4 thoughts on “Welcome to Teresa’s post-class activities”
Teresa Moore
(Fourth Task Assignment)
TASK:
Watch this video: http://www.tripppin.com/lounge#video=899
What activities could you do with students?
Choose one of the following tasks to complete:
1. Create and describe an activity for a traditional (offline) class.
2. Create and describe an activity for an online class.
3. Create and describe an activity for a private student.
For this task, please consider relevant details about your learners and their learning
Environments (e.g., age, level, class size, class length, program length) and include this information with the work you submit.
SUBMISSION:
E-mail Mau Buchler: tripppin@tripppin.com
I. Ages- 14-16
Level- 3
Class Size- 15 students
Class Length- One class meeting (50 minutes)
Objective: After viewing the video on graffiti and discussing the history of graffiti, students will create a graffiti wall in the classroom that contains drawings/descriptive words/phrases that represent their homeland.
A. MATERIALS NEEDED:
1. Large rolls of paper that can be used to tape on one entire wall in the room. These rolls are usually in all schools and can be found in the supply room or check with the art teacher. There are usually multiple colored rolls. Choose what colors you would like for your graffiti wall in your room.
2. Get many colored pens/colored chalk, or markers for the students to use for their graffiti wall. Get tape to use to tape your paper to your wall in your room.
3. Always set guidelines for the graffiti wall before beginning. Discuss this with the class members. No profanity or lewd, suggestive drawings. This is in the school community and we must adhere to school policy.
II. CLASS SET: (Procedure)
1. What is “graffiti?”
2. Where do we find graffiti? Is graffiti art? Could we describe graffiti as a ‘piece of art?’
3. Open this link for the class via teacher computer link on overhead.
http://www.fatcap.com/graffiti-type/color-pieces/pictures.html
4. Point out the various types of graffiti that are shown on the site: piece, character, street art, etc. Move the mouse over some of the pieces and the pieces are from around the world. (Spain, France, Italy, etc.)
6. Teacher will create her own word/graffiti wall sample on the overhead and share it with the students. The word wall will contain descriptive words and drawings of her home state: Kentucky. (Horses, mountains, THE BLUEGRASS STATE, a horseshoe, a basketball). There are FIVE.
7. The teacher will then show a written paragraph about her home state.
Paragraph: My home state is Kentucky and it is known as “The Bluegrass State” because of the lush grass and beautiful country side that has a mountain range called the Appalachian Mountains running through the state. My state is known for horses because we have the Kentucky Derby here. It is also known for being a state that values the sport of basketball because the University of Kentucky has won so many National Championships.
ASSIGNMENT:
A. In groups of three: Create your graffiti wall from a section of the graffiti wall in the classroom. Be creative and choose words, phrases, and drawings that represent your homeland. You must be precise and use FIVE words, phrases or drawings for your portion of the graffiti wall. That is FIVE each. This means that your portion will have a total of FIFTEEN in your graffiti section.
B. After completing your graffiti wall you will write a paragraph describing your homeland using the words or phrases to describe the art piece.
Teresa Moore
Post Class Assignment
ELT Techniques Post-Class Task
Principles of Content Creation for Pronunciation Lessons
Presenter: Jennifer Lebedev
DIRECTIONS
Do this task only if you did the Pre-Class Task and attended or watched the recording
of Jennifer’s class on November 22, 2013.
Reminder: To receive a certificate for ELT-Techniques, you must attend or watch at least
four classes and do the corresponding tasks before the end of the course.
You may do this task on your own or in collaboration with one other participant.
Due date: December 20, 2013
TASK:
Choose one task to complete:
1. Choose a target sound and design a short text for intermediate students.
Describe 2-3 ways you would use this text in class.
2. Create a short pronunciation-focused activity of 5-10 minutes that allows for
student-created content and builds self-esteem.
For this task, please consider relevant details about your learners and their learning
environment (e.g., age, level, class size, class length, program length) and include this
information with the work you submit.
SUBMISSION:
E-mail Jennifer Lebedev: jenniferlebedev@gmail.com
I. The sound that I have chosen to focus on for this assignment is the following English Sound:
θ
thing, author, path
II. The list of words that I have chosen is:
The
Then
That
They
There
Though
Father
Mother
Brother
Theirs
Rather
They’re
III. Oral Reading
Even though my father is a weatherman, he can't predict with absolute certainty whether it will rain or not. Neither can the other people who work with him. They say there's only a thirty per cent chance of rain, and the next thing you know, it's pouring. They predict snow, and there's nothing for another five days. Then, there's a blizzard. So rather than trust my father's weather forecasts, I use a more reasonable approach. I ask my mother.
IV. Two to three ways to use this text.
A. Build from words to phrases and practice the words in bold through repetition.
B. Use the photos and short phrases to talk about the weather.
C. Put students in pairs and have them practice the paragraph.
D. Using a Voki or voice thread (audacity), let students record their reading and share the recording with their classmates.
Task for Drew
I. Design a fluency bridge lesson
I have selected a recording that I found from online that would be great to practice conversation and to blend culture with communication. The link to the conversation that is titled… Fast Food Restaurant is below: http://www.dailyesl.com/fastfood-restaurant.htm
Plan:
A) The student level of proficiency is level 3 students
B) There are fifteen students in the class
C) Ages range from 14-15 years of age
D) The students are familiar with American fast food
I. Class set
A. Begin with a class discussion of American fast food places
B. Have you eaten at McD’s, Wendy’s, Taco Bell, etc.?
C. Discuss some of the food, their likes and dislikes,
D. What do teens eat in their country?
II. Have students access the link on their computers and listen to the conversation
III. Have them pay close attention to the BOLD print words and phrases
IV. Listen again to the conversation…then, have them read along with the conversation
V. Practice the conversation in chunks with them
VI. Isolate the bold print words/phrases and explain them since there are idioms in this conversation.
1) Bite to eat
2) Drop by
3) Hold the mayonnaise
4) Eats like a horse
5) Pick up
VII. After practicing and explaining the idioms and sentences in the conversation move to section II and role play.
VIII. Conclude with taking the class to McDonald’s or Wendy’s to continue their practice with ordering fast food.
This is a short plan.
Thanks, Drew
Teresa Moore
Hello, I am Teresa Moore and I wanted to begin my site on ClubEFL with my teaching philosophy.
Language can be defined as the human capacity for acquiring and using complex communication systems. At its basic form, language is a part of our thinking and an integral function of each of our lives. Studies by the linguist Noam Chomsky support the theory that language acquisition is a product of the subconscious that is very similar to the process children undergo when they acquire their first language. The concept of language acquisition is supported by Stephen Krashen’s theory that language is acquired more readily from a natural approach. Our system of communication is being redefined by computer technology that offers new ways of representing and mediating language, culture, and language teaching in general around the world. The study of language has made up the majority of my career as an educator. It is this influence that motivated me to expand my educational background to include the title, ESL professional.
The fundamental role of an ESL teacher is to utilize pedagogical knowledge of second language acquisition and English to instruct students whose native language is not English. Instruction that is research based and reflects best practice supports the role of a professional. A task based instructional method such as CALLA (cognitive academic language learning approach) makes use of the language learners’ prior knowledge to help them with comprehension and is based upon research from cognitive psychology. Another task based method that focuses on a content topic, collaboration, and a holistic approach to language learning is the CBI (Content Based Instruction) method. These methods of instruction for English Language Learners are not only used to facilitate content and language acquisition to meet state and ESL standards; but are also used by the professional in collaboration with the classroom teacher to modify, to scaffold and to provide low affective conditions that will assist the language learner in meeting the objectives of the instructional plan.
Assessment can be used to collect information about learning as well as to inform instruction. Research indicates that the use of performance assessments for English Language Learners can produce useful information for diagnostic purposes, can assess what they know, and can help teachers decide where to begin instruction and determine which groups of students need special attention. Assessment strategies that are flexible, constructive, and responsive to student needs and also rely on teacher’s feedback are effective. Language instruction is one facet of an ESL professional. To fully demonstrate the role of a professional, one must be prepared to be:
· A Creator
· A Trainer and Evaluator
· A Committed Advocate
In my role as a creator it is my responsibility to create opportunities that celebrate the culture and language of the English Language Learner and their families. These opportunities should encourage communication among English Language Learners, their families and the school community. Activities that offer these opportunities include culture fairs, home visits, celebrations of multi-cultural events throughout the building that are reflected with culture bulletin boards, media presentations that feature English Language Learners, and collaboration with content and elective classes to feature projects of English Language Learners that showcase their talents.
An ESL professional ensures that the school is in compliance with all guidelines of State and Federal Law and is prepared to demonstrate knowledge of the laws to policy makers and school administration as they pertain to the ESL program. Ongoing evaluation of the program ensures that rights of English Language Learners are protected and the program is in compliance with legal guidelines.
As a trainer, my role involves providing opportunities for the school community to receive information and training pertaining to instruction, guidelines and cultural biographies that influence the performance and success of English Language Learners. The school community should be informed of the aspects of WIDA/W-APT testing. They should be trained to use the ACCESS scores to inform instruction for English Language Learners. Specific instruction in creating language objectives, using Can Do Descriptors, correlating ESL standards and state standards to help close the achievement gap is an important role of a trainer. Training can be performed in a variety of settings and through a variety of modes. Some of these include:
· Professional Development presentations
· Sharing of Blog information
· Collaboration
· Individual training
· Inviting qualified personnel to present at faculty meetings
One of the most important roles of an ESL professional is that of advocate. As an advocate the ESL professional has opportunities and challenges. Remaining vigilant in ensuring accountability for English Language Learners in the school community as it pertains to state rules, laws and regulations is a priority. Promoting awareness of the difficulties faced by English Language Learners and their families not only linguistically but, emotionally and economically is important. Encouraging acceptance of the heritage language as an important part of the English Language Learner’s identity is also a role of the ESL professional.
As I have discussed here, my role as an ESL professional encompasses many opportunities and responsibilities that require me to perform multiple professional duties to ensure quality education and equal opportunities to ESL students. Ongoing personal reflection, personal assessment, and a commitment to professional organizations will ensure that the opportunities and responsibilities are both fulfilled and enjoyed.
Resource Information Internalized from the Following Sources:
(Georgetown College Endorsement Program, Dr. Christel Broady)
ESL Assessment & Culture
Communicating with Immigrants
ESL Leadership
ESL Teaching Methods and Technique
ESL Linguistic Theory and Analysis
Teresa Moore
(Fourth Task Assignment)
TASK:
Watch this video:
http://www.tripppin.com/lounge#video=899
What activities could you do with students?
Choose one of the following tasks to complete:
1. Create and describe an activity for a traditional (offline) class.
2. Create and describe an activity for an online class.
3. Create and describe an activity for a private student.
For this task, please consider relevant details about your learners and their learning
Environments (e.g., age, level, class size, class length, program length) and include this information with the work you submit.
SUBMISSION:
E-mail Mau Buchler: tripppin@tripppin.com
I. Ages- 14-16
Level- 3
Class Size- 15 students
Class Length- One class meeting (50 minutes)
Objective: After viewing the video on graffiti and discussing the history of graffiti, students will create a graffiti wall in the classroom that contains drawings/descriptive words/phrases that represent their homeland.
A. MATERIALS NEEDED:
1. Large rolls of paper that can be used to tape on one entire wall in the room. These rolls are usually in all schools and can be found in the supply room or check with the art teacher. There are usually multiple colored rolls. Choose what colors you would like for your graffiti wall in your room.
2. Get many colored pens/colored chalk, or markers for the students to use for their graffiti wall. Get tape to use to tape your paper to your wall in your room.
3. Always set guidelines for the graffiti wall before beginning. Discuss this with the class members. No profanity or lewd, suggestive drawings. This is in the school community and we must adhere to school policy.
II. CLASS SET: (Procedure)
1. What is “graffiti?”
2. Where do we find graffiti? Is graffiti art? Could we describe graffiti as a ‘piece of art?’
3. Open this link for the class via teacher computer link on overhead.
http://www.fatcap.com/graffiti-type/color-pieces/pictures.html
4. Point out the various types of graffiti that are shown on the site: piece, character, street art, etc. Move the mouse over some of the pieces and the pieces are from around the world. (Spain, France, Italy, etc.)
5. Open this link and describe briefly the history of graffiti to the class.
http://library.thinkquest.org/04oct/01253/history.html
ALSO show this link from an Australian who values graffiti:
http://www.tripppin.com/lounge#video=899
6. Teacher will create her own word/graffiti wall sample on the overhead and share it with the students. The word wall will contain descriptive words and drawings of her home state: Kentucky. (Horses, mountains, THE BLUEGRASS STATE, a horseshoe, a basketball). There are FIVE.
7. The teacher will then show a written paragraph about her home state.
Paragraph: My home state is Kentucky and it is known as “The Bluegrass State” because of the lush grass and beautiful country side that has a mountain range called the Appalachian Mountains running through the state. My state is known for horses because we have the Kentucky Derby here. It is also known for being a state that values the sport of basketball because the University of Kentucky has won so many National Championships.
ASSIGNMENT:
A. In groups of three: Create your graffiti wall from a section of the graffiti wall in the classroom. Be creative and choose words, phrases, and drawings that represent your homeland. You must be precise and use FIVE words, phrases or drawings for your portion of the graffiti wall. That is FIVE each. This means that your portion will have a total of FIFTEEN in your graffiti section.
B. After completing your graffiti wall you will write a paragraph describing your homeland using the words or phrases to describe the art piece.
Teresa Moore
Post Class Assignment
ELT Techniques Post-Class Task
Principles of Content Creation for Pronunciation Lessons
Presenter: Jennifer Lebedev
DIRECTIONS
Do this task only if you did the Pre-Class Task and attended or watched the recording
of Jennifer’s class on November 22, 2013.
Reminder: To receive a certificate for ELT-Techniques, you must attend or watch at least
four classes and do the corresponding tasks before the end of the course.
You may do this task on your own or in collaboration with one other participant.
Due date: December 20, 2013
TASK:
Choose one task to complete:
1. Choose a target sound and design a short text for intermediate students.
Describe 2-3 ways you would use this text in class.
2. Create a short pronunciation-focused activity of 5-10 minutes that allows for
student-created content and builds self-esteem.
For this task, please consider relevant details about your learners and their learning
environment (e.g., age, level, class size, class length, program length) and include this
information with the work you submit.
SUBMISSION:
E-mail Jennifer Lebedev: jenniferlebedev@gmail.com
I. The sound that I have chosen to focus on for this assignment is the following English Sound:
θ
thing, author, path
II. The list of words that I have chosen is:
The
Then
That
They
There
Though
Father
Mother
Brother
Theirs
Rather
They’re
III. Oral Reading
Even though my father is a weatherman, he can't predict with absolute certainty whether it will rain or not. Neither can the other people who work with him. They say there's only a thirty per cent chance of rain, and the next thing you know, it's pouring. They predict snow, and there's nothing for another five days. Then, there's a blizzard. So rather than trust my father's weather forecasts, I use a more reasonable approach. I ask my mother.
IV. Two to three ways to use this text.
A. Build from words to phrases and practice the words in bold through repetition.
B. Use the photos and short phrases to talk about the weather.
C. Put students in pairs and have them practice the paragraph.
D. Using a Voki or voice thread (audacity), let students record their reading and share the recording with their classmates.
Task for Drew
I. Design a fluency bridge lesson
I have selected a recording that I found from online that would be great to practice conversation and to blend culture with communication. The link to the conversation that is titled… Fast Food Restaurant is below:
http://www.dailyesl.com/fastfood-restaurant.htm
Plan:
A) The student level of proficiency is level 3 students
B) There are fifteen students in the class
C) Ages range from 14-15 years of age
D) The students are familiar with American fast food
I. Class set
A. Begin with a class discussion of American fast food places
B. Have you eaten at McD’s, Wendy’s, Taco Bell, etc.?
C. Discuss some of the food, their likes and dislikes,
D. What do teens eat in their country?
II. Have students access the link on their computers and listen to the conversation
III. Have them pay close attention to the BOLD print words and phrases
IV. Listen again to the conversation…then, have them read along with the conversation
V. Practice the conversation in chunks with them
VI. Isolate the bold print words/phrases and explain them since there are idioms in this conversation.
1) Bite to eat
2) Drop by
3) Hold the mayonnaise
4) Eats like a horse
5) Pick up
VII. After practicing and explaining the idioms and sentences in the conversation move to section II and role play.
VIII. Conclude with taking the class to McDonald’s or Wendy’s to continue their practice with ordering fast food.
This is a short plan.
Thanks, Drew
Teresa Moore
Hello, I am Teresa Moore and I wanted to begin my site on ClubEFL with my teaching philosophy.
Language can be defined as the human capacity for acquiring and using complex communication systems. At its basic form, language is a part of our thinking and an integral function of each of our lives. Studies by the linguist Noam Chomsky support the theory that language acquisition is a product of the subconscious that is very similar to the process children undergo when they acquire their first language. The concept of language acquisition is supported by Stephen Krashen’s theory that language is acquired more readily from a natural approach. Our system of communication is being redefined by computer technology that offers new ways of representing and mediating language, culture, and language teaching in general around the world. The study of language has made up the majority of my career as an educator. It is this influence that motivated me to expand my educational background to include the title, ESL professional.
The fundamental role of an ESL teacher is to utilize pedagogical knowledge of second language acquisition and English to instruct students whose native language is not English. Instruction that is research based and reflects best practice supports the role of a professional. A task based instructional method such as CALLA (cognitive academic language learning approach) makes use of the language learners’ prior knowledge to help them with comprehension and is based upon research from cognitive psychology. Another task based method that focuses on a content topic, collaboration, and a holistic approach to language learning is the CBI (Content Based Instruction) method. These methods of instruction for English Language Learners are not only used to facilitate content and language acquisition to meet state and ESL standards; but are also used by the professional in collaboration with the classroom teacher to modify, to scaffold and to provide low affective conditions that will assist the language learner in meeting the objectives of the instructional plan.
Assessment can be used to collect information about learning as well as to inform instruction. Research indicates that the use of performance assessments for English Language Learners can produce useful information for diagnostic purposes, can assess what they know, and can help teachers decide where to begin instruction and determine which groups of students need special attention. Assessment strategies that are flexible, constructive, and responsive to student needs and also rely on teacher’s feedback are effective. Language instruction is one facet of an ESL professional. To fully demonstrate the role of a professional, one must be prepared to be:
· A Creator
· A Trainer and Evaluator
· A Committed Advocate
In my role as a creator it is my responsibility to create opportunities that celebrate the culture and language of the English Language Learner and their families. These opportunities should encourage communication among English Language Learners, their families and the school community. Activities that offer these opportunities include culture fairs, home visits, celebrations of multi-cultural events throughout the building that are reflected with culture bulletin boards, media presentations that feature English Language Learners, and collaboration with content and elective classes to feature projects of English Language Learners that showcase their talents.
An ESL professional ensures that the school is in compliance with all guidelines of State and Federal Law and is prepared to demonstrate knowledge of the laws to policy makers and school administration as they pertain to the ESL program. Ongoing evaluation of the program ensures that rights of English Language Learners are protected and the program is in compliance with legal guidelines.
As a trainer, my role involves providing opportunities for the school community to receive information and training pertaining to instruction, guidelines and cultural biographies that influence the performance and success of English Language Learners. The school community should be informed of the aspects of WIDA/W-APT testing. They should be trained to use the ACCESS scores to inform instruction for English Language Learners. Specific instruction in creating language objectives, using Can Do Descriptors, correlating ESL standards and state standards to help close the achievement gap is an important role of a trainer. Training can be performed in a variety of settings and through a variety of modes. Some of these include:
· Professional Development presentations
· Sharing of Blog information
· Collaboration
· Individual training
· Inviting qualified personnel to present at faculty meetings
One of the most important roles of an ESL professional is that of advocate. As an advocate the ESL professional has opportunities and challenges. Remaining vigilant in ensuring accountability for English Language Learners in the school community as it pertains to state rules, laws and regulations is a priority. Promoting awareness of the difficulties faced by English Language Learners and their families not only linguistically but, emotionally and economically is important. Encouraging acceptance of the heritage language as an important part of the English Language Learner’s identity is also a role of the ESL professional.
As I have discussed here, my role as an ESL professional encompasses many opportunities and responsibilities that require me to perform multiple professional duties to ensure quality education and equal opportunities to ESL students. Ongoing personal reflection, personal assessment, and a commitment to professional organizations will ensure that the opportunities and responsibilities are both fulfilled and enjoyed.
Resource Information Internalized from the Following Sources:
(Georgetown College Endorsement Program, Dr. Christel Broady)
ESL Assessment & Culture
Communicating with Immigrants
ESL Leadership
ESL Teaching Methods and Technique
ESL Linguistic Theory and Analysis