Posts tagged ‘ESOL’

research journal: a pre-reading/grammar practice task

There was a reading text with comprehension questions the students had to answer as part of their PSD assessment task in the unit Local Services.

The Plan: To identify the verbs in a word cloud & make present simple sentences using these words.

The preparation: I created a Wordle of the text & inserted this into an IWB presentation. A class was created in Ask3 & the code for this class included on the IWB. Students could them take a photo of this to create a video using Ask3.

The lesson: The students had been doing work on the present simple for daily routines with their personal tutor, so I started the session with a quick warmer. Students had list as many verbs as they could think of in 3 minutes & during feedback for this they had to make sentences using these verbs. Read more ►

interviews: ESOL tutor

We started the discussion reviewing the tutor’s initial ideas in taking part in the project (this tutor had been unable to attend any of the group meetings including the first one where we shared our initial ideas.)

Her aims in taking part in the project were: Read more ►

research journal: ESOL apps 2

I was so pleased to have a week to reflect on how the lesson had gone with the ESOL quote 2students and I was also fortunate to have an ESOL tutor come to peer observe me.

The plan: The biggest challenge I found for this lesson was the level of my students and what language they would need to review their apps. It took me a while to think about how I could simplify this enough & give them the language they would need.

model text

model text

Read more ►

research journey: ESOL apps

Following a discussion with the maths tutor about how her students were using the maths apps I had the idea of how I could get my E1 ESOL students to explore ESOL apps.

Quote from my blog

Quote from my blog

The Plan: I hadn’t used any subject specific apps with my students, and at this time wasn’t really sure what would make a ‘good app’. Therefore, I wanted to include my students in evaluating app so we could decide together what makes a ‘good app’

The Preparation: I searched the app store using the four skills (listening, reading, writing, speaking) and was confident there were enough free apps available for students to explore. Read more ►

interviews: ESOL & Foundation Studies tutors

These tutors were interviewed together.

Foundation Studies Tutor

How she had used the iPads:

  • The iPads were used for a specific project around designing an imaginary garden

Benefits: Read more ►

research journal: differentiation & iPads

I had two new beginner students, plus an existing beginner student,  one student who is orally very strong but a very weak reader & then the usual mish mash of E1 readers.

The Plan: To have a vocabulary re-cap warmer on the topic of food as a lead in to a reading task about healthy eating.

The Preparation:

One set of pictures of different foods to be used as prompts for a spelling test type activity. One set of words (to be used to match to pictures) & one list of food words with two incorrect & one correct spelling.

eg. chicken / chken / chikan.

A reading text & a photo of the reading text on the iPad which was inserted into the Ask3 app where I then made a video reading the texts aloud. Read more ►

research journal: reading

The plan: To use the language experience approach to create a class text based on the PSD topic of Staying Safe. To use a whiteboard app for students to record themselves reading the text.

The preparation: minimal really! I created a class within the Ask3 app ready to share this with the students. I had a blank IWB slide ready & I was aware of the assignment criteria for the PSD unit so I wanted to try to steer the discussions if possible while allowing students to create a class text.

The lesson: We re-capped on activities on Staying Safe that we had covered last week & I started by asking students about their daily routines. We built up a paragraph on the IWB & I had different students read the sentences, identify the capital letters, etc. The next paragraph was based on what they do when they leave the house & how they can ensure the house is kept safe & also about keeping themselves safe outside. We continued to read and re-read the text between students. Read more ►