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Module Two

Sunday, July 6, 2008. Assignment 9.2: Course Planning. The course was planned for a group of five pre-Entry learners at South Tyneside College. The class met three times a week, with each session lasting three hours. The Scheme of Work covers the first six weeks of the course including time spent on diagnostic assessment. After the first four sessions, tutorials were held with each learner during which I elicited responses to the topics covered in the Scheme of Work. Pacing is extremely important with ba...

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Module Two | esolteaching.blogspot.com Reviews

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Sunday, July 6, 2008. Assignment 9.2: Course Planning. The course was planned for a group of five pre-Entry learners at South Tyneside College. The class met three times a week, with each session lasting three hours. The Scheme of Work covers the first six weeks of the course including time spent on diagnostic assessment. After the first four sessions, tutorials were held with each learner during which I elicited responses to the topics covered in the Scheme of Work. Pacing is extremely important with ba...

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1 module two

2 introduction

3 formative assessment

4 conclusion

5 bibliography

6 posted by

7 michael

8 no comments

9 institutional provision

10 introduction to numeracy

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Module Two | esolteaching.blogspot.com Reviews

https://esolteaching.blogspot.com

Sunday, July 6, 2008. Assignment 9.2: Course Planning. The course was planned for a group of five pre-Entry learners at South Tyneside College. The class met three times a week, with each session lasting three hours. The Scheme of Work covers the first six weeks of the course including time spent on diagnostic assessment. After the first four sessions, tutorials were held with each learner during which I elicited responses to the topics covered in the Scheme of Work. Pacing is extremely important with ba...

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esolteaching.blogspot.com

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Module Two: July 2008

http://esolteaching.blogspot.com/2008_07_01_archive.html

Sunday, July 6, 2008. Assignment 9.2: Course Planning. The course was planned for a group of five pre-Entry learners at South Tyneside College. The class met three times a week, with each session lasting three hours. The Scheme of Work covers the first six weeks of the course including time spent on diagnostic assessment. After the first four sessions, tutorials were held with each learner during which I elicited responses to the topics covered in the Scheme of Work. Pacing is extremely important with ba...

2

Module Two: November 2007

http://esolteaching.blogspot.com/2007_11_01_archive.html

Saturday, November 10, 2007. Assignment 6.1: Pass. Concise, well-signposted with clear headings. Easy to read and comprehensive! All assessment criteria has been met; however, you need to add a bibliography referencing your very relevant sources. Subscribe to: Posts (Atom). Assignment 6.1: Pass. View my complete profile.

3

Module Two: April 2008

http://esolteaching.blogspot.com/2008_04_01_archive.html

Saturday, April 5, 2008. Assignment 7.1 Discourse Analysis. The article is structured in a common tabloid style: short paragraphs, the first of which, written in bold, contains sensationalist information. Direct speech is preceded by the name and occupation of the speaker and a full colon, rather than the commas preferred in more formal written texts such as broadsheet articles. Features of Written Discourse. Line 2 – It refers to Britain (1). Line 54 - Us refers to Britain and by extension its people (1).

4

Module Two: May 2008

http://esolteaching.blogspot.com/2008_05_01_archive.html

Wednesday, May 14, 2008. Assignment 8.3: Developing Numeracy Skills. Outside the classroom, our students’ problems with numeracy can pose as many difficulties as their struggles with the language. In everyday tasks such as shopping, calculating bills and expenses, budgeting and telling the time, learners need numeracy every bit as much as literacy skills. Numeracy Issues Affecting ESOL Learners. Embedding Numeracy in ESOL. Text 1: Bus Timetable (Entry Level 2 / 3). Gist reading: Tell students I’m p...

5

Module Two: March 2008

http://esolteaching.blogspot.com/2008_03_01_archive.html

Monday, March 17, 2008. Assignment 8.2: Basic Literacy. Identification of Language Learner with Literacy Needs. Learner Profile: Background and Contexts. Diagnostic Assessment (Appendix 1). After a brief oral interview in which some basic personal details were elicited, Abus was shown the My name is Mohammed Topal text (Appendix 1.1) and asked to read through silently. He successfully answered four of the five comprehension questions. His response of Elif to the question What’s his name? Abdus identified...

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Module Two

Sunday, July 6, 2008. Assignment 9.2: Course Planning. The course was planned for a group of five pre-Entry learners at South Tyneside College. The class met three times a week, with each session lasting three hours. The Scheme of Work covers the first six weeks of the course including time spent on diagnostic assessment. After the first four sessions, tutorials were held with each learner during which I elicited responses to the topics covered in the Scheme of Work. Pacing is extremely important with ba...

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ESOL Teaching Reflections

In a bid to try to keep up some form of a reflective journal whilst training as an ESOL teacher in 2008-9 this blog was set up to record my thoughts, ideas and anything else I thought was worth blogging about! Now a qualified and full time ESOL tutor I'm hoping to resurrect it. Tuesday, 23 February 2010. I will be presenting this method at the non-ILT resources training session in a few weeks time and hope to get some good feedback from my colleagues. Wednesday, 11 March 2009. A day of contrasts. A was b...

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