KES: English Speakers workshop

Workshop contents

Who are we? Who are they? Defining ‘Anglophone’ Phonics: first steps in reading and writing Beyond phonics: improving English skills for more advanced students Ideas for improving general vocabulary Assessment A.O.B and common difficulties

Who are we?

What is your previous experience of teaching Anglophones? Do you have any ES classes this year?

The KES handbook on Anglophones

We loosely follow the English National curriculum. The Collins books provide the framework of topics to follow but there is plenty of material online and in Bev’s office to supplement your teaching. Don’t hesitate to ask for guidance and ideas. The most important things to keep in mind are:

-the skills that the children are meant to develop should form the basis of the NC levels assessment

-the literacy topics pertinent to each year -keeping the lessons varied in terms of pace and types of activities -providing a cross-curricular experience (i.e. history, geography, IT or science projects)

In the UK…

Who are they?

No two Anglophones are the same

Where have they learnt English before? From parents, spent time in Anglophone country…

Where do they speak English now? Main language at home, only with their cousins…

How fluent are they? Understand everything perfectly, occasional grammatical errors, limited vocabulary…

What are their learning aims?

Improving spoken English….. Becoming a proficient reader…. Improving their writing skills.

Parents are keen for child to be fluent and literate in English but their main language at school is French – long term aims.

Child will (re-)enter English-speaking education system at some point – limited time frame.

Phonics: first steps in reading and writing

Phonics

Structure, order to introduce sounds – pick a system and stick with it

Blending – build up gradually, CVC, CCVC, etc.

Consider pace – can you cover more than one new sound per lesson? A child in the UK will typically work on 4 sounds per week – unrealistic in one hour!

Assuming they are learning to read French concurrently, will this help or hinder?

Resources

Jolly phonics

To supplement alphablocks videos Oxford Reading books, e.g. stage 1 books. Let’s Make It Easy English 4 – 5 (I.H. world) English Made Easy 5 – 6 (Carol Voderman books) (I.H. world) Brodie – comprehension, general literacy workbook and spelling book

Games!

Beyond phonics: improving English skills for more

advanced students

There’s a lot you can do…

Comprehension of different types of text: newspaper articles, information leaflets… Specific writing tasks: letters, instructions, persuasive writing, scripts… Cross curricular activities – e.g. natural disasters project, make a news reports, posters

As well as additional grammar, punctuation – e.g. using speech marks, paragraphs, headings, brackets… - and improving spelling

Consider students’ (and parents’) main aims when deciding how best to use their time

Resources

Collins series – good for comprehension and writing tasks (IH site) Lets Make it Easy English and English Made Easy – good for grammar worksheets (IH

site) Brodie – comprehension, general literacy workbook, spelling book Brightsparks (IH site)

Games!

Ideas for improving spoken English

Identify problem areas, cover in class

Telling the time, days of the week, months

Specific fields of vocab: baby animals, jobs

Mix and match resources – use your tried and tested ESL resources for introducing new vocabulary

Not just vocab weaknesses, check grammar too – e.g. odd prepositional use, irregular past tense verbs

Help parents to help the students

Other kids – play dates Read together TV and films Games "I Spy", "Bingo" and "Memory" with picture cards will also playfully build

vocabulary. Music and songs Baby sitter/nanny

Assessment

Varies for different levels

Phonics screening test Running record of a text – see e.g. with The Snake and the Drake Comprehension Timed writing exercise Vary spelling tests – e.g. give definition of words so Ss have to first recall word and

then spell

A.O.B

Common difficulties

Very different abilities within the same class of English-speakers – think about what you can do together (improving vocab) and what they need to do individually

Lack of vocabulary makes starting reading much more challenging (and less enjoyable)

Handwriting and neatness obsession / differences with French script

Worrying about their ideas can hold kids back from writing