Elcc puede#2
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This document provides guidance and activities for supporting English learners during after school programs. It discusses using supper time and homework time to practice English. For supper, it recommends facilitating conversations using sentence stems about food and introducing new vocabulary. For homework time, it suggests promoting academic language, discussing common slang terms, and creating thesaurus charts. Activities include role-playing conversations in different situations to demonstrate adjusting language appropriately. The goal is providing opportunities for English learners to develop both informal and academic English skills.
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Elcc puede#3
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Elcc puede#3
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Assignment submitted by students of 5EEE of batch 2012-16,Amity University.
Members:
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Praroop Joshi - A2324612033
Rudraksha Rana - A2324612034
Prashu Prakash - A2324612039
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The document provides an overview of a presentation on communication and the interpretive mode in language learning. It discusses the importance of interpretive communication as assessed on the Advanced Placement exam. The presentation agenda includes defining interpretive communication, its importance in the curriculum, materials to use, and teaching strategies. Key aspects of interpretive communication emphasized are using authentic materials from the target culture and scaffolding tasks by language proficiency level. Listening and reading are discussed, highlighting challenges and resources to support comprehension at different levels.
teaching-speaking.ppt
This document discusses teaching speaking skills and provides examples of activities and techniques teachers can use. It covers 5 factors to consider in planning speaking lessons, such as the learner's proficiency and goals. It also describes direct and indirect teaching approaches, including controlled activities like dialog building and awareness activities, as well as fluency activities. The document emphasizes creating a comfortable environment for students to practice speaking through icebreakers, examples of which include introducing oneself and describing personality in 3 words, as well as discussing favorite foods and past emotions. Teachers should select icebreakers carefully and tie them to lesson objectives while allowing time for practice to increase student confidence and engagement.
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Elcc puede#2
- 1. Meeting the Needs of English Learners in After School Programs Part 2: Supper and Homework Time
- 2. Review • On a post it, write down two ideas that you remember from the previous training (2 minutes) • Turn to your “elbow partner” and share what you wrote down.
- 3. Objectives • Learn activities to use with English Leaners to practice English during Supper • Learn activities to use with English Leaners during Homework Time
- 4. • English Learners need to TALK! Provide opportunities for them to practice both informal and academic English in your program • New Common Core Standards require students to interact in rigorous and complex ways. After School Programs can both prepare and support them for this task • Supper is a great time to facilitate conversations
- 5. Supper Activity #1: Sentence Stems “The color of this “The texture of this “The flavor of this is (red, shiny, mahogany, burgundy).” is (bumpy, rough, uneven).” is (orange, sweet, acidic, tart).”
- 6. Supper You Try! •With a partner chose a topic to discuss with students pertaining to food •Create sentence stems that students can use to facilitate discussion (5 minutes)
- 7. Supper Activity #2 Preview Material •Introduce new vocabulary for the days lesson (flashcards, word lists, etc.)
- 8. Supper Activity #3: Conversation starters •Choose topics to create structured talking time •Provide sentence stems or cloze writing •Topics should be interesting to students, i.e. movies, music, video games, etc.
- 9. Homework Time • Great time to promote academic language • Challenge yourself and students to only speak using formal, standardized English during this time • Choose common slang terms to discuss synonyms and and create thesaurus charts
- 10. Activity #4 Thesaurus Chart Word Definition: synonym synonym synonym synonym synonym “the bomb” really good excellent outstanding exceptional superb tremendous
- 11. Homework Time You Try! •In table teams, pick 3-5 slang words •Create thesaurus charts for each word, listing 5 to 7 synomyns
- 12. Homework Time Situational Appropriateness •We use different types of language depending on our location/relationship – Locations: mall, place of worship, fast food restaurant, museum, concert, school, home – Relationships: sibling, peer, cousin, teacher, parent, store employee
- 13. Homework Time Role-playing •Pair students to have a discussion based on different situations •Students write out their discussion, then practice by speaking to one another •Give students various situations so that can see the difference in the type of language to use
Editor's Notes
- Do the same for other senses. Generate vocabulary lists that students can refer to when using descriptive language. Have them make connections between this food and something else they have eaten. Do comparisons. Have students make evaluation of food items. Ex. What are academic ways to say “good” 9delicious, tasty, amazing, delectable etc.)
- Have students practice and become familiar with new words in a relaxed and informal fashion.
- You can do the same thing for curse words. Depending upon age group, and if they rely on certain words to express themselves, give them more precise language. Thesaurus charts can also be used with regular words.