GSTESOL Listening & Speaking for YL
Final assignments
The final assignment has 3 parts:
1. Lesson plan and materials (listening or speaking lesson)
2. Teaching script
3. Reflection paper
** This page will be updated soon with more information about the assignments
1. Lesson plan and materials (listening or speaking lesson)
2. Teaching script
3. Reflection paper
** This page will be updated soon with more information about the assignments
1. Lesson plan and materials (listening or speaking lesson)
The main component of the final assignment is to create a listening or speaking lesson plan and materials for young learners.
The lesson should follow the E-I-F framework for speaking /or/ the P-D-P framework for listening.
The main component of the final assignment is to create a listening or speaking lesson plan and materials for young learners.
The lesson should follow the E-I-F framework for speaking /or/ the P-D-P framework for listening.
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Tips for starting an E-I-F lesson:
Choose suitable target language. Expressions should be at the right level for young learners and have a few options for variation. The lesson should be designed in a way to introduce the target language with a focus on meaning and context of use. Remember: Young learners do not really understand explicit explanations of language, so keep it meaning-focused. The internalize stage should be scaffolded, perhaps starting with the vocabulary and then building up to using the full target language expressions. 
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Tips for starting a P-D-P lesson:
Start by choosing a listening material. This could be a recorded conversation/dialog, a story video, a song, or any short video on Youtube that has language and expressions which can be used for building comprehension. 2-3 minutes is a good length. See videos and children's channels on Youtube for ideas. Your listening material is called your "text". Learners may listen to the text 3-4 times during the lesson, each time with a different task. Remember: A listening lesson should be focused on building comprehension. You are not teaching speaking. Actvities should be designed and sequenced in a way to keep the focus on building comprehension of the listening material. The Pre stage and the Post stage are for other skills. | ||
Purpose for writing lesson plans:
In your everyday teaching, you may never write detailed lesson plans. However, writing a detailed lesson helps you to explicilty think about how you will organize and proceed with each step of a lesson. Creating detailed lesson plans helps to approach lesson planning with a clear perspective informed by teaching concepts and good practice.
In your everyday teaching, you may never write detailed lesson plans. However, writing a detailed lesson helps you to explicilty think about how you will organize and proceed with each step of a lesson. Creating detailed lesson plans helps to approach lesson planning with a clear perspective informed by teaching concepts and good practice.
General tip for writing lesson plans:
A lesson plan should have enough detail so that anybody reading can understand exactly what the teacher and the students are doing at each step of the lesson. Another teacher should be able to follow your lesson plan and teach approximately the same lesson that you planned. Include enough detail. Here are some examples that need improving and more detail:
"explain the meaning of the words" = how? with what material?
"check students have understood" = how? what questions will you ask?
A lesson plan should have enough detail so that anybody reading can understand exactly what the teacher and the students are doing at each step of the lesson. Another teacher should be able to follow your lesson plan and teach approximately the same lesson that you planned. Include enough detail. Here are some examples that need improving and more detail:
"explain the meaning of the words" = how? with what material?
"check students have understood" = how? what questions will you ask?
A good lesson plan should:
- follow the framework
- have lots of variety ~ various materials, learning styles, activities, and so on
- be student-centered
- give the students lots of skills practice
- include contextualizing, modeling, scaffolding, checking, personalizing
Materials can be found online or created. All digital materials (PPT, worksheet, flashcards, etc.) should be included with the lesson plan. For realia (toys, puppets, crafts, etc.), you can include a picture in the lesson plan.
Example lessons
These lesson plans are examples for how to write lesson plans. These files are just the lesson plans, the materials have not been included here.
These lesson plans are examples for how to write lesson plans. These files are just the lesson plans, the materials have not been included here.
| example_lesson_plan_1.pdf |
| example_lesson_plan_2a.pdf |
Lesson plan templates + checklists + general tips
| activity_route_map_form_-_speaking.docx |
| activity_route_map_form_-_listening.docx |
| yl_final_presentation_checklists.pdf |
| general_teaching_and_lesson_planning_tips_.pdf |
2. Teaching script
Submit a classroom language script with your lesson plan. A teaching script includes the language, instructions, questions, examples etc. that the teacher speaks during the lesson.
The teaching script can be a plain document (see example file below) that includes examples of the language that the teacher will use at different stages of the lesson. The teaching script does not need to be everything the teacher will say during the lesson. It does not need to include every step of the lesson. However, it should contain examples of key phrases, introductions, transitions, instructions, checking questions, explanations, and so on. The script should be about 2 pages.
Classroom language links:
https://www.eslbuzz.com/classroom-language-for-teachers-and-students-of-english/
https://eslflow.com/classroomexpressions.html
Here is an example script. You can copy this format and delete the red text. The red text is just example language.
Submit a classroom language script with your lesson plan. A teaching script includes the language, instructions, questions, examples etc. that the teacher speaks during the lesson.
The teaching script can be a plain document (see example file below) that includes examples of the language that the teacher will use at different stages of the lesson. The teaching script does not need to be everything the teacher will say during the lesson. It does not need to include every step of the lesson. However, it should contain examples of key phrases, introductions, transitions, instructions, checking questions, explanations, and so on. The script should be about 2 pages.
Classroom language links:
https://www.eslbuzz.com/classroom-language-for-teachers-and-students-of-english/
https://eslflow.com/classroomexpressions.html
Here is an example script. You can copy this format and delete the red text. The red text is just example language.
| example_teaching_script.docx |
3. Reflection paper
Assignment:
Write a 2-3 page reflection paper about your experience, ideas and opinions related to this course.
Single space, 10 or 11-point font. Submit on the HUFS e-class assignments page.
Deadline: Tuesday 30 June
Click here to see all of the videos from this semester for review purposes.
In your reflection paper can choose to answer any of the following questions:
Assignment:
Write a 2-3 page reflection paper about your experience, ideas and opinions related to this course.
Single space, 10 or 11-point font. Submit on the HUFS e-class assignments page.
Deadline: Tuesday 30 June
Click here to see all of the videos from this semester for review purposes.
In your reflection paper can choose to answer any of the following questions:
- What did you learn from this course that will influence your future teaching?
- Which concepts did you find most useful?
- Were there any specific techniques that you liked?
- Which topics did you find least helpful? - for example topics that you were already very familiar with or you felt were not relevant.
- What, if anything, did you not like about the course? Was there anything that hindered your learning?
- How are your thoughts about learning and teaching changing or evolving?
- What would you like to learn more about in the future?
- How was the experience of doing the semester online? Do you think the videos and the delivery of the course enabled you to learn effectively or not? Do you have any suggestions or feedback related to the videos and course syllabus in terms of online delivery?