what kind of a lesson plan would you use for a writting activity to beginner esl students?

Answer 1

I would have them write an essay first. You provide the title. Don't specify length. That will help guide you regarding where each persons skills are (what level they're on). Based on that, what is the common denominator between them, besides not knowing English well? Structure a plan around individual topics to cover. When they leave the course, you will have made them as well-rounded as possible in the language.

Answer 2

Assuming the students are low beginners I would use a TPRS lesson. This entails chosing 3-5 basic words such as "wants", "needs", "looks for", "there is" or any other useful words that they could have immediate use for. Write these words on the board. These key words should also be tangable, and not abstract. Introduce the vocabulary, have them use dictionaries to find the exact meaning in English. Give them an action to associate with the words. Then from there ask some personal questions to help them relate to the words. Example: What do you want for lunch? Then do a personalized story. The story should include 2 people, a situation and then a problem. Telling the story is key. Asking this or that choice questions really helps. Circle the vocabulary with many many questions. They will show their understanding by responding, nodding, adding details. Working with the vocabulary in the context of a story makes it much much easier for the students to remember the words later and be able to actually use them. After finishing telling the story, they can try to retell to the best of their ability in partners. After this, depending on the time, you can write out the story and have the students draw illustrations of what they understood. This is making it also a writing activity, and not just oral. Oh....one more thing.....make the story as bizarre as possible. This helps with the students remembering the words.

In recap:

1. Intro vocab with dictionaries and gestures
2. Personalized questioning using the vocab.
3. Story telling (with many many questions--some open ended, other times with options for them to choose)(also using actors helps)
4. Retelling of story
5. Writing story as a class (and again add more details)
6. Reading what they have written (pronunciation)
7. Illustrate story (doesn't have to be great!)
8. Perhaps questions to answer for homework.

Hope this helps! I use TPRS (teaching proficiency through reading and storytelling) in both my English and Spanish classes. The kids overall really enjoy the stories and I've noticed a marked improvement in both oral and written fluency!

Answer 3

Wait till you get there and word what they prefer you to do. in quite some situations, they purely choose the interior of reach speaker to practice conversing and listening, not grammar (that is sweet because maximum interior of reach audio gadget won't be able to describe the grammar). if you're in a center or extreme college, that's obtainable you'll purely see each and each crew of scholars once a week. you'll prefer to artwork with the chinese instructors of English to work out what they are masking, then do oral activities with that language. i do not see everywhere on your lesson plan the position you've scholars operating in the route of the language you're modeling and featuring. quarter-hour is in basic terms too lengthy a presentation for beginning scholars. the conception of a warmth up is spectacular. in quite some faculties, there are 50-60 scholars in line with type. you'll have hassle doing any pastime that calls for playing cards or factors in 5 minutes.

Answer 4

Beginners? Well, it depends on their age but I would suggest a letter-writing activity. You can write a simple letter to them, modeling basic structions:

"My name is..."
"I was born in..."
"I came to Canada in..."
"I live in..."
"I have [two brothers] and [one sister]."
"I work at..."
"I enjoy [+gerund]"

Those are a good mix of tenses and verb forms.

Then, ask them to write back to you. If they're students with strong study skills, they will use the forms you modeled in your letter. If their study skills are weak, they won't think to mimic what they were given. This will help you ID their academic AND linguistic abilities, so you know where to direct the course.

In terms of the actual lesson planning form, just use your favorite one. Make sure it includes your objectives, resources and procedures, with a space for post-lesson reflection.

Answer 5

You must understand the differences between the 2 languages.
the D sound we us is simular but different in how it is made with the mouth and tounge. THEY place the teeth between the teeth and extend the tip thru them. In spanish the tounge is behind the teeth and almost a THEY sound.

I used to teach pre-schoolers how to read(ENGLISH), I would focus on words and phrases that would allow the students to realize how each word (or language in your case) flows fluidly thru the mouth.

Each student has different needs. You can explore each of their needs by studing THEIR papers that they turn in. Try to approach the LESSON plan as a way to guide YOU thru THEIR development and in turn you will be much more able to deal with the students process of learning the SECOND language.

As I am sure you know the "MENTE" ending is simular to our "LY ending in words. Utilize simularities like this to again GUIDE your students thru the pitfalls of ENGLISH>>>>>>>>

The pitfalls I mentioned are how we have words that sound the same but have different meanings. CONTEXT of the use of the word is VERY important in the ENGLISH spoken (or written)
language....................

I do hope this was helpful ................
an other hint, have your students go thru a few days of JUST english speaking. This FORCES them to deal with ENGLISH ONLY. Have you noted how the FEMALE students learn at a much faster rate then the MALE students?????? This is due I believe to the construction of the Male verses the Female brain.

Each of them have 2 halves but, the FEMALE brain has over 50 smaller connections between the 2 halves. The MALE brain has ONE large one about the size of a "pinkie" finger between the 2 halves...............

sigh, this may have been a bit of over kill but try to deal with language learning as a path to be followed. ALONG the path you gain understanding of your (their) subject matter.

Again I mention to start off with SOUND differences of each language.

winks and a smile