Competency: To be able to conduct a cloze type
dictation exercise.
Purpose: A dictation exercise can have many
purposes. It is an excellent listening exercise and can by used to sharpen the
skills of listening and comprehending. It also helps to develop reading
and writing skills by exposing the student to the written form of the language
as he listens to the spoken form. Students begin to recognize sight words
and to make associations of sounds with letters. The dictations can also be
used to develop spelling skills by leaving a blank in place of the words
you want the student to practice. Finally, it can help the student to learn the
structure of the language by focusing his attention of structures that he does
not yet control.
Preparation:
Step 1: Get a copy of the dictation
exercise for each student.
You can have the students write
directly in the blanks or if the materials are not consumable, you can have the
students number the blanks and write the answer on a separate sheet.
Step 2: (Optional) Tape-record the
dictation exercise at normal speed with a brief pause after each sentence.
(The advantage of tape recording the
exercise is that students will not ask to slow it down or to repeat a word as
readily.)
Step 3: (Optional) Make an overhead
transparency of the dictation exercise with the blanks filled in.
Teaching:
Step 1: Hand out the dictation sheet.
Tell the students that you are going
to play (or read) a passage and that you want them to listen, read along on
their sheets, and write in the missing words.
Step 2: Play the tape or read the passage
at normal speed with a pause after each sentence allowing the students to write
in the missing words.
Do not repeat the sentence.
Step 3: Present the overhead transparency
or write the correct answers for each blank on the chalkboard.
Let the students check their work.
Lesson 2
Teacher Training Module I
(Continued)
Teaching the Dialog
Purpose: This part of Module I is to
re-enforce the dialog teaching skills which you developed in working with
Lesson 1 by applying them to Lesson 2. In this section you will learn a more
effective way of teaching question-answer sequences.
Preparation:
Step 1: Think of a situation or context for
the dialog.
For Lesson 2 you might imagine the
student applying for night school, utility service, a loan, a driver's license,
etc.
Step 2: Break dialog into cycles and
personalize it.
What's your name?
My name is (teacher's name)
I'm sorry, what's your first name
again?
My first name is (teacher's first
name).
What's your address?
My address is (teacher's address).
Step 3: Write the dialog on 3" x
5" cards.
Teaching:
Step 1: Explain context and purpose of
dialog.
The student will be able to give
personal information about themselves.
Step 2: Enact the first line of the dialog.
In the case where the first line is
a question you should teach the second line, or answer, first.
My name's (teacher's name).
Step 3: Repeat in chorus.
Skip this step if students had
Lesson 1.
Step 4: Repeat individually and personalize.
My name's (student's name).
Step 5: Ask the question -- students give
answer.
Teacher: What's your name?
Student: My name's __________.
Note: Even though the students have not
practiced saying the question, they should be able to understand the question
and respond with the answer which they have practiced.
Step 6: Repeat Steps 3 and 4 with the
question.
Teacher: What's your name?
Students: What's your name? (In
Chorus)
Teacher: What's your name?
Student: What's your name?
(Individually)
Step 7: Pair off and enact two lines.
Student 1: What's your name?
Student 2: My name's __________.
Step 8: Repeat 2 through 7 with next cycle.
(Begin with answer)
My first name's Tuang. T-U-A-N-G.
I'm sorry, what's your first name
again?
Note: You may have to write each person's
name on the chalkboard and help them spell it. It is okay to have the entire
class repeat each name.
Step 9: Pair off and enact the first four
lines of dialog.
What's your name?
My name's __________.
I'm sorry, what's your first name
again?
My first name's __________.
Step 10: Repeat 2 - 7 with next two lines.
My address is (teacher's address).
What's your address?
Note: In order to personalize this cycle
it may be necessary to write each person's address on the chalkboard and help
them to learn to say it. It is fine to have the whole class repeat each address
in chorus.
Step 11: Pair off and enact the entire
dialog.
What's your name?
My name's (student's name).
I'm sorry, what's your first name
again?
My first name's (student's name).
(Spell out).
What's your address?
My address is __________.
Lesson 2
Teacher Training Module IV
Teaching Pronunciation
Competency: To be able to help students improve their pronunciation.
Note: Native-like pronunciation is difficult for most adult
learners to achieve in a second language. The achievement of it requires not
only skilled teaching but a high level of internal motivation on the part of
the student. Most adults are satisfied with reasonably intelligible speech in
the second language and this is an acceptable goal for the ESL teacher. This
means that you need not concern yourself with correcting all the pronunciation errors
you hear. Indeed this would do more harm than good. Your first goal should be
to give assistance during the regular speaking lesson to students who are
having difficulty with particular sounds. The particular sounds that students
will find difficult will differ for different language backgrounds.
Teaching:
(To be applied whenever appropriate)
Step 1: You have begun teaching the dialog.
When you notice that a student has difficulty producing a
particular word, stop and isolate the word.
Step 2: Pronounce the word by itself and have the class repeat.
If the word is still too difficult, isolate the syllable
that seems to create the most difficult.
Step 3: Pronounce the syllable by itself and students repeat until
they can say it easily.
Step 4: Add additional syllables one at a time until the students
can pronounce the word.
Step 5: Pronounce the phrase or sentence again and have students
repeat until they can say the word in context.
Step 6: Have original student repeat sentence.
Example:
Step 1:
Teacher -- Do you have any children?
Student -- Do you have any __________.
Step 2:
Teacher -- Children
Class -- Chi_____.
(Students mispronounce the 2nd syllable.)
Step 3:
(Teacher isolates the problem syllable and has students
repeat it.)
Teacher -- _____dren.
Class -- _____dren.
Step 4:
Teacher -- Children.
Class -- Children.
Step 5:
Teacher -- Do you have any children?
Class -- Do you have any children?
Step 6:
Teacher -- Do you have any children?
Student -- Do you have any children?
Lesson 2
Teacher Training Module V
Teaching Numbers
Competency: To be able to carry out several techniques for practicing
numbers.
Note: Because most adults already have developed sophisticated
number concepts in their native language, teaching numbers is a matter of
manipulating numbers in ESL. The following suggested activities can be carried
out in any order. Better results will be obtained if the instructor teacher
several brief (5 to 10 minute) lessons on numbers rather than one or two long
ones.
Activity 1:
Write the numbers on the board and have students repeat them
in chorus or name them as you point to the number.
Activity 2:
Pitch a ball or eraser to a student and count
"one". He must throw it to another student and count "two",
etc.
Activity 3:
Have students do simple addition problems orally, e.g.
1+1=2, 2+2=4.
Activity 4:
Play bingo. Have each student take a piece of paper and fold
it in half four times. Have them unfold the paper and randomly write a number
in each rectangle. Call out numbers and let the students mark an "x"
across the number if they have it. The first to get four x's in a row wins.
Lesson 2
Teacher Training Module VI
Teaching a Command Sequence Lesson
Competency: To be able to teach a lesson through the use of commands
and physical movement.
Purpose: The command sequence lesson is based on the fact that in
natural situations language learners usually develop listening skills before
they are forced to speak a lot. It allows the student to hear commands and
carry them out for a while and not feel compelled to speak before they are
ready. The command sequence lesson is very non-threatening, and adults
generally enjoy it and perform well. The first objective is to expose the
student to commands and then later have him learn to give the commands. This
second part -- having the students give commands -- may not happen during the
first class.
Preparation: Have a student sit in a chair in front of the class.
Teaching:
Step 1: Give first command and use gestures to help the student
understand.
Teacher: Stand up. (Motioning with hands for student to
stand up)
Student: (Stands up)
Note: You may write each command on the chalkboard after you have
introduced it if you wish.
Step 2: Give inverse command using gestures.
Teacher: Sit down (with gestures)
Student: (Sits down)
Step 3: Repeat Steps 1 and 2 a couple of times without gestures.
Teacher: Stand up.
Student: (Stands up)
Teacher: Sit down.
Student: (Sits down)
Step 4: Repeat Steps 1 and 2 with other members of the class.
(This step is facilitated if you know the students' names.)
Step 5: Introduce another pair of commands by repeating Steps 1
thru 4.
Note: Commands are not normally introduced in pairs but in this
lesson it works out well to do it that way.
Teacher: Stand up. (Student stands up)
Teacher: Go to the chalkboard. (Student obeys)
Teacher: Go back to your seat. (Student obeys)
Teacher: Sit down.
Step 6: Repeat Step 5 with another pair of commands.
Teacher: Stand up. Go to the chalkboard. Write you name.
Erase your name. Go beck to your seat. Sit down.
Step 7: Continue adding pairs of commands until you have introduced
all the commands you wish.
(Change the order of commands and mix them up to assure that
students comprehend the individual commands and do not just recall the order.)
Step 8: Have students give command.
If students are ready and wish to begin giving commands have
them do so by starting with Step 1, first before the whole class and later with
the whole class divided into pairs.
Lesson 2
Teacher Training Module VII
Teaching the Alphabet
Competency: To be able to enact several techniques for teaching the
names of the letters of the English alphabet to persons literate in a language
with a similar alphabet.
Note: These activities will focus on teaching the names of the
letters. It is assumed that the students already knows the upper and lower case
forms of the letters and the alphabetical order of the letters and that they
already read and write in their native language. For suggestions of how to
teach non-literates or persons unfamiliar with the Roman alphabet, See Section
IV of this manual. It is intended that only a few minutes of any class will
be dedicated to teaching the alphabet. It is preferable to spend several small
blocks of time doing it rather than one large block of time.
Activity
1
Write the vowels on the board one at a time, pronouncing
each one and allowing each student to write it in his notebook. Encourage
students to write a representation beside each letter in their own language,
which will help them to remember how to pronounce the letter.
For example:
A Spanish speaker might write:
|
|
A
|
ey
|
E
|
iy
|
I
|
ay
|
O
|
ow
|
U
|
yu
|
Activity
2
Write the letters of the alphabet in order on the
chalkboard, pronouncing each as you write it.
Activity
3
Have students go to the chalkboard. Dictate letters at
random and have them write the letters on the board.
Activity
4
Point at random to the letters of the alphabet on an
alphabet chart and have students name the letters.
Lesson 2
Teacher Training Module II (Continued)
Dialog Expansion
Purpose: This part of Module II is to reinforce the
skills developed in teaching Lesson 1 by applying them to Lesson 2.
Preparation:
Step 1: Ways of communicating meaning of new
vocabulary.
Practice 3
First, middle, and
last names can be communicated by writing your name on the board and by
pointing. Middle initial can be shown by erasing all but the first letter of
the middle name. Wife and husband and maiden name show with a stick figure
genealogy chart similar to that used in Lesson 1.
Practice 5
Just write the students' names on
the board and point to the letters as you spell.
Practice 7
Address -- Show an envelope with
the address in it.
Phone Number -- Use a play phone or
a picture of a phone.
Social Security Number -- Use
security card.
Area Code -- same as phone number.
Zip Code -- Same as address.
Step 2: Write sentence patterns and vocabulary on
cards.
Teaching:
Step 1: Introduce new vocabulary.
Write your full name on the board,
point to your first name and say, "My first name is __________."
Follow a similar procedure with last name, and middle name. Erase all but your
middle initial and repeat the sentence, substituting middle initial.
Draw the genealogy chart similar to the one in Lesson 1 to introduce husband,
wife, and maiden name.
Step 2: Model the first sentence.
Teacher: My first name is
__________.
Step 3: Students repeat (Using their own names).
Teacher: My first name is
__________.
Class: My first name is __________.
Individual: My first name is
_________.
Step 4: Substitute new vocabulary.
Teacher: My last name is
__________.
Class: My last name is __________.
Individual: My last name is
_________.
Repeat Steps 2-4 with the question.
What is your first name?
Step 5: Put sentences in realistic context.
Teacher: What's your first name?
Student: (My first name is)
__________.
Student: What's your last name?
Student: (My last name is)
__________.
Repeat Steps 1-5 with Practices 5 and 7.
Lesson 2
Teacher Training Module VI
(Continued)
Teaching a Command Sequence
(Practice 6)
(Practice 6)
Purpose: This part of Module VI is to reinforce skills practiced
earlier in this lesson by applying them to practice 6. In addition you will
learn how to get students to verbalize the commands.
Preparation: Study this module.
Teaching:
Because the students already know the first two commands you
can continue as though this lesson were a part of the first command sequence
lesson.
Step 1: Review previously learned commands.
Teacher: Stand up. (Student stands
up.)
Teacher: Go to the chalkboard. (Student goes to the
chalkboard.)
Teacher: Write your first name.
(Student writes first name.)
Teacher: Write your last name. (Student writes last name.)
Teacher: Sit down. (Student sits
down.)
Step 2: Model new command.
The teacher tells the student to listen and watch.
Teacher: Write your telephone number. (The teacher carries
out the command.)
Step 3: Give new command
Teacher: Stand up, and go to the chalkboard. (Student
obeys.)
Teacher: Write your telephone number. (Student obeys.)
Teacher: Thank you. Sit down. (Teacher repeats this with
several students.)
Step 4: Repeat Steps 2 and 3 with new command.
Read your telephone number.
Erase your telephone number.
Spell your first name.
(Mix up the order of the commands as you review previously
learned ones. Also introduce new combinations of commands.)
Step 5: Have student give commands.
Ask the students if they are ready to start giving the
commands. If some are, start with them. Tell the students that you are going to
let them give you commands.
Sit down and see if anyone can tell you to stand up. If
someone does, obey the commands. Allow them to give any command they can
remember. Next, divide the class into groups so that all who wish to give the
commands can work with at least one other person. Have them give as many
commands as they wish. You should circulate around the room and offer
assistance where needed.
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