Lesson Plans
Looking for some great ideas to try with your learners? Well here you go …
Tutor Tip: "Work It"
by: Ken Lambert (Elizabeth ESL Tutor)
One of the ingredients for success among tutors is the learning tools they choose to use. After ascertaining a student’s immediate goals, a tutor will do well by reflecting on how such short-term goals could be reached. Learning materials ought to be appropriate for the student as well as interesting to the tutor.
Currently I am utilizing a book entitled “At Work in the U.S.” from New Readers Press. Most of the chapters focus on work-related themes for beginner students. Exercises include pronunciation, vocabulary, and dialogue to name a few. There are also simple poems for reading practice and recapitulation.
My student works in a factory and would like to communicate better with her co-workers. In addition she wants to get a better paying job. Don’t we all! I recommend this book for ESL tutors whose students are in similar circumstances.
Tutor Tip: "Write It"
by: Marilyn Meyerowitz (Elizabeth ESL Tutor)
A large cheeseburger with French fries, a chocolate shake and a big ice cream sundae” was the written response of one of my students to the question that I posed, “What would you like if you had only one more meal to eat?” Other responses included steak and all sorts of native dishes. This was a typical homework exercise that I had given my group some weeks ago after we read a story about food likes and dislikes.
My group, which meets Tuesday evenings at the Elizabeth Public Library, is at an advanced level. The homework, almost always a written assignment, stems from something that we have read or talked about in class. Usually the assignments try to incorporate some aspect of their native country or something that I think they are familiar with. Using these elements, they can write easily and not be intimidated. Each assignment is only a couple of paragraphs long.
The value comes from the next session when the students read aloud their homework. As each one reads, corrections in grammar and content are made. This gives me a chance to do some spelling and grammar exercises with the group. It also encourages group discussion. Often the reader will be asked to explain a point that was made or someone will compare the thought with something that has happened in his/her experiences. All of this encourages English speaking-our main goal.
How can this be adapted to groups that are more basic? Well, telling the student that the written work need not be grammatically correct or that spelling isn’t important helps to encourage them to write. Use simple ideas such as a favorite recipe, describing a day at work, telling about family and bringing in pictures. You can even ask “what do you see from your living room window?” Two or three sentences are a beginning. Being able to express one’s self both orally and in written form go a long way in helping our students achieve their goals of knowing and using the English language.
Click here for more helpful tips. . .
Use the Resource Guide!:
A Resource Guide is available to help our tutors and students with the opportunities and challenges encountered in literacy education. Compiled by tutor and volunteer, Marvin Smith, LVA/UC's Resource Guide is available in sections - on request - from the LV-UC office in Westfield.
"Rather than publish the entire Resource Guide," Smith said, "we think it is more useful - and cheaper - to make available sections on various topics. We can then adjust to feedback on the sections, make changes or additions as needed, and save the money that would have been spent on a traditional publication."
Five sections are currently available. They are:
Citizenship: Covers the requirements for U.S. citizenship and includes all 100 questions and answers from the U.S. Citizenship Test.
Health and Medical: Covers the special vocabulary needed to make medical appointments and to communicate medical problems to doctors, dentists, nurses and medical office staff.
Work/Employment: Covers preparing a resume, filling out job applications, job interviews, reading want ads, and role-play interview samples to practice.
Everyday Survival Skills: Covers banking, including checks, deposit slips, money denominations, etc.; food shopping, with specialty food vocabulary and label abbreviations; and transportation, with sample bus and train schedules.
Grammar and Pronunciation: Covers basic English grammar and punctuation, and includes pronunciation drills, tongue twisters, handouts and student tests.
To order any of the sections or if you have questions or suggestions for additional sections, contact Elizabeth or Ginny at the LV-UC office in Westfield, (908) 518-0600.
Sample Lesson Plan
This lesson plan was given to us by Charlene Engel, a Basic Literacy tutor in Union. She has been working with her learner for about six months and is so proud of his progress.
When they first started, Charlene's student loved to eat out in restaurants but his wife did the ordering for him. One of his goals was to be able to do his own ordering. This was a very S.M.A.R.T. lesson … great job Charlene Engel.
Long Term Goal: Restaurant Menus/Order Food
Short Term Goals: Read and order a meal for my son and myself.
Activities:
Read the entrée' section of the children's menu
Role-play ordering a meal
Circle words that you would like to learn
Make word cards with these words
Write sentences on the back of the word cards using words
Materials:
Menu from April's restaurant
Blank word cards
