Humor
It is crucial for teachers to be aware of the
characteristics of their learners and that
they
develop lessons that address both the
strengths and the needs of their
individual
students.
Whereas some learners may have little
formal education but
a great command of
basic spoken English, others may have an
excellent grasp of formal grammar but be
unable to understand native English
speakers in real life situations.
If teachers are aware of the
differences within their classes, they
can
develop lessons that build on individual
strengths and address individual needs.
In order for teachers to
plan classes that best
address the needs of particular learners, careful
assessment needs to be done, both when
students enter the program and a they progress.
In particular, teachers need to obtain
information about students' native
language
literacy skills.
Whether it will be possible to set up native
language
literacy classes or not will be based
on a variety of factors. What is crucial
is that
each program decides how it will address the
particular needs of ESOL
students with little or
no first language education.
Once students are placed
in classes, methods and
materials should be chosen based on the students'
learning styles and needs with attention to differences
in formal education,
age, cultural background, interest,
and life experiences.
Teachers also need to
be aware
of how learning disabilities may impact the progress of
some ESOL learners and seek assistance in assessing
and responding to the particular
needs of learning
disabled (LD) students. It is important for teachers to
use a
wide variety of teaching strategies in order to
help all students progress
Adult ESOL learners need to develop English language
skills that will allow them to understand and
be
understood in both oral and written English. The
emphasis of instruction,
therefore, should be on those
activities that increase students' ability to communicate
their own thoughts and to understand the ideas of
others in a variety of settings.
For the
language classroom this implies that students
will benefit from practice in listening, speaking, reading,
and writing that takes into account the kinds of
communication that happen in different contexts
outside the classroom.
Materials, content, and
methods should help students improve their ability to
communicate and to understand authentic English.
Reading and listening clearly go beyond word-by-
word translation. Classroom activities can equip
learners to better understand written and spoken
English when instruction
includes strategies for
deriving meaning: pre-reading, skimming, asking
clarifying questions, and recognizing the reductions
that are characteristic of
American English, among
others.
Speaking and writing
instruction need to prepare
students to express original thoughts as well as to
engage in formulaic social exchanges. Teachers should
plan classes in a way
that maximizes the amount of
time that all students spend expressing thoughts
and
feelings in English, using plenty of small group and pair
work.
Classroom instruction should include strategies
and practice in finding a variety of ways
to get ideas
across in spite of limited vocabulary. Language learners
also need to learn to adjust their speech, depending on
who they talk with (the boss or
their children), what
they want to accomplish (make a request or give an
order), or what the level of urgency might be (“I need
help NOW!” or “Would you be so kind as to...”
Similarly, writing lessons should give practice with real
writing tasks found outside the
classroom, and help
students express original ideas. Letter writing and
journals are examples of classroom activities in which
the learners practice finding their own voices in written
English. Students need to learn how to
adapt their
writing style based on audience and purpose.
Beginner A1, ESOL Entry 1.
Planning and Training
I am Mr. / Girgis
I do the training and planning of:
1-Educayion researches and journal articles
2-Curriculum design.
3-Curriculum analysis.
4-Curriculum Development.
5-Training units,lectures,conferences and workshops
6-A model lesson plan.
----------------------------------------------------------------
Here is a model lesson plan example for teaching
English for adults, face to face, Egypt.:
Teaching English for
Adults, face to face,
Egypt.
Cycling / Car Driving
Teacher:
I am Mr. / Girgis Hanna Haroun Abdoh.
Country:
Egypt.
Topic:
Pros and cons of cycling / Reducing carbon emissions
Level:
Low intermediate / B1
The Objectives:
By the end of the lesson , learners become able to listen, speak,
read and write about the pros and cons of cycling and driving
cars through using critical thinking skills.
Learners :
1-listen, speak and function
the vocabulary through using pair work,
realia, photos and real daily life situations.
2- Practice the new structure through pair work and dialoguing
in pairs or peers.
3-Analyze, synthesis, do projects and solve problems.
4-Solve 3 problems through using digital technology.
5-Learners act the scenes and play roles.
Introduction
Through this lesson, students think, analyze and evaluate and discuss
the advantages and disadvantages of cycling and consider what else
they could do personally to reduce their carbon emissions.
Issues: Cycling and pollution.
Values: Co-operation-Collaboration-Loyalty-Belonging-
Materials provided:
1-Lesson plan:
It's a guide for me to do the procedure
2-Photos, worksheets and smart board:
My global site has the 3 worksheets.
Learners download them. It's for use in class.
3-My site, Video Film and Data show screen:
My global site has the video film.
Learners watch the cycling film through at the data show screen in classroom.
Time:
105 minutes
Introduction
In this lesson students think about and discuss the advantages and
disadvantages of cycling and consider what else they could do
personally to reduce their carbon emissions.
Activity 1: (20 Minutes)
New Vocabulary and structure:
I Give learners worksheet.
I use work sheet photos, smart board, body language, real situations,
lexical approach, pointing, miming, synonyms, antonyms and acting
the scene to present the new vocabulary so that learners know the
vocabulary meaning, feel it and practice it in pairs communicatively.
(Cycling- driving- advantages- disadvantages- pollution- reduce-
fossil fuels-aggressive speed- -machines --endangering, the traffic
jam, instead of, Take public transport ,go on holiday, by train, flying
Communicative Pair work
Learners communicate through asking, answering, thinking,
commenting and suggesting if they
cycle to work/school, why? Why not?
drive to work / school, why?why not?
Learner 1 : What do you do you to reduce pollination?
Learner 2 : I cycle to work instead of driving.
/ Take public transport - driving/
/ Train - flying/
/ Recycle the rubbish -Throwing /
/ Plant a tree -burning tree/
I monitor, guide and check.
Interviewing:
Each work group can interview a group presenter about his real
experiences. This create a real situation communication.
2-Avtibity 2: (20 Minutes)
Collaboration : Doing projects:
After exchanging roles, I divide the learners into 3 new work groups .
4-Activity 4: (20 Minutes)
Using Digital Technology:
Learners download the work sheet from my
1-global education website:
2-or from my education blog:
https://mrgirgis.blogspot.com/
Learners watch a video Film about Cycling and pollution practically.
1-What did you watch?
2- What is the problem?
3- What are its reasons?
4-What are the solutions in your view?
5-Activity 5: (20 Minutes)
Analysis, synthesis, evaluation and creation
Playing Roles:
I ask my learners about real life situations:
A case study: (Pollution) and doing tasks:
1-What could you do to reduce your emissions?
2- Learners answer to do a task.
Elicitation:
Would you be able to ....?
Feedback:
Today, we have learnt about cycling, driving, pollution problem and
finding solutions.
Finish by finding out from whole class:
1- How many Ss would implement these solutions?
2-Are any of them impossible?
Further practice suggestions
For homework, I have my students create or update their solutions got
the problem in
English. I have them bring these practical suggestions
into class, share some highlights
and edit them using their peers’
feedback.
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