semi-test conditions 

  • After going through the instructions in OC using the IWB, Ss do as much of the paper as is appropriate.
  • While class is working on this, T calls up individuals for very short ILP tutorials. The objective of keeping them short is that everyone has a tutorial and few people get a shorter amount of time to complete their assessment practice task.
  • As people finish the allotted amount, tell them to read their reader. [Tell those w/o a reader to take immediate steps to get one. They can read other texts in their possession or the Newham Mag]
  • It may be appropriate to set some exam practice for HW (possibly more of the paper used today).

Learn from mistakes made in practise assessment 

  • Ss comparediscuss their answers in small groups. Ss then check their answers agains a key.
  • If time, Ss could start a new practice assessment (no reason why they shouldn’t work in groups and discuss the answers for a change)
  • While the above two activities taking place, ILP tutorials can be given to individual Ss.

End of lesson activities

Give Ss an OC opportunity to raise queries not addressed by the assessment answer key. Use IWB/Promethean to annotate exam paper.

Spelling test on opposite adjectives from the HETRB activity  I think.

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

See above.

Learning resources

See blue text for resources needed (e.g. photcopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

  • Assessment Practice: Try to complete and correct all  the past papers that have been posted online along with any that we started in class by Thursday. Bring all of your completed/marked papers next lesson.
  • Finish doing and correcting ‘The way ahead’ (Cambs reading assessment 2010), which we started on today.
  • Spelling: Coninue studying the the adjectives from the opposites crossword (HETRB2).
  • Add new words you find in everyday life to your vocab book.
  • Use Look →Say→Cover→ Write→Check to learn new spellings.
  • Revise and practice the In a Cafe work (HESB2.18-19)
  • Do something new at Headway Online Elementary.
  • Read one page every day of your reader. Don’t forget to bring it to every lesson, including the assessments.
  • Work on your ILP target(s). If you don’t have one, create one yourself and tell your teacher. (It should be something you can achieve in about 4 weeks – To speak perfect English.)
  • 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.

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Assessment preparation

Week 7, Tue 26 February 

Most features expected in a regular lesson do not apply to today’s mock exam. Therefor LAP format not used.

Aims

Feel more confident about the forthcoming reading exam by

  • Knowing how to navigate the exam paper
  • Being prepared to read instructions carefully
  • Getting used to exam conditions/formalities
  • Understanding model answers in contrast to errors made

Procedures

Ss do Parts 1 to 3 under exam conditions. After completing each part, however, they compare, check, discuss, and query incorrect and model answers. This is done by displaying exam texts on the IWB and eliciting answers for each questions. The relevant words/sentences are circles on the IWB and annotated with numbers corresponding to question numbers. This way, the correct answers are seen in context (embedded in their respective texts.)

During the plenary sessions, Ss must not erase or alter any of their answers. They should write tickes, crosses, and correct answers in a different colour.

After completing/checking all three parts, Ss add up their ticks to find their final score. Ss who are able to do this quickly, should convert scores in to percentages and help class mates do the same.

Homework

  • Continue doing and correcting (correcting in a different colour without erasure!) the past papers that have been posted online.
  • Finish doing and correcting Test 087 (‘Marie to Piotr’), which we started on Thursday.
  • Spelling: Study the the adjectives from the opposites crossword (HETRB).
  • Add new words you find in everyday life to your vocab book.
  • Use Look →Say→Cover→ Write→Check to learn new spellings.
  • Say prices correctly in real life and practice writing them correctly (HESB2.18-19)
  • Do something new at Headway Online Elementary.
  • Read one page every day of your reader.
  • Work on your ILP target(s). If you don’t have one, create one yourself and tell your teacher. (It should be something you can achieve in about 4 weeks – To speak perfect English.)
  • 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.

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Tying up loose ends

Term 2, Week 6, Tuesday 12 and Thursday 14 February

[All in-class activities below completed as per plan during week 6]

Learning objectives

Tying up loose ends:

  • Learn 10 commonly used adjectives (HETRB) 
  • Be aware of common consonant cluster mistakes (crips, aks
  • Account for all the sounds in consonant cluster words 
  • Practise doing a sample reading assessment under test conditions 
  • Learn from mistakes made in practice assessment 
  • Revise jobs, countries, and cities vocabulary learned in previous weeks (Sp.T)
  • Know how to check NOCN assessment dates
  • Be able to access old assessment papers during LRW.
  • Demonstrate knowledge and understanding of how to make the most out of being a student at NCFE

Context

Mainly NOCN Reading sample paper

Start of lesson activities

Homework review (HEWB p14)

  • Ss board selected responses to HW problems while other Ss arriving and T setting up/addressing individual issues.
  • In OC Ss take turns assessing the accuracy/quality of responses with T giving an official assessment/feedback.

Outline lesson objectives/notices. Use cloze techniques to focus attention and check understanding. Both sessions.

Assessment of learning and differentiation

See 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 cause Ss to look down and this can inhibit co-operative learning and useful S – S or S – T interaction.

Be aware of common consonant cluster mistakes (crips, aks); Account for all the sounds in consonant cluster words

  • Ss in turn read the first few lines of sample assessment paper instructions to raise awareness of the problem.
  • Use BBC pronunciation IPA app for Ss to practise sounding out consonant cluster words.
  • Ss work in small groups, testing each other and improving their enunciation of CC words

Practise doing a sample reading assessment under test conditions

  • After going through the instructions, 30 mins should suffice for Ss to complete the paper
  • As people finish, tell them to read their reader. [Tell those w/o a reader to hurry up and get one. They can read other text in their possession or the Newham Mag]

Do some left over activities from the previous LAP (Opposite adjectives info-gap crossword HETRB2.2)

  • Demo this activity to show importance of facing partner, or not letting him see your sheet, of speaking and listening, of writing what

Learn from mistakes made in practise assessment

  • Project exam paper onto IWB and elicit answers from Ss.
  • Annotate over exam paper using Promethean
  • Where there is a full text, have the text on the board and annotate with question numbers. (Rather than putting up the questions and writing the answers. [On reflection this is not necessarily the best way. Especially where Ss can just match paired items–this can be done quickly by Ss coming up to the board and doing the exercise. ]

End of lesson activities

Collect  outstanding induction checklists.

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

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

See above.

Learning resources

See blue text for resources needed (e.g. photocopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

  • Learn how to spell the jobs, countries, and cities on HESB pp12-14 
  • Learn how to spell the adjectives from the opposites crossword (HETRB)
  • Add new words you find in everyday life to your vocab book.
  • Use Look →Say→Cover→ Write→Check to learn new spellings.
  • Revise all the Headway material we have covered so far this term.
  • Numbers: Do Headway Elementary Workbook p14 
  • Do the Headway Online vocabulary exercises for Unit 2.
  • Read one page every day of your personal reader.
  • Work on your ILP target(s). If you don’t have one, create one yourself and email your teacher. (It should be something you can achieve in about 4 weeks – To speak perfect English.)
  • 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.
  • Use the reading assessment preparation materials on the website during LRW.

Reflection/Evaluation

A letter home

Term 2, Week 5 Thursday 07 February (HESB2.16-17)

Learning objectives

  • Use visual information in conjunction with text to clarify
  • meaning
  • Read and  write a personal letter
  • Read for detail
  • Listen for gist and infer meaning

Context

Writing home about experiences of living in a new country

Language

  • Common adjectives & their opposites
  • Numbers 1–100
  • thirty or thirteen? etc.
  • Names, jobs,
  • Present simple (copular) use of to be with questions, negatives, & short answers
  • Neg.short answers with contracted not
  • WH questions
  • Contracted is
  • Expressing facts with to be (Pr.Simp.)
  • indefinite article

Start of lesson activities

Comparison and checking of homework (HEWBp13). Learners take turns boarding some responses to HW tasks. Ss should also compare and check their work prior to accessing model answers from T. This is a good activity to begin with as it is not adversely affected by arrival of latecomers. Ss should take the lead in assessing and providing feedback on what has been boarded. This is a good opportunity to practise modals (should/shoudn’t), comparatives (the ‘y’ should be lower) and other target language in context. Provide model answers through a combination of boarded answers, Ss listening to model answers, answer key on IWB; photocopied answer keys where appropriate.

Outline lesson objectives/notices. Use cloze techniques to focus attention and check understanding.

Assessment of learning and differentiation

See 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 cause Ss to look down and this can inhibit co-operative learning and useful S – S or S – T interaction.

Matching adjective–antonym adjective pairs then using these adjectives to write short copular sentences in response to pictures (It’s big.) HESBp16

Various activities around a personal letter (with related pictures) that is contextually appropriate (e.g. someone writing a letter back home about their English class). This could include: matching pictures with parts of letter; responding to false statements about the letter’s contents (No, he isn’t. He’s in Birmingham.); forming qq about the contents using answers as prompts;

Answering inference/gist questions while listening to recorded conversations around characters, places and situations from the letter (e.g. Where is John, who is he with?);

Using opposite adjectives in a paired information gap crossword (A & B have a version of the same crossword but with complimentary missing words and definitions) TRB2.2

End of lesson activities

Spelling test on jobs, countries, cities?

Do jigsaw info-gap activity (crossword) on opposite adjectives. HETRB2.2

Set HW.

Complete induction questionnaire. [Differentiate between Ss who don’t need to spend more time on this and those who do.]

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

See above.

Learning resources

See blue text for resources needed (e.g. photcopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

  • Learn how to spell the jobs, countries, and cities on HBSB pp12-14
  • Revise HBSB pp16-17.
  • Do the Headway Online grammar activities for Unit 2.
  • Read one page every day of your personal reader.
  • Work on your ILP target(s). If you don’t have one, create one yourself and tell your teacher. (It should be something you can achieve in about 4 weeks – To speak perfect English.)
  • Write a letter home (to your best friend, your sister, or your father, for example). Email it to your teacher. [This added after Ss left the room.]

Questions about Dorita

  • Where are Dorita’s classmates from?
  • Who’s Annie and who’s Marnie? / Who are Annie and Marnie.
  • Is NY big, exciting, and expensive? (With more than two items in a list, a comma is needed between each item. We also need and before the last item.)

Your Family / ILPs

Term 1, Week 5 Tuesday 05 Feb

The target language follows on from Patrick’s Family below but is personalised.

This material should not take very long to work through, so the remaining time of this lesson should be devoted to ILPs.

FUNCTIONAL SKILLSDescribing how people in a family are related to one anotherDescribing people through personal info.and to be LANGUAGEFamily member vocab & possessive -s  |  Present Simp.WH questions (chiefly who)  |  Two functions of final –s. (plural, possessive, or contraction?)  | to be (Pr.Simp.)  |  Indefinite article  |  no/not (p15)

Ss should also complete their induction questionnaire while T gives ILP tutorials

Start of lesson activities

Give all Ss the induction questionnaire. Old Ss should not consult last term’s copy and see how well they remember their induction knowledge. [If the finish early, they can move to a different table and check a new S’s work]. While the group is working on IQ, learners take turns boarding some responses to HW tasks  (HESB2.12.8-9). [More advanced Ss (see tracking sheet for names) should memorise before coming up to the board – they should not need to bring their work with them.] their T uses this opportunity to give an urgent tutorial to a learner who’s needs better met in E1 rather than E2. This is a good activity to begin with as it is not adversely affected by arrival of latecomers. Ss should not discuss too much their personal family tree (ex.10) at this point because that would pre-emt HESB2.15.2. Ss should take the lead in assessing and providing feedback on what has been boarded. This is a good opportunity to practise modals (should/shoudn’t), comparatives (the ‘y’ should be lower) and other target language in context. Provide model answers through a combination of boarded answers, Ss listening to model answers, answer key on IWB; photocopied answer keys where appropriate.

Outline lesson objectives/notices. Use cloze techniques to focus attention and check understanding.

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 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 cause Ss to look down and this can inhibit co-operative learning and useful S – S or S – T interaction.

Ss elicit names of T’s family members HESB2.15.1 

● Ss write a list of family member names (but w/o indicating who’s who). A asks about relationships between B’s listed family members and B (Who’s Sylvia? She’s my aunt. She’s my mother’s sister.) HESB2.152 

● Ss fill gaps with to be in correct person (+/-) to truthfully describe their current situation (I’m not at home.) HESB2.15.3 

● Ss look at pairs of near identical sentences and select the correct one and identify the error in the other HESB2.15.4 

End of lesson activities

Compare/Finish off Induction Pack tasks.  Do the induction questionnaire . While Ss doing this, T does more ILP tutorials. Early finishers should have an answer key for IQ[Induction checklist almost completed – wait till all enrolled then complete it. Ss holding onto their IC for time being.]

Or Learner voice matters: Course rep elicits information/views/requests/feedback from classmates on relevant matters to take to the course rep meeting with Jan next week.

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

See above.

Learning resources

See blue text for resources needed (e.g. photcopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

  • Learn how to spell the jobs, countries, and cities on HBSB pp12-14
  • Revise HESB pp14-15 together with Grammar Reference 2.2.
  • Headway Workbook p 13
  • Finish the induction questionnaire?
  • Do some Headway Online Elementary Everyday English activities.
  • Read one page every day of your personal reader.
  • Work on your ILP target(s)

Reflection/Evaluation

Patrick’s Family

Term 2, Week 4, Tuesday 29th January

Learning objectives

FUNCTIONAL SKILLSDescribing how people in a family are related to one anotherDescribing people through personal info.and to be LANGUAGEFamily member vocab & possessive -s  |  Present Simp.WH questions (chiefly who)  |  Three functions of final –s. (plural, possessive, or contraction?)  | to be (Pr.Simp.)  |  Indefinite article  |  no/not (p15)

Start of lesson activities

Spelling test on induction vocabulary. Include no. of syllables and word stress. Don’t wait for all to arrive before starting. But don’t be too strict about latecomers looking at neighbours’ work when they join in. Keep it informal as it is their first spelling test, spelling accuracy is only one part of it, don’t discourage co-operative learning for fear of ‘cheating’. 

Outline lesson objectives/notices. Use cloze techniques to focus attention and check understanding. 

Teaching and learning activities related to the learning objectives

Each activity should, if appropriate, contain notes [in square brackets] on differentiation and underlined assessment activities. Blue text indicates a handout is required.

NB. Withhold copies of Headway material for as long as possible, relying instead on projected PDF. Also, discourage writing unless absolutely necessary – most Headway activities are better done through S-S talk initially with writing coming after thinking and speaking practice.

● Pair jumbled family lexis (e.g. husbandwife) See how quickly Ss can respond with the missing part of the pair – Husband? PDF of HESB2.14 via IWB

● Match names–family members in a picture by reading/hearing text. [Ensure all Ss participating. Try swapping non-participators with someone from a different table if encouragement doesn’t work.] Ss should not yet have a paper copy of HESBp14 and should look at the IWB instead, writing down the names (1–5). [Ask learners with good h/writing to roam around looking for upper/lower case errors, or inappropriate letter heights. They should demonstrate good orthography to Ss who need help.] HESB2.14 

● Eliciting info about people in the text/photo (Who’s… She’s …’s …) Don’t worry too much about accuracy – let Ss be fully aware of the function. HESB2.14 

● Focus on the two target functions of final –s. HESB2.14.GS 

● Revise activity 3, focusing more on accuracy (function of final -s) this time in the light of the above Grammar Spot. [Listen to and assist weaker Ss first] then use random sticks to check others’ learning. 

Ss can now receive their paper copy of HESB2.14 and write in the responses to tasks. [Check and assist with h/writing/ spelling /gr. issues. More able Ss could write some sentence about people in their family and how their related.] [Reflection: this didn’t work. Ss had to use paper copy earlier because the text on the board was too small when including the photo.

● Use a family tree with gaps for a paired info/gap activity TRB2.1 This is a practical activity in contrast to the workbook material and should be delivered so that it is stimulating and refreshing for learners. [Reflection: This activity’s procedure was a bit tricky for teacher and Ss. Write some notes on a post it and put this on the master copy to improve delivery next time.]

End of lesson activities

Show Ss how to access ILPs 

Learner voice matters: pre-meeting discussion. Use table prepared earlier to record Ss input. [Not done. Do next lesson]

Assessment of learning linked to learning objectives

See underlined aspects of teaching and learning activities.

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

See above.

Learning resources

See blue text for resources needed (e.g. photcopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

  • Learn how to spell the jobs, countries, and cities on HBSB pp12-14
  • Revise HBSB p14 together with Grammar Reference 2.2.
  • Revise HBWB p12.
  • Do some of the Headway Online Elementary language games
  • Read one page every day of your personal reader.
  • Work on your ILP target(s) if you have any.

29/01/13 Spelling test – Induction tour

1 exinguister  extinguisher 3S 4S   2 alarm 2S   3 sign 1S = no word stress   4 nearest 3S   5 emergency 4   6 reception 4S 3S   7 doiles toilets 2S

Reflection/Evaluation

See notes in red throughout the lesson plan.

Tying up loose ends 2

Term 2, Week 3, 24rd January

For today’s session try to finish of the LAP entitled Who is he? Who are you? Family Members (below). The delivery of this LAP has been retarded by concurrently fulfilling outstanding induction aims over the last two sessions. Reflecting on his tendency to over plan and run short of time, DB will ‘if in doubt, leave it out’. If he overcompensates, we might finish a little early. Reflecting on another issue encountered last lesson (Everyone nodded and smiled, but not everybody understood!), DB will take more scrupulous steps to check people’s understanding before doing each new activity (more in-action monitoring needed too).

Aims

  • ‘If in doubt, leave it out’ and don’t assume they understand (DB)
  • Finish off the the Who is he? Who are you? Family Members LAP
    • Request and give a range of personal information about someone else (his/her/he/she)
    • Get and give a range of personal info from someone (you/your)
  • Know more about VLE access

Procedures

‘If in doubt, leave it out’ and don’t assume they understand (DB)

  • Less of an evil to finish the session early rather than trying to cram in an extra activity when there isn’t time. Be realistic. Extra time can be used for ILPs or consolidation.
  • For dovetailed info/gap activities: Do first demo with teacher or advanced learner. Give all Ss a letter sooner (A or B). Give everyone their handout rather than sharing during demo.

Finish Who is he? Who are you? Family Members LAP. Get and give personal info about other people (his/her/he/she); Get and give personal info from people you’re speaking to (you/your)

  • See planning in the What’s Your Name, Where Are You From LAP

Check your spelling of Induction Tour words

  • See induction unit (below) for spelling test procedure. 9 words at E2

Homework

Reflection

The dovetail info/gap activity worked much better having put into practice my previous reflections.

Tying up loose ends 1

Term 2, Week 3, 22st January

Overview

Still very icy today after the weekend’s snow.  Take into account that some learners may arrive late, or want to leave early. Not convinced that all Newham Schools will be open today and this might affect attendance due to parental responsibilites. Therefore, the best use for today’s session should be ‘tying up loose ends’, i.e.

Dawud’s aims

  • check diagnostic results to make a start on ILPs
  • don’t start new activities if there isn’t time

Learner aims

  • Getting and giving information about someone else
  • know more about being a successful learner (induction aims)

Details

Ss take turns boarding responsed to HW problems.

Give Ss a Headway test to do while diagnostic tests are checked and ILPs are started. Ss should work collaboratively with as much discussion as possible and minimum input from teacher.

Attempt to log a few enrolled Ss onto the VLE. Note what they can see. Is our course page on it? Can some log on but not others? (Make a note of their names.) Can I start transferring VLE material onto our course page?

Address another outstanding induction aim (see induction unit below)

Discuss, compare, check answers to HWB homework.

Continue working for a short time on the You & Your World material (below). Test last week’s material and drill if necessary. Do planned activities that were not completed due to time last week.

Who is he? Who are you? Family members

Term 1, Week 2, Tue 15th and Thu 17 January

Learning objectives

  •  Eliciting basic personal info.about someone
  •  Eliciting personal info from someone
  •  Checking facts using Y/N qq
  •  Avoiding unintentionally sounding cross when responding to certain questions.
  •  Describing people’s family relationships to one another
  •  Describing people through personal info.and to be
  •  Complete all outstanding diagnostic tasks.
  •  Complete one more outstanding induction task.

Start of lesson activities

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

Outline the aims [More able learners can practice saying the gapped aims while looking at their partner rather than the board.]

Comparison and checking of homework. If possible, have learners take turns boarding some responses to HW tasks. Ss should take the lead in assessing and providing feedback on what has been boarded. This is a good opportunity to practise modals (should/shoudn’t), comparatives (the ‘y’ should be lower) and other target language in context.

Practice counting (1s, 10s); Elicit/Give age HESB2.12.S

Teaching and learning activities related to the learning objectives

SKILLSEliciting basic personal info.about someone; Eliciting personal info from someone; Checking facts using Y/N qq.; Avoiding unintentionally sounding cross when responding to certain questions. LANGUAGENames, jobs, addresses, ph.nos.; Present simple use of to be with questions, negatives, & short answers; Short answers (no contraction in ‘+’ form); Contracting not  for negative short answers (except I’m not); Revise/Introduce WH question words (what, where, who, how old, how much); Y/N questions
  • Use a (fictional) ID card (photo, surname, first name, country, etc.) to cloze a series of questions and answers about a 3rd person. Then listen/check/‘perform’ these Qs & As. HESB2.12.1–2 
  • Use a similar ID card about someone of opposite sex with the personal information missing to construct/write the questions that elicit info from the teacher who has the answers. HESB2.12.3
  • Reuse the above info (about the male and female identities) to practice asking Y/N questions with short answers HESB2.13.4
  • Focus attention on ‘+’ and ‘-‘ verb forms in short answers noting how the contraction (neg. form only) behaves (contract not for she, he, it, you but contract to am with I) HESBp13
  • Paired information gap activity where Ss elicit (with WH questions) missing info to complete ‘Patrick’s’ ID card (2 versions of the same card with dovetailed info/gaps). Ss then create Y/N questions (from prompt fragments, e.g. from Italy?) to discuss this person. HESB2.13.1–2.
  • Eliciting real personal info from teacher and classmates (2nd and 1st person, WH & Y/N questions) and then reporting to class about others (3rd person) HESB2.13.3–4 [Those who finish more quickly than others should be given fresh forms to use on other Ss.] 
SKILLSDescribing people’s family relationships to one another; Describing people through personal info.and to be. LANGUAGEFamily member vocab & possessive -S; Present Simp. WH questions (chiefly who); The three functions of final –s. (plural, possessive, or contraction?); Expressing facts with to be or to have (Pr.Simp.); indefinite article; no/not
  • Pair jumbled family lexis (e.g. husbandwife) and match names–family members in a picture by reading/hearing text HESB2.14.1–2
  • Eliciting info about people in the text/photo (Who’s… She’s …’s …) HESB2.14.3
  • Focus on the three functions of final –s. HESB2.14.GS
  • Use a family tree with gaps for a paired info gap activity TRB2.1
  • Eliciting names of classmates’ relatives HESB2.15.1
  • A asks about relationships between B’s family members that B has listed (names only) HESB2.152
  • Ss fill gaps with to be in correct person (+/-) to truthfully describe their current situation (I’m…at home.) HESB2.15.3
  • Ss select the correct sentence in each pair where one version contains an error HESB2.15.4

End of lesson activities

All Ss who have joined this term need to do the diagnostic listening task in so that they have completed all the major diagnostics.

Assessment of learning linked to learning objectives

  • Discriminate between possessive ‘and contraction of is 
  • Completing sentences with pos./neg. forms of to be so they are true for the writer right now (I…at home.) HESBp15
  • Discriminate between in/correct sentence pairs  derived from the above work (errors could be around articles, have/beno/not-s/-‘s, omission of copular isa/an, sing./plural)

Diversity (impact on learners)

See above.

Health, safety, risk assessment

See above.

Learning resources

See blue text for resources needed (e.g. photcopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

  • Revise the tour spellings.
  • Practice everything we did in class from HESB pp12-13.
  • Read Grammar Reference 2.1
  • HEWB p10 (Tue) and p11 (Thu)
  • Do the Headway Online Unit 1 grammar.

Reflection/Evaluation

Acting on my reflections re setting up and running dovetail info/gaps was very successful.

Lesson 2 of term 2: Induction

Term 2, Week 1, Wednesday 9th January

Continue with the induction unit below. In the last hour, all should do the diagnostic writing tasks (pp7 – 9). Allow plenty of time for marking these.

Homework

  • Get a personal reader
  • Read and revise all of the induction pack but save the final activity for next week.
  • Keep learning the FGLZ Tour words for your next spelling test.

Lesson 1 and 2 of term 2: Induction

Term 2, Week 1, Tuesday 8th and Thursday 10th January

Extra copies of the induction pack are stored in the Headway packs. This induction unit will probably take more that one session to cover. Devote the first two sessions to it and, after that, complete any outstanding aims during the last half hour of subsequent lessons.

Induction learning objectives – You should:

  • Start getting to know one another in order to facilitate future co-operative learning
  • Know your way around the building
  • Vote to choose a class reader
  • Know who your course reps are [Deferred until existing course rep D returns from bereavement]
  • Know how to stay healthy and safe at FGLZ
  • Recognise the meaning of frequently used abbreviations
  • Agree to treat everyone at FGLZ fairly and with respect
  • Know some important study skills that will help you succeed on this course
  • Know what is expected and demonstrate your commitment to homework, attendance, and participation, materials.
  • Know the names of other staff at FGLZ
  • Choose three buddies you can contact if you miss a lesson
  • Understand how ESOL courses are structured (levels, skills)
  • Complete one of the four diagnostic assessments (if you are a new student)
  • [If this runs into two lessons, but falls short of the second, do a spelling test based the FGLZ Tour words.] 

Teaching and learning activities related to the learning objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation and underlined assessment activities. Blue text indicates a photocopied handout is required. Bold text indicates key words that describe the activity, avoiding the need for activity titles.

Start getting to know one another (names, countries, jobs, interests, things in common) in order to facilitate future co-operative learning

  • Ss mingle, chatting to elicit relevant information. Ss write this down on a table.
  • Ss decide with whom that have most in common and introduce that person to the class.
  • Ss memorize as many names as possible
  • Selected Ss name as many classmates as possible.

Know your way around the building

  • NB. Make sure all fire exit doors have been properly closed (in case learners have opened them – they can’t be shut easily from the inside)
  • Ss in pairs/groups list all the main places and resources in the building. T elicits/boards these. OR, if this is too time-consuming, T displays ready made circuit (Fire extinguisher, Fire alarm, Fire exit sign, Fire alarm activation, Nearest fire exit, Emergency door release, Reception, First aid sign, Toilets…)
  • T elicits emergency information concerning assembly point, fire exits, fire alarms, lifts, emergency door release.
  • T writes these around a circle (on board) eliciting the spelling of each. Ss copy this.
  • Ss get into pairs/small groups containing at least one continuing S. Continuing Ss must lead their group on a tour of all the listed places/features. Ss go for a tour of all the places around the circuit with each group starting at a different location. Return to the classroom after visiting all places.
  • T checks knowledge of important FGLZ locations and answers any relevant queries.

Vote to choose a class reader

  • T introduces the idea of shared reading/a class reader and Oxford Dominoes.
  • Ss (in pairs) read the handout containing a short introduction to a selection of Oxford Dominoes. Ss answer comprehension questions and choose the book they would most like to have as their class reader.
  • T elicits answers to the comprehension questions.
  • Ss vote for their preferred title. T (with assistance) counts votes. [Deep Trouble chosen (Ibn Battuta a close second)]

Know who your course reps are

  • Course reps introduce themselves, say how long they have been course reps, what course rep activities they have done.
  • T summarizes the purpose of course reps.

Know how to stay healthy and safe at FGLZ

  • T and Ss discuss: chewing gum, fire alarms, emergency exits, assembly point, walk don’t run, not packing up, address, calls to emergency services, trip hazards, strangers walking in off the street…
  • T asks some questions (to randomly selected Ss) to check understanding of how to respond to an emergency

Ss understand abbreviations ESOL, NCFE, FGLZ, NOCN, ILP, PLP

  • T elicits the long forms without over-teaching them.
  • Ss complete a worksheet featuring these abbreviations and a box containing all the component words mixed up. Ss write out the lolng forms.

Agree to treat everyone at FGLZ fairly and with respect

  • Students identify which rules relate to this

Know some important study skills that will help you succeed on this course,

  • Homework, daily reading, using English outside the classroom, vocab book (Do the Study Skills worksheet)
  • Dictionary, stationery, folder, handouts, reader.

Attendance and punctuality

  • message to teacher, message to classmate, contact classmate after, find out about HW, complete HW
  • Identify which of our class rules relate to A&P

Contact details (These are posted up around the classroom.)

  • FGLZ address and phone number. Put address in correct order: 1 7 0 D D E Forest Gate Road Woodford. Write the phone number in words: zero, two, zero…
  • Dawud’s email address – put it in order: . . @ ac bell david newham uk

Know the names of some FGLZ staff

  • T elicits/boards staff names already known and fills in gaps
  • T uses intranet to show photos of named staff

Choose three buddies you can contact if you are absent

  • Ss write names and contact details of buddies on front of induction pack.

Understand how ESOL courses are structured (levels, skills, academic years)

  • See fglzesol ESOL page.

Complete one of the four diagnostic assessments (if you are a new student)

  • Prioritise the skill focus for this term (e.g. start with the reading diagnostic if it is Term 2.)

Assessment of learning linked to learning objectives

See underlined teaching and learning activities.

Diversity (impact on learners)

See above.

Health, safety, risk assessment

See above, and:

NB. Make sure all fire exit doors have been properly closed (in case learners have opened them during their FGLZ tour – they can’t be shut easily from the inside)

All Ss should: Stow bags where others wont trip over them; Know what to do in an emergency; Not stick gum under tables; Bin waste. Ss should be asked periodically if they feel safe in and around the centre and (if not) why.

Learning resources

See blue text for resources needed (e.g. photcopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

  • Memorize the FGLZ Tour spellings

Reflection/Evaluation

***********************************************************************

Final lesson for T1 – Tutorials

Term 1, Week 12, Thursday 06 December

Aims

Complete progression forms and check ability to commit to Term 2.

Know next term’s dates and rely more on online calendar

Get exam result and have ILP updated

Arrangements made for Ss who have not yet passed their exam

Procedures

1. Ss get their exam result and have their ILP updated, Ss understand importance of using online calendar

  • First group of Ss arrive and, in a group, start working together on xxx
  • T calls Ss one by one for their tutorial: exam result and it’s implications; ILP update; progression form
  • Ss who come at wrong time should sit at a separate table and wait for their turn rather than detracting from attention given to those who came at the right time.

2. Ss know next term’s dates and arrangements made for Ss who have not yet passed their exam

  • Second group arrives
  • Focus all Ss attention on board (term 2 dates) and remind them (if necessary) how to use fglzesol calendar.
  • First group departs except for any who haven’t passed/completed assessments. Group 2 start HBS&C1. Discuss with those who haven’t yet passed/completed a time for their assessment.
  • See previous aim (1) and do with group 2 what was done with group 1 in terms of tutorials.

Exams – Directions

Term 1, Week 11, Tue 26& Thu 29November

0930 Saleha & Deqa; 1000 Gabriela & Sultana; 1030 Jaqueline & Iram; 1100 Jakira & Momota

0930 Azizur & Patience, 1000 Vera & Sumaya, 1030 Edmeire & Jasmin (or Edmeire & Sumaya, if Jasmin can’t make it)

Procedure

As candidates arrive, they should be directed to use the materials posted outside the room to prepare for their assessment. These materials should include: map of the local area, a list of key phrases/vocab (to do with giving/receiving directions), a list of which directions (e.g. Police station — supermarket) each student must give.

  • Azizur: Tesco — Durning Hall
  • Patience: FG Train Station — FG Police Station
  • Mary: FG Community School — FG Library
  • Vera: FG Post Office — Atherton Leisure Centre
  • Sumaya: FGLZ — Co-Op

Allow each dialogue to be rehearsed briefly immediately prior to recording.

Differentiation

Some learners may need to stand, turn, or turn the map around in order to distinguish between left or right on the map.

Exams – Discussion

Term 1, Week 10, Tue 20 & Thu 22 November

Tue: 0930 Edmeire, Azizur, Gabriela; 1000 Saleha, Sumaya, Patience; 1030 Patience, Momota, Sultana

Thu: 0930 Deqa, Vera, Iram; 1000 Jaqueline, Jakira, Jasmin (and Vera if Jasmin cannot come)

Procedure

As candidates arrive, let them read through the Think about the Topic sheet (no need for them write yet). Then ask them to tick their preferred topic. Vote/agree on topic for group. Elicit from Ss whether today’s task is a series of presentations or a discussion? Check understanding of basic discussion features. Remind them that time is limited. Stress the importance of

  • making statements about likes, dislikes, views/opinions, reasons/results (because).
  • asking questions about  likes, dislikes, views, opinions, reasons/results (because).

Ask students to make notes on the group’s topic. When they have been given an appropriate amount of time for this, go through the exam paper to check understanding of all relevant instructions and to add admin info (name, date, etc.). Check Ss know how to introduce each other. Switch on recorder. Dawud says “NOCN Speaking and listening — Entry 2 — Discussion — [date] — [candidates names].” Dawud asks Ss to introduce themselves and one other person. Dawud asks which topic has been chosen. Discussion begins.

When the next group arrives, they should study/discuss (if outside) the Think about the Topic sheet. Have a large copy on the wall outside and give waiting candidates their copy as soon as possible. They can get straight on with writing their notes if they are still waiting.

When candidates are ready, commence/record the discussion. After the discussion, ensure Ss write a comment on their Assessment Frontsheet.

Exams – Listening

Term 1, Week 9, Wednesday 14  November

Objectives

  • All admin info (name, student no. etc) written onto all exam papers (by Ss)
  • Ss understand all of the instructions and multiple choice answers so that subsequent appointment times will not be wasted explaining the same thing to each group in turn.
  • Without being rehearsed in the actual activities, Ss will at be ready to do the tasks w/o confusion re instructions.
  • Ss complete the listening task and T marks as many as possible

Procedures

All admin info (name, student no. etc) written onto all exam papers (by Ss)

  • Use IWB, soft copies of exam paper, annotate over desktop for this.
  • All Ss, in unison, fill in the admin sections of their paper as directed.

Ss understand all of the instructions and multiple choice answers so that subsequent appointment times will not be wasted explaining the same thing to each group in turn. Without being rehearsed in the actual activities, Ss will at be ready to do the tasks w/o confusion re procedures.

  • Use IWB, soft copies of exam paper, annotate over desktop for this.
  • Go through the paper with Ss, save individual queries (except for difficult words) for Q&A afterwards
  • Q&A relating to exam paper (but w/o any information that may compromise validity)

Ss complete the listening task and T marks as many as possible

  • Elicit exam rules (inc no talking to each other until outside the room, inc sanctions)
  • Arrange tables/chairs in rows
  • Check Ss understand what is written on the exam paper relating to the recording about to be heard.
  • Play the recording twice so that Ss can choose/check their answer.
  • Repeat the last 2 steps for each subsequent recording.
  • Remind Ss not to get up if necessary. Collect/Check papers systematically. Once all papers in and checked (for admin infor problems) dismiss Ss. They should not talk until outside the room.

Homework

Continue with the tasks set in previous lessons and get as much speaking and listening practice as you can. It is very important to meet up with your classmates to practice speaking and listening. Remember to bring something to read to your exam appointments in case you have to wait.

Exam Rules

  • Switch off your phone and put it away.
  • This is not ‘Dawud’s class’. This is an NOCN exam and Dawud is an NOCN assessor. Dawud must uphold NOCN rules.
  • Put all other books/papers away.
  • If you cheat you will fail automatically and there may be other consequences.
  • No communicating verbally or non-verbally to classmates. You can only communicate to Dawud. If you break this rule – for any reason – your name goes on the board. If your name goes up 3 times, this may affect your right to continue with the remaining assessments.
  • Don’t move from your place until the teacher tells you to.

Final exam preparation session

Term 1, Week 9, Tuesday 13 November

Learning objectives

  • Generally, Ss should be aware of target language that is required in the three NOCN speaking tasks
  • Specifically, Ss should be able to request, give, and clarify directions effectively and thus be prepared for successful performance in NOCN Directions Task.
  • Specifically, Ss should at least be aware of what is expected in the presentation task (relating events in the past, describing people/places/things) and, if possible, have some opportunity to practice.

Start of lesson activities

Tell Course reps about meeting.

  • Deqa noted down Ss’ issues which included that fact that at East Ham and Stratford campuses the creche accepts children from 6 months to 5 years, whereas FGLZ creche only accepts children from 2 to 5 years.
  • 73% of Ss said they would prefer three lessons per week instead of two.
  • Some Ss would like a library/computer room at FGLZ that can be used at any time.

Tell Ss to finish all of HEWB9 (at home or during any spare class time) and then ask me for the HEWB9 answers, copies of which are currently in Dawud’s  HEWB.  There will not be time to compare/discuss HW in class due to exam preparation priorities.

Teaching and learning activities related to the learning objectives

Ss should be aware of target language that is required in the NOCN speaking tasks

  • T & Ss go through the ‘crib sheet’ (NOCN S&L Target Language)
  • Contextualise and drill some of the target language

Ss should be able to request, give, and clarify directions effectively and thus be prepared for successful performance in NOCN Directions Task.

  • Using a Google map of Forest Gate, practice giving directions to and from key locations.
  • Ensure Ss know how to introduce the exchange (politely request directions): Drill; check ability.
  • In the exam you will have to give directions between two of public locations, for example:
 
       

Ss should be aware of what is expected in the presentation task (relating events in the past, describing people/places/things) and, if possible, have some opportunity to practice.

End of lesson activities

T & Ss review exam criteria and update it to show what has been addressed by today’s session.

Assessment of learning linked to learning objectives

See underlined teaching and learning activities.

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: 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; activate fire alarm if necessary); Not stick gum under tables; Bin waste.

Learning resources

See blue text for resources needed (e.g. photcopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

Underlined tasks need to be prioritised as they need to be completed before an umpcoming lesson.

  • Study the Target Language sheet
  • Practice giving directions from various places in Forest Gate to places that might be important for someone (The from place can be anywhere, the to place should be … etc.)
  • Do a Google search for giving directions in English and use any useful websites that you find to prepare for the exam.
  • Do a YouTube search for giving directions in English and use any useful websites that you find to prepare for the exam.
  • Practice talking about an event from your past. Use the correct verb forms (Past Simple, time markers), and describe something (a person, a place, or a thing)
  • Check the exam calendar for any changes to your appointment times (Google fglzesol calendar)
  • Finish off all the HEWB9 activities and ask Dawud for the answer key next lesson.

Reflection/Evaluation

Exam preparation: Overview

Term 1, Week 8, Thursday 8 November

Learning objectives

The main aim of today’s lesson is to give Ss a taste of all three NOCN S&L exam tasks.

  • Listening comprehension
  • Group or paired discussion
  • Giving and following directions

The other aim is to ensure they are aware of the exam timetable as exams start next week.

We will also start working on the language of giving and following directions. This will need follow up before the exam.

Start of lesson activities

Comparison and checking of homework (HEWB p9 exercises 1-6). If possible, have learners take turns boarding some responses to HW tasks. Ss should take the lead in assessing and providing feedback on what has been boarded. This is a good opportunity to practise modals (should/shoudn’t), comparatives (the ‘y’ should be lower) and other target language in context. Ss should compare each other’s work breifly before receiving answer key. Ss who haven’t finished the HW should not be given access to the answer key. Ensure Ss are sitting next to Ss who are in the same position (e.g. completer – completer, defaulter – defaulter.)

Teaching and learning activities related to the learning objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation and underlined assessment activities. Blue text indicates a photocopied handout is required. Bold text indicates key words that describe the activity, avoiding the need for activity titles.

Outline structure of exam: listening – discussion – giving/following directions – presentation. Show exam timetable.

Do the Cambs Fluency Listening task on Egypt (p11) as a preparation for exam task 1. Precede this with some kind of lead-in using Internet material to give a taste of tourism in Egypt. e.g. http://www.youtube.com/watch?v=blEsvZSbemI

As preparation for exam task 2, talk with a partner about holidays and travel. This activity will use speed-dating format and each conversation lasts for three minutes. Ask each other the following questions:

  1. What was your best holiday and why did you like it?
  2. Do you have a favourite airline? Why?
  3. What places in the UK have you visited and what places in the UK would you like to visit?
  4. What do tourists like to see when they visit your country?
  5. Ask any other holiday-related questions you can think of.

In preparation for task 3, Ss attempt to give directions between various pairs of locations on a map (E1S4L6.6).

  • First, come out of the bus station and turn left into London Road. Then take the  first turn on your/the left. This is Bedford Street. Then go to the end and turn right into Queen’s Road. Finally, go up Queen’s Road until you see the job centre which is on your right. It’s on the corner of Queen’s Road and New Road.

Start working through the DfES Skills for Life Unit 6 pp5-8 on directions in preparation for exam task 3.

[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

Ss continue comparing and checking their completed HW. HW defaulters should try to finish the HW.

Assessment of learning linked to learning objectives

See underlined teaching and learning activities.

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: 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; activate fire alarm if necessary); Not stick gum under tables; Bin waste.

Learning resources

See blue text for resources needed (e.g. photcopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

Practice giving directions between the places on the map (E1S4L6.6)

  • Memorise the directions from the bus station to the job centre.
  • Write out and memorise directions from the college to the laundrette.
  • Write out and memorise directions from the market to the sports centre
  • From the bank to the park in Sefton Road
  • From the supermarket to the car park.

Practice talking about things you experienced in the past (use the past tense).

Reflection/Evaluation

First lesson back with Dawud after his absence

Term 1, Week 8, Tuesday 6 November

Learning objectives

Today’s planning reflects that fact that it is Dawud’s first lesson back after two weeks absence and there is little record of work left by cover teachers. Essentially the plan for today is to do some listening comprehension and ‘show and tell’ . Both activities will be useful in preparing for the upcoming exam. The ‘show and tell’ is always a good activity to do in the first lesson after a break because many Ss should have something interesting/different to talk about. Another objective is to find out from the Ss what they have covered during Dawud’s absence as this information might not be forthcoming from elsewhere.

Start of lesson activities

Find out what work Ss completed during Dawud’s absence.

Listening comprehension (as per two week activity cycle) – Guess a Country (Unit 2, Cambridge Listening 1 by Doff & Beckett). Only give one large (A3) HO per 4 Ss. Save the extension activity for later in the lesson if there is time.

Teaching and learning activities related to the learning objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation and underlined assessment activities. Blue text indicates a photocopied handout is required. Bold text indicates key words that describe the activity, avoiding the need for activity titles.

[mins/time] Teacher introduces and models the show and tell activity. To do this, he boards/checks Tell people about something you did or something that happened to you recently. T asks class qq like those bulleted below. Then T boards names of five Ss and elicits/boards topics. Then teacher talks about what he did and answers a couple of questions. [Differentiation]

  • Who bought  a new car?
  • Who went away?
  • Who went to somewhere special in London?
  • Who moved house?
  • Who celebrated a special occasion (religious festival,  birthday, etc.)
  • Who spent time with someone they haven’t seen for a long time?
  • Who bought something special?
  • etc.

[mins/time] Four able Ss present their show and tell item to the class and answer a couple of questions from classmates.[Differentiation: weaker Ss should be given as much assistance as necessary in forming quetions so as not to distrupt the flow]

If time, remaining Ss (in small groups), can share their show & tell stories and answer questions from group members.

End of lesson activities

Class can complete the extension activity that comes with the listening (Guess a Country) we did at the start of the lesson.

Assessment of learning linked to learning objectives

See underlined teaching and learning activities.

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: 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; activate fire alarm if necessary); Not stick gum under tables; Bin waste.

Learning resources

See blue text for resources needed (e.g. photcopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

Underlined tasks need to be prioritised as they need to be completed before an umpcoming lesson.

  • Finish any Workbook activities set by cover teachers (Dawud will provide answers next lesson.)
  • Complete exercises 1-6 in the HEWB9 pack.

Reflection/Evaluation

While Dawud was away, Ss learned with Dan, Razwana, Jan, and Mark. They covered

  • HESB7.52-53, 56-57
  • Nothing from HEWB7
  • Nothing from HETRB7
  • HESB9.66-68,73
  • HEWB9 Ss did the first page in class and were requested to complete the rest of it for HW.

Dreams, aspirations, and future plans (for ILPs)

Term 1, Week 5, Thursday 11 October

Learning objectives

Language learning objectives are derived from the speaking and listening exam syllabus

  • All learners should be able to express some future life plans or goals (in addition to improving their English)
  • Most learners should be able to express what main skill needs to be prioritised (SLRWr)
  • Some learners should be able to express a specific language element they would like to improve
  • All learners should be able to introduce/describe people by their name and where they’re from
  • Most learners will now have at least one entry under Plans/Aspirations in their ILP.

Start of lesson activities

Outstanding induction activities (see induction checklist) should be completed before this slot is used for anything else.

Comparison and checking of homework.

Teaching and learning activities related to the learning objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation and underlined assessment activities. Blue text indicates a photocopied handout is required. Bold text indicates key words that describe the activity, avoiding the need for activity titles.

T models target language by updating the future plans section of a learner’s ILP in OC. Then in OC he updates another two but by listening to Ss ask classmates. Then Ss disucuss their future plans while mingling. Meanwhile T updates more ILPs one to one.

Do exercise 5  from HESB p7 where Ss read aloud He’s/She’s from  according to the photo and text. Contractions may need to be drilled. Watch out for and address shiz/she’s, his/he’s, This Yasmina. Distinguish between is/are for he/she/they.

Classmatesask 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.

Assessment of learning linked to learning objectives

See underlined teaching and learning activities.

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: 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; activate fire alarm if necessary); Not stick gum under tables; Bin waste.

Homework

Underlined tasks need to be prioritised as they need to be completed before an umpcoming lesson.

  • Momota  prepare to recite your memorised poem next lesson. Everyone else, prepared recite your poem in the lesson after that.
  • Email your poem to the teacher (if you haven’t already) and read poems that your classmates are planning to recite.
  • Study the latest spellings and add new words you find in everyday life to your vocab book. You can use look, say, cover, write, check. Also practice using and pronouncing each word.
  • Revise everything done in class today together with Grammar Reference 1.1.
  • Try to read your reader daily. Bring it to every session.
  • Practice  long forms and short forms (contractions) by doing  exercises 4 – 5 from Unit 1 of the Headway Workbook.
  • Do the Headway Online verbs activity.

Reflection/Evaluation

Ss normally write HW answers on the board. I noticed that in peer assessment there is a great opportunity to practice modals, comparatives, and degrees in context. ‘yasmina’ should start with a capital letter. The ‘s’ should be shorter. The apostrophe should be higher. The ‘t’ should be a little taller.

Miscellaneous!

Term 1, Week 5, Tuesday 09 October

Learning objectives

Language learning objectives are derived from the speaking and listening exam syllabus

  • All learners should be aware of the importance of reading (given what tutorials last week shed light on)
  • All learners should be aware of Dawud’s impending absence for personal reasons
  • As many ILPs as possible should be updated with prior learning information
  • Some learners need to improve their learning habits by curbing the habit of copying throughout the lesson
  • All learners should practice asking/answering questions about each other’s prior learning and start getting used to the sound of a wider variety of tenses in context (focus on purpose at this stage – not grammar)
  • Azizur should receive a tutorial (He missed out last lesson due to time.)

Start of lesson activities

Outstanding induction activities (see induction checklist) should be completed before this slot is used for anything else.

The importance of reading. Last week’s tutorials revealed a connection between lower perfoming learners and the absence of reading books in daily life. Click for information on Cambridge ESOL readers, click for information QuickReads, click for information about Oxford ESOL readers, click for information about Penguin ESOL readers. I don’t mind Ss reading their children’s readers as long as the level is appropriate, the conent interesting, and the readers are not just being brought in for the purpose of showing the teacher.

Teaching and learning activities related to the learning objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation and underlined assessment activities. blue text indicates a photocopied handout is required. Bold text indicates key words that describe the activity, avoiding the need for activity titles.

We need to add learning history data to ILPs. Use this as a context for Ss to practice eliciting/giving personal information. First, model questions can be boarded verbatim and demonstrated by teacher in OC. (T uses this opportunity to update ILPs.) Once the meaning of the questions is clear through context, lots of drilling/memorisation. Don’t try to explain any of the grammar, just make sure the context is clear for each question. Then structural elements removed and Ss, in SCGs take turns questioning one of their members (this can be prolonged by having students get into different groups and repeating. During this, T should question students to update their ILP. Focus on clarity/fluency/content rather than grammar in the responses. [More able Ss should correct/model where their classmates make grammatical errors in the questions.] As the activity progresses, the boarded questions should be further abbreviated (e.g. leave school?). Ss should be strictly discouraged from writing anything down. They can refer later to the questions below. To finish, nominate Ss to question a learner in OC (T updates ILP accordingly).

  • How old were you when you left full-time education?
  • Did you complete your course or did you drop out?
  • What qualification did you get?
  • Did you get any more qualifications after that?
  • When did you come to the UK?
  • What courses have you done in the UK?
  • Where did you do it and who was your teacher?

Alphabetical order: Write these countries in ABC order and think about the stress: the USA, Egypt, Brazil, Mexico, Spain, Russia, Japan, Germany, France, England, Italy, Hungary.

  • Brazil, Egypt, England, France, Germany, Hungary, Italy, Japan, Mexico, Russia, Spain, the USA.

Assessment of learning linked to learning objectives

  • Objective 1: See underlined text in Teaching and learning activities.
  • Objective 2: See underlined text in Teaching and learning activities.
  • Objective 3: See underlined text in Teaching and learning activities.

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

See blue text for resources used (e.g. photcopied handouts, published materials, audios). Linked websites are in purple/red.

Homework

  • Prepare to recite your memorised poem next lesson. Everyone else, prepared recite your poem in the lesson after that.
  • Email your poem to the teacher (if you haven’t already) and read poems that your classmates are planning to recite.
  • Study the latest spellings and adding new words you find in everyday life to your vocab book. You can use look, say, cover, write, check. Also practice using and pronouncing each word.
  • Revise everything done in class today together with the relevant Grammar Reference notes.
  • Try to read your reader daily. Bring it to every session. Look at the ESOL reader websites (above) if you aren’t sure what to read.
  • Do Exercise 3 from Unit 1 of the Headway Workbook.
  • Do the Headway Online Conversations activity.

Reflection/Evaluation

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

Getting to know about people

Term 1, Week 4,  Tuesday 2 October

Learning objectives

Language learning objectives are derived from the speaking and listening exam syllabus

  • All learners should ask questions to obtain information from others
  • All learners recognise requests for information
  • All learners use appropriate intonation for friendly interaction
  • Some learners should be able to give telephone numbers according to UK conventions.
  • All learners should gain some experience doing exam style listening comprehension
  • All learners should be aware of tutorial arrangements affecting next lesson

Start of lesson activities

Distribute tenses table.

Do a listening comprehension task: Names and addresses (Cambs Skills for Fluency-Listening 1, p9)

Teaching and learning activities related to the learning objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation and underlined assessment activities. blue text indicates a photocopied handout is required. Bold text indicates key words that describe the activity, avoiding the need for activity titles.

Ss use I’m to give their name. Drill perfect pronunciation. Use in context. Don’t mention any grammatical aspects yet. HESB1.6.S.

Don’t give out handouts. Use IWB. Looking at pictures of people meeting and asking about each others name and country of origin, Ss read/listen/mimic/gapfill.  [T listens for Ss who need extra support using am/is/are, my/your. Focus/Ask qq on these words to check learning for all.] HESB1.6.1-2. Ss put the model language into practice by introducing themselves to their classmates and eliciting country of origin. Use mingle format after OC demo/guided practice. During the mingle, Ss take turns using the pen to compete the gapfil.

Have an OC/OP check of the above language use and give instruction as needed. Look at what Ss wrote on the board/gapfill during the mingle. Point out errors (inc. handwriting). Ss (w/o reference to board, write in the answers). Ss then assess each others work for spelling, correct words, capitals use, other handwriting issues HESB1.7.2

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 (Azizur doesn’t appear to have emailed his poem yet). Jaqueline and Azizur 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.

Ss learn how to give out their phone number correctly: *** **** **** for landlines. ***** *** *** for mobiles.

Assessment of learning linked to learning objectives

See underlined text in teaching and learning activities.

Diversity (impact on learners)

See differentiation strategies in square brackets. Do any learners have a particular need associated with sensory impairment (e.g. seating, print, hearing). Stress  the need to respect difference. (Very occasionally, soem 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 need to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving to facilitate any necessary provisions. (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. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years.

Health, safety, risk assessment

Instruct Ss to stow their bags where other’s wont trip over them. To walk not run in case of emergency evacuation. Not to stick gum under tables. To bin waste rather than leaving it on table. All Ss should know, from their induction programme, about what to do in an emergency evacuation.

End of lesson activities

Check HW instructions.

Ensure Ss understand implications of next lesson’s tutorial arrangements.

Learning resources

See blue text for resources used (e.g. photcopied handouts, published materials, audios, websites). Linked websites are in purple/red.

Homework

Underlined tasks need to be completed by a specified date.

  • Azizur,  prepare to recite your memorised poem in the next couple of lessons. Everyone else, be prepared to prepare to recite your poem, in the lesson after next.
  • Email your poem to the teacher (if you haven’t already) and read the poems that your classmates are planning to recite.
  • Keep learning the latest spellings. You can use look, say, cover, write, check. Learn to use, pronounce, and spell each word.
  • Keep adding to your vocab book. Learn to use, pronounce, and spell each word. You can use look, say, cover, write, check.
  • Revise everything done in class today.
  • Try to read your reader daily.
  • Do p5 from the Headway Workbook. You will practice using words you need when meeting new people and finding out where they’re from. Mind your handwriting! Don’t do p6 yet.
  • Do the Headway Online am/are/is activities.
  • Practice giving information about your hobbies, job, your education, your previous experiences of learning English (bring any certificates).
  • Practice saying your phone number correctly (*** **** **** OR ***** *** ***)
  • Remember that some of you should come at 0930 and some of you should come at 1030

Reflection/Evaluation

Even what I thought was a tiny portion of Headway was plenty for one lesson! Keep resisting the temptation to squeeze more than one topic/area into a lesson. Notice that the natural break did not occur at the bottom of HESBp7, but half way down p7.

Outstanding induction matters

Term 1, Week 3, Thursday 27 September

Objectives

  • All learners should be able to commit to everything learned/discussed in induction by signing a personal induction checklist.
  • Any induction knowledge gaps should be filled as we work through the checklist.
  • This group will have an elected course representative (and deputy)
  • Feedback on pronunciation errors will be provided during the poetry activity

Start of lesson activities

Ss read/discuss page one of their Grammar reference pack.

Teaching and learning activities related to the learning objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation. Assessment activities are underlined. Red text indicates a photocopied handout is required.

[mins/time] Work through personal induction questionnaire writing ‘true’ for each statement if there is certaintly. Go back over and address any points that Ss left blank. Use the college intranet to show pictures of admin/management staff. (i.e. were uncertain about). [Differentiation]

Elect a course representative after clarifying the purpose/role of course reps.

[mins/time] Classmates (lower levels) ask questions (with as much assistance as necessary) about their chosen poem (Who wrote it?). T displays poem (if S has emailed it previously as expected). Saleha & Gabriela recite their memorised poem (perhaps two or three times) while T updates diagnostic profile (particularly pronunciation). T gives brief feedback on most important areas for improvement. In higher level classes, Ss question the reciter after the recitation.

Assessment of learning linked to learning objectives

  • Today’s session (focussing mainly on the personal induction checklist) is assessment of what was learned from the induction activities in previous sessions. This checklist is signed and placed in the coursefile.

Diversity (impact on learners)

See differentiation strategies in square brackets. Do any learners have a particular need associated with sensory impairment (e.g. seating, print, hearing). Stress  the need to respect difference. (Very occasionally, soem 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 need to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving to facilitate any necessary provisions. (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. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years.

Health, safety, risk assessment

Instruct Ss to stow their bags where other’s wont trip over them. To walk not run in case of emergency evacuation. Not to stick gum under tables. To bin waste rather than leaving it on table. All Ss should know, from their induction programme, about what to do in an emergency evacuation.

End of lesson activities

Tutorials

Homework

  • Jaqueline  & Azizur prepare to recite their memorised poem next lesson. Everyone prepare to recite their poem in the lesson after that.
  • Everyone should email their poem to the teacher and read the poems that classmates are planning to recite.
  • Keep learning the latest spellings: look, say, cover, write, check. Learn to use, pronounce, and spell each word.
  • Read Grammar Reference p124 in preparation for the work we will do next week.
  • Do the Headway Online a/an/plurals activity
  • Try to read your reader daily.
  • Keep adding new words to your vocab book. Learn to use, pronounce, and spell each word. Make vocab cards if this helps.

Reflection/Evaluation

Deliberately avoided starting on a new language area and instead focused on wrapping up induction process and electing a course rep. Used the extra time for tutorials which was more useful than trying to squeeze in extra class work that would not get finished.

Polite Requests

Term 1, Week 3, Tuesday 25 September

Learning objectives

  • Most will demonstrate knowledge and understanding of induction matters
  • All will be able to make and respond to polite requests (modal verbs)
  • All will have completed their listening diagnostic by the end of today’s session

Start of lesson activities

[10 mins] Ss review and discuss answers to induction questionnaire. T elicits answers boarding them only if Ss request it.

Teaching and Learning Activities Related to the Learning Objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation. Assessment activities are underlined. Red text indicates a photocopied handout is required.

[mins/time] T organises/mindmaps/presents  relevant material on board on polite requests.  Teacher demos pronunciation diff between can/can’t.

  • With questions: could/can/may I…?
  • With statements: I’d like…
  • Intros: Excuse me. etc.
  • Responses: Certainly. Yes, you can. etc.

[mins/time] Ss (first in open pairs) practice making/responding to polite requests. T elicits/boards some prompts e.g. cup of tea, my son’s teacher, pencil, £50,000, manager. Then do it as a mingle. [Weaker students should stick to the boarded prompts and start again at the first one when all prompts have been used. Stronger Ss should use their own ideas once they have been through the boarded promts.]

[mins/time] Classmates (lower levels) ask questions about the poem chosen (Who wrote it?). T displays poem (if S has emailed it previously as expected). Edmeire recite their memorised poem (perhaps two or three times) while T updates diagnostic profile accordingly (particularly on pronunciation). T gives brief feedback on most important areas for improvement. In higher level classes, Ss question the reciter after the recitation.

Assessment of learning linked to learning objectives

  • Objective 1: See underlined text in Teaching and learning activities.
  • Objective 2: See underlined text in Teaching and learning activities.
  • Objective 3: See underlined text in Teaching and learning activities.

Diversity (impact on learners)

See differentiation strategies in square brackets. Do any learners have a particular need associated with sensory impairment (e.g. seating, print, hearing). Stress  the need to respect difference. (Very occasionally, soem 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 need to communicate this to the teacher before the start of the lesson and remind the teacher ten minutes before they are leaving to facilitate any necessary provisions. (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. New NCFE standards, mean that we cannot be as flexible with attendance/punctuality as in previous years.

Health, safety, risk assessment

Instruct Ss to stow their bags where other’s wont trip over them. To walk not run in case of emergency evacuation. Not to stick gum under tables. To bin waste rather than leaving it on table. All Ss should know, from their induction programme, about what to do in an emergency evacuation.

End of lesson activities

Momota and Edmeire need to do their listening diagnostic.

Learning resources

Board, marker, space to mingle, familiar reasons for  making polite requests

Homework

Learn how to pronounce, use, and spell these polite requests words: could, would, may, can’t, manager, break, welcome, excuse me, bother, certainly

Saleha & Gabriela prepare to recite your poem

Everyone else, keep learning your poem and read the E2 poems on our website.

Reflection/Evaluation

I abandoned giving comparative adjectives for spelling homework in favour of polite requests lexis.

Spelling and pronunciation

Term 1, Week 2, Thusrsday 20 September

Learning objectives

  • Make simple factual statements (impersonal pronoun it, contraction of it is, spelling aloud, a/an)
  • Demonstrate understanding of what was learned during the induction period
  • Identify some words whose spelling and pronunciation do not match
  • Distinguish between some basic word classes
  • Identify some problems with pronunciation, stress, or intonation

Start of lesson activities

Ss study the objectives on the board and answer questions

T collects copies of poems from today’s reciters: Fatima, Ina, Daniela. T makes some copies of these. In future, ask upcoming reciters to type out and email their poems in advance. In conjunction with fglz.esol this will save on copying and add value to Ss’ poetry learning.

What’s this in English? It’s a… How do you spell that? After appropriate preparation, Ss move around the room with a partner asking each other about classroom objects. This is based on HESB 1.10. Bear this in mind when we come to HESB1.1 in the sequence of Headway materials used this term.

Learning Activities related to the Learning Objectives

Each activity should, if appropriate, contain notes in square brackets on differentiation. Assessment activities are underlined. Red text indicates a photocopied handout is required.

[x mins] Spelling test (Power Word Workout) on induction, lesson, around, building, know, names, expect, course, your, responsibilities [This is the first Power Word Workout for most Ss. Don’t bother scoring afterwards. Let people learn from their mistakes so they will be to cope with stricter conditions next time. Allow peer support on this occasion. Move around to intervene early where guidance needed.]

[x mins] Poetry recitations from Fatima, Ina, Daniela. [T makes a pronunciation comment in pencil on each Ss’ diagnostic profile grid if useful diagnostic info is revealed]. Each audience member must think of a question to ask before/after the poem is recited. Don’t spend forever on this!

[x mins] Induction Questionnaire to be completed. First Ss work individually, skipping questions they can’t answer. Then they can compare/exchange/discuss answers with a ‘surprise’ partner (nominated by T). Afterwards, T elicits/boards answers and asking learners to stand up if they think an answer is wrong. [Differentiation is inherent in this activity – it doesn’t matter how many qq are answered when working alone, the partner phase is co-operative learning.]

Talk to any Ss for whom this level may not be appropriate.

Run a resit of the listening diagnostic for any who missed it.

Assessment of learning linked to learning objectives

  • Objective 1: See underlined text in Teaching and learning activities.
  • Objective 2: See underlined text in Teaching and learning activities.
  • Objective 3: See underlined text in Teaching and learning activities.

Diversity (impact on learners)

See Differentiation. Find out if any learners have a particular need associated with sensory impairment (e.g. seating, print, hearing). Stress   the need to respect difference (some Ss make surprise/disdain over difference rather obvious just from body language – all must know at the outset this is not acceptable.

Health, safety, risk assessment

Instruct Ss to stow their bags where other’s wont trip over them. To walk not run in case of emergency evacuation. Not to stick gum under tables. To bin waste rather than leaving it on table.

Homework

Finish the Induction Questionnaire.

Edmeire, Irum, Saleha prepare to recite their poem and email a copy to Dawud.

Everyone else continue to work on your poem.

Click for a selection of poems by Roald Dahl. (You don’t have to choose a Roald Dahl poem.)

Click for a website has a list of famous poets and links to their poems.

Reflection/Evaluation

There wasn’t time to refer back to the objectives at the end. You’ll have to move quickly if you’re to get through this same material with the afternoon class!