Session 9 - August 2010

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  Unit 1 > Session 9 PDA Introduction to Tutoring ESOL: Language and learning in ESOL 253 Unit 1 > Session 9 This session aims to: ã  introduce language functions and exponents (Outcome 4) ã  introduce language grading (Outcome 4) ã  practise effective instruction giving (Outcome 4) ã  provide preparation for Outcome 4 assessment (Outcome 4) We suggest that you allocate 180 minutes for the session.  Unit 1 > Session 9 PDA Introduction to Tutoring ESOL: Language and learning in ESOL 254 Focus A Functional language and exponents  Aims: To introduce language functions and exponents To provide practice in identifying functions and exponents Time needed: 75 minutes Materials: DVD — Getting your message across Handouts 1, 2, 3 and 4 Preparation: Preview the DVD clip See also Toolkit Sample Session 9, page 84 Notes: Both Sessions 9 and 10 cover the knowledge and skills for Outcome 4. It would be useful if the trainees were provided with opportunities to observe ESOL delivery. Task 1 Functions and exponents Stage 1 Tell the trainees that they have moved to a different country. They need to enrol in a language class. They do not have access to the internet and there are no other English speakers living locally. What are the stages they will have to go through and what are the feelings they will experience as they do? While taking feedback don’t focus too much on the stages. Write some of the words to do with emotions/feelings on the board. Use this as an opportunity for a mini word-class review by insisting on adjectives, then asking if the trainees can provide the noun forms, eg worried  — worry; confused — confusion. Potential feedback ã  Stages — making appointments, taking tests, reading e-mails/letters, buying coursebooks etc. ã  Emotions/feelings — nervous (before and during enrolment — especially if telephoning), confused/embarrassed (filling out forms, during conversation, during tests), worried/apprehensive (finance, about attending a new course), relieved (when it has been successfully completed).  Unit 1 > Session 9 PDA Introduction to Tutoring ESOL: Language and learning in ESOL 255 Stage 2    Distribute Handout 1. Tell the trainees to watch the video clip (Getting your message across) and make notes on how the learner felt and how the interviewer behaved. Potential feedback Learner — confused, nervous, apprehensive, worried, comfortable (once put at ease by interviewer) Interviewer — helpful, calm, efficient Tell the trainees to watch again and to take a note of the two offers of assistance and the two questions about the learner’s address. Let the trainees compare their answers, then distribute Handout 2 for them to confirm. Answers Offering assistance: What can I do for you? Can I help you?  Asking for address: Would you mind telling me where you live? What’s your address? Stage 3 Provide Handout 3. Introduce/explain the terms function  and exponent  and tell the trainees to complete the paragraph defining them. During feedback make sure the trainees are comfortable with these terms. Answer Functions  are our purposes  when we are using language. We often describe them using the  –ing  form (asking, suggesting, apologising etc.). Exponents  are the pieces of language  we use to achieve  those purposes. Stage 4 The trainees should look at the other questions on the handout related to functions and exponents. In groups, they should come up with exponents for the three functions and name the functions where an exponent is given. Monitor and provide suggestions, taking note of any interesting exponents they think of.  Unit 1 > Session 9 PDA Introduction to Tutoring ESOL: Language and learning in ESOL 256 Potential feedback  Asking for the time: What time is it? Excuse me. Have you got the time? Have you got a watch?  Apologising: Sorry! I really am most terribly sorry. Please forgive me.  Answering the phone: Hello. 555 6767. Good afternoon. How may I help you? Leave taking: See you! Organising an appointment: Would 9.30 be convenient? Making a financial transaction/ That’ll be £12.50, please. asking for payment: Task 2 Function dialogue Stage 1 Display the function cues from Handout 4 on the board. Tell the trainees to imagine two older people meeting in the street. Elicit a conversation from the group based on the function cues and write the suggestions on the board to create the dialogue. Stage 2  Ask how the conversation would be different if the speakers were young people. Elicit some different exponents which would still cover the same functions. Stage 3 Put the trainees into pairs, provide Handout 4 and assign different roles to them (eg two teenagers at a party, two new work colleagues, two minor celebrities on a reality show, a couple in a new relationship, a mother and child, two old friends). The pairs should script a dialogue which is based on their roles and use the function cues. Pairs should then act out their dialogue and the other trainees should try to guess what the relationship between the speakers is. Highlight how relationship affects our choices of exponents.
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Absen Jaga Poli

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