esl fast track a grant-supported initiative of central piedmont community college © 2008

ESL Fast TrackESL Fast Track

A grant-supported initiative of Central Piedmont Community College © 2008

Fast Track ESLFast Track ESL

ESL Fast Track – 5 Modules

• The Adult Learner and Core Issues

• Second Language Acquisition

• Teaching Techniques

• Lesson Planning

• Observation and Reflection

MODULE 3

Teaching Techniques

Naomi Migliacci



Watch and Listen

[Video introduction to Module 4]


MODULE 3 - GOAL

The overall goal of Module 3 is to provide new teachers with techniques and approaches in the form of “tools” to use with a diverse population of adult ESL students .


MODULE 3 - OBJECTIVES

• To illustrate for teachers various methods and approaches for teaching ESL to adults.

• To show teachers creative Warm-ups in order to contextualize the lesson.

• To show teachers how to make input (written and spoken) comprehensible.

• To show teachers how to deal with vocabulary.

• To show teachers creative strategies to help learners engage with the content.

• To show teachers creative Cool-downs in order to assess the objectives.


MODULE 3 - COMPETENCIES

By the end of this module, teachers will be able to:• Create a Warm-up (contextualize the lesson)• Prepare a vocabulary lesson• Make modifications to written and spoken text in

order to make it comprehensible to the learner• Use a strategy to provide the learner with an

opportunity to engage/practice with the content• Create a Cool-down (assess the learner)


How Module 3 is Organized

There are 4 parts to Module 3:• Part 1: Creating Warm-Ups and Dealing with

Vocabulary• Part 2: Making Input Comprehensible: Modifying

Written and Spoken Text • Part 3: Engaging Learners in Practice Activities:

Grouping Strategies & Speaking and Writing Activities

• Part 4: Creating Cool-Downs to Assess Learning


More Information About Module 3

• Module 3 uses six lesson examples or scenarios to illustrate the tools and techniques you can use in your lessons. Techniques include:– Ideas for Creating Warm-Ups– An idea for dealing with Vocabulary– Ideas for Making Content Comprehensible– Ideas for Engaging with the Content of the Lesson– Ideas for Creating Cool-Downs


Even More Information About Module 3

• Module 3 introduces you to activities and strategies using the following lesson topics or scenarios:– Going to a Doctor’s Office– Applying for a Job – Learning About Our Community– Talking to a Child’s Teacher– Describing People– Renting an Apartment


Language Teaching Methods Used in Module 3

• You will be introduced to various methods for teaching English language learners.

• These will be defined for you with some details as to how the approach works.

• You will also learn about the teacher’s role in each approach.• Why is this important?

– Program models at various schools and locations usually have a “philosophy” of language teaching and learning, even if it isn’t explicitly outlined.

– Textbooks employ these methods, so you will need to know the underlying approach used.

– Some adult learners have strong ideas about what it means to “take a class” and “be a student” and you may need to “sell” your approach.

– The activities presented in Module 3 have a strong bias toward using Second Language Acquisition theory to inform the teacher about the adult learner.


Language Teaching Methods

The following Language Teaching Methods are interwoven throughout the 4 parts of Module 3:

• The Experiential Approach• Content-Based Language Instruction• Sheltered Instruction• Grammar-Translation Approach• •


MODULE 3Part 1

Creating Warm-Ups

and Dealing with Vocabulary


Let’s Warm-Up to Module 3

Activity: 3 – 2 – 1 3 Make a list of 3 subjects that you found

challenging but not too difficult for you to learn. (These subjects can be things you learned in school or in life.)

2 Make a list of 2 people who were good teachers with one important characteristic that helped you learn. (Patience, explained well, demonstrated, fun, etc.)

1 Write down 1 characteristic that you have that makes you a good teacher. (Compassionate, energetic, knowledgable, understands learners, speaks clearly, etc.)

(There is a model for this activity on the next slide.)


3 – 2 – 1 Model Activity

• 3 Subjects I Found Challenging but not Difficult– Driving a car– Reading– Statistics

• 2 Teachers that Helped me Learn– My father in teaching me to drive and read because

he was patient and funny– My stats professor because she knew how to give me

hands-on activities so I could learn• 1 Characteristic of me as a Teacher

– Patience to explain a concept many different ways


3 – 2 – 1 DebriefThis activity has the following characteristics:• Links to past experience and activates prior knowledge. You do not

need prior textbook or school learning.• Takes little preparation time and materials. You can use “little” paper

or chart paper and markers.• Can be done in small groups with learners agreeing on each point

or you can start the activity by yourself.• Can post charts and share the knowledge in the room.• Can be used in any content area.• Allows the teacher to conduct a non-threatening pre-assesment of

prior knowledge.• Motivates learners to share, especially personal information.• Gets learners thinking about the lesson to come.• Previews key vocabulary and concepts.

(Good Warm-Ups get all learners on the same page.)


Whoa…STOP!What if you didn’t know the word “characteristic” in the 3 – 2 – 1 Activity?

• Use a key term in the Warm-up Activity to preview vocabulary or concepts.

• You can create a class Word Wall.

• Be prepared with visuals and examples.

• In the previous 3 – 2 – 1 Activity, key vocabulary includes words like “patient” and “speaks clearly”


Word Walls: Dealing with Vocabulary

Create a Word Wall of key vocabulary.• As the teacher, you can post key words and

visuals around the room.• In pairs, learners can illustrate and define words

using dictionaries and “expert” (your) advice.• Learners can share definitions and illustrations

to help each other learn vocabulary.(Look at the examples on the following slides.)


Creating a Word Wall

Learners: • work in pairs• post on a wall• explain their

word to the class

• use words in speaking and writing


Word Wall Examples


Whoa…STOP!What’s the research-base for using Warm-Ups and Word Walls?

• The activities allow learners to work together and “experience” the world.

• It allows learners to negotiate for meaning.

• The 3 – 2 – 1, the Word Wall, and many other activities you’ll be introduced to in Module 3 use the EXPERIENTIAL APPROACH to learning.


The Experiential Approach:A Definition

• Experiential learning has been defined as “the process whereby knowledge is developed through the transformation of the experience of the learner who is at the center of the learning process.”

• Adapted from: Zainuddin, H., Yahya, N., Morales-Jones, C. A., & Ariza, E. N. (2002). Fundamentals of teaching English to speakers of other languages in K-12 mainstream classrooms, pp. 129-131. Dubuque, IA: Kendall/Hunt Publishing Company.


More on The Experiential Approach

• The experiential base for learning requires that students take responsibility for deriving meaning from their experiences.

• The impact of experiential learning is affected by various factors: – the reality of the experience or the relevance to the student– the level of risk and uncertainty (how meaningful it is to the student)– student reflection (the acquisition of knowledge from the experience)

• Experiential learning goes beyond having a common experience in the classroom.

• It goes beyond an isolated experience; it involves the students in adventurous learning.



The Experiential Approach:The Teacher’s Role

• This approach can be employed in a classroom.• It requires a creative and resourceful teacher who will set

aside the traditional ways of teaching and transform the classroom into a “learning by living” type of environment.

• In this type of environment, students acquire knowledge instead of simply memorizing a set of facts.



Creating a Warm-Up: Why?

The Purpose of a Warm-Up (and all GOOD Warm-Ups do the following):

– Gives learners a “big picture” view of the unit or lesson

– Motivates learners– Makes links to past experiences– Makes links to prior knowledge– Previews new vocabulary and concepts


Using Warm-Ups to Contextualize Lessons

Contextualizing units and lessons are important for several reasons. You can use a Warm-up to contextualize lessons. A Warm-up:

• Provides opportunities for students and teacher to negotiate

• Helps to create a community of learners

• Allows for multiple grouping strategies

• Gives students more time to reflect and interact with the content

• Helps to create a shared history• Provides links to prior experiences

and prior knowledge

• Allows for cyclical learning• Allows students to make

connections• Previews vocabulary and

concepts• Allows time for ESL teacher or

others to help students make connections

• Allows for linguistic and cultural focus and connections

• Provides opportunities for multiple perspectives and making meaning with others

• Can provide a visual connection for otherwise detailed linguistically based concepts


Creating a Warm-Up: How?

Create a Warm-Up in 5 easy steps:1. Decide on your lesson topic 2. Write your objectives3. Make a list of key vocabulary4. Choose a tool that connects with your

learners and the content5. Create the Warm-Up

(There are models on the following slides.)


Warm-Up Tools

The following are some tools for Warm-Ups:• 3 – 2 – 1 • Think-Pair-Quad-Share• KWL• Give One Get One• TPR Activity• Carousel Brainstorming or Station Rotation

(Sample lesson ideas follow and will illustrate each tool.)


Example Lesson 1

• Lesson Topic: – Going to the Doctor’s Office

• Sample Objectives: – Students will learn how to tell

the doctor “what hurts”– Students will learn words for the

intensity of the pain• Sample Vocabulary:

– “I have a. . .” headache, stomach ache, pain in my back/neck; severe, throbbing, slight, constant, etc.


Example Lesson 1 Warm UpTOOL: 3 – 2 – 1

HOW TO• As the teacher, think of three things that connect

students’ experiences with the lesson. • Use these connections as the basis to create your

activity.• Think of new vocabulary you can introduce in the

activity.• Illustrate the vocabulary in the activity by posting visuals

or including them on a handout.• Allow students to work in groups.

(See the example on the next slide.)


Example Lesson 1 Warm Up TOOL: 3 – 2 – 1

3 Give three reasons why you might visit the doctor (i.e., swallow something poisonous)

• • •

2 Give two types of doctors you know (i.e., cardiologist)

• •

1 Give one example of something painful (i.e., a burn)•


Example Lesson 2

• Lesson Topic: – Applying for a Job

• Sample Objectives: – Students will learn how to fill

out a job application– Students will learn how to

interview for a job• Sample Vocabulary:

– Past experience, education, application, resume, qualifications, computer skills, salary, etc.


Example Lesson 2 Warm UpTOOL: Think-Pair-Quad-Share

HOW TO• Think of how students can connect the lesson topic to their previous

experiences.• Post the key phrases for the activity in the classroom.• Demonstrate how to create a list, or draw a picture, for the Think

portion, using yourself as an example.• Demonstrate how to share with a partner using the language tasks

of oral listing, asking for more information, and paraphrasing. • Demonstrate how to summarize a partner’s ideas for the Quad

Share section.• Demonstrate how to compare and contrast and create a chart with

information from the group.(See the example on the next slide.)


Example Lesson 2 Warm UpTOOL: Think-Pair-Quad-Share

Think: (Write down your ideas by yourself)• What kind of job would you like? What are

your qualifications? What did you do in your home country?

Pair:• Get with a partner and share the type of job

you would like. Your partner will ask you what you did in your home country. Tell your partner. Your partner will paraphrase what you say. Switch roles. After your partner shares his/her job ideas, ask your partner what he or she did before. Paraphrase what your partner says.

Quad:• You are your partner should meet with

another pair. Each person take turns sharing what the partner said. Compare and contrast your job ideas.

Share:• Your teacher will put you into a larger group,

and/or ask you to summarize your discussion with the entire class.

Language Focus• Share: I would like to be a veternarian and

work with animals. . .• Clarify: Do you mean. . .? Or, What do you

mean when you say. . .?• Feedback: That’s a great idea. • I hadn’t thought of that.• Paraphrase: So, you want to go to college

because (you hope to) . . .• Add: I’d like to add to that idea. • Summary: My partner and I said. . .• Compare: We both said. . .• Contrast: My partner and I had a different

idea. We thought. . .

(NOTE: As the teacher, you will need to model this activity slowly and write down the language focus for students. This activity works best with more advanced learners.)


Example Lesson 3

• Lesson Topic: – Learning About Our Community

• Sample Objectives: – Students will learn how to use a map to

locate places– Students will learn how to use a phone

book to look up addresses– Students will learn where local services

are located• Sample Vocabulary:

– Post office, library, school, hospital, grocery store, office supply store, pizza restaurant, police station, etc.


Example Lesson 3 Warm UpTOOL: KWL

HOW TO• Create a chart with three columns, or have students fold their paper

into three parts.• In the first column put a K, in the second W, and in the third column

write L.• Explain and model for students what each column stands for. (The

first time, you might do a large one for the entire class.)• Have students work in groups to complete the K part. If they have

questions, or are unsure about their information, they can write it in the W column. They can also include where they might find more information about the topic.

• After the lesson, revisit the chart and include new information in the L column. For any questions that were answered, include where the information came from.



Example Lesson 3 Warm UpTOOL: KWL

What do we already KNOW about services in our town?

What do we WANT to know and WHERE can we find the information?

What have we LEARNED about our community?

• DVM – to get licence – on Route 114• Jefferson School – K-5 on School St.

Teacher prepares charts for each student. Students work in small groups at the start of the lesson to complete “K” and “W.”

• Where is a place to buy things for babies? Look in phone book

Continue working in small groups for “W.” Teacher stops and does the lesson (shows how to use a map and phone book).

• Babies R Us – on Route 1

Students look up places on the map and in phone book. They take notes on “L” section. They can share information at the end of the lesson.


Example Lesson 4

• Lesson Topic: – Talking to Child’s Teacher

• Sample Objectives: – Students will learn how to ask

questions– Students will learn how to give

information

• Sample Vocabulary: – Reading, language arts, math,

science, social studies, history, tests, absent, difficulty, likes, English, foreign language, art, music, PE, son, daughter, etc.


Example Lesson 4 Warm UpTOOL: Give One Get One

HOW TO• Create a template, or use notebook paper. Include as

many spaces for responses as you wish.• Give the class a topic or question.• Students write down their idea in the first space.• Students walk around the room giving their idea and

their name to their classmates and writing down their classmates’ ideas and their names.

• Students go back to their seats and share out a classmate’s name and idea. (Raoul said that his son is good at math.)



Example Lesson 4 Warm UpTOOL: Give One Get One

Names What does your son or daughter like at

school? What is he or she good at?

(Me) Raoul

My son is good at math. He likes it.

Maria Gorge (my boy) loves soccer. Can he play on the team?

Wilman Can my daughter take music lessons? She likes piano.


Example Lesson 5

• Lesson Topic: – Describing People

• Sample Objectives: – Students will learn how

to describe people

• Sample Vocabulary: – Short, tall, dark skinned,

light, curly hair, straight hair, blue jeans, T-shirt, blond, brunette, etc.


TOOL: Total Physical Response (TPR): What is it?

• TPR was developed by psychologist James Asher (1974)

• People learn better when they are involved physically as well as mentally

• Students respond nonverbally (physically) to a series of commands

• Teacher ascertains students’ comprehension• Teachers can employ pictures, objects, and realia for

students to manipulate as they respond nonverbally• Commands become more complex as students continue

to develop listening comprehension and knowledge of subject matter


Example Lesson 5 Warm UpTOOL: TPR

HOW TO• The whole class begins by standing up.• The teacher asks students to point to: A tall

person, someone with curly hair, someone wearing blue jeans, etc. (Use key vocabulary.)

• Option 1:– Students form a circle and enter when the

teacher “describes” something about them: Go into the circle if you’re wearing sneakers.

• Option 2:– Students draw something from teacher’s or

another student’s directions.


Example Lesson 5 Warm UpTOOL: TPR

• With students standing up and vocabulary list posted, the teacher uses the descriptive vocabulary– Point to someone who is

wearing a gold watch.– Point to a woman with

green eyes.


Example Lesson 6

• Lesson Topic: – Renting an Apartment

• Sample Objectives: – Students will learn how to read an

ad in the newspaper– Students will learn how to ask

questions about an apartment

• Sample Vocabulary: – Bedroom, kitchen, bathroom, dining

room, washer and dryer, refrigerator, deposit, security, private, etc.


TOOL: Carousel Brainstorming or Station Rotation

HOW TO• Post pictures, quotes key words,

and/or real objects around the room.

• Post chart paper next to each “station.”

• Using markers, students move independently, in pairs or small groups, around the room visiting each station.

• Students write down, draw, or use symbols to “react” in anyway to the picture, quote, key words, or object at each station. They can ask questions, comment, agree, disagree, etc. (In groups, they can discuss and one person can write—good for multi-level classes.)


Example Lesson 6 Warm UpTOOL: Carousel Brainstorming

• Teacher posts the following with chart paper nearby each one:– Blow ups of a classified ads for a

rental apartments– Pictures of kitchen appliances– Pictures of items in an apartment– Pictures of rooms– Pictures of trash cans or trash

removal truck• Students are given markers. They

can walk around individually or in groups to include discussion.

• Students write down any ideas they have, or use a symbol (smiley face for “I’d like that in my apartment.”)


Whoa…STOP!Did you notice anything about the Lesson Examples?

• Each example lesson uses a real-world scenario.

• You could say that the “content” of the lesson examples is “life skills.”

• We could also use lessons in science, math, social studies, etc.

• The teacher introduces vocabulary and grammar but the lesson isn’t about vocabulary and grammar.

• The activities allow learners to USE the language of the content while learning about the content.

• This is called CONTENT-BASED LANGUAGE INSTRUCTION


Content-based Language Instruction: A Definition

• In content-based language learning, teachers use instructional materials, learning tasks, and classroom techniques from content areas as vehicles for developing language.

• The emphasis is on developing language while learning content at the same time.

• Language development takes precedence over the subject content, although the acquisition of content (i.e., science, social studies, mathematics, etc.) takes place simultaneously.

• You might see an approach called Sheltered English Instruction, which is a type of Content-based Instruction. This is usually used in secondary schools where content is taught in English to ELLs. The same techniques are used.

• In Module 3, we are using sample lessons in the content area of “Life Skills” for adult learners.



More on Content-based Language Instruction

• Language arts skills such as listening for details, or oral reporting and comparing/contrasting and/or organizing information by using charts, diagrams, or tables are developed by means of the subject matter content.

• New vocabulary is acquired and language interference problems are addressed because the input is chosen deliberately from the (academic) textual material to provide the appropriate context for this to happen.

• Oral language as well as reading and writing skills are emphasized in this type of approach.

• This approach is of much benefit for second language learners because language development is stressed at the same time that students are acquiring knowledge in a content area.



Content-based Language Instruction: The Teacher’s Role

• For this method to be successful, second language acquisition strategies must be employed.

• The following strategies are essential (more on this in Part 2): – “pacing speech” (slowing down, rephrasing, repeating, simplifying

language)– making input comprehensible (through use of concrete objects, realia,

pictures, demonstration, gesturing, use of charts, graphs, diagrams)– organizing instruction from simple to complex– scaffolding (building upon prior knowledge, connecting knowledge)



Module 3Part 1 Review

Can you do the following?• Use a tool to create a Warm-Up• Explain why a teacher should use a

Warm-Up, or tell what purpose a Warm-Up serves

• Deal with vocabulary in an interactive way• Describe two types of methods employed

in teaching ESL?


MODULE 3Part 2

Making Input Comprehensible:

Modifying Written and Spoken Text


Making Input Comprehensible

• After the Warm-Up, it’s time for the lesson. Students will learn new content.

• There are 4 ways to help students learn new content:– They can read– They can listen– They can view something (pictures, video)– They can physically do something (like touch

a hot stove!)


Whoa. . .STOP!

What if students can’t read, or can’t read English, or can’t understand spoken English?

• You will need to modify your reading text and spoken text.

• There are 3 ways to think about this:– Make a modification to the actual

“text” (written or spoken)– Make a modification to your

instruction– Do both!


Making Input Comprehensible

Things to think about:• If students can’t read or

understand spoken text, lessons must include:– Visuals (video/DVD clips,

pictures, diagrams, charts, timelines, etc.)

– Physical activities (TPR, touch, pointing, gesturing)


Making Input Comprehensible: How?

Make input comprehensible in 5 easy steps:1. Decide if your “text” is written or spoken.2. Know the level of language proficiency of your learners.3. If the language you want them to read, or your want

them to listen to, is too hard, you will need to make a modification. You may need to make more than one if you have a multi-level class.

4. You should always add a visual element, so include video or pictures to support the written or spoken text.

5. Use the guidelines on the following slides to make your modifications.


Modifying Written Text

To modify the actual text, do any of the following:• Highlight portions of text that are important (students can

just read highlights for the gist)• Write in margins a summary of the ideas presented• Provide a summary to the overall text• Rewrite text creating a simplified version of the text• Provide a timeline• Give graphic organizer of main points (outline)• Prepare a reading guide breaking the text up into pieces• Provide a visual illustrating the text• Provide a glossary of key words


Making Modifications to Instruction

• Use gestures• Dramatize readings• Use interactive read-alouds• Use a protocol for group reading • Use peer-mediated learning• Do a jig saw reading• Point to words and pictures while

reading aloud• Stop to check for comprehension• Use instructional conversations


Modifying Spoken Text by Pacing Speech

• Slow down the rate of speech

• Speak clearly• Use gestures while

speaking• Point to visuals and key

words while speaking• Pause after main points


Creating Listening Guides

• Can be totally filled in– Good for Beginners

• Can have options to circle, underline, fill in blanks– Good for Intermediate/Advanced– Good with Word Wall, personal word

banks• Provide terms and correct spelling

• Can put in correct order– Good for dialog situations in videos

• Should include main points– To use as a study guide


Creating Viewing Guides

• Before Viewing– Give an overview or key

pictures– Ask guide questions to link to

previous experience– Preview vocabulary

• During Viewing– Graphic organizer– Checklist of phrases– Questions

• After Viewing– Share notes– Guided discussion– Apply new knowledge


MODULE 3Part 2 Review

Can you do the following?

• Give a few examples of how to modify written text

• Give a few examples of how to modify spoken text


MODULE 3Part 3

Engaging Learners in Practice Activities: Grouping Strategies &

Speaking and Writing Activities


Cooperative Learning

• Cooperative learning groups should rarely be organized by ability.

• Cooperative learning groups should be small.

• Although cooperative learning groups should be used regularly, teachers should take care not to overuse them.


Creating Interactive Environments: Why?

The Purpose of an interactive and engaging environment:

– Allows learners to practice new skills, vocabulary, and structures

– Motivates learners– Allows learners to learn from each other– Allows learners to process what they are learning in

multiple ways– Links to their various intelligences and styles of

learning– Provides a “safe” environment for practice before

using in the “real world”


Creating Interactive Environments: How?

Create an Interactive Environment in 5 easy steps:

1. Decide on which skills to focus on 2. Decide on your grouping strategy3. Choose a tool that will allow students to

practice the new content4. Model how to do the activity5. Create the interactive activity

(There are models on the following slides.)


Interactive Tools

The following are some interactive tools for groups:

• Information Gap• Opinion Continuum• Conversation Circles• Class Bulletin Board• Listening Lab• Are You More Like. . .?



Example Lesson 1







TOOL: Information Gap

• Teacher prepares 2 forms with as many spaces as necessary to practice the language

• Each form is partially filled in – What is missing on Form 1 is located on Form 2, and what is

missing on Form 2 is located on Form 1

• Students ask and answer questions to finish filling in the information

• Students can have a time limit• Students can have certain number of people to speak

with• Questions can be written out if necessary


Example Lesson 1 ActivityTOOL: Information Gap

Student 1

Questions: Where does it hurt?How long has it been like that?

Student 2

What have you done for it?Optional: How did you hurt it?

Head Back Foot

Pain Type

throbbing aching

Time for 2 weeks

Remedy

I took 4 Advil

I did nothing

Head Back Foot

Pain Type

sharp and severe

Time For a few hours

Since this morning

Remedy

I took a hot bath


Example Lesson 2







TOOL: Opinion Continuum orOn a Scale from 1 - 10

• Place yourself on a continuum from Strong Agree to Strongly Disagree as your instructor reads several statements, or asks questions.

• Discuss with others near you, why you placed yourself where you did.

• You may be asked to give a response to the entire group.


Example Lesson 2 ActivityTOOL: Opinion Continuum

TEACHER ASKS:• From very fast to not at all, how

fast are you able to type?• From very outgoing to very shy,

how are you at working with other people?

• From working indoors all the time, to working outdoors all the time, where do you place yourself on the continuum?

• From strongly agree to strongly disagree, place yourself on the line: – “I like working alone most of the

time.”– “I prefer to work at night.”


Example Lesson 3








TOOL: Conversation Circles orInside/Outside Circles

• Form a large circle. (Can be standing or sitting.)

• Count off by 2s. (Alternatively, place stronger speakers in one circle or the other.)

• All 2s go into the center of the circle and form a smaller, inside circle.

• Outside circle move in closer.• Inside circle turn and face out, finding a

partner on the outside circle.• Teacher asks questions, calling out which

circle (inside or outside will answer first). • Students to take turns answering the

questions. (Alternatively, have the stronger speakers start first and model for the others.)


Example Lesson 3 ActivityTOOL: Conversation Circles

TEACHER SAYS:• Outside circle, tell your partner how

to get from class to the grocery store. • Inside circle, tell your partner where

the library is.• Outside circle, tell your partner where

to find the phone number of an electrician.

• Inside circle, tell your partner where the bus station is.

• Outside circle, tell your partner how to order a pizza.

• Inside circle, tell your partner where to register children for school.


Example Lesson 4




information




TOOL: Class Bulletin Board

• Keep track of their and connections students make to content

• Students creatively add to bulletin board on a regular basis

• Additions can be made part of the Cool-Down portion of each lesson

• Students can create pieces for homework to add

• A photo of each student should be placed on the bulletin board

• Students post their “connections” near their photo

• When a student posts something that others relate to, students can “make the connection” by using yarn to “draw” a line from others’ ideas to their own

• Bulletin board can include pictures, articles, student musings/drawings, a timeline, key terms and vocabulary, etc.


Example Lesson 4 ActivityTOOL: Class Bulletin Board

• Students place a photo of themselves on the bulletin board.

• Students make connections to the topic of school and talking to a child’s teacher.

• Some ideas include:– A list of key vocabulary– Phrases and/or questions to ask– Pictures of children– Names of schools in the community

and their addresses and phone numbers.

• Students share out what they included and why.


Example Lesson 5



to describe people




TOOL: Listening Lab

In groups of 4, everyone will have one minute to speak (or a designated time).

• If a person doesn’t take up the full minute, sit in silence even if it feels uncomfortable. No one else may speak.

• When the bell rings, the speaker stops and next person speaks. No one else can speak or ask questions.

• At the end of the “session” when everyone has had a minute to speak, the group will have a two minute “all talk.” During “all talk” you may: – Revisit points or ideas that were discussed– Ask questions of other students in the group– Finish a point you had started to make– Give or ask for clarification


Example Lesson 5 ActivityTOOL: Listening Lab

Possible topics related to description:

• Describe yourself or family members.

• Describe your children: what they look like and their personalities.

• Describe the person sitting to your right.

• Describe your teacher.• Choose a picture from the

table and describe the person in the picture.


Example Lesson 6








TOOL: Are You More Like. . .?

• Stand up • Decide if you are more like one object/noun or another on the continuum• The middle of the continuum communicates that you either share the values

or meanings of both objects/nouns or of neither of them. • Once on the continuum:

– Look were you are in relation to others– Think about why you chose to stand where you have– Consider what you location on the line says about each of you

• Explain why you chose to stand where you have


Example Lesson 6 ActivityTOOL: Are You More Like. . .?

TEACHER ASKS: Are you more like. . .– Model: A cat or a dog?

• I’m more like a cat because I’m independent.• I’m more like a dog because I’m loyal.• I’m in the middle and a little of both because I like to sleep and dogs and cats like to

sleep.

• An apartment or a house?• The country or the city?• A warm climate or a cold climate?• Are you more like a map or a phone book?• Are you more like a refigerator or a stove?• A kitchen or a dining room?


Whoa. . .STOP!

Did you realize your Warm-Ups can also be interactive activities?

Your Cool-Downs can be interactive as well as you’ll see in the next section.

• The idea is to provide multiple opportunities to practice the language in multiple modalities

• If you have several interactive activities during the class period, here are some things to think about:

– Consider mixing the groups after the Warm-Up and bringing the group back together for the Cool-Down

– Try both random grouping and intentional grouping, especially if your learners have varying levels of language proficiency




• Give a few ways to group students

• Tell why it is important to group students in different ways

• Use a tool to help students engage with the content and with each other


MODULE 3Part 4

Creating Cool-Downs to Assess Learning


Creating a Cool-Down: Why?

The Purpose of a Cool-Down (and all GOOD Cool-Downs do the following):

– Lets teacher and students see if objectives for the lesson were met

– Allows teacher and student to assess learning– Allows students another opportunity to engage with the content– Can preview the next lesson– Uses the key vocabulary one more time– Can see if anything needs to be retaught– Helps teacher and students negotiate the curriculum and what

more needs to be taught on the topic– Provides for a review if there is to be a test or exam


Creating a Cool-Down: How?

Create a Cool-Down in 5 easy steps:1. Review your lesson topic2. Review your lesson objectives 3. Review your list of key vocabulary4. Choose a tool that connects with your

learners and the content of the lesson5. Create the Cool-Down

(There is a model on the following slides.)


Cool-Down Tools

The following are some tools for Cool-Downs:• Outcome Sentences • Exit Tickets• Found Object• Weather Report• Sentence Strips• Picture Cards



Whoa. . .STOP!

You know more Cool-Down Tools than you think you do!

• Go back and look at the Warm-Up Tools.

• These can be used as Cool-Downs also.

• Instead of making connections to past experiences, as you do in the Warm-Up, create the Cool-Down to link to the lesson content and students’ futures.


Example Lesson 1







TOOL: Outcome Sentences

HOW TO• Teacher posts sentence starters.

– I think. . .– I believe. . .– I learned. . .– I wonder. . .– I feel. . .– I want to know. . .– I wish/hope. . .– I would like to. . .

• In groups, or with the entire class, students toss a ball or stuffed animal and complete their sentence to comment on their learning.(See the example on the next slide.)


Example Lesson 1 Cool-DownTOOL: Outcome Sentences

• Post the sentence starters.• Divide students into groups or do a whole

class activity.• If using, each group should have a soft

ball or stuffed animal to toss.• Toss the ball or stuffed animal after you

model.• Examples:

– I learned to say, “I have a throbbing pain in my side.”

– I hope I can tell the doctor my problem.

– I hope I never have to visit the doctor.

– I would like to learn more words for visiting the doctor.


Example Lesson 2







TOOL: Exit Tickets

HOW TO• Teacher provides slips of paper, or 3x5

cards to each student.• Students make a connection to their

learning by drawing a picture, or by writing information to answer the teacher’s question about the lesson.



Example Lesson 2 Cool-DownTOOL: Exit Tickets

Write down a job you would like.

Write down a qualification you have for the job.

Write down a skill you need for this job.E

XIT

TIC

KET


Example Lesson 3








TOOL: Found Object

HOW TO• Found Object connects students to their learning. • Ask students individually, in pairs, or small groups to find

an object that connects to their learning. • Students can share with others how the object links to

what they have just been studying.• Alternatively, the teacher can prepare a box or bag of

miscellaneous objects to be used for this purpose.(See the example on the next slide.)


Example Lesson 3 Cool-DownTOOL: Found Object

• Our community is like tape because we all stick together.

• Our community is like a pen because there are many parts necessary to make it work.

• We need keys to unlock our community resources.• We are like a thermos. We can be hot or cold

depending on what we experience.


Example Lesson 4




information




TOOL: Weather Report

HOW TO• Use this activity after you have taught a

unit on weather and weather related vocabulary.

• For small groups or individuals.• Use props: trench coat, umbrella, hats,

scarves, microphone, etc. if sharing out to whole class.

• Use markers and chart paper to create a Weather Report based on overall learning throughout the unit. Or, use pictures.

• Use weather related language to think about their connections to the content before, during, and after the lesson/unit.

• Forecast predictions for a test, final project, etc.

• Students can post their Weather Report charts.



Example Lesson 4 Cool-DownTOOL: Weather Report

STUDENT EXAMPLE• When my children

went to school in the US it was like a cloudy day.

• But the teacher was nice.

• The class was friendly.

• Some students spoke Spanish.

• Then sunshine came to the classroom like a ray of hope.


Example Lesson 5



to describe people




TOOL: Sentence Strips

HOW TO• Teacher passes out strips of paper to all

students.• Teacher asks students to write a sentence which

comments on their learning, or which is a piece of output from the lesson.

• Students post their strips in the classroom.• Students do a Gallery Walk, reading others’

ideas.(See the example on the next slide.)


Example Lesson 5 Cool-DownTOOL: Sentence Strips

Have you seen my son?• He has dark hair.• He is wearing a plaid shirt.• He is wearing khaki pants.


Example Lesson 6








TOOL: Picture Cards

HOW TO• Teacher prepares picture cards or students cut from magazines. • Picture card can be used in multiple ways.

– Picture cards from around the world to learn where the students come from – Can help students connect with their learning. – Helpful in assisting students in expressing their emotions. – Students practice the use of metaphor.

• Students choose a card from a table where the cards have been laid out.• Card needs to connect with how students are feeling about the content,

about an upcoming test, about their understanding of a concept, etc.• Students share their thinking with a partner or small group.• Student could cut pictures out of magazines to connect with learning and

post on paper or a Class Bulletin Board(See the example on the next slide.)


Example Lesson 6 Cool-DownTOOL: Picture Cards

• I need an apartment in a quiet neighborhood.• I’m looking for an apartment with air

conditioning.• I don’t want to go to the laundromat. I need a

washer and dryer included in my apartment.• I want an apartment in the city.




• Use a tool to create a Cool-Down

• Explain why a teacher should use a Cool-Down, or tell what purpose a Cool-Down serves


MODULE 3 Review

Main Points:


MODULE 4 - Preview


Post-test/Module Evaluation


SELF - ASSESSMENT

Can you comfortably answer the following questions?

1. Why should I create a Warm-Up?2. How can I deal with new vocabulary?3. What are some grouping strategies I can use?4. How can I make written text comprehensible?5. How can I make spoken text comprehensible?6. What are some activities I can use to help my students

practice language and engage in content?7. How can I use a Cool-Down to assess my learners?

You have completed MODULE 3.

You are now ready to begin MODULE 4:

Observation and Reflection


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Documents

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teachers creative strategies

new teachers

teachers role

teachers creative cooldowns

teachers creative warmups