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Welcome to my homepage Hello! Professor Sally. I hope you could read my assignment this is only a test. |
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Chapter 15.Dialogue.
Title : Assia is sick. Language level: intermediate adults. Language learning: ESL Field of experience: Health. Topic to be developed: Visit to the doctor. Experiential goal: students will create a dialogue. Haifa: Hi Assia! Would you like a fruit bar, my mom put a whole box in my school bag? Assia: No thanks, I’m sick and food makes me feel nauseous. Haifa: You look tired, are you all right? Assia: Not really. I ‘m going to see a doctor, I just stopped to pick up my assignment. Haifa: I hope you ‘ll feel better soon. By the way don’t worry about the class I ‘ll take the notes for you. Assia: thanks Haifa, i really appreciate your help. Dr. : Hi Assia! What can I do for you? Assia: I think I may be ill. I feel dizzy and weak, my eyes are watery and my nose is runny. I can’t sleep properly, I even lost my appetite, and sometimes I throw up. I have chills and my whole body is aching. Dr. :It sounds like you have the flu Assia. Many patients are coming to me with similar symptoms. Assia: what is the remedy? Dr: You can try some Tylenol to ease your discomfort and drink a lot of fluids. I also recommend rest to recuperate faster. Dr. : Good. Take it easy, I ‘m sure you ‘ll get better soon. |
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Chapter 15. ESL text book. Would you choose this textbook and why? The book I chosed is “en bons termes” fifth edition. What I really appreciate in this book is the translation of most of the target language. This not only lowers the anxiety for learning and creates a positive experience, but it allows the student to get to the proximity control and understand the subject matter. The target language in this book is the means for the content to be studied and anlysed. The grammatical structures in it are both natural and determine the content to be studied, where students are encouraged to relate the content to their own lives. I find the material appropriate to their age interest and level. In terms of illustrations and activities it could be more developed by a teacher. The discourse in this book is motivated and logical to human experience. The input is comprehensible and gradualy becomes complex. The concepts are recycled several times, and the materials foster positive self image. The activities sometimes encourage use of creative language and negotiated meaning in different situations, especially if stimulated by the teacher as a guide. The four skills in this book are integrated, even phonetics is included, and audiotapes come along with the material.The material does increase for more academic challenges. The questions are mostly intended for high thinking and reflections. However, the activities involve a variety of tasks that are appropriate to students objectives but to a certain extend. Sometimes it emphasises more on the writing skills and grammar then communication. I also find the cultural aspect very limited in it. Therefore, It is up to the teacher to provide more situations and materials to satisfy the students needs. Because relying on this book as a main source of teaching is not enough. |
chapter 16 Check list for mainstream teachers.
1-provide a warm environment in which help is readily available to the student. - buddy system to pair English speaking students with ESL students. - peer teaching natives teaching ESL students. -group work to increase interaction and comprehensible input. 2-if possible use a satisfactory/unsatisfactory grade option until the ESL student is able to complete successfully with native speakers. 3- record your lectures or talks on tape. For students to listen to if necessary. 4-ask some of your native or near-native speaking students to simplify the textbook by rewriting the chapters. 5- choose native or near native speaking students who take effective, comprehensible notes to duplicate them for ESL students. For mainstream sheltered- class, and adjunct teachers. 1-plan lessons that are related to the students lives, utilize a lot of visuals, and provide for hands on kinds of involvement. Drawing, coloring etc. 1- communicate individually with ESL students as much as time permits. No complex sentences, slow but normal, body language is another way too. 3-avoid forcing students to speak. Respect the silent period. 4-reassure the students that their own languages are acceptable and important. 5- make all corrections indirectly by repeating what the students have said in correct form. 6-try to answer all questions that the students ask but avoid overly detailed explanation. 7-if you are in situations which lectures are appropriate, try to make them as comprehensible as possible. Key words, phrases etc. 8-check to see that what you are saying is understood. 9-give students wait time before expecting answer. 10-encourage students to use their bilingual dictionaries when necessary or to ask questions when they don't understand important concepts. 11- reinforce key concepts over and over in a variety of situations and activities. 12- whenever possible, utilize tutors who speak the native languages of the students. 13-request that appropriate content-area books be ordered for the library in the students native languages. 14- become informed as much as possible on the various cultures represented by your students. 15- acknowledge and incorporate the students' cultures whenever possible. 16-prepare the students for your lessons and reading assignments. 17- increase possibilities for success. Alternate difficult activities with easier ones. |
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I hope you like my page. |
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