Download - Day 1 New Tutor Training
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.