Module Planning in Adult ESL


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Module Planning in adult ESL can take various forms. This presentation outlines an approach for thematic, task-focused module plans aligned to the Canadian Language Benchmarks.

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  • Thank you for the great PBLA resource. The step by step procedure in addition to the examples are most valuable for planning.
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  • Listening – Participate in a job interview Speaking – Participate in a job interview Reading – Conduct an online job search Writing – (task 1) Prepare a resume and (task 2) prepare a cover letter
  • Identify any resources that would need to be developed or acquired. This includes noting any guest speakers to book.
  • Module Planning in Adult ESL

    2. 2. WHAT IS A MODULE? A module is the blueprint that drives individual lessons.   It provides an overall coherence and specifies the particular elements that will be addressed throughout the series of lessons.   It keeps teachers on track, ensures everything is covered that needs to be covered and sets up the assessment process.   Module planning precedes lesson planning. 
    3. 3. MODULE PLANNINGTHERE ARE  Competency focused module plansDIFFERENT  Organized around specific CLBAPPROACHES TO competencies. They are embedded in aMODULE variety of relevant language tasks.PLANNING.  Giving directions, being tactful, giving opinionsTWOAPPROACH  Task-focused module plansES  Organized around specific languageCOMMONIN CLB- tasks Students need to carry out inALIGNED particular social situations. They embed ICOURSES or more CLB competencies.INCLUDE:  Making a doctor’s appointment, calling in sick, writing a cheque
    4. 4. N.B.As long as the module contains certain keyelements: language tasks and CLBcompetencies, language skills andstrategies, propose assessment tasks, theformat can vary.IT IS FUNDAMENTAL, HOWEVER, THATTEACHERS UNDERTAKE MODULEPLANNING PRIOR TO LESSONPREPARATION
    5. 5. TASK-FOCUSED MODULEPLANNING  Conduct a Needs Assessment to determine:  the social situations in which Students need to communicate in English, and, if possible  some specific events/tasks Students might want to carry out in those situations.
    6. 6. TASK-FOCUSED MODULEPLANNING  Select a theme (e.g. Employment) and a communication event from your Needs Assessment results (e.g. Applying for a Job).
    7. 7. TASK-FOCUSED MODULEPLANNING  Analyze all the ACTIVITIES involved in applying for a job, such as:  Choose appropriate job ads in the classified section of the paper  Find directions to one of the businesses posting a job wanted ad  (At the business) Get a job application form  Complete the job application  Prepare a resume  Return the application and resume to the business  Participate in the selection process  Follow up
    8. 8. TASK-FOCUSED MODULEPLANNING  For each activity, identify possible LANGUAGE TASKS and note the skills.  You might suggest others, but here are a few examples:  Choose job ads to respond to  Read job ads in the newspaper classifieds (Reading task)  Read an ad on a job board at an employment centre (Reading)  Read a job posting in a window (Reading)
    9. 9. TASK-FOCUSED MODULEPLANNING  Find directions to business  Do a Google Map search (Computer/Reading & Writing task)  Read a map to find a location (Reading)  Get a job application form  Request a job application (Listening/Speaking)  Complete the job application (Writing)
    10. 10. TASK-FOCUSED MODULEPLANNING  Prepare a resume  Writ a Resume (Writing)  Return application and resume  Write a cover letter (Writing)  Address an envelope (Writing)  Submit an application F/F (Listening & Speaking)  Selection Process  Participate in a job interview (Listening & Speaking)  Follow Up  Make a follow-up phone call (Listening & Speaking)
    11. 11. TASK-FOCUSED MODULEPLANNING  Select tasks appropriate the Students CLB level.   Teachers can choose as many tasks as they want; however, the Manitoba template we use provides for 4 tasks – Listening, Speaking, Reading, and Writing.  This approach generally works well for a well-integrated thematic module plan. 
    12. 12. Selecting/Modifying a Task Teachers might modify a task to make it appropriate to the CLB level performance conditions, e.g.   Finding a job ad in the newspaper might be above the CLB level of the class because of text complexity, but maybe reading a Job ad posted in a business window might be OK.  Preparing a resume is WAY to difficult for a CLB 3 class or even a CLB 5, but it seems to be OK for a CLB 8 class. Teachers might also want to consider tasks that might have been taught previously.  Maybe a task outlined as a possibility for this unit is too similar to a previously taught task.  It might be a good transfer to another context, or it may be redundant given what was taught before.
    13. 13. POSSIBLE TASKS:  Listening – Request a job application form at a place of business (understand the receptionist’s Qs and info)  Speaking – Request a job application form at a place of business (give info, polite request and ask Qs)  Reading – Read a job ad in a window  Writing – Fill out a job application
    14. 14. POSSIBLE TASKS:  Listening – Participate in a job interview  Speaking – Participate in a job interview  Reading – Conduct an online job search  Writing – (task 1) Prepare a resume and (task 2) prepare a cover letter
    15. 15. TASK-FOCUSED MODULEPLANNING  Analyze the tasks to determine the CLB competencies at the class’s level that will/could be addressed by this task.
    16. 16. TASK-FOCUSED MODULEPLANNING  Analyze the tasks to determine:  the functions/speech acts that would need to be taught,  the grammar, vocabulary, orthography/pronunciation needed,  the genre and textual features,  the pragmatic conventions/concerns, and  the language and learning strategies that could be taught.
    17. 17. TASK-FOCUSED MODULEPLANNING  Specify any particular background information required to carry out these tasks successfully in this particular social context.  E.g. In this module, it would be important for Ss to understand the process, services and assumptions of looking for work in Canada.
    18. 18. TASK-FOCUSED MODULEPLANNING  Identify any resources that would need to be developed or acquired. This includes noting any guest speakers to book.
    19. 19. TASK-FOCUSED MODULEPLANNING  Identify how the tasks could be assessed.  (Teachers may choose not to formally assess all the tasks.  Some tasks might be self-assessed or peer- assessed for the portfolio, but the teacher should formally assess at least one of the tasks).    Remember, an assessment task is usually a skill-using activity administered under test-like conditions with pre- determined criteria selected. 
    20. 20. Benefits of Module Planning Easy for the teacher to keep on track with well-sequenced inter-related lesson plans.  Module plans, once developed can be used again or modified for other classes. Module plans be shared in a module bank with colleagues.