Additional Diploma in ESOL learning and teaching

Assignment 1

Sameera Sharif

ID: 10432611

Words: 5184

Date: 12/06/2014

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Contents Pages

Essay 3-23

Appendices

Lesson plan 1 24-40

Lesson plan 2 41-55

Lesson plan 3 56-70

Formative assessment (presentation) 71-74

Presentation feedback 75-83

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I have planned three lesson plans for three different groups. The learners are

learning English as a second language (ESOL) or as a foreign language ( EFL)The

first group is an intermediate level or level 1 mixed ability class. The lesson plan

(see appendix pages 24-40) is based on teaching the learners to look at a text

critically using Critical Discourse Analysis. The students are highly motivated and

have good educational backgrounds. The second lesson plan (see appendix pages

41-55) is for a pre intermediate entry 3 mixed ability class. Here they will learn to talk

about natural features, and to write a travel blog. Again the students are highly

motivated and attend regularly. In my final lesson plan (see appendix pages 56-70). I

plan to teach CV writing. This is for an Entry 1 ESOL Job Centre plus class. The

students have been compelled to come to class by the Job Centre. Motivation is an

issue as most learners resent being there. There is an issue with attendance with at

least four students being removed from the course due to poor attendance. Some of

the students’ profiles are spiky as they have very advanced speaking skills but can

barely read and write .Some student have only have very basic literacy skills.

ESOL learners need to develop reading and listening skills (receptive skills) and also

speaking and writing skills (productive skills).

For developing reading skills I use the interactive model which combines the top

down approach and bottom up approach.

Dechant (1991) cited in Booth and Walter (1999) states that with this approach the

reader “constructs meaning by the selective use of information from all sources of

meaning without adherence to any one set of order”.

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Bottom up approach is where the reader “registers the text visually, identifies

individual letters and assembles these into syllables and words” Schellekens (2007).

However this approach has been criticised as it “assumes the initiation of higher

level processes” Carter and Nunan (1991)

Top down approach, is where the reading starts with what is already in the readers

mind, and the reader brings to this interaction

“their knowledge at hand, knowledge of and expectations and about how language works, motivation, interest and attitudes towards the content of the text” (Carter and Nunan (1991).

However they also point out that this approach can sometimes fail to distinguish

adequately between beginner readers and fluent readers, and thus the interactive

model “deals with the shortcomings inherent in the other models”.

I usually follow the PQ4R (Preview, question, read, reflect recite and review) and

DARTS (Directed activities related to texts) approaches. Paton and Wilkins (2009)

state that DARTS approaches are where the teacher wants to “support learners in

gaining information from complex or difficult texts”. These approaches can include

underlining key points, labelling paragraphs, segmenting the text into key ideas or

themes and grouping or ranking these ideas. Paton and Wilkins (2009).

I usually begin the reading task with a “lead in” to get the learners interested in the

topic. This can be done by asking questions or showing pictures such as in lesson

plan 3 (see appendix page 25-26).This activates schemata and leads to discussion.

I then follow with pre-reading tasks such as pre teaching vocabulary, and as

Thornbury (2005) advises that a well known way of “reducing text difficulty is to pre

teach key vocabulary items in advance”. I have followed his advice in all my lesson

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plans (see appendix pages). However he does point out that there are some

problems with this approach, as finding what words to pre teach can prove tricky,

and suggests that the teacher should chose “key words” of the text with a

“statistically significant” frequency.

I also give them tasks to focus on fast reading for gist (skimming) and tasks to focus

on fast reading to locate specific information (scanning). In lesson plan 1 (see

appendix pages 27-28) reading for gist tasks include placing headings under the

correct paragraph and in lesson plan 3 (see appendix pages) writing details under

correct heading. These follow with tasks that require detailed reading. Here the

learners will look closely at meaning, grammar and lexis and sentence structure.

After reading for detail tasks such as answering comprehension questions I usually

ask learners to do a follow up task such as speaking or writing. In lesson plan 1(see

appendix pages 28-29 ) the students do a role play and in lesson plan 3 (see

appendix page 63) they write a CV.

With all my learners, at all levels I teach phonics “for phonological awareness and for

reading comprehension and spelling” Besser (2004). With teaching phonics the

learners “confidence in a range of language and literacy tasks” can improve Burton

(2008).

As with reading skills the teacher can use top down and bottom up strategies for

listening skills as Hedge (2000) states that they both “function simultaneously and

are mutually dependant”. Schwab and Hughes (2010) state that effective listening

depends on knowledge of content and linguistic skill. They also add that it is very

important that the purpose for listening has to be clear. Students sometimes have

difficulties in identifying the correct individual words from a stream of sound. One

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way of solving this is to teach stress and intonation, Schellekens (2007). She states

that research has also found that “pronunciation teaching” can really benefit the

learner as it “creates an early awareness of how spoken English works”. Harmer

(2007) advises the teaching of phonetics and phonemic symbols. I find the phonetic

script very useful but difficult to teach. I do model the words and ask the learners to

choral drill and individual drill as in lesson plan 2 (see appendix page 44).

To begin my listening lesson I start with a lead in and discussions to activate

schemata, and making sure the purpose of the task is understood. Then this is

followed by pre listening tasks such as predicting the content, by looking at pictures

or the title. I usually pre teach some vocabulary and then they listen for gist and

detail, and answer questions. This then follows with a follow up task. I have followed

this procedure in lesson plan 2 (see appendix pages 47-48 )

There are three main approaches to writing, the product approach, the process

approach and the genre approach. For developing writing tasks I use the process

and genre approach. The process approach to writing includes pre writing,

composing, revising, editing and publishing. Paton and Wilkins (2009). They state

that the stages are “not linear” and the writers go through “different stages some of

which occur more than once or simultaneously”. One of the disadvantages of the

process approach as pointed out by Harmer (2007) is that it is time consuming and

students may find the process too laborious and difficult. However Paton and Wilkins

suggest that if the teachers prove the necessary “scaffolding” then it would not be so

difficult for the learners.

On the other hand the product approach focuses on “end result” of the learning

process and the learner is engaged in “imitating, copying and transforming models of

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correct language” Nunan (1991). However this can be seen as a disadvantage as it

inhibits creativity

Spiegel and Sunderland (2006) state that the genre approach involves “analysing the

generic textual and linguistic feature of writing produced for similar purposes and

similar contexts” and asking the students to reproduce those features. They point out

that this approach has been criticised for “restricting and containing creativity”, but

none the less it is still helpful and gives writers a”starting point”.

I usually begin with introducing the topic by showing pictures, reading texts and

discussing issues. Then I introduce various models and then those models are

analysed. Then the students brain storm ideas as in lesson plan 1(see appendix

page 30) before they write in groups or pairs, and then start planning by making

notes or mind maps. Students then write and prepare drafts for checking and get

feedback from the teacher. They then edit and prepare the final text.

When planning to improve speaking skills of the learners a teacher must decide

whether it is fluency or accuracy they want to improve or both. Scrivener (2011)

advises that when planning it is important to think about the “differing aims and

procedures of both fluency and accuracy”.

Accuracy is seen by Paton and Wilkins (2009) as “the ability to use the language

correctly without error”, and fluency is said to “involve using the language easily

without much mental effort”

Accuracy can be developed by focussing on language, also known as “form-

focussed” (Spada (1997) cited in Hedge (2000). Hedge states that for language

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focus to work the activities should be contextualised, personalised and to build

awareness of the social use of the language.

In my language focus lesson in lesson plan 2 (see appendix page 44) I use an

inductive approach where the students work out the rule for the present perfect for

themselves. However I sometimes also use a deductive approach where the rule is

explained. I use the presentation, practice and production approach.

Fluency activities offered by Klippel (1984) cited in Hedge (200) include role plays,

interviews and guessing games. In lesson plan 1 (see appendix page 28-29), I have

asked the students to do a role play. However Paton (2009) points out that role plays

may not be as “productive” because some learners may find it “too great a linguistic

challenge”. However the advice from Paton is to get the students “thoroughly

engaged in the topic before you start” and also use “scaffolding” to help those who

need it.

Hedge (2000) concludes that that a “balance” must be achieved between accuracy

and fluency based tasks as an “essential criterion in developing a programme”

Schellekens (2005) states that teachers need to consider the selection of

“appropriate materials” to enable the learners to achieve their learning outcomes.

These could include materials from course books, websites, and specifically

designed materials. The teacher could also use “authentic materials” for example

articles, adverts, job application forms, pictures, posters, DVDs and CDs.

Thornbury (2005) argues that authentic texts have many advantages in that they

“Provide attested, as opposed to invented, contexts for language study and they provide more realistic preparation for subsequent out of classroom text encounters”.

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In lesson plan 1( see appendix page 36 ) I used a poster written by College Unions

to ask staff and public for support to strike. I used this resource to plan a lesson for

level 1 learners to enable learners to read this poster in a critical way using Critical

Discourse analysis.

I presented this resource and how I would use it, to my peers (see appendix pages

71-74) using Faircloughs’ three dimensional model, applying social discourse and

textual practice.

“The aim is not so much to comprehend what has been written to critique the way in which the text has been written and what has motivated a writer’s choices of lexis, syntax and overall style and presentation” Carter and Nunan(2001)

My peers commented on my presentation (see appendix pages 75-83) and said it

was an “excellent authentic resource” and that all “four skills were developed” and

there was “a good use of questions to get the students critically thinking about the

article”. My peers liked the “strategy of images to activate schemata, pre teaching

vocabulary, gist and detailed reading”

Humanistic approaches can also develop “student autonomy and gives the

responsibility for learning to the student” Petty (2009: 367). He also states that the

humanistic approach places a “high value” on “emotional factors and personal

growth and development”. This approach encourages self direction and self

governance. He emphasises that the “facilitating role of the teacher is crucial” and

that the teacher has to “ready to help the student towards independence”. (Petty

2009:368).

Schellekens (2007) states that the “purposes” for which assessments are carried out

are “likely to have an impact on the type of task that you present to the learners”.

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Summative assessments are seen as a final assessment, usually at the end of a

course, in the form of a test or exam. Blanchard (2009) defines summative

assessments as the making of “judgements” about how well pupils have learned

what they should have been taught. Examples of these exams are the General

Certificate in English Language (GCSE) in English, International English Language

Testing System (IELTS), Cambridge exams such as the First Certificate in English

(FCE), Test of English as a Foreign Language (TOEFL), Test of English for

International Communication (TOEIC).City and Guilds exams and ESOL Skills for life

exams.

However these types of assessments can have an impact on teaching and learning

known as wash back in that it is testing, not the “official stated curriculum that is

increasingly determining what is taught and learned”, Madaus (1998:83), cited in

Spratt (2005). In Spratts’ (2005) research paper there is an argument is that teachers

give the students far more “practice tasks, homework and explanation of test taking

strategies” than compared to the general course. Read and Hayes (2003) cited in

Spratt (2005). However in some cases there was no effect from wash back. The

paper concluded that it is the teacher who has to “make decisions” about what to

teach and how best to teach and facilitate learning” Spratt (2005).

Schellekens (2011) in her research paper has found evidence that tests such as

Skills for life, Key Skills, GCSEs are biased against second language speakers in

that the general principles of “validity, reliability and effectiveness of testing are not

adhered to”.

I teach a General English course and a Job Centre Plus ESOL course which are

both not exam based and thus my teaching is not affected by wash back. However I

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am restricted to what I teach at the Job centre ESOL class where the requirements

of the Job Centre greatly influence what is to be taught. Thus the students are taught

skills that are relating to looking for work and thus there is a lot of form filling, giving

personal information and CV writing (see lesson plan3 appendix pages 56-63).

Initial assessments take place before the learner begins the course and this helps

with “placing them in the right course or programme” (Petty 2009). Diagnostic

assessments take place soon after the learner begins their course and this is to find

out the strengths and weaknesses of the learner, and can be ongoing throughout the

course. Petty (2009) states that these assessments are sometimes called “assessing

learners’ needs. I do not have any experience with assessing students for initial

assessments as these are carried out by the management of the organisations

where I work.

These assessments lead to the development of Individual Learning Plans ( ILP). The

ILP has

“Specific learning objectives and goals against which progress can be monitored and assessed.” DFES (2002). Cited in Sunderland and Wilkins (2007).

Julka (2004) believes that an ILP can be a “powerful tool” in that it can “plot the steps

to achieve short term targets and keep track of learners progress”, as long as it is

useful to “both the learner and the tutor”. She states that the leaner must “own” the

ILP, in that it must “record what they do, and what language they have learned and

how and when they have used it”. However there is a lot of debate surrounding ILPs

and their effectiveness and whether they are fit for purpose. Sunderland and Wilkins

(2007) agree with the reasons for having ILPs for the sake of discussing individual

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needs but they disagree with the requirement to “record, evidence and measure

everything”. Weir (2004) agrees and feels that the ILPs need to be “re- assessed”

and that “evidencing achievement of SMART (Specific, measurable, achievable,

relevant and time bound) targets is difficult and time consuming”, and cannot be

expressed in a “meaningful and useful way”.

In my Job Centre Class I had to fill in the ILPs for my students and I found the ILP to

be very long, complicated and time consuming document. I did not find it very useful

for myself and students did not “own” the document as they were low level learners

and did not understand it. I much prefer tutorials with the students where I can

discuss their needs, and any problems they may be having.

Formative assessments are usually ongoing and can be conducted during the

course, and thus allows the teacher to “find out how well the learner is doing and to

give feedback on progress” Schellekens (2007).There is ongoing debate regarding

summative versus summative assessments in that Black and William (2001) believe

that formative assessments is the way forward and that summative assessments

look “back ward”. However Blanchard (2009) sums up by saying that summative

assessments “succeeds when it defines the limits of learners capabilities” and

formative assessments “succeeds when learners advance”.

Dunn (2002) states that it is the teachers responsibility to “choose methods of

assessment” that “effectively assess the objectives of the unit” and they should work

“in conjunction with the aims”. He continues to say that it is “important to offer a

“variety of different methods” so that learners can achieve a “well rounded set of

abilities”. Petty (2009) calls learning objectives as “learning outcomes” which

describes what the teacher intends the students to learn, and makes clear what the

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students have to practice, and “avoids a lesson dominated by teacher talk” In all my

lesson plans (see appendix pages 25, 42, 57) I have set out the aims and objectives

by using Blooms (1956) Taxonomy of Educational Objectives, cognitive domain. I

have used mastery and developmental objectives. I have checked students learning

against the objectives of the lesson. The way I have checked this learning is by using

different methods of formative assessments.

Reece and Walker (2007) explain that one way of assessing students is by asking

them questions. Questions can be asked at different stages of learning. In the lower

levels of learning in Blooms Cognitive domain, questions asking for knowledge and

comprehension as students are asked to recall and state information are common

and questions at the higher levels are able to evaluate, criticise, and give

judgements. In my lesson plans I begin the lesson with asking simple questions and

by showing pictures to activate schemata and to raise interest. for example in lesson

plan 1 (see appendix pages 25) I show the students a picture of people on strike

holding pickets. I ask questions to the whole class such as, who are these people?

what are they doing?, who organises these events?, do these take place in your

country?, have you ever taken part in one?. These questions activate schemata and

the learners will soon begin to voice their opinion on strikes and unions and the

government.

My questions change depending on the level of the learner. When teaching lower

level learners I ask questions that are on the lower categories of Blooms Cognitive

Domain mainly on knowledge and comprehension, such as in lesson plan 3 (see

appendix pages 58-63 ) where I teach CV writing to Entry 1 learners.

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Some other discrete item testing techniques that I carry out are gap fill exercises

where the learners fill in the blanks using the words in the box (see lesson plan 1

appendix page). Cloze tests are where the students fill gaps using a longer text..

Harmer (2007) feels that these tests on the face of it are like a “perfect test

instrument” but can be “unreliable and a bit random”. Multiple choice questions

(MCQ) are usually “reliable and understanding can be tested”, but on the other hand

MCQs are used to test “only knowledge”, Race and Brown (1998). Students can also

cross out the incorrect word and can also re arrange sentences. This can assess

their “underlying knowledge of syntax and lexical grammatical elements” Harmer

(2007). Students can find and correct mistakes as in lesson plan 2 (see appendix

page 54), and true and false questions are also asked as in lesson plan 3 (see

appendix page 64). After a leaner has given an answer I usually ask concept check

questions, which are usually short questions that require a yes or no answer or a one

word answer. These questions confirm that the learner has understood completely.

When students are reading as a whole class Harris and Mc Cann (1994) cited in

Hedge (2000) state that the teacher can go around the class and observe the

students, and checks understanding. With my learners I encourage them to

underline words and phrases that they do not understand, and thus when I go

around I can answer any questions they have. I also observe students when they are

discussing in groups or pairs. However I try not to interrupt and correct mistakes at

the time, but will do so as class feedback.

With higher level learners I encourage the use of presentations as an assessment

tool. Most students enjoy it especially if they have worked in a group setting. In

lesson plan 2 (see appendix pages 45-46) I ask the students to present the natural

features in their own countries by way of a map. The students enjoyed this as they

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took pride in talking about their countries. In this way i can assess their speaking

skills, and their ability to plan and structure material. However Race and Brown

(1998) state that some students find giving presentations “very traumatic” and thus

the teacher has to give a lot of support, and it is also very “time consuming”,

especially if a teacher has to complete a course in a given time.

At the end of the unit I usually ask the students to play games or take part in a quiz,

as a revision tool. The students really enjoy this and get very competitive.

When assessing writing tasks, I give feedback and correct errors. With higher level

learners I usually use a correction code which shows the location and the type of

errors. With lower level learners I correct errors where there is a problem with

meaning or a s significant grammatical error that affects meaning. However Gray

(2004) in his research paper does not agree with correcting grammatical mistakes on

the basis that research has been carried out and concludes that “correcting does not

work”, and is “not effective”. The reasons given are that grammar correction only

treats the “surface appearance” and not with the “way language develops”. He

continues to state that most students find the teachers comments “vague, confusing

and contradictory”. He concludes his paper by saying that teachers should focus on

“meaning and meaning related problems”, to make remarks about students’ texts

instead of just form. However he does acknowledge that students “strongly expect”

their work to be marked and corrected otherwise they can be “resentful”.. He

suggests that it would be more useful to give “periodic short grammatical lessons”

after the tasks have been done, and correct mistakes as a lesson with the whole

class..I have noticed with the higher level learners sometimes are just interested in

the overall mark given to them and do not take much notice of the correction codes.

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The lower level learners find it difficult to understand the corrections and thus I agree

with Gray (2004) that short grammar lessons are a good idea.

Weir (2009) cited in Paton and Wilkins (2009) points out that ESOL learners can be

the one of the most “diverse” classes anywhere, and Baynham (2006) cited in Paton

and Wilkins (209) refers to the “hyper diversity” of ESOL learners. Perry (2003:22-3)

cited in Paton and Wilkins (2009) states that

“it is not enough to be doing well with most learners and failing a few. As teachers we must reach all of the learners, all of the time”

It is vital for teachers to know the learners as all learners are “different and have

different starting points and aspirations, level of literacy learning styles and interests”

Spiegel and Sunderland (2006). They continue to say that students may also have

“spiky profiles”. This is where can be better at one skill than another. For example in

my Job Centre Plus class I have a learner who has advanced speaking and listening

skills and is very fluent but has pre entry/ entry1 level reading and writing skills. It is

for these reasons that the teacher must differentiate.

Petty ( 2009) defines differentiation as “ adopting strategies” that ensure success in

learning for all learners. This can be achieved by “accommodating individual

differences of any kind”. Spiegel and Sunderland (2009) see differentiation as the,

“awareness of commonalities, strengths and differences within a group and subsequent impact of this awareness on assessment, planning, teaching and the evaluation of learning”.

Petty (2009) suggests that we can differentiate by “task, outcome and time allowed”,

and states that different learning styles have to be accommodated. So for visual

learners I like to show pictures.

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This can be done by differentiating recourses for example. In lesson plan 3 (see

appendix pages 68-69) stronger students have been given “Rich Andrews CV” which

is more detailed as compared to “Nisa’s CV” and the comprehension questions are

more complex.

I also use high order questions and ask “how, how and which? questions. I set

different tasks with different ability groups. In lesson plan 1 (see appendix page 27)

stronger students are paired together and asked to think of more titles for the

posters. They also had to think of headings for the paragraphs in the text and when

they were writing they had to think of headings for the paragraphs they has to write.

I usually hand out extension tasks for more able students so that when they have

finished the main task so that they “deepen their skills beyond the basics” Paton and

Wilkins (2009). However Perry (2003:22-3) cited in Paton and Wilkins (2009) points

out that differentiation by “enrichment or extension” has to be carefully planned so

that it does lead to “death by worksheet”, approach much criticised by OFSTED and

ALI. This could lead to isolation of students. One way of avoiding this is asking the

students to work in pairs or groups, and peer checking. I have planned this in all my

lesson plans as it creates a “feeling of group cohesion” within the class Spiegel and

Sunderland (2006). I also ask weaker students to work with stronger students, so as

to “buddy up” as Petty (2009) refers it. Another solution to extension tasks is to ask

the whole class to do the same task but ask some students to do more with it. In

lesson plan2 (see appendix pages 43) I ask some students to underline verbs and

phrasal verb and check for mistakes. In this lesson I have also asked some learners

to give short presentations of their work to improve fluency.

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Petty (2009) asks the teacher to “set individualised goals and targets based on

diagnostic tests and assessment” and this should then be recorded in their ILPs. The

objectives of the lesson will then have to include outcomes for different groups. So in

writing out comes the teacher has to think what all learners will be able to achieve

and what some learners will be able to.

When I first started teaching I found differentiation difficult, daunting and time

consuming but Spiegel and Sunderland (2006) advice that students who finish early

can “work on individual spellings, testing each other, and looking back on what they

have done”. They conclude by saying that teachers are “not to blame” when they find

very mixed level groups difficult to teach.

When planning a lesson and thinking of assessments a teacher needs to

“understand and respond to the needs of individual learners” and should not try and

locate the “difficulty or deficit within the learner”. Further Education Funding Council

(FEFC) 1996, cited Paton and Wilkins (2009). This refers to learners with special

needs such learners with visual and hearing impairments , dyslexia, behavioural

problems or a physical or mental impairment that have a “substantial and long term

adverse affect” on their “ability to carry out day to day activities” Disability

Discrimination Act (DDA) 1995 cited in Paton and Wilkins (2009).

Teachers thus need to make their lessons inclusive and inclusive learning “requires

the whole process of learning and assessment to be “redesigned to fit the needs of

all learners” Paton and Wilkins (2009). The DDA requires that all educators have a

duty to make sure all disability related needs are identified.

Spiegel and Sunderland (2006) suggest that one way of identifying needs such as

dyslexia is by “initial screening and full diagnostic assessment”. They do however

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point out that it can sometimes be very difficult to identify dyslexia especially for

learners who are not literate and for those beginner learners. Petty (2009) states that

there could be a “number of causes” for these difficulties and that only a “qualified

person” such as an educational psychologist is able to diagnose dyslexia.

However Spigel and Sunderland (2006) give some solutions such as using adult

diagnostic assessments such as the Wechsler Adult Intelligence Scale (WAIS). The

teacher can also ask questions relating to the learners own language or another

language they know and whether they have any problems with that language. Also

questions relating to previous learning experiences can help identify dyslexia.

The Skills for life Quality Initiative (2006) indicate some common indicators of

dyslexia that include, a lack of phonemic awareness, difficulties in reading, writing,

handwriting, spelling, sequencing, poor memory. They suggest that teaching and

learning should be “multi sensory” in that pattern, colours, images and mind maps,

stories and role plays should be used. It should also be personalised and

contextualised. Technology should also be used such as laptops and recording

material for reading and speaking. Petty (2009) also gives advice on what a teacher

can do to help these learners learn. The most important advice is to ask the learner

what they require and to have regular tutorials with them. Other ideas include using

overlays, A3 paper, change of font colour and size. Petty (2009) advises that the

teacher should avoid asking the dyslexic learner to read out loud or write on the

board in front of their peers. Spiegel and Sunderland (2006) also advice that

teachers should “use sequencing activities with caution” as dyslexic learners have

difficulties with sequencing and should use “meta cognitive approaches” making sure

the learner understands why they are doing something.

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For students with visual or hearing impairments again Petty (2009) advises that the

teacher should ask the student what they need “frankly and openly”. He suggests

teacher can make simple adjustments to their teaching materials before such as

preparing materials before hand with larger letting and converting text files in Braille.

Other simple techniques are to let the learners sit in the front so that they can hear

and see well, and to avoid turning your back to the student when speaking to them

so “as to help with lip reading”. (5167)

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Skills for Life Quality Initiative ESOL 4.2 : Basic Literacy in ESOL Session 3 Identifying and Supporting dyslexic Learner.

Spiegel. M, Sunderland H (2006)- A Teachers’ Guide Teaching Basic Literacy to ESOL learners- London south bank university.

Spratt . M (20050 Wash back and the Classroom: The Importance for Teaching and Learning of Studies of Wash back from exams. Sage Publicate.

Sunderland H Wilkins M (2004) LLP’s in ESOL; Theory Research and Practise, Reflect, 1 http:/www.nrdc.org.uk/content,asp? Category ID=539& Article ID+462.

Thornbury. S (2005) Beyond the Sentence Introducing Discourse Analysis. Macmillan Books for Teachers.

Weir Mary (2004) ILP’s : a Trivialisation of Teaching and Learning ?, Reflect 2. Available at http://www.nrdc.org.uk/content.asp? Category Id= 5868Article ID=497

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Appendices Pages

1. Lesson plan 1 24-40

2. Lesson plan 2 41-55

3. Lesson plan 3 56-70

4. Formative assessment (resource) 71-74

5. Peer feedback 75-83

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LESSON PLAN 1

Subject ____ESOL_________________________________ Topic:___Unions and Strikes_

Level: __Level 1/ Intermediate________________ No. of learners: _12_______________

Time 10.00-1.00pm (3 hours)

Context:

What kind of class is it (adult/young people/discrete/ALS)? Is this topic new to the learners, are they consolidating knowledge or is it a revision session? How mixed is the class, in terms of level?

This is an adult class of mixed ability students. They are mainly from Spain and Italy and are working here in the UK. It is a highly motivated class and the level of English is at level 1 Intermediate.

They have some issues with L1 inference. They are a strong intermediate group some ready to move to advanced level but some students have just moved up from intermediate level.

This is a new topic. We will be looking at a Union poster asking members for their support for carrying out strikes that took place earlier this year. The learners will be looking at this leaflet and will analyse it critically using Fairclough’s model in that they will be looking at from a social, textual and discourse practice point of view. They will then write their own poster.

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Time Teacher & Support Activity

Learner Activity Checking Learning Against Objectives

Differentiation Resources

5 minute

Show SS a picture of people on strike.

Ask them questions on slide.

1) What are these

SS look at pictures and answer the questions

Assessing prior knowledge and activating schemata by asking questions. Raising interest in topic

Picture on slide show

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Topic/Aims: To read and understand a poster on strikes critically

Learning Outcomes: To develop learners reading comprehension skills

To be able to analyse a text critically using the CDA principles

To be able to speak fluently expressing their point of view on a debatable topic.

To be able to write a poster using persuasive language

To develop the learners competence in areas of

1)grammar (use of pronouns and phrasal verbs)

2) Vocabulary (persuasive language)

people doing?

2) who are these people?

3) who organises these events?

4) Do these happen in your country? Have you ever participated in one?

Elicit answers and give feedback

15 minutes

Hand out a few poster titles and ask SS to look at titles and answer questions on slide. Monitor and elicit answers and give feed back.

In pairs SS answer questions and then

Assessing through questioning Pair stronger SS and ask them to answer the questions and think of other titles. SS then present their titles to rest of class.

Title hand outs.

Questions on slides

15 minutes

Pre teach vocab

Hand out cut out words and meanings. In groups of three ask

In groups of three SS match the cut out vocabulary with the meaning. SS self check answers

Assessing knowledge of vocabulary before reading task by matching words with

Stronger SS fill the missing words in

Vocabulary cut outs

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SS to match words with meanings. Show answers on slide.

Drill words-

Cliché, recruit, persuade, impose

on slide.

SS listen to TT drilling words and repeat for pronunciation

meaning Assessing pronunciation and fluency by drilling

differentiated task. Differentiated task 2

15 minutes

Reading task

Ask SS to read the text and then in pairs ask the SS to matching the headings with the summary. With stronger SS hand out the text with the headings of the paragraphs missing. Elicit answers and give feedback.

SS read the text and then in pairs they try to match the headings of the paragraphs with the summary.

SS reading for gist, and are assessed by answering questions.

Stronger SS come up with suitable headings for the paragraphs

Leaflet with headings

Leaflet without headings

Task 3

Task 3 differentiated

15 minutes

Detailed reading task

Ask SS to read text again and in pairs answer the detailed comprehension questions. Elicit answers and give feedback

SS read the text again and in pairs answer the detailed comprehension questions.

Assessment by answering detailed comprehension questions giving the SS discourse practice.

Stronger SS can attempt to do the extension task by answering further question on discourse practice.

Task 4

Task 4 extension task

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15 Minutes

Textual practice

SS read text again and look for grammatical features of text construction. In pairs they complete exercise 5. Elicit answers and give feedback

SS analyse the text and answer the questions in pairs

SS are assessed by answering questions on language focus, thus giving them textual practice.

SS students continue to do the extension task

Task 5

Task 5 –extension task

10 minutes Ask SS to fill in the

box and find at least 5 examples with words or phrases that represent each body. Then ask the SS to swap their work with another pair and ask them to peer assess. . Show answers on board and give feedback

SS read the text and in pairs fill in the box with words that represent each body- ie the politicians, the union, the workers. SS peer check their work once they have been given a criteria by T.

SS peer assess their work Ask stronger SS to find at least 10 examples.

Task 6

20 minutes

Speaking task

Place SS in groups of 4 and hand out role play cards.

SS in their groups brainstorm ideas of what they will say in debate. They then debate and try

Assessing SS speaking and listening skills by doing a role

Role play cards.

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SS:. Politician

SS 2 :Union leader

SS 3: student representative

SS4 College worker

Ask each respective group to sit together and brainstorm ideas of what they are going to say when the debate starts give them 10 minutes to come up with ideas. Monitor and give support. Then ask the groups to sit in a conference like setting and begin debate. After 10 minutes of debating ask the SS to think of a resolution after hearing all sides. Ask will the strikes go ahead?

and come up with some sort of resolution.

play

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60 minutes

Writing task

Show SS other examples of leaflets that have a message to say to people. SS take a few minutes to look at them and discuss layout and titles and wording.

Write 3 titles on board 1. Guns should be banned

2. Students should get free English classes

3. Lower taxes and fuel prices

Tell the SS that they will be writing a leaflet on any one of these topics, or other maybe another topic that has come up in the lesson they the class has shown an interest in. .Draw mind map on flip charts and ask the class to brain storm ideas about what they

SS look at other leaflets and discuss the titles and layout and wording of the leaflets. SS then decide what topic they want to write about and in groups using flip chart paper they brainstorm ideas about what they need to write.

SS write , edit and check their work before the final piece is displayed in class

Assessing students by marking their writing, and SS assessing their peers by reading each other’s work.

Ask stronger SS to think of appropriate titles and write more paragraphs

Various leaflets

Flip chart paper/ marker pens

Blu tack

Paper for writing

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will write.

They need to understand why they are writing the leaflet/poster. Ask them to consider the following:

Who is going to read it?

What information is to be included

What order is used to make meaning clear?

Is it easy for reader to follow

What is the style?

Ask SS to think of a title and write 1 or 2 paragraphs

SS then begin writing- give 30 minutes. Once written, check the work so they can edit and correct. Finally check the final piece before putting up the finished work and place around the class room so

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others can read.

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Social Practice

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1. What are these people doing?

2. Who are these people?

3. Why do you think they are doing this this?

4. Do you think this is a good idea?

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Task 2- pre teaching vocabulary

Cost of living cliché collective power national agreement

Impose local contract recruit pay cut in real terms

Fair pay persuade

The amount of money you need to pay for the food, clothes etc you need to live.

An idea or phrase that is overused.

To have control and authority by people acting as a group.

An agreement or promise to do something made by the government.

When someone in authority forces you to accept something.

An official agreement between 2 or more people stating what each will do.

To find new people to work in a company.

To have a reduction in salary/wages as compared to the money you need to live.

To make someone decide to do something especially by giving them reasons why they should do it.

The be given the same salary for the same type of work.

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Differentiated Task 2

Fill in the missing words from the box

1. Average wages have increased in line with_______________________.

2. There is plenty of truth in the _____________________that a trouble shared is a trouble halved.

3. The workers decided to use _________________________against their employers.

4. The government decided to have a _________________about the rights of women in the work place.

5. The court can____________________a fine instead of a prison sentence.

6. The employee signed a __________________with his new company.

7. The company wants to ______________________new employees.

8. The women in the factory were demanding______________________for the same work they were doing as the men.

9. The workers were unhappy with their_____________________.

10. Her boss tried to ______________________her to work on Saturday.

Task 3

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Cost of living clichés national agreementsimpose local contracts

Recruit collective power fair paypersuade pay cut in real terms

Read the poster and match the headings with the summary.

1. What is the strike all about?

2. Why should you have a fair deal at work?

3. Why do you need to strike?

a) College workers will leave their jobs, and the college will not be able to get the best workers.

b) College employers are not being paid enough for the work they do.

c) The employers have to stand up for each other, and use collective power to make Government and College leaders listen.

Task 3 Differentiated task

Think of suitable headings for the 3 paragraphs.

Task 4

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Reading for detail- discourse practice

Answer the following questions.

1. In your opinion who wrote the text?

2. Who is it addressed to?

3. What is the point of the text?

4. Where would you find a text like this?

5. What is the author trying to tell us?

Task 4 Extension task

1. What other texts can you think of that are similar to this in its form and content?

2. What would you change?

a) The layout?

b) Content?

c) Wording? of this poster?

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Textual practice- Task 5

Pronouns.

Why has the author used

1.“Our colleges”, “our communities”, “our college managers”, “our economy”

2. “We support each other”, “we have tried to persuade”, “we want”, “we have to fall....”

3. They....

4. “You”....

5. “You’re

Repetition

How many times are the words “fair” and “pay” used? Why are they repeated?

Emotive words

Can you find words that try and persuade you to strike?

Task 5 Extension task

Can you find any

1. Collocations

2. Phrasal verbs?

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Task 6

Fill words or phrases in the box that represent each body

Union Staff Politician's+ college leaders

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LESSON PLAN 2

Subject ___ESOL/EFL _____________________ Topic:_Nature_________________________________

Level: ____LEVEL3/ PREINTERMEDIATE______________ No. of learners: ______8__________

Time: 2.5 hours

Context:

What kind of class is it (adult/young people/discrete/ALS)? Is this topic new to the learners, are they consolidating knowledge or is it a revision session? How mixed is the class, in terms of level?

This is an adult EFL class. It is a mixed ability class with most students from Spain and Italy and South America. Most are Spanish speakers who are here in the UK to look for work. They are highly motivated and enthusiastic. They enjoy each session.

This is a new topic. It is the first lesson that introduces nature and the environment.

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Topic/Aims: To be able to talk about nature, natural features and the environment.

Learning Outcomes: Identify, name and state examples of natural features.

Write a travel blog

Read a article and answer comprehension questions

Speak about natural features with fluency and accuracy.

Time Teacher & Support Activity

Learner Activity Checking Learning Against Objectives

Differentiation Resources

5 minutes

To raise interest in the topic,

show students a series of pictures and ask

Students look at pictures and tell the teacher what they see.

Assessing the knowledge of vocabulary of natural features. Assessing pronunciation.

Pictures of natural features

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1. What is this?

If the Ss don’t know then model the word for them and drill for correct pronunciation. Drill any other words that need to be corrected.

5 minutes

To prepare students for the lesson. Handout a series of questions and ask students to discuss in pairs which of these activities would you most like to do this weekend? Why? Elicit one or two answers. Then give students 1-2 minutes to put the activities in order of importance for them

Students read the questions and discuss in pairs. Students then put the activities in order of importance for them. SS then compare their lists in pairs and give reasons for their choices.

Assessing their schemata and background knowledge as regards landscapes

Ask stronger SS to underline the phrasal verbs.

Handout with questions. Exercise 1

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15 minutes

Language focus- present perfect questions

Hand out the pictures and ask students to discuss in pairs. SS listen to a conversation and then Ask SS to fill out a guided discovery exercise on the present perfect tense. On the board write out some of the sentences from context and ask SS what the rule is for the present perfect is. Teach the rules Ask concept check questions. Hand

Students discuss in pairs whether they have done any of these

Assessing their general knowledge about natural features around the world. Assessing their use of language (present perfect) and sentence structure by asking Concept check questions, and exercises.

Pictures of natural resources.

Whiteboard. OHP pens

CD player and CD

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out further exercise to check learning.

5 minutes

Hand out pictures to the students.

In pairs ask them which do like to visit on holiday? Which do you have in your country?

Students look at the pictures and discuss in pairs.

Assessing their knowledge about their own country. Assessing their use of language grammar and sentence structure.

Pictures of natural landscapes.

10 minutes

Speaking skills

Ask students to work in pairs to think of an example of each one in the pictures. You can put up the world map and hand out individual country maps to the students. In feedback invite Ss to answer and

Students look at maps and discuss in pairs the names of each of the natural features.

Assessing general knowledge. Assessing speaking and listening skills by SS giving a short talk on the natural features in their own country.

Stronger SS to come up and give a short presentation about the features in their own countries.

Pictures, world map, individual maps

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show places on map. SS then come up in front of class and talk about the features in their own country.

5 minutes

Hand out a vocabulary exercise and ask students to work in pairs to complete it

Ss work in pairs to complete the exercise.

To assess vocabulary and check learning of their vocabulary exercise.

Vocabulary exercise.2

10 minutes

Speaking skills

Ask Ss to look at the photos again and in groups of 4 to discuss and write in bullet points on flip chart paper discuss

1. How many

In pairs students look at the photos and discuss different problems relating to the environment. Ss tell teacher what the word “environment” means and practice its pronunciation.

Assessing general knowledge and use of vocabulary regarding the environment

Stronger SS present their findings to the class by writing full sentences

Pictures of landscapes

Flip chart paper and pens.

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problems can you think that are related to the environment? Ask Ss first what is the environment? Elicit an answer and model and drill the word.

Example the rain forest is getting smaller.

Global warming-less water/melting icecaps-more flooding, sea levels rising, pollution, plastic bags, recycling, rubbish, cutting tress.

Ask stronger SS to present their ideas on the board

Pre teach Ss in pairs match the words Assessing knowledge of Stronger SS Exercises 3 A and B

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10 minutes

vocabulary. For listening task

Hand out a list of words and ask Ss in pairs to match the meaning. Hand out exercise 3b which stronger Ss can attempt to do

with the meaning vocabulary and their meaning

Checking learning

can do exercise 3B

Ask Ss to listen to a radio programme about the environment. Ask Ss if it mentions their ideas

Ss listen to a radio programme about the environment. Ss try and hear some of their ideas in the programme.

Assessing listening skills by asking questions

CD and CD player

10 minutes

Reading skills

Hand out fact file to Ss and ask them to read it. Give them 2 minutes. Tell the Ss they will hear CD again and they have to find and

Ss read fact file and then listen to CD and correct 5 mistakes in the fact file.

Assessing listening skills, listening for detail.

Assessing reading skills, reading for gist and detail, by asking them to answer question for gist and detail. Answering questions by skimming and scanning

Ask Stronger SS to underline all verbs as well as check for mistakes.

Fact file, CD and CD player.

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correct the 5 mistakes in the fact file. Play CD again and Ss listen and correct mistakes.

10 minutes

Speaking task-

ask Ss to work in pairs an read The Great Green Survey. What can they do to protect the environment? Write 2 more questions. Check rubric before they begin. Elicit an example from the students before they begin. Elicit answers from groups then give feedback

Ss read the survey and write two more questions.

Example: Do you plant trees/turn off lights/take showers not baths/reuse plastic bags?

Ss then work in small groups to find out what they do to save the environment

Assessing speaking skills, by asking questions

The Great Green survey exercise 5

10 minute

Writing skills

Hand out exercise

Ss complete the exercise in pairs and

Assess reading and writing skills and vocabulary, by asking SS

Stronger SS do exercise

Exercise 6a and b

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s similar sounding words. Ask Ss to work in pairs and complete the exercise. Elicit some other examples from the students.

Ask stronger Ss to find and correct six spelling mistakes

to find mistakes in the sentences.

6b

30 minutes

Writing task

Ask students to choose of the topics from the speaking exercise and write their own travel blog. Show SS some different examples of travel blogs, and discuss with SS their format and titles. Draw mind map on board and elicit some ideas before

Ss choose one of the topics from the speaking exercise. Ss first give ideas for the mind map on board, and decide what to write. Ss write and then exchange work to check each other’s work.

Assessing students writing skills (sentence structure, lexis, grammar) by asking them to write a travel blog.

Stronger SS can write a longer blog with a title

Paper for writing.

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they begin. Ss then exchange their writing and read each other’s work. Check work

and give feedback.

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Which one of these activities would you most like to do this weekend?

1. Have a picnic in the park.

2. Take a boat trip on the river. 3. Walk in the mountains

4. Go horse riding in the country side 5. Swim in a lake

6. Watch the sunset on a beach 7. Go surfing in the ocean

8. Drive a 4x4 in the desert.

Vocabulary

1. Circle the correct option to complete the sentences

1. The Pacific and the Arctic are both

a )seas b) oceans

2. The Atacama and the Gobi are both

a) Mountains b) deserts

3. The Himalayas and the Alps are both

a) mountain ranges b) lakes

4. The Nile and the Mississippi are both

A0 seas b) rivers

5. Victoria and Superior are two of the world’s largest

a) Rivers b) lakes

6. Iguacu and Niagara are two of the world’s largest

a) waterfalls b) rain forests

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Match the word with the meaning

1. Population a. The level of the surface of the sea in relation to the land

2. Destroy b. The changing of solid to liquid

3. Extinct c. The number of people in an area

4. Melting d. No longer existing

5. Sea levels e. To ruin completely

Differentiation task

Complete the sentence with the words

1.When all the animals of a species die, the species becomes________________.

2. If there is more water in the sea, the _________________________go up.

3. The number of people in a place it its___________________.

4. When you damage something very badly so now it doesn’t exist, you _____________________it.

5. The ice is _________________________because of the heat.

The Great green survey

What can you do to protect the environment? Write two more questions.

1. Do you recycle? Why/ why not?

2. Do you usually walk or take the car?

3. Do you grow your own food?

4. Do you think nuclear energy is a god or bad idea?

5. ________________________________

6._________________________________

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Guided discovery GRAMMAR

Read and Listen to the conversation below

Which tenses do the speakers use?

A: Have you ever swum in the sea?

B: No. Never. Have you?

A Yes, I have. I swam in the Mediterranean sea.

B: Really? When did you do that?

A: On holiday last year. It was wonderful.

B: That’s great. OK, have you ever climbed a mountain?

A: No. I haven’t, but my brother has. He climbed Mt. Elbrus in 2012. He climbed right to the top!!

Answer the questions about the conversation

1. Underline two questions about experiences (where the exact time is not important). How are they formed?

____________________YOU (EVER) + PAST PARTICIPLE....?

2. Find two sentences which say when the actions happened in the past. Which verb tense is used?

3. Circle three shorts answers to Have you...? questions.

Find and correct the mistakes. There is a mistake in each sentence

1. Have you ever saw a water fall?

2. Two days ago she’s been to a forest

3. Unfortunately, we have ever swam in a river.

4. Has ever she climbed a mountain?

5. He hever has sailed in the sea.

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AUDIO SCRIPT.

Welcome to Save the Planet where we talk about the world’s environmental problems. Now, did you know there are more than six billion people on the planet, and by 2050 there might be more than nine billion? People are living longer and healthier lives than ever before, but a big population means big problems for the planet. Let’s look at three of the most important problems.

The first problem is water. Many people in the world can’t get enough water. But in some countries we use too much. A person in Gambia, Africa for example, uses much less water than in the United States. In Gambia, 1 person uses 4 and a half litres of water a day. But in the US it’s 600 litres. And to make the problem worse, the desserts are getting bigger. The Sahara dessert is one of the hottest places in the world, and is already the largest dessert. But each year it gets bigger than before, so it gets more difficult to find clean water.

Our second problem is the animals there are people on the earth than ever before.

This means we use more space. And for the animals this means that there is less space than before. One example is the Amazon rain forest. It has the highest number of plant and animal species in the world, but it’s getting smaller every year. People are destroying the rainforest to make more space for houses, roads and farms. In the last ten years we have destroyed more than 150,000 square kilometres of forest-thats an area larger than Greece! So in the future, many plants and animal species will become extinct.

And the last problem on our list, but not the least important, is the weather. The world is getting warmer. The ice in Greenland is melting faster than ever before on Mount Everest there is less snow every year. Also sea levels are rising. This means that soon some of the world’s most important cities, like New York, London, Bangkok, Sydney and Rio de Janeiro might all be under water.

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LESSON PLAN 3

Subject ___ESOL__________________________________ Topic: ____CV WRITING________________________

Level: __E1________________ No. of learners: ___12_____________

Time 2. 5 hours

Context:

What kind of class is it (adult/young people/discrete/ALS)? Is this topic new to the learners, are they consolidating knowledge or is it a revision session? How mixed is the class, in terms of level?

This is a class for ESOL Job Centre Plus Learners. The learners are Eastern European and South East Asia with varying educational background and different levels of English.

They need to improve their employability by learning English. This is a new topic but all the learners have a CV and some have attended interviews and thus will be familiar with the topic. They are going to look at samples of CV’s and to learn about different aspects of CV writing. There are 2/3 students who are ready to be moved to Entry 2. However most learners are the same level, but 4 students are at a much lower lever and need far more support.

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Topic/Aims: CV writing

Learning Outcomes:

By the end of the lesson the students should be able to

Define and explain what a CV is

Describe the function of a CV

Identify and name the different parts of a CV.

Create their own CV.

Checking against learning Differentiation resources

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Time

10 minutes

Teacher Activity

Warmer activity

Introduce the topic

Ask the students

1. How do you apply for a job?

2. What document do you need to write and send when you apply for a job?

Elicit answers.

Tell the SS that they are going to talk about CV’s and on PP ask these questions

1. What is a CV?

2. What information is on a CV?

3. Do you have a CV?

4. What is good about your CV?

Ask the SS to discuss in groups of 3. Elicit

Learner Activity

SS answer the questions the T asks and then in groups of 3 discuss the questions about CV’s. One learner tells the rest of the class what the other peers have told them

outcomes

SS will be asked initial questions to assess prior knowledge and schemata.

Questions such as

1. How do you apply for a job?

2. What document do you need to write and send when you apply for a job?

3. What is a CV?

3. What information is on a CV?

4. Do you have a CV?

5. What is good about your CV?

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answers and give feedback.

15 minutes

Put SS in groups of 3 and make SS who already have a CV sit with people who don’t.

Ask SS to complete Exercise 1, and decide if the statements are true or false.

Conduct feedback, elicit answers and ask why the statements are true or false. Ask if the students know what parts a CV usually has, and elicit suggestions

In groups SS complete exercise 1, and answer teachers questions

SS will complete exercise which will assess their knowledge of what a CV consists.

Asking true/false questions. During feedback ask why the statements are

true or false. SS peer check answers.

15 minutes

Tell the students to look at Task 2, and work in pairs to write the missing letters in Task 2a.

Check answers and then model and drill the pronunciation.

Then set Task 2b;

In pairs SS work on task 2 and task 2a

Students are assessed by being asked to name the parts of the CV by filling in the missing letters, and to explain the meaning by matching the word with the meaning. SS self check answers when answers displayed on White board. During feedback ask students of examples of skills, education, qualifications

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Get the students to draw lines between words 1-6 and definitions A-F.

Conduct feedback.

and interests.

10 minutes

Task 3: Parts of Nisa’s CV (10 mins)

Show the students the picture of Nisa. (Slide 1 of the PP). Ask question such as:

1. What’s her job?

2. What country do you think she’s from?

Explain that Nisa has moved to the UK and has written a CV.

Tell SS that they will

SS see picture on power point and answer the questions.

SS do task 3 in pairs and answer questions . SS look at photo and answer questions about Nisa. SS match the heading such as “personal details” with “20 April 1982

and during teachers feedback they can answer further questions about what else should and should not go on a

. SS are assessed before looking at the CV. They match the headings with the information provided by Nisa. SS self check answers. During feedback,

elicit students’ ideas about what else should be included in each section of Nisa’s CV. Ask

questions such as:

o On her CV, should she say if she’s married, or how many children she has? (no)

o Should she include information about what she did in her own country, before she came

Power point slide

Task 3

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see some of the things that Nisa has written on her CV.

Ask the students to do Task 3, in pairs writing the phrase under the correct heading, as shown in the

example answer.

Conduct feedback, using slides 2 and 3 of the Powerpoint presentation.

CV. to the UK? (yes)

15 minutes

Reading task

Nisa’s CV (15 mins)

Distribute version 1 of Nisa’s CV.

Ask the students to discuss Task 4 in groups, then conduct feedback. Explain that Nisa’s CVis a good

SS look at CV and answer some comprehension questions

SS look and read the CV and then SS are assessed by answering some detailed questions as regards the CV. SS self check and answers and during feedback SS can be asked about their own personal CV’S and what sort of information they would provide on their own CV under these headings.

Hand out version 2 of Nisa’s CV- where the headings have been deleted. Ask students to put the headings in the right place.

Nisa CV

Version 1

Version 2

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example of how to write a short CV in English.

15 minutes

Hand out Mohan Singh CV and Andrew Rich CV. Ask SS to read it and in pairs ask them to answer some gist and detailed questions. Ask them to identify any mistakes Elicit answers and give feedback

SS read the CV’S and answer some comprehension questions

Students assessed by answering comprehension questions. To check learning as the SS to write on a blank piece of paper the 6 headings from Nisa’s CV In order

Hand out Rich Andrews CV and ask them to complete the comprehension questions. They can then peer assess their answers.

Mohan Singh CV

Andrew Rich CV

20 minutes

Speaking skills

Put SS in groups of 3 or 4 and hand out flip charts paper and get them to write some advice (Do’s and don’ts). Give them a few examples to begin with. Then ask the students to present their findings. Give feedback

In groups of 3 or 4 SS on flip chart paper write advice on bullet points about Do’s and don’ts for writing a CV.

Checking for learning, to see if they have learnt from the previous exercises.

Encourage stronger SS to think of more examples, and write in full complete sentences.

Flip chart paper

Marker pens

15

Listening skills

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minutes

Read out personal information about Tina. This information includes all the information that is required on her CV. The Students are given a blank CV with just the headings and they listen and fill in the CV. Check and mark work and give feedback

SS listen to the Teacher reading out personal information about Tina. They then fill in the CV under the correct headings.

To assess SS ability to listen and understand another persons personal information and write down information correctly.

Stronger SS will be given a blank CV template and they have to fill out the headings as well

Personal information about Tina

35 minutes

Writing skills

Hand out a few different samples of CV’s to SS and ask SS to analyse them. Ask them questions regarding the layout, the font size, the structure, the vocabulary and grammar used. Hand out a blank template CV and ask SS to write out their CV’s using the samples as examples. Monitor and give support. Correct errors and give written feed back once finished.

SS look at sample CV’s and discuss the formats, layout and structure of the CV. The font size used and number of pages and details of the CV’s.

SS then looking at samples CV’s begin to write their own CV. Once checked by teacher they can edit it or redraft it.

To assess SS writing skills by filling out a CV template, under the correct headings. Sentence structure, vocabulary, punctuation and lexis and grammar are all assessed.

Stronger SS can fill in more details and write more complex sentences.

Blank CV template.

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Presentation- CDA discourse

We are going to use Fairclough’s 3 dimensional model for Critical Discourse Analysis.

These include the:

1. Social practice

a) Where we want to explore how the text contributes to a particular representation of the world

b) How the textual representation is shaped by ideological position of its producers.

2. Discourse practice- Here we look at how the text communicates and the genre of the text

3. Textual practice- where we look at salient formal and semantic features such as vocabulary, grammar and lexis and sentence structure

The level is a Level 1 ESOL/EFL class. The authentic text that I have chosen is a poster/leaflet written by the UCU union asking for support for the strikes that took place in early 2014.I thought that this poster was perfect to be analysed using Critical Discourse Analysis, as the language used by the writers is very biased and gives us opportunities to look at power and persuasive language.

To begin with we would begin with social practice. The lesson would start with a warm up. I would show pictures of people on strike standing in groups with pickets.

I will ask,

1) What are these people doing?

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2) Who are these people?

3) Who organises these events?

4) Have you ever been to one?

5) Do you think it’s a good idea?

Then I will show them a model titles and ask them to analyse the titles. Questions I will ask are:

1) What are the titles saying?

2) What does it mean to be united?

3) What is Fair pay?

4) Why is there a race to the bottom?

5) What does “equal work deserves equal pay mean”?

6) What does it mean to “join the fight”?

To start the reading process for discourse practice I will start by assessing them on their vocabulary and pre teach some vocabulary that they might find difficult.

These will be words like, cliché, cost of living, management, national agreements, local contracts, collective power, persuade, fair pay, pay rise, pay cut, pay fall in value, pay cut in real terms.

Learners will do exercises like match words with meanings and fill in gaps.

Then Students will read for gist and answer questions and then read for detail and answer detailed questions such as

1) Who do you think wrote the text?

2) Who is it addressed to?

3) What is the point of the text?

4) Where would you find a text like this?

5) What is the author trying to tell us?

For textual discourse we will look at grammar, and I will ask:

1) Why has the author used pronouns such as “we, us, they, and your?”

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2) How many times have the words “fair” and “pay” been used?

3) Can you find any words that try and persuade you to strike?

The students will then fill out a table and fill out words that represent each body that is the union, the politicians and the workers.

For their speaking skills students will asked to do a role play where they will be placed in groups and role play card will be handed out and each student will represent a body( representatives from the union, politicians, student body and workers who are against strike). They will have time to prepare with flip chart paper to brain storm ideas about what they want to say and then they will debate.

For improving their writing skills and discourse practice they will look at some sample models of more posters and leaflets and then they will analyse the genre of the texts. and I will ask them to look at the layout the structure and the writing. Students will then be asked:

1) Who is going to read it?

2 )What information is to be included?

3) What order is used to make meaning clear?

4) Is it easy for reader to follow?

5) What is the style?

SS will then have time to plan and write and then students can read each other’s work as a peer assessment.

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