Teaching a New SkillApproach your student with respect and the

expectation he or she can learnProvide many demonstrationsBreak the task into small stepsAssist if neededEncourage student as he or she works

independently

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Literacy Program StudentsMost are LatinoMost have intermediate skills in native

languageAll are highly motivated

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Learning VariablesInnate ability to learn another languageDegree of comfort in making mistakesContact with English speakersAmount of time to study and practice

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Learning English with a PurposeJobs Helping childrenHealthCommunityGEDCitizenship

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Session One To personally experience beginning to learn a new

language To learn the teaching strategy “chaining” for use

with small groupsTo understand what language really isTo learn ESL teaching strategies for developing

students’ listening and speaking skills: new vocabulary and basic conversations

To understand the importance of the Life Survival Skills to your student and the Literacy Program

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Session TwoTo become aware of individual differences in how

adult students learn – Learning Channels and Multi-Sensory Teaching

To learn to design a lesson plan geared to your student’s needs

To become familiar with a variety of teaching materials

To become familiar with technology resources for teaching ESL

To become familiar with additional Life Survival Skills and how to incorporate them into your lesson plan

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Session Three• To learn how to teach reading, paying attention to

the four components: Phonics, Vocabulary, Fluency and Comprehension

• To learn strategies for teaching pronunciation and contractions

• To learn the teaching strategy of Total Physical Response (TPR)

• To become familiar with additional Life Survival Skills

 

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Session Four• To learn to use Language Experience to teach

reading and writing • To learn some strategies for teaching writing • To become familiar with additional Life Survival

Skills• To become aware of cultural sensitivities and

differences• To become aware of the need to keep professional

boundaries with students• To learn ways to continue to communicate with

the Literacy Program staff and fellow volunteers

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Agenda Session One•Introduction of Trainers and Participants•Overview of Training•Beginning Lesson in an Unfamiliar Language•Total Physical Response•What Is Language?•<<<<< BREAK >>>>>•How to Teach Vocabulary•How to Teach Conversation•Life Survival Skills – Introduction and Emergencies and Safety Signs

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Materials to Bring Each SessionTeaching Adults: An ESL Resource BookOxford Picture DictionaryBinder with Handouts

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Major Elements of LanguageInner language – the language of thought

This is thinking, a mental activity that we do to assimilate our experiences.

It’s what we do to make sense of our world.It precedes the development of either receptive

or expressive language.

Major Elements of LanguageReceptive Language – input

The ability to receive and understand information coming in via language

The ability to understand spoken or written information

In learning a new language, it precedes expressive language

Expressive Language – outputThe ability to encode or transform thoughts and ideas

into spoken or written language symbols

Functions of LanguageVehicle for interpersonal communicationVehicle for thinkingVehicle for transmission of culture

Components of LanguageSounds (Phonics)Words Sentences (Syntax)Meaning (Semantics)Social Use and Customs (Pragmatics)

Components of LanguageSounds (Phonics)

Studying the sound system of language has three aspects: Hearing – discriminating the individual sounds Pronouncing the individual sounds of the language Learning the rules for combining the sounds into

words

Components of LanguageWords

Words are made up of one or more basic units of meaning Meaning units include roots, prefixes, suffixes,

plurals, and possessives There are rules for how these meaning units are put

together to form wordsIn English words of more than one syllable,

knowing which syllable to stress is an important part of correct pronunciation (clap the stress)

Components of LanguageWords

Contractions – they are very commonly used in English, and so we must call attention to them and teach them

Gender – In Spanish, nouns have gender (masculine, feminine) and their modifiers have gender agreement (la casa, el toro); In English, gender is not usually expressed grammatically

Verbs – They are the hardest words to master because their forms and/or endings change according to which tense (past, present, future) is used Example: “She try hard to landing airplane without crash.”

Components of LanguageWords ExerciseHere is a wug. Here are two _____.

The man knows how to bip.Yesterday, he _____.Today, he is _____.Tomorrow, he _____.

Components of LanguageSentences (Syntax)

Syntax can be considered the architectural plan of the language

It is the system of rules for arranging words into sentences.

As an example of how languages differ In Spanish, the adjective usually follows the noun it

modifies (la casa bonita). In English, the adjective comes before the noun (the

pretty house).

Components of LanguageMeaning (Semantics)

At the simplest level, semantics refers to a single word.

At a very complex level, semantics involves the interaction of words within a given context such as in the use of metaphor or myth.

Additionally, some words have figurative meanings or multiple meanings.

Components of LanguageSocial Use and Customs (Pragmatics)

Pragmatics is a set of sociolinguistic rules one knows and uses in determining who says what to who, how, why, and when.

“Pragmatics is the use of language to express one’s intentions and get things done in the world.”

According to some experts, language can ONLY be understood within its social context.

Components of LanguageFour Principles of Good Pragmatic

LanguageQuantity

Be informative but not overly dominantQuality

Be truthful and accurateRelevance

Maintain connection with the topicManner

Understand and comply with patterns of turn taking and presenting ideas in a logical order

Components of LanguageExercise: Which component does each of the

following examples represent?1)Your student says, “The cow is eat grass” instead

of “The cow is eating grass.”2)Your student says “jes” instead of “yes.”3)Your student asks you, “how are you?” as you are

leaving.4)Your student looks confused when you ask her to

“hang on a sec.”5)Your student says, “The dog brown bit me”

instead of “The brown dog bit me.”

STEPS FOR TEACHING VOCABULARY

1. Begin by using Shhhh & Listen signs.

2. Pronounce the word showing the object or picture three times.

3. Use the Repeat sign.

4. Pronounce the word showing the object or picture

three more times. Each time the student repeats the word.

5. Practice the word using the object or picture.

“This is a _____ .” “What is this?” Student answers.

REPEAT THE ABOVE STEPS WITH THE NEXT NEW VOCABULARY WORD.

6. Review both new words using the objects and pictures. “ This is a _____ . What is this?” Students answer and repeat the words.

7. Quiz the students by alternating the new words with

pictures, objects and questions to check for understanding.

Repeat Review Practice Praise

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Writing a DialogueChoose a dialogue that is useful for your

student.A dialogue gets your student started in

conversation in a particular setting.A dialogue should consist of approximately

three simple exchanges.You’ll be teaching the dialogue orally. Your

student won’t see the written form.Before teaching the dialogue, teach the

vocabulary you’ll be using.29

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Steps in Teaching Conversation 1. Tutor recites whole dialogue (both parts) 3 times.As you say both parts, physically move back and forth between the two imaginary speakers or in some way indicate the two separate parts.2. Tutor says each line and student repeats (3 times).Use the stop and beckon gestures to indicate when your student should speak and listen. 3. Practice dialogue, tutor taking 1st role and learner taking 2nd role.If necessary, mouth or whisper the lines to prompt your student. Use props if appropriate.4.Tutor and learner reverse rolls. (Optional)5.Remember to praise your student!

  

HomeworkTeaching Adults: An ESL Resource Book pages 58 – 63Create a phone dialogue for your student to

use for calling to cancel a lesson. You’ll bring this with you when you first

meet.

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(phone number) I answer the phone. HelloHello, this is Maria. I’m sorry. I cannot come to class this week. I will see you next week.

I am not home. My husband answers the phone. HelloHello, this is Maria. Is Krissen there?No, she’s not here right now. Can I take a message?Yes, please tell her that I cannot come to class this week.Okay, I’ll let her know. Thank you. Good-bye.Good-bye

I’m not home and the machine answers. Hi. You’ve reached the home of Dave and Krissen. Please leave a message.Hello, this is Maria. I’m sorry. I cannot come to class this week. I’ll see you next week.

Tutor Objectives for Literacy Training

Tutor Objectives for Literacy Training

Tutor Objectives for Literacy Training

Tutor Objectives for Literacy Training

Tutor Objectives for Literacy Training

Tutor Objectives for Literacy Training – Session One

To personally experience beginning to learn a new language

To learn the teaching strategy “chaining” for use with small groups

To understand what language really isTo learn ESL teaching strategies for developing

students’ listening and speaking skills: new vocabulary and basic conversations

To understand the importance of the Life Survival Skills to your student and the Literacy Program

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Homework1. Write a dialog/phone conversation for your

student to use when calling you to tell you that he/she can’t attend the next class.

 

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Answer the following three review questions: Vocabulary: What are the steps for teaching a new vocabulary word? Conversation: What are the steps for teaching a new conversation? Life Survival Skills: Name the four Life survival Skills for which there are assessments and Resource Binders. 

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Watch a tutoring session on YouTube.

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Read: Teaching Adults, An ESL Resource Book Introduction to ESL Tutoring/What is Language?: pp. 7-10, 13-27Vocabulary/TPR: pp. 37-50, Conversation: pp. 60-65 The reading homework assignments in Teaching Adults, an ESL Resource Book are designed to reinforce the lessons in the training. In addition, for more ideas and extensions of techniques you will use in your tutoring, we strongly suggest that you read the rest of the book before beginning to tutor. It’s a great resource, full of ideas.