Activities/Lessons

Needs Assessment:

There are many different ways to approach a needs assessment. It is important to note your audience as well as the approximate level of the classroom to find an assessment that will not be demotivating or too challenging for the learners. I have always been one to think that a survey and conversation is a great way to understand and figure out the needs of each learner. I found an interesting set of needs assessments in a pdf put together by the Center for Applied Linguistics. The document has both needs assessments that you can give the learners to find out more about them, but also some activities for students to self-reflect on throughout the learning process. One of the needs assessments includes a version for beginner, intermediate and advanced learners. The beginners one has images for the learners to circle based on the question asked, the intermediate/advanced includes more questions as well as no images. I also think it is important to follow up with the learner after they filled it out and try to have a conversation where they could explain their answers. It is a way to learn about the students needs as well as getting to know them a little better.

Link: http://www.cal.org/caela/tools/program_development/elltoolkit/Part2-5NeedsAssessment&LearnerSelf-Evaluation.pdf

Speaking activity

For the purposes of this exercise, I chose one of the Canadian Language Benchmarks for English as a Second Language for Adults:

− Responds appropriately to common greetings, introductions, and leave-takings.

This lesson is as a review for a beginner level course. The activity I chose to do is what I call the “Ball Game”. It is one that the learners tend to enjoy as a review instead of sitting in their chairs.

The lesson/activity would start with learners sharing the different greetings they remember and the instructor writing them on the board. Then, as a way to practice common greetings and introductions, the learners will find a spot around the room, though not too far away. They do not need to stand in a circle (though they can). Once everyone has a spot, the instructor starts by saying a greeting, for example, “Hello Joe, how are you?”. Then the instructor would throw the ball to Joe (one of the learners). Joe would then respond with an appropriate saying, in this case, “I am good.” Then the learner would say one of the greetings or introductions to one of their peers. This would go on until all of the learners have gotten a chance to say and respond to a greeting. It is a great way to get to hear the learners speak as well as getting them to practice in a safe environment.

Pronunciation activity

I decided to use Sample 3 (Tina) to create this lesson. It is only a short lesson of about five minutes. When talking, she had difficulties with the /sh/ sounds, in particular when she was talking about shopping. The objective of this lesson is to help her develop and strengthen this sound.

As it is only a five minute lesson, I would start by modeling the sound. I would follow the modelling of the sound with having the learner repeat it. Then I would use different examples or images of words that have that sound.

- Shoe

- Shout

- Shop

- Shrimp

- She

- Shell

We would then go over the words together, again in a model and repeat style. After this, we would use these words to create some easier tongue twisters that the learners can then practice.

- “She shops for shoes and shrimp”

- “She shouted at the shell.”

- “Shoe, Shop, Shrimp”

After the easy tongue twisters are mastered, I would give the learners more common and difficult tongue twisters like “She sells seashells by the seashore.” The learners will have time to read through and practice the tongue twisters before they are asked to find partners and practice together.

Pronunciation Feedback Script

The instructor and learner are having a conversation about what the learner does on the weekend. This conversation is part of how the instructor is evaluating fluency.

I: What is your favourite weekend activity?

L: I like golfing. I blay golf every weekend and I watch it on the television.

I: What is your favourite club or stick? I do not know a lot about golf.

L: My favourite bart is on the green and I use my butter.

I: Why is that your favourite part?

L: Because I do not need to hit the ball too far.

I: Can you remind me what that club is called again?

L: The butter.

I: The butter?

L: No, the butter (trying to make the /p/ sound)

I: Oh, the putter. I noticed sometimes when you mean to make the 'p' sound, you instead make the 'b' sound. When you are saying words with a 'p', you want to bring your lips together, but not bring them inside your mouth. You exhale and separate your lips at the same time. Let's try it.

L and I: (Practicing the 'p' sound in unison)

I: Great! Now, try the name of the club again.

L: The putter.

Lesson Plan 1

Date: October 10th, 2018
Class levels: intermediate/advanced
Class Time: 1 hour

Communicative Language Task Goal

The learners will be working towards the Listening Benchmark - Comprehending instructions.

The learners will be working to understand complex directions that have multiple steps and instructions.

They will be working in situations that are familiar to them.

By the end of the lesson today, learners will:

• Be able to follow instructions and directions on how to get to a destination.
• Be able to follow a podcast recipe for Macaroni and Cheese.

Lesson procedure

Lesson activities and procedure	Language focus	Language Skills	Purpose of the activity	Interaction	Time
Group discussion on how to follow directions. The learners will be going over the structure of directions and how the steps we need to take to correctly follow the directions.	The learners will be working on their background knowledge as well as vocabulary.	Speaking and listening	They are doing this activity to engage the background knowledge they already have about following directions.	The learners are having a conversation as a whole class.	15 minutes
Partner practice of following directions (Google maps audio instructions to get from Winnipeg to Saskatoon) and showing the route on a map.	Practicing and putting into practice the vocabulary and knowledge	Speaking and listening.	They are doing this activity to practice following directions as a group.	The learners are discussion and working through the directions in partners.	30 minutes
Following a podcast that describes a recipe for Macaroni and Cheese. The learners must listen to the recipe and put in order the ingredients and instructions.	Knowledge and interpretation of the  recipe.	Listening and reading.	Have the learners show the knowledge and understanding they gained about following directions.	The learners will be working individually.	30 minutes
Activity summary	Summarizing what was learned as well as answer any questions.	Listening, Speaking	The learners can reflect on what they learned as well as what they still think they need to work on.	The whole class will participate in the conversation.	10 minutes

Exit Assessment

The learners will fill out an exit slip before leaving that will include questions about what they gained from the lesson as well as a spot for people who are nervous to ask questions in class to write their questions.

Reflection and Suggestions for Next Time:

Your notes after the lesson