Unit 2 Session 6 - August 2010

Please download to get full document.

View again

of 26
35 views
All materials on our website are shared by users. If you have any questions about copyright issues, please report us to resolve them. We are always happy to assist you.

Download

Document Related
Document Description
teacher development
Document Share
Document Tags
Document Transcript
  Unit 2 > Session 6 PDA Introduction to Tutoring ESOL: Developing ESOL tutoring skills 133 Unit 2 > Session 6 This session aims to: ã  introduce and practise methods of eliciting vocabulary (Outcome 2 and 4) ã  develop skills in concept checking vocabulary (Outcome 2 and 4) ã  explore a variety of online resources (Outcome 3) ã  select appropriate online or published resource and provide the rationale (Outcome 3) ã  explore how task type and level are linked (Outcome 3) We suggest that you allocate 180 minutes for the session.  Unit 2 > Session 6 PDA Introduction to Tutoring ESOL: Developing ESOL tutoring skills 134 Focus A Introducing vocabulary  Aims: To introduce techniques for eliciting vocabulary To practise eliciting vocabulary To introduce concept checking of vocabulary To practise using checking questions to clarify meaning Time needed: 90 minutes Materials: Handouts 1 and 2 Toolkit Session 13, page 107 Realia and visuals for elicitation in Task 1 Preparation: Cut up Handout 1 into Joke A and Joke B See also Toolkit Session 13, page105 Notes: You will need an alternative word for philtrum in Task 1, Stage 4 in case a trainee knows it. Task 1 Eliciting vocabulary Stage 1 Tell the students that you are going to tell them a joke, but that at various points you are going to ask them for help with some of the words in the joke. Tell the joke below, using the technique in italics to elicit each word. As you are given each word, elicit the stress and part of speech and write them on the board. Drill as appropriate. One afternoon, night, evening : morning  a man left his draw on board : house  and in the grassy area at the front : garden  he found a   black   and white Antarctic bird that can’t fly : penguin . He didn’t know what to do, so he took the penguin by the mime : flipper   and they mime : walked  towards the main road. When they got to the main road the man saw a picture : policeman . He got closer  : approached  the policeman and asked him what he should do with the penguin. ‘Why don’t you take him to the zoo, sir?’  Another word for answered: replied  the policeman. The policeman took out his realia: pen  and wrote the address in a page from his realia: notebook  and gave it to the man. ‘What a good idea!’ said the man. The policeman watched as the man and the penguin walked off in the direction of the zoo. The next day, the policeman saw the man and the penguin again. He was a little bit another word for confused: puzzled  and approached the opposite of even: odd   pair. ‘Sir. I thought I told you to take the penguin to the zoo,’ said the policeman. ‘Oh, I did,’ replied the man. ‘We had a better than good: fantastic  time. Today we are going to the cinema.’  Unit 2 > Session 6 PDA Introduction to Tutoring ESOL: Developing ESOL tutoring skills 135 When you are finished ask the trainees to remember how you elicited each word. Introduce or remind the trainees of the term elicitation at this point. The trainees should work in pairs to write down the techniques you used. Answers (techniques used) ã   part of a set  morning ã   drawing on board  house ã   description  garden penguin ã   visual  policeman ã   mime walked flipper ã   synonym/antonym  replied puzzled approached odd ã   partial synonym  fantastic ã   realia  pen notebook Stage 2  As a whole group, discuss ways to elicit the following words: fork huge short sneeze fence Potential feedback Here are some techniques that trainees might suggest: ã  fork — part of a set, realia, visual, mime ã  huge — partial synonym, story ã  short — antonym, mime ã  sneeze — mime ã  fence — drawing on the board, point at (out the window) Stage 3 Put the trainees into two/four groups and give each group one of the joke cards from Handout 1. Each trainee will need a copy. As a group, they should decide how they are going to elicit the underlined words. Regroup the trainees into pairs. They should take turns telling their jokes and eliciting the underlined words. Feedback should concentrate on any words the trainees found difficult to elicit and why.  Unit 2 > Session 6 PDA Introduction to Tutoring ESOL: Developing ESOL tutoring skills 136 Stage 4 Show the trainees a picture of a face, or use your own. Elicit eyes, nose, cheekbones, eyebrows etc. Finally point to your ‘philtrum’ (the groove below your nose) and try to elicit the word. The trainees will probably not know this word. Do not give it to them immediately, but make the point that if the learners do not know a word it cannot be elicited. When meaning has been clearly established, but the learners do not know the word, the tutor needs to give it to them. Tell them ‘philtrum’. Task 2 Concept checking questions (CCQs) Stage 1  Ask the trainees, ‘What is the opposite of interested?’ Some should reply ‘uninterested’ and some ‘disinterested’ —  if not, prompt for both words. Ask the trainees to decide what the difference is between the two words. Do not confirm any answers before pointing out that people/learners can say that they understand something without that necessarily being the case. Sometimes we need to check if learners really do understand a word. Ask: ã  Which word describes a judge in court? disinterested   ã  Which word describes a bored schoolboy? uninterested   ã  Which word has a negative connotation? uninterested   ã  Which word tells you the person is objective? disinterested  Tell the trainees that asking questions such as these is known as ‘concept checking’ or using checking questions. The aim of such questions is to ensure that meaning has been clearly established. Elicit from the trainees the types of questions that will work as checking questions and those which could cause more confusion. Potential feedback ã  Try not to rely on ‘Do you understand?’ as a way of checking understanding ã  Use ‘yes/no’ questions or questions where a very specific answer is required, eg ‘either/or’ questions ã  Don’t use language which is more complicated than the word you are trying to obtain, eg is someone who is disinterested impartial? This could cause even more confusion ã  Vocabulary can also be checked by learners undertaking tasks which show comprehension, eg matching, gapfills, etc  Ask the trainees for the stress and part of speech for uninterested  and disinterested .
Search Related
We Need Your Support
Thank you for visiting our website and your interest in our free products and services. We are nonprofit website to share and download documents. To the running of this website, we need your help to support us.

Thanks to everyone for your continued support.

No, Thanks
SAVE OUR EARTH

We need your sign to support Project to invent "SMART AND CONTROLLABLE REFLECTIVE BALLOONS" to cover the Sun and Save Our Earth.

More details...

Sign Now!

We are very appreciated for your Prompt Action!

x