tex: teaching english with excellence basic esl training for volunteer teachers of adult students...
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TEX: Teaching English with Excellence
Basic ESL training for volunteer teachers of adult students
2015 7 hour Basic TEX 1
Please write your name on a sticker nametag
and on a table top large FOLDED index
card with black marker
WELCOME TO TEX
2015 7 hour Basic TEX 2
ELLAMOORE
fOLD--------------------------------------------ELLAMOORE
Introductions
• Welcome to TEX….Teaching English with Excellence• We are going to have a fast, informative time
together• Let’s begin…
2015 7 hour Basic TEX 3
INTRODUCTIONSFind a person with a matching number OR sticker on their nametag and share the following, then
introduce your partner to one other person.
Name
City & State of Birth
Current Residence
Literacy Connection
1 expectation of training
Find something in commonthat's NOT literacy related
2015 7 hour Basic TEX 4
Time to take a look at Teaching Activities.
Pull out the BLUE pages from BINDER POCKET to discover many of the activities we will use during the workshop, that you will also use with your students.
Teaching Activities make your class time come alive with action and fun learning.
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TEACHING ACTIVITIESSs = Students T = Teacher GP = Guided Practice
SG = Small Groups CP = Communicative Practice
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ACTIVITY DEFINITION APPLICATION EXAMPLE
ADD-ON
Ss stand in circle to review vocabulary or names to create or tell a story by repeating all that’s been said plus their responses
GP – to review / reinforce learningCP – to create / tell story in own wordsCool-Down – to review
ALPHABETIZINGSs alphabetically arrange letters, words, objects, or themselves in a line.
GP – lower level SsCool-Down
BRAINSTORMING SGs think of & make a list of possibilities
Warm-UpCP
CATEGORIZINGSs work in pairs or SGs to sort items with similar qualities
GPCP
CHAIN DRILL
S1 makes statement & asks a ? Of S2; S2 replies & asks same ? of S3, etc.
GP
PAIR-SQUARE-SHARE
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Activity Time
• Raise hand if you:
• Know what ministry you’ll be working with
• Are not connected with an ESL ministry
• Work with faith-based ministry
• Work with community or other program
• Are teaching or helping already
• Have never taught or helped in ESL class
• Are currently teaching beginner students
• Are currently teaching intermediate or advanced students
• Are just curious how ESL is taught
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SURVEY
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TWO MAIN GOALS OF ESL MINISTRY:1. MEET COMMUNICATION NEEDS OF STUDENTS2. MEET THE SPIRITUAL NEEDS OF STUDENTS.
TEX WAS ORGINATED BY A LITERACY MISSIONS PIONEER NAMED ROBIN FEISTEL. AFTER DEVOTING A LIFETIME OF WORK HELPING INTERNATIONAL PEOPLE, ROBIN PLACED HER 30 PLUS YEARS OF KNOWLEDGE INTO THE TRAINING MATERIAL YOU HAVE BEEN PROVIDED. YOUR MANUAL ACTUALLY IS JUST A SMALL PORTION OF HER TRAINING EVENTS. YOU WILL BE TRAINED IN THE BASICS OF ESL INSTRUCTION.
I BELIEVE YOU WILL ENJOY THE MATERIAL PROVIDED. I HAVE BEEN TRAINED BY BOTH THE SBC AND ROBIN, AND HAVE FOUND HER MATERIAL TO BE EXTREMELY VALUABLE IN CLASS INSTRUCTION MATERIALS.
THIS MANUAL IS DISTRIBUTED THROUGH LITERACY CONNEXUS WHICH PROMOTES LITERACY INSTRUCTION THROUGHOUT TEXAS.
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TEX: TEACHING ENGLISH with EXCELLENCEBASIC ESL TRAINING for NEW TEACHERS of ADULT STUDENTS
SYLLABUS
I. PURPOSE: This training is designed to introduce volunteers to teaching methods for ESL students as a ministry outreach to help meet the language needs of Internationals as they share Jesus Christ.
II. DECRIPTION: Participants will learn some of the basic principles of language learning and ESL teaching on the beginner level.
III. AIMS: At the conclusion of this training participants will be able to:1. Demonstrate teaching activities on the beginner level.2. Step into a Beginner level ESL class as a teacher, co-teacher or aide.
IV. REQUIREMENTS:1. Read the handout materials as time allows.2. Actively participate in the teaching activities as introduced.3. Attend a majority of the workshop hours.
V. SCHEDULE: 9:00am-12:05pm Language Learning, Lesson Planning,
Oral Teaching Activities12:35-4:00pm Lesson Plans Cont., Teaching Materials, Oral Teaching Activities, Certificates, Evaluations
Let’s Learn the Acronyms used for English as Second Language.You will complete a Walk About Matching Activity.
• You will be given either an acronym or a definition card. You must
• “Walk About” to find the matching part to your card.
• When you find your match, place cards in pocket chart and wait to explain them to the group.
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ACRONYMS and ABBREVIATIONS The following is a list of acronyms and abbreviations used in the TEX training leader's guide, the training manual or by the ESL discipline:
A ..................... Activity
ABE ................ Adult Basic Education
ARW ............... Adult Reading & Writing
B ..................... Beginner Level of Students
BGCT .............. Baptist General Convention of Texas
BCFL .............. Baylor Center for Literacy
CCW ............... Cross-cultural Witnessing
CE................... Conversational English
CETESOL ....... Christian Educators in Teaching English to Speakers of Other Languages
CILM ............... Conference for Internationals & Literacy Missions
CP................... Communicative Practice
EFL ................. English as a Foreign Language -- English taught where it's not the primary language
ELB ................. English Lessons from the Bible: Book of Mark
ELL ................. English Language Learner
ELT ................. English Language Teaching
ESL ................. English as a Second Language
ESOL .............. English for Speakers of Other Languages
ESP ................ English for Special Purposes
GED ................ General or Graduation Equivalency Diploma or General Education Development
GP .................. Guided Practice
GREAT ........... Getting Results Educating Adults in Texas 2015 7 hour Basic TEX 14
MATCHING
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The Language Learner
• What is language?
• Take a moment to talk to others about what is needed to learn a Language.
• Try to answer the question, “What is Language?”
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L A N G U A G EI S : S O U N D S
S T R U C T U R E
P R I N T E D W O R D
C U L T U R E2015 7 hour Basic TEX 17
by Howie Schneider
Eek and Meek by Howie Schneider, publication date 1/12/86Permission to reprint for classroom use by Howie Schneider, United Media
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STEPS of LANGUAGE LEARNING
HEAR before
SPEAK before
READ before
WRITE
DENNIS THE MENACE By Hank Ketcham
"I NEVER SAY ANY WORD
UNTIL I HEAR
SOMEONE ELSE SAY
IT FIRST!"
© North American SyndicatePermission to reprint for training use from King Features Syndicate.
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WHAT IS THE DIFFERNCE?
• What is the difference between an Adult Learner and a Child Learning?
• Create a T-chart, place Adult on one side, Child on the other and discuss with your partner or group what to place on each side.
• Child Adult
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ADULT LEARNER
NEEDS
safety
sequence & reinforcement
learning by doing
respect
relationship with teacher
immediacy of learning
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Retention Pyramid Activity
• Discuss with your partner or group and fill in the pyramid based on your current understanding the rate of retention based on how material is received by the learner.
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AVERAGE LEARNING RETENTION RATES with
DIFFERENT LEARNING ACTIVITIES
Lecture 5%
Reading 10%
Audio Visual 20%
Demonstration 30%
Discussion Group 50%
Practice By Doing 75%
Teaching Others 90%
(National Training Laboratories, Bethel, Maine) 2015 7 hour Basic TEX 24
C H I N E S E P R O V E R B (agree or disagree?)
I hear and I forget.
I see and
I remember.
I do and I understand.
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Lesson Planningis Essential
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REASONS for a LESSON PLAN 1. Write down 1 reason for
lesson plan at top of paper.
2. Walk Around and Ask others for
their reasons & write them down.
Put their initials underneath.
3. Add initials underneath of
others giving same reason.
4. Sit down when you have
3 different reasons.
You may ask those sitting
for their reasons. 2015 7 hour Basic TEX 27
REASONS for a LESSON PLAN
1. __________________________
2. __________________________
3. __________________________
4. __________________________
5. __________________________
6. __________________________
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Shows sts they are important to you
Helps you teach effectively to reach sts learning goals
Maximizes your creative energy
Increases time well spent and shows you are prepared
Helps you prepare listening, speaking, reading, and writing activities to cover all areas of language learning
Frees you to be sensitive to sts. needs and guidance of the Holy Spirit to minister to your students.
If you fail
to plan,
you plan
to fail. 2015 7 hour Basic TEX 29
PARTS of LESSON Warm-Up / Review
Presentation of New Language
Guided Practice
Communicative Practice
Cultural Lesson
Spiritual Point
Cool-Down / Review
Assignment2015 7 hour Basic TEX 30
Grammar
Pronunciation
Reading & Writing
1. ____________________ ____________________ ______ ________________Warm Up / Review / Homework Check____________________ ____________________ ______ ________________
2. ____________________ ____________________ ______ ________________New Vocabulary / Statements / ?s____________________ ____________________ ______ ________________
3-6.____________________ ____________________ ______ ________________GP & CPs for #2 ____________________ ____________________ ______ ________________
7. ____________________ ____________________ ______ ________________Pronunciation____________________ ____________________ ______ ________________
8. ____________________ ____________________ ______ ________________Reading____________________ ____________________ ______ ________________
9. ____________________ ____________________ ______ ________________Writing____________________ ____________________ ______ ________________
10. ____________________ ____________________ ______ ________________Cultural Lesson
11. ____________________ ____________________ ______ ________________Spiritual Point of Reference
12. ____________________ ____________________ ______ ________________Cool-Down / Review / Homework____________________ ____________________ ______ ________________
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BOOK/LESSON: _________ SUBJECT: _______________ DATE: _______
CONCEPT / DIALOG ACTIVITY PG# Teaching Aids
Beginner 1st Day Lesson Plan
LP/B-1st-1
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1. Introduce yourself Write your name on board board marker / chalkWarm Up / Review / Homework Check
2. SA: Hello. My name is ---. Dialog Repetition 1 people cut-outs
SB: Hi. My name is ---. SB: Nice to meet you.
SA: Nice to meet you, too. Role Play name tags New Vocabulary / Statements / ?s
3. What’s your first name? Chain Drill 2 bean bag
My first name is --- ? Write name on form form, pencils, boards
4. What’s your last name? Chain Drill 2 bean bagMy last name is --- ? Write name on form form, pencils, boards
5. ABC’ order & names Repetition 3 ABC posterWrite ABCs w/out looking paper, pencils
6. How do you spell it? Repetition & Round Robin 3 ABC poster
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BOOK / LESSON: Book 1: 1-2 SUBJECT: NAMES & ABC DATE: first day CONCEPT / DIALOG ACTIVITY PG# Teaching Aids
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Food Lesson Plan(Dark Green Pages)
LP/B-F-1
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TEX: S3/B-Food Page 1 - top
Level: Literate Beginner Date: ____________
TX Standards: ESL SpeakSubject / Topic: Food & Benchmarks: 1.2, 2.2, 4.2
Source, Book Name, Lesson, Pages: ____________________________________
Objectives: naming common foods asking for & giving locations of foods in the supermarket
Pray for your students & yourself. Page #s &
Teaching AidsHomework Check: as assigned
Warm-Up and/or Review:
#1 what: between next to on#1 how: Round Robin Repetition:
Ss pass bean bag. bean bags T positions objects as asks "Where's the ___?“ classroom objects
S with bean bag answers. pocket chartReview written words. word flashcards
#2 what: "Today we're going to study the names of foods food & market transparency & how to ask where they are in the supermarket.“ overhead & pens
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Presentation of New Language, Guided & Communicative Practice: New Statements & Questions:
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#2 what to T: The _____s are on aisle _____. The _____ is on aisle _____.The _____(s) is(are) on aisle _____ next to the _____.The _____(s) is(are) between the _____ and the _____.
#3 what to T: A: Excuse me. Where's the ____? Where are the ____s?B: The _____ is on aisle _____. The _____s are on aisle _____.
The _____(s) is (are) on aisle _____ next to the _____.The _____(s) is (are) between the _____ and the _____.
A: Thank you.
#2 how to T: Substitution food & aisle transparencies
#2 how to T: Add-On plastic food & grocery sack
#2 how to T: Concentric Circles: food & aisle transparenciesInner has food, says statement & gives to outer. plastic foodOuter moves to right.Then says statement & gives food to inner.
#3 how to T: Question & Answer food & aisle transparencies
#3 how to T: Information Gap food envelopesfolders & aisle sheets
food & aisle transparencies
Blank Beginner Lesson Plan
Reminder: Take needed breaks as you work lesson plans.
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LET’S LOOK OVER SECTION 3-5 TO 3-16 TO HELP GUIDE YOU WHILE YOU PLAN A LESSON IN THE WORKSHOP.
• PAGES 3-5 TO 3-8 PROVIDE TOPICS AND OBJECTIVES
• PAGES 3-9 TO 3-10 GIVES EXPLANATION OF LITERATE BEGINNER LEVEL PLANS
• PAGES 3-11 TO3-14 IS A WHITE COPY OF PLAN TO USE FOR FUTURE LESSON PLANS YOU MAKE WHEN YOU TEACH CLASSES.
• PAGES 3-15/3-16 EXPLAINS SECOND LESSON PLAN MODEL FOR ANY LEVEL STUDENT
• PAGES 3-17 IS A WHITE COPY OF ANY LEVEL STUDENT PLAN PAGE FOR FUTURE USE.
• DURING WORKSHOP YOU WILL USE THE YELLOW PAGES FOUND IN THE FRONT BINDER POCKET.
You will be using your Blank Lesson Plan sheet (Yellow Pages) to develop a practice plan.
Other materials you will need:Blue Activity PagesText books (optional)
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#2 how to T: ____________________________________ _____________________
___________________________________________ _____________________
___________________________________________
#3 what to T: __________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
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#3 how to T: _________________________________________________________
________________________________________________________________
___________________________________________
#3 how to T: _________________________________________________________
________________________________________________________________
___________________________________________
Page #s & Teaching
Aids
Write dialog in this box. Select from page 3-6.
Presentation of New Language, Guided & Communicative Practice: New Statements & Questions:
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#2 what to T: The _____s are on aisle _____. The _____ is on aisle _____.The _____(s) is(are) on aisle _____ next to the _____.The _____(s) is(are) between the _____ and the _____.
#3 what to T: A: Excuse me. Where's the ____? Where are the ____s?B: The _____ is on aisle _____. The _____s are on aisle _____.
The _____(s) is (are) on aisle _____ next to the _____.The _____(s) is (are) between the _____ and the _____.
A: Thank you.
#2 how to T: Substitution food & aisle transparencies
#2 how to T: Add-On plastic food & grocery sack
#2 how to T: Concentric Circles: food & aisle transparenciesInner has food, says statement & gives to outer. plastic foodOuter moves to right.Then says statement & gives food to inner.
#3 how to T: Question & Answer food & aisle transparencies
#3 how to T: Information Gap food envelopesfolders & aisle sheets
food & aisle transparencies
Level: ________________________________ Date: ______________
TX Standards: _____________Subject / Topic: _______________________ & Benchmarks: _____________
Source, Book Name, Lesson, Pages:____________________________________
____________________________________________________________________
Objectives: ____________________________________________________________
____________________________________________________________________
Pray for your students & yourself. Page #s
&Teaching Aids
Homework Check: _______________________________________ _______
Warm-Up and/or Review: _______
___________________________________________ _____________________
___________________________________________ _____________________
___________________________________________ _____________________
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Write the objectives that go with the chosen dialog here. See page 3-7 for examples
TEX: S3/B-Food Page 1 - top
Level: Literate Beginner Date: ____________
TX Standards: ESL SpeakSubject / Topic: Food & Benchmarks: 1.2, 2.2, 4.2
Source, Book Name, Lesson, Pages: ____________________________________
Objectives: naming common foods asking for & giving locations of foods in the supermarket
Pray for your students & yourself. Page #s &
Teaching AidsHomework Check: as assigned
Warm-Up and/or Review:
#1 what: between next to on#1 how: Round Robin Repetition:
Ss pass bean bag. bean bags T positions objects as asks "Where's the ___?“ classroom objects
S with bean bag answers. pocket chartReview written words. word flashcards
#2 what: "Today we're going to study the names of foods food & market transparency & how to ask where they are in the supermarket.“ overhead & pens
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Teaching Activities
• Engaging teaching activities promotes stronger learning connections and makes teaching/learning fun.
• GP=Guided Practice with Teacher support• CP=Communicative Practice begins with Teacher
support, then allows students to talk with one another or in response to teacher.
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HEARING & SPEAKING
75%READING &
WRITING25%
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GUIDEDPRACTICE
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COMMUNICATIVEPRACTICE
T E A C H I N G A C T I V I T I E S
new language guided communicative
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teacher guided student controlled
teacher talk student talk
simple complex
word statement question dialog
quiet and noisy
at rest and movement
many senses
many learning styles
STATEMENTS
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WORDS
QUESTIONS
DIALOGAlways begin with dialog in mind for lesson plans.
Level: ________________________________ Date: ______________
TX Standards: _____________Subject / Topic: _______________________ & Benchmarks: _____________
Source, Book Name, Lesson, Pages:____________________________________
____________________________________________________________________
Objectives: ____________________________________________________________
____________________________________________________________________
Pray for your students & yourself. Page #s
&Teaching Aids
Homework Check: ______________________________________ _______
Warm-Up and/or Review: _______
___________________________________________ _____________________
___________________________________________ _____________________
___________________________________________ _____________________
2015 7 hour Basic TEX 50
Whatever assigned
Review words from previous lessons relevant to this lesson. This should take only about 5 minutes.Short, simple statement you will use to introduce lesson.
TEX: S3/B-Food Page 1 - top
Level: Literate Beginner Date: ____________
TX Standards: ESL SpeakSubject / Topic: Food & Benchmarks: 1.2, 2.2, 4.2
Source, Book Name, Lesson, Pages: ____________________________________
Objectives: naming common foods asking for & giving locations of foods in the supermarket
Pray for your students & yourself. Page #s &
Teaching AidsHomework Check: as assigned
Warm-Up and/or Review:
#1 what: between next to on#1 how: Round Robin Repetition:
Ss pass bean bag. bean bags T positions objects as asks "Where's the ___?“ classroom objects
S with bean bag answers. pocket chartReview written words. word flashcards
#2 what: "Today we're going to study the names of foods food & market transparency & how to ask where they are in the supermarket.“ overhead & pens
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ROUND ROBIN REPETITION
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TEX: S3/B-Food Page 1 - top
Level: Literate Beginner Date: ____________
TX Standards: ESL SpeakSubject / Topic: Food & Benchmarks: 1.2, 2.2, 4.2
Source, Book Name, Lesson, Pages: ____________________________________
Objectives: naming common foods asking for & giving locations of foods in the supermarket
Pray for your students & yourself. Page #s &
Teaching AidsHomework Check: as assigned
Warm-Up and/or Review:
#1 what: between next to on#1 how: Round Robin Repetition:
Ss pass bean bag. bean bags T positions objects as asks "Where's the ___?“ classroom objects
S with bean bag answers. pocket chartReview written words. Word flashcards
Question and answer
#2 what: "Today we're going to study the names of foods food & market transparency & how to ask where they are in the supermarket.“ overhead & pens
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QUESTION AND ANSWER
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FOOD and the Supermarket
CHECK OUT
Aisle 1 Aisle 2 Aisle 3 Aisle 4
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Pictures from The Card Book, c2000, Alta Publishers. All rights reserved. Used by permission of the publisher.
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GESTURES
Page #s & Teaching Aids
Presentation of New Language, Guided & Communicative Practice: New Words or Phrases:
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#1 what to T: food egg orangeapple ice cream potatobanana lettuce soupbread milkcarrot onion aisle
#1 how to T: Repetition: plastic foodfood names 5x8 picture cards
food & market transparency
#1 how to T: TPR: lapboards"Hold up" food envelopes
#1 how to T: Charades / Pantomime: 5x8 picture cardsT shows S picture to pantomime or S chooses own.S pretends to prepare & eat food.Class guesses.
REPETITION: VOCABULARY
1. T says word in sentence,using visual aids. S listens.
2. T says sentence.using 1 visual aid. S repeats.
3. T asks question. S answers.
4. Review all wordsafter each new word.
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REPETITION
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SMILE2015 7 hour Basic TEX 61
Page #s & Teaching Aids
Presentation of New Language, Guided & Communicative Practice: New Words or Phrases:
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#1 what to T: food egg orangeapple ice cream potatobanana lettuce soupbread milkcarrot onion aisle
#1 how to T: Repetition: plastic foodfood names 5x8 picture cards
food & market transparency
#1 how to T: TPR: lapboards"Hold up" food envelopes
#1 how to T: Charades / Pantomime: 5x8 picture cardsT shows S picture to pantomime or S chooses own.S pretends to prepare & eat food.Class guesses.
T P R - TOTAL PHYSICAL RESPONSE
1. T says & demos actions.
S listens & watches.
2. T says & demos actions.
S listens & follows actions.
3. T says words & remains still.
S does action.
4. T says words & remains still.
S repeats words & does actions.
5. S1 says words.
S2 repeats words & does actions.2015 7 hour Basic TEX 63
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TOTAL PHYSICALRESPONSE
T P R2015 7 hour Basic TEX 65
Page #s & Teaching Aids
Presentation of New Language, Guided & Communicative Practice: New Words or Phrases:
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#1 what to T: food egg orangeapple ice cream potatobanana lettuce soupbread milkcarrot onion aisle
#1 how to T: Repetition: plastic foodfood names 5x8 picture cards
food & market transparency
#1 how to T: TPR: lapboards"Hold up" food envelopes
#1 how to T: Charades / Pantomime: 5x8 picture cardsT shows S picture to pantomime or S chooses own.S pretends to prepare & eat food.Class guesses.
OR
Page #s & Teaching Aids
Presentation of New Language, Guided & Communicative Practice: New Words or Phrases: 8 to 12 _______
#1 what to T: __________________ __________________ _________________
__________________ _________ _________ _________________
__________________ __________________ _________________
__________________ __________________ _________________
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#1 how to T: _____________________________________ _____________________
___________________________________________ _____________________
___________________________________________
#1 how to T: _____________________________________ _____________________
___________________________________________ _____________________
___________________________________________
#1 how to T: _____________________________________ _____________________
___________________________________________ _____________________
___________________________________________
6-8 vocabulary words go here.
They are the same as the words in
the blanks of the lesson dialog.
Repetition or TPR, not both
Teaching suppliesgo here
RESOURCECLOSET
TEACHINGMATERIALS
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BODYanklearmback (body)bodyeareyefacefingerfoothandheadkneelegmouthnecknoseshouldertooth
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BASIC BEGINNER LEVEL – by SUBJECT
CLASSROOMboard (black/white)bookbookshelfcalculatorchalkclassclassroomopen/close bookdeskerase (v)eraser (n)givego (v)next toNotebookonpenpencil
FAMILYauntbrothercousindaughterfamilyfathergranddaughtergrandfathergrandmothergrandsonhusbandmothernephewniecesistersonunclewife
Aaddressalphabetaunt Bbaby (feed)basketball (play)bed (go to)brotherbrush teeth Ccircle (v)cityclean housecook breakfastcountry (USA)
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BASIC BEGINNER LEVEL - ABC
Ddaughterdishdressed (get)
Eeat breakfastexercise Ffamilyfatherfeed baby Gget upgo to workgrandfather
Hhellohihusband Llast nameletter (ABC) MMother Nnamenephewniecenumber (1-100)
32
13
32
2
VISUAL AIDS
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He's got the whole world in His hands. (4x)
He's got the wind & the rain in His hands.
He's got the little tiny baby in His hands.
He's got you & me brother in His hands.
He's got you & me sister in His hands.
He's got the mother & the father in His hands.
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HE'S GOT the WHOLE WORLD in HIS HANDS
TEACHING MATERIALSSAMPLE LIST
ACTIVITIESPF - Daily Activity Concentration cardsPF - Daily Activity word cards
ADJECTIVES
LF - Adjective Photo cardsLF - How Does It Feel? Information Gap activityPF - People Description word cards
ALPHABET
LF - Alphabet BingoLF - Alphabet flannel letters3 - Alphabet sheets in notebook -- 19 setsLF - Magnetic AlphabetP - Manuscript Alphabet poster
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1-4 - Located in numbered closets P - Located in poster boxes
PF - Located in picture files LF - Located in lateral files
BACK TO LESSON PLAN DEVELOPMENT• CHARADES/PANTOMINE
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Page #s & Teaching Aids
Presentation of New Language, Guided & Communicative Practice: New Words or Phrases:
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#1 what to T: food egg orangeapple ice cream potatobanana lettuce soupbread milkcarrot onion aisle
#1 how to T: Repetition: plastic foodfood names 5x8 picture cards
food & market transparency
#1 how to T: TPR: lapboards"Hold up" food envelopes
#1 how to T: Charades / Pantomime: 5x8 picture cardsT shows S picture to pantomime or S chooses own.S pretends to prepare & eat food.Class guesses.
CHARADESand
PANTOMIME
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Page #s &
New Words or Phrases (continued): Teaching Aids #1 how to T: Walk-About Matching: "Do you have _____?" 5x8 picture cards
Divide cards evenly among Ss with no one having a pair. prizesSs ask question & collect pairs.S who asks question gets match.Sit down when have no cards or only pairsOptional: Prizes for S with the most pairs.
#1 how to T: Survey: "Do you like _____?" or "Yes/No" food strips
Give each S strip of 3 food pictures. Ss walk around asking questions.Ss record results with S's initials.Sit down when asked everyone or time's up.Hand out yes / no cards. yes / no
cardsFinish with large group results. food strips transparency
#1 how to T: Information Gap: food envelopes & # squares sheets
"Put the _____ on # ___." food & # squares transparenciesor "Where's the _____?" "The _____ is on # ___." folders
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WALK-ABOUTMATCHING
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SURVEY
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Page #s &
New Words or Phrases (continued): Teaching Aids #1 how to T: Walk-About Matching: "Do you have _____?" 5x8 picture cards
Divide cards evenly among Ss with no one having a pair. prizesSs ask question & collect pairs.S who asks question gets match.Sit down when have no cards or only pairsOptional: Prizes for S with the most pairs.
#1 how to T: Survey: "Do you like _____?" or "Yes/No" food strips
Give each S strip of 3 food pictures. Ss walk around asking questions.Ss record results with S's initials.Sit down when asked everyone or time's up.Hand out yes / no cards. yes / no
cardsFinish with large group results. food strips transparency
#1 how to T: Information Gap: food envelopes & # squares sheets
"Put the _____ on # ___." food & # squares transparenciesor "Where's the _____?" "The _____ is on # ___." folders
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Y N
MM
6 2
11
T E A C H I N G A C T I V I T I E S
new language guided communicative
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teacher guided student controlled
teacher talk student talk
simple complex
word statement question dialog
quiet and noisy
at rest and movement
many senses
many learning styles
Page #s & Teaching Aids
Presentation of New Language, Guided & Communicative Practice: New Words or Phrases:
2015 7 hour Basic TEX 83
#1 what to T: food egg orangeapple ice cream potatobanana lettuce soupbread milkcarrot onion aisle
#1 how to T: Repetition: plastic foodfood names 5x8 picture cards
food & market transparency
#1 how to T: TPR: lapboards"Hold up" food envelopes
#1 how to T: Charades / Pantomime: 5x8 picture cardsT shows S picture to pantomime or S chooses own.S pretends to prepare & eat food.Class guesses.
Page #s & Teaching Aids
Presentation of New Language, Guided & Communicative Practice: New Words or Phrases: 8 to 12 _______
#1 what to T: __________________ __________________ _________________
__________________ _________ _________ _________________
__________________ __________________ _________________
__________________ __________________ _________________
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#1 how to T: _____________________________________ _____________________
___________________________________________ _____________________
___________________________________________
#1 how to T: _____________________________________ _____________________
___________________________________________ _____________________
___________________________________________
#1 how to T: _____________________________________ _____________________
___________________________________________ _____________________
___________________________________________
1st – Present new words or language
Choose ONLY 1 or 2 more activities
To teach & review use Guided Practice activities
If possible, use CP
Presentation of New Language, Guided & Communicative Practice: New Statements & Questions:
2015 7 hour Basic TEX 85
#2 what to T: The _____s are on aisle _____. The _____ is on aisle _____.The _____(s) is(are) on aisle _____ next to the _____.The _____(s) is(are) between the _____ and the _____.
#3 what to T: A: Excuse me. Where's the ____? Where are the ____s?B: The _____ is on aisle _____. The _____s are on aisle _____.
The _____(s) is (are) on aisle _____ next to the _____.The _____(s) is (are) between the _____ and the _____.
A: Thank you.
#2 how to T: Substitution food & aisle transparencies
#2 how to T: Add-On plastic food & grocery sack
#2 how to T: Concentric Circles: food & aisle transparenciesInner has food, says statement & gives to outer. plastic foodOuter moves to right.Then says statement & gives food to inner.
#3 how to T: Question & Answer food & aisle transparencies
#3 how to T: Information Gap food envelopesfolders & aisle sheets
food & aisle transparencies
SUBSTITUTION
1. T holds up / points to object
or shows picture,
and gives response.
S listens.
2. T holds up / points to object
or shows picture.
S responds.
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Aisle 4
2015 7 hour Basic TEX 87
Aisle 2Aisle 1 Aisle 3
Aisle 4
2015 7 hour Basic TEX 88
Aisle 2Aisle 1 Aisle 3
Presentation of New Language, Guided & Communicative Practice: New Statements & Questions:
2015 7 hour Basic TEX 89
#2 what to T: The _____s are on aisle _____. The _____ is on aisle _____.The _____(s) is(are) on aisle _____ next to the _____.The _____(s) is(are) between the _____ and the _____.
#3 what to T: A: Excuse me. Where's the ____? Where are the ____s?B: The _____ is on aisle _____. The _____s are on aisle _____.
The _____(s) is (are) on aisle _____ next to the _____.The _____(s) is (are) between the _____ and the _____.
A: Thank you.
#2 how to T: Substitution food & aisle transparencies
#2 how to T: Add-On Chain Drill plastic food & grocery sack
#2 how to T: Concentric Circles: food & aisle transparenciesInner has food, says statement & gives to outer. plastic foodOuter moves to right.Then says statement & gives food to inner.
#3 how to T: Question & Answer food & aisle transparencies
#3 how to T: Information Gap food envelopesfolders & aisle sheets
food & aisle transparencies
ADD – ON CHAIN DRILL
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Presentation of New Language, Guided & Communicative Practice: New Statements & Questions:
2015 7 hour Basic TEX 91
#2 what to T: The _____s are on aisle _____. The _____ is on aisle _____.The _____(s) is(are) on aisle _____ next to the _____.The _____(s) is(are) between the _____ and the _____.
#3 what to T: A: Excuse me. Where's the ____? Where are the ____s?B: The _____ is on aisle _____. The _____s are on aisle _____.
The _____(s) is (are) on aisle _____ next to the _____.The _____(s) is (are) between the _____ and the _____.
A: Thank you.
#2 how to T: Substitution food & aisle transparencies
#2 how to T: Add-On Chain Drill plastic food & grocery sack
#2 how to T: Concentric Circles: food & aisle transparenciesInner has food, says statement & gives to outer. plastic foodOuter moves to right.Then says statement & gives food to inner.
#3 how to T: Question & Answer food & aisle transparencies
#3 how to T: Information Gap food envelopesfolders & aisle sheets
food & aisle transparencies
CONCENTRICCIRCLES
PARALLEL LINES
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T E A C H I N G A C T I V I T I E S
new language guided communicative
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teacher guided student controlled
teacher talk student talk
simple complex
word statement question dialog
quiet and noisy
at rest and movement
many senses
many learning styles
#1 how to T:_________________________________________________________
________________________________________________________________
___________________________________________ #1 how to T:_________________________________________________________
________________________________________________________________
___________________________________________ Presentation of New Language, Guided & Communicative Practice:
New Statements & Questions: _______
#2 what to T:__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
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Page #s &Teaching
Aids
#2 how to T: ____________________________________ _____________________
___________________________________________ _____________________
___________________________________________
Write statement that answers
your dialog question.
Choose 1 or 2 activities to teach the
statement. Whole class to individual.
Presentation of New Language, Guided & Communicative Practice: New Statements & Questions:
2015 7 hour Basic TEX 95
#2 what to T: The _____s are on aisle _____. The _____ is on aisle _____.The _____(s) is(are) on aisle _____ next to the _____.The _____(s) is(are) between the _____ and the _____.
#3 what to T: A: Excuse me. Where's the ____? Where are the ____s?B: The _____ is on aisle _____. The _____s are on aisle _____.
The _____(s) is (are) on aisle _____ next to the _____.The _____(s) is (are) between the _____ and the _____.
A: Thank you.
#2 how to T: Substitution food & aisle transparencies
#2 how to T: Add-On plastic food & grocery sack
#2 how to T: Concentric Circles: food & aisle transparenciesInner has food, says statement & gives to outer. plastic foodOuter moves to right.Then says statement & gives food to inner.
#3 how to T: Question & Answer food & aisle transparencies
#3 how to T: Information Gap food envelopesfolders & aisle sheets
food & aisle transparencies
REPETITION: DIALOG
1. T says whole dialog.S listens.
2. T says each line.
S repeats. 3. T and S each take role. 4. T and S reverse roles.
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CHAIN DRILL for questions
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1. T asks S1 question. S1 answers. 2. S1 asks S2 same / similar question.
S2 answers. 3. S2 asks S3 same / similar question.
S3 answers.
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CHAIN DRILL
Presentation of New Language, Guided & Communicative Practice: New Statements & Questions:
2015 7 hour Basic TEX 99
#2 what to T: The _____s are on aisle _____. The _____ is on aisle _____.The _____(s) is(are) on aisle _____ next to the _____.The _____(s) is(are) between the _____ and the _____.
#3 what to T: A: Excuse me. Where's the ____? Where are the ____s?B: The _____ is on aisle _____. The _____s are on aisle _____.
The _____(s) is (are) on aisle _____ next to the _____.The _____(s) is (are) between the _____ and the _____.
A: Thank you.
#2 how to T: Substitution food & aisle transparencies
#2 how to T: Add-On plastic food & grocery sack
#2 how to T: Concentric Circles: food & aisle transparenciesInner has food, says statement & gives to outer. plastic foodOuter moves to right.Then says statement & gives food to inner.
#3 how to T: Question & Answer food & aisle transparencies
#3 how to T: Information Gap food envelopesfolders & aisle sheets
food & aisle transparencies
1. S1 has some information which is not known by S2.
2. Ss must create dialog with 1 another to complete a task or solve a problem.
3. To complete task successfully Ss have to
exchange their info, work together & help each other as much as possible.
4. 1st language isn't allowed.
2015 7 hour Basic TEX 100
INFORMATION GAP
7
2015 7 hour Basic TEX
101
4
1 32
6
9
5
8
Aisle 4
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Aisle 2Aisle 1 Aisle 3
Aisle 4
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Aisle 2Aisle 1 Aisle 3
Aisle 4
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Aisle 2Aisle 1 Aisle 3
FOOD and SUPERMARKET LOCATIONS
apples eggs onions
bananas ice oranges
cream
bread lettuce potatoes
carrots milk soup
CHECK OUT
Aisle 1 Aisle 2 Aisle 3 Aisle 4
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Pictures from The Card Book, c2000, Alta Publishers. All rights reserved. Used by permission of the publisher.
INFORMATION GAP
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Presentation of New Language, Guided & Communicative Practice: New Statements & Questions:
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#2 what to T: The _____s are on aisle _____. The _____ is on aisle _____.The _____(s) is(are) on aisle _____ next to the _____.The _____(s) is(are) between the _____ and the _____.
#3 what to T: A: Excuse me. Where's the ____? Where are the ____s?B: The _____ is on aisle _____. The _____s are on aisle _____.
The _____(s) is (are) on aisle _____ next to the _____.The _____(s) is (are) between the _____ and the _____.
A: Thank you.
#2 how to T: Substitution food & aisle transparencies
#2 how to T: Add-On plastic food & grocery sack
#2 how to T: Concentric Circles: food & aisle transparenciesInner has food, says statement & gives to outer. plastic foodOuter moves to right.Then says statement & gives food to inner.
#3 how to T: Question & Answer food & aisle transparencies
#3 how to T: Information Gap food envelopesfolders & aisle sheets
food & aisle transparencies
#2 how to T: ____________________________________ _____________________
___________________________________________ _____________________
___________________________________________
#3 what to T: __________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
2015 7 hour Basic TEX 108
#3 how to T: _________________________________________________________
________________________________________________________________
___________________________________________
#3 how to T: _________________________________________________________
________________________________________________________________
___________________________________________
Page #s & Teaching
Aids
Choose 1 or 2 activities to teach the
question and dialog. First use
Introductory, guided, communicative.
GAMES
2015 7 hour Basic TEX 109
Page #s & Teaching
Aids
Additional Activities:
Concentration 2 sets food cards
Song: Hokey Pokey food envelopes Substitute name of food for part of body.
Grammar:
#1 what to T: singular / plural The _____ is on aisle ___. word flashcards The _____s are on aisle ___. food & aisle transparencies
#2 what to T: contractions Where is _____? Where's the _____?
#1 & 2 how to T: Transformation
Pronunciation: Individual sounds: /y/ young, yellow, yonder, yogurt, yell ABC chart
/z/ zip code, zoo, zipper, zinc, zap Stress, Intonation & Rhythm: Read dialogs. S handouts
New reading words must be introduced before doing this activity. T reads line, Ss repeat. T reads line, Ss read next line. Ss take turns.
2015 7 hour Basic TEX 110
dltk-cards.com/bingo/
2015 7 hour Basic TEX 111
T E A C H I N G A C T I V I T I E S
new language guided communicative
2015 7 hour Basic TEX 112
teacher guided student controlled
teacher talk student talk
simple complex
word statement question dialog
quiet and noisy
at rest and movement
many senses
many learning styles
Page #s & Teaching
Aids
Additional Activities:
Concentration 2 sets food cards
Song: Hokey Pokey food envelopes Substitute name of food for part of body.
Grammar:
#1 what to T: singular / plural The _____ is on aisle ___. word flashcards The _____s are on aisle ___. food & aisle transparencies
#2 what to T: contractions Where is _____? Where's the _____?
#1 & 2 how to T: Transformation
Pronunciation: Individual sounds: /y/ young, yellow, yonder, yogurt, yell ABC chart
/z/ zip code, zoo, zipper, zinc, zap Stress, Intonation & Rhythm: Read dialogs. S handouts
New reading words must be introduced before doing this activity. T reads line, Ss repeat. T reads line, Ss read next line. Ss take turns.
2015 7 hour Basic TEX 113
SONGSand
JAZZ CHANTS
2015 7 hour Basic TEX 114
FOOD CHANTS
Apples and bananasApples and bananasDo you like apples and bananas?
Bread and soupBread and soupDip and slurp, dip and slurpBread and soup
Ice cream and onionsIce cream and onionsYum, yum, yum, boo-hoo-hooIce cream and onions
2015 7 hour Basic TEX 115
Page #s & Teaching
Aids
Additional Activities:
Concentration 2 sets food cards
Song: Hokey Pokey food envelopes Substitute name of food for part of body.
Grammar:
#1 what to T: singular / plural The _____ is on aisle ___. word flashcards The _____s are on aisle ___. food & aisle transparencies
#2 what to T: contractions Where is _____? Where's the _____?
#1 & 2 how to T: Transformation
Pronunciation: Individual sounds: /y/ young, yellow, yonder, yogurt, yell ABC chart
/z/ zip code, zoo, zipper, zinc, zap Stress, Intonation & Rhythm: Read dialogs. S handouts
New reading words must be introduced before doing this activity. T reads line, Ss repeat. T reads line, Ss read next line. Ss take turns.
2015 7 hour Basic TEX 116
BEGINNER BASIC GRAMMAR
articles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . a / an / the
contractions . . . . . . . . . . . . . . . . . . . . . . . . . . . he is / he's
positive to negative . . . . . . . . . . . . . . . . . . . . . is / is not
verb tenses . . . . . . . . . . . . . . . . . . . present / future / past
singular to plural verbs . . . . . . . . . . . . . . . . . . . . . is / are
singular to plural nouns . . . . . . . . . . . . . . . . . . . . . s / es
singular to plural pronouns . . . . . . . . . . . . . this / these
noun to pronoun . . . . . . . . . . . . . . . . . . . . . . . . . boy / he
pronouns: subjective . . . . . . . . . . . . . . . . . . . . . . . . I / he
objective . . . . . . . . . . . . . . . . . . . . . . me / him
possessive . . . . . . . . . . . . . . . . . . . . .my / his2015 7 hour Basic TEX 117
1. T says words & sentences.S listens.
2. T says each sentence.S repeats.
3. T says 1st sentence.S says 2nd sentence.
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TRANSFORMATION
ELEMENTS of PRONUNCIATION
Individual Sounds
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I A T N N I N T O O
STRESSUNSTRESSED
RHYTHM
ENGLISH MEETING WITH DAVE SCONDA
ENGLISHMEETING.COM
2015 7 hour Basic TEX 120
1. T writes letter on board.T says:
“Name of letter is ___.”S listens.
2. T says:“Sound of ___ is ___, ___, . . .”
(says words w/sound.)S listens.
3. T says words 1 at a time S repeats.
2015 7 hour Basic TEX 121
PRONUNCIATIONBASIC INDIVIDUAL SOUNDS
Individual Sounds
2015 7 hour Basic TEX 122
B C
b מ ƒ מ υ מ ר bנמ ∑ ə:
____________________________________
: ~ ~ ə ר b b מ_______________________________
~ υ Ч □ □ г / q □ ~ ! ƒ ! □ נ:____________________
ƒ ə г ə q Ч □ נ ə :____________________________
2015 7 hour Basic TEX 123
Name: _____________________________________
Address: ___________________________________
School / Position: ___________________________
Telephone: _________________________________
Data Card
Marlup Story
• Read the Marlup Story. • What did you discover?
2015 7 hour Basic TEX 124
HINTS on PRONUNCIATION for FOREIGNERSby T.S.W.
1. I take it you already know2. Of tough & bough & cough &
dough?3. Others may stumble, but not you,4. On hiccough, thorough, laugh &
through?5. Well done! And now you wish
perhaps,6. To learn of less familiar traps.
7. Beware of heard, a dreadful
word,8. That looks like beard & sounds
like bird,9. And dead: it's said like bed, not
bead -10. For goodness sake don't call it
"deed"!11. Watch out for meat & great &
threat12. (They rhyme with suite & straight
& debt.)
2015 7 hour Basic TEX 125
MULTIPLE SPELLINGS for SAME SOUND
ü ē ī to read high
too see hi
two people by
Sue machine buy
who believe bye
knew receive lie
you we
ewe ski
rule
through
2015 7 hour Basic TEX 126
SAME SPELLING for MULTIPLE SOUNDS
tough ŭ though ōought aw through übough ow cough offhiccough ŭp
EnglishAlphabe
tA B C
D E F G
H I J K
L M N O
P Q R S2015 7 hour Basic TEX 127
ALPHABETIZING
2015 7 hour Basic TEX 128
Reading and Writing Words
2015 7 hour Basic TEX 129
Reading: Ranking: "What are your 5 favorite foods?" "My favorite foods are ___, ___ . . ." Introduce words. word flashcards Ss ranks their 5 favorite foods from #1 to #5. ranking sheets Then divide into pairs or SGs & compare lists. pencils Finish with large group results. ranking transparency Alphabetize food words. word &/or picture cards Sequencing Words: Divide into small SGs. dialog envelopes Writing: Instead of using the above prepared ranking sheets, writing paper
have Ss write the food words on paper to do activity.Cultural Lesson: "Supermarket workers are happy to help you find things."
Spiritual Point of Reference: Matthew 6:11 (TEV) bilingual Bibles
"Give us today the food we need."
Cool-Down / Review & Assignment:
Semantic Webbing of foods. blank transparency
Study new words for dictation. S handouts
Unscramble words.
2015 7 hour Basic TEX 130
Reading: Ranking: "What are your 5 favorite foods?" "My favorite foods are ___, ___ . . ." Introduce words. word flashcards Ss ranks their 5 favorite foods from #1 to #5. ranking sheets Then divide into pairs or SGs & compare lists. pencils Finish with large group results. ranking transparency Alphabetize food words. word &/or picture cards Sequencing Words: Divide into small SGs. dialog envelopes Writing: Instead of using the above prepared ranking sheets, writing paper
have Ss write the food words on paper to do activity.Cultural Lesson: "Supermarket workers are happy to help you find things."
Spiritual Point of Reference: Matthew 6:11 (TEV) bilingual Bibles
"Give us today the food we need."
Cool-Down / Review & Assignment:
Semantic Webbing of foods. blank transparency
Study new words for dictation. S handouts
Unscramble words.
2015 7 hour Basic TEX 131
2015 7 hour Basic TEX 132
WHA T LA DY DO YO U S E E ?
Drawing by W.E. Hill in "Puck", 11/6/1905
biblegateway.com
2015 7 hour Basic TEX 133
2015 7 hour Basic TEX 134
Share a cultural point; keep it simple. Present spiritual concept in English; keep it simple.
Reading: Ranking: "What are your 5 favorite foods?" "My favorite foods are ___, ___ . . ." Introduce words. word flashcards Ss ranks their 5 favorite foods from #1 to #5. ranking sheets Then divide into pairs or SGs & compare lists. pencils Finish with large group results. ranking transparency Alphabetize food words. word &/or picture cards Sequencing Words: Divide into small SGs. dialog envelopes Writing: Instead of using the above prepared ranking sheets, writing paper
have Ss write the food words on paper to do activity.Cultural Lesson: "Supermarket workers are happy to help you find things."
Spiritual Point of Reference: Matthew 6:11 (TEV) bilingual Bibles
"Give us today the food we need."
Cool-Down / Review & Assignment:
Semantic Webbing of foods. blank transparency
Study new words for dictation. S handouts
Unscramble words.
2015 7 hour Basic TEX 135
SEMANTICWEBBING
2015 7 hour Basic TEX 136
2015 7 hour Basic TEX 137
FOODBREAD
LEARNING ? LEARNING ? LEARNING ?
20 minutes 58%
2015 7 hour Basic TEX 138
1 day 34%
6 days - 23%
Percentages from How to Improve Your Memory, Barnes & Nobel
% Remembered from time
of 1st Learning
2015 7 hour Basic TEX 139
DATE – September 20, 2014SUBJECT – Basic ESLNAME OF TRAINING – TEX ESL for New Teachers of Adult StudentsLOCATION – FBC, WhitehouseLEADER – Ella MooreHOURS – 7 Hours
1. Blank Beginner Lesson Plan (yellow)
Section 3 behind page 3-11
2. Teaching Activities Chart (Blue)Section 4 behind page 4-4
3. Food Beginner Lesson Plan (Green)Section 4 behind page 4-13
2015 7 hour Basic TEX 140
Handout Placement
"Go with the people.Live with them. Learn from them.Love them.Start with what they know,Build with what they have.But of the best leadersWhen the job is done,
the task accomplished,The people will all say, 'We have done this ourselves.' " Lao Tsu
China 700 BC
2015 7 hour Basic TEX 141