PDA Introduction to Tutoring ESOLUnit 1

Unit 1 Language and Learning in ESOL

F43X 33

Unit 1 > Session 1

This session aims to:

• introduce aspects of contexts for learning (Outcome 1)

• introduce the Unit, Outcomes and assessment

(all Outcomes)

• introduce English parts of speech/word classes (Outcome 2)

Unit 1 > Session 1 > Focus C > Resource 1

• Task 3 Parts of speech in context

Unit 1 > Session 1 > Focus C > Resource 2

• Task 3 Parts of speech in context (completed)

Hey! Do you like my cute cow picture? I took it when I was doing my Duke of Edinburgh in Loch Lomond. The water looks really calm and beautiful, but it was actually freezing. I was standing up in a canoe, waving at the brown cow. I think she’s smiling kindly at me because she knows I am about to fall in the water! The black cow is hiding behind the bare trees, just contemplating her life! Have you got a favourite photograph you can send me?

Unit 1 > Session 2

This session aims to:

• introduce the social practice approach (Outcome 1)

• explore the diversity of ESOL learners (Outcome 1)

• explore potential barriers to learning that ESOL learners face (Outcome 1)

• introduce aspects of word formation (Outcome 2)

• introduce syllables and word stress (Outcome 2)

Unit 1 > Session 2 > Focus B > Resource 2

• Task 1 Visual for elicitation (1)

Unit 1 > Session 2 > Focus B > Resource 2

• Task 1 Visual for elicitation (2)

Unit 1 > Session 3

This session aims to:

• develop awareness of how it feels to be a ‘beginner’ language learner (Outcome 1)

• develop awareness of factors affecting learning: motivation, barriers to learning, learning styles (Outcome 1)

• raise awareness of individual learning styles (Outcome 1)

• introduce basic sentence structure in English (Outcome 2)

• provide an overview of Outcome 1 assessment (Outcome 1)

Unit 1 > Session 4This session aims to:

• introduce listening skills (Outcome 3)

• introduce terminology used to describe listening skills (Outcome 3)

• introduce and identify stages of a receptive skills lesson (Outcome 3)

• introduce English present tenses (Outcome 2)

• provide practice in identifying present tenses (Outcome 2)

Unit 1 > Session 4 > Focus B > Resource 1

• Task 2 Present tenses in context

Unit 1 > Session 5This session aims to:

• introduce reading skills (Outcome 3)

• introduce terminology used to describe reading subskills (Outcome 3)

• develop approaches to a receptive skills lesson (Outcome 3)

• raise awareness of UK (especially Scottish) citizenship regulations (Outcome 1)

• introduce the main tenses of English (Outcome 2)

• provide practice in identifying tenses (Outcome 2)

Unit 1 > Session 5 > Focus A > Task 1

• Task 1 Reading about citizenship.

As long as I live, I will never forget the day 21 years ago when I raised my hand and took theoath of citizenship. Do you know how proud I was? I was so proud that I walked around withan American flag around my shoulders all day long.

(Arnold Schwarzenegger)

Unit 1 > Session 6

This session aims to:

• introduce features of sentence stress in English (Outcome 2)

• identify falling and rising intonation in questions (Outcome 2)

• introduce speaking skills (Outcome 3)

• highlight the difference between fluency and accuracy practice in speaking (Outcome 3)

• introduce a range of ESOL speaking practice activities (Outcome 3)

Unit 1 > Session 6 > Focus C > Handout 4

• Task 2 Fluency and accuracy

Unit 1 > Session 7

This session aims to:

• introduce the skills of writing (Outcome 3)

• introduce terminology used to describe writing subskills (Outcome 3)

• develop correction techniques for writing (Outcome 3)

• raise awareness of language levels in writing (Outcome 4)

• revise aspects of language terminology (Outcome 2)

Unit 1 > Session 7 > Focus B > Resource 2

• Task 1 Writing criteria and level

Unit 1 > Session 8This session aims to:

• introduce aspects of ESOL literacies (Outcome 3)

• identify the subskills of writing and reading at a literacies level (Outcome 3)

• consider the needs of ESOL literacies learners (Outcome 3)

• introduce skills integration (Outcome 3)

• develop awareness of how to integrate skills practice (Outcome 3)

Unit 1 > Session 8 > Focus A > Resource 1

• Task 1 ESOL literacies awareness training

Unit 1 > Session 8 > Focus A > Resource 2

• Task 2 Literacy subskills

Unit 1 > Session 8 > Focus B > Resource 6

• Task 2 Integrating skills (1)

Unit 1 > Session 8 > Focus B > Resource 6

• Task 2 Integrating skills (2)

Unit 1 > Session 9

This session aims to:

• introduce language functions and exponents (Outcome 4)

• introduce language grading (Outcome 4)

• practise effective instruction giving (Outcome 4)

• provide preparation for Outcome 4 assessment (Outcome 4)

Unit 1 > Session 8> Focus B > Resource 4

• Task 1 Constructing a narrative — picture prompts (1)

Unit 1 > Session 8> Focus B > Resource 4

• Task 1 Constructing a narrative — picture prompts (2)

Unit 1 > Session 10

This session aims to:

• develop an awareness of ESOL levels (Outcome 4)

• introduce the concept of ‘spiky profiles’ (Outcome 4)

• practise language selection for different levels (Outcome 4)

• develop awareness of tutoring low level learners (Outcome 4)

• provide preparation for Outcome 4 assessment (Outcome 4)

www.sqa.org.uk/tesol