SpEC Toolkit

Volunteer Speaking English with Confidence (SpEC) Club Leader Training Programme

Training and Resource Toolkit

June 2014

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3 Training and Resource Toolkit

1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41.1 SpeakingEnglishwithConfidence–aimsandvision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 .2 What is the SpEC Training and Resource Toolkit? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 .3 How to use this SpEC Training and Resource Toolkit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71.4 Context–ESOLintheUK,SkillsforLife . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71.5 PurposeofSpECClubs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81.6 PurposeoftheVolunteerSpECClubTrainingProgramme . . . . . . . . . . . . . . . . . . . . . . . . . .8

2 The Volunteer SpEC Club Leader Training Programme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92.1 Accreditationoverview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102.2 TheVolunteerSpECClubLeaderTrainingProgrammeframework . . . . . . . . . . . . . . 10

3 Setting up and running your SpEC Club . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153.1 Principlesandbestpractice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163.2 Safeguarding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 .3 Facilitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 .4 Skills and tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183.5 Logistics,regulationsandreportingtotheCityofLondon . . . . . . . . . . . . . . . . . . . . . . . . 20

4 Host organisation roles and responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

5 Glossary and terminology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

6 FAQs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

7 Further ESOL study and other useful links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

8 Contact details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

9 Appendix 1 – Further reading and support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279.1 SpECandESOL–anintroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289 .2 Preparing to support learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379.3 SpECClubsessionplanning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429.4 PreparingforanESOLsession . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 459 .5 Facilitation skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 489.6 FunactivitiestointroduceEnglishlanguagelearning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 499 .7 Pronunciation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 509 .8 Functional English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 539.9 EverydayEnglishandconversationaltopics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 569.10 Let’spractisewhatwe’velearned . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

10 Appendix 2 – SpEC Club Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6510.1 GettingHealthy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6710 .2 Getting IT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7710.3 KeepingUp . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8010.4 KeepingSafe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8710.5 GettingaJob . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9210.6 GettingInvolved . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

11 Appendix 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 11.1 SkillScanandSWOT:Award . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10511.2 SkillScanandSWOT:Literacy,Language,NumeracyandICT . . . . . . . . . . . 11611.3 LearningPlanandPorfolio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12211.4 ReflectiveLearningLog . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12611.5 SessionPlannerTemplate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13611.6 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138


1. Introduction

Introduction 4

5 Training and Resource Toolkit5 Training and Resource Toolkit

1.1 Speaking English with Confidence – aims and vision

TheSpeakingEnglishwithConfidence(SpEC)projectishelpingtobuildaLondoninwhichnoindividualfeelsisolatedbecausetheydon’tspeakEnglishwithconfidence.

Over48,000LondonersspeaklittleornoEnglishandnearly2millionLondonersdon’tspeakEnglishastheirfirst,ormain,language.

SpECiscreatingandsupportinganetworkofconversationclubs,orSpECClubs,alloverLondon,intheheartoflocalcommunities.Meetinginlibraries,communitycentres,schoolsandplacesofworship,theclubswillhelpLondonresidentsfromallbackgroundswhohavelittleornoEnglishcometogetherandmakefriendsfromoutsidetheirownfamilyorcommunity.Learningforaslittleastwohoursaweekandpractisingessentiallanguageskillsinarelaxedenvironmenthelpspromotehealth,happinessandbuildsstrongercommunities.

TheprojectisfundedbytheDepartmentforCommunitiesandLocalGovernment(DCLG)andisoneofthesixwinnersofthenationalcommunity-basedEnglishlanguagecompetition.TheDCLGrecognisestheimportanceofimprovedlanguageskillsinsupportingbothsocialandeconomicdevelopment.AllSpECClubswillberunbytrainedvolunteersandsupportedbyLondon-LEAFEA,theassociationofLondon’s33LocalAuthorityAdultandCommunityLearningServices.Eachboroughhasastrategicclaiminhelpingusdevelopworkaroundoursixkeyprojectthemes:

• GettingHealthy

• Getting IT

• KeepingUp

• KeepingSafe

• GettingaJob,and

• GettingInvolved.

TheSpECprojectdrawsonestablishedgoodpractice,andencouragescreativeinnovationinareaswhereserviceprovidershaveidentifiedaneedoranopportunity.Theprojectwillbuildcapacityatgrassrootsleveltofacilitateinformalclubsforadultswhoarevulnerable,hardtoreachorstruggletointegrateintothewidercommunity.Theapproachtotheprojectisbasedona“learnbydoing”modeltogivevolunteerstheskillsandconfidencetofacilitatetheirownconversationalclubs.

Volunteer Club LeadersTheroleofthevolunteerClubLeaderisattheheartoftheSpECproject.Representingawiderangeofbackgroundsandexperiences,thisgroupofcommunityworkers,recentgraduates,teachersandteachingassistants,projectmanagers,careworkers,parentsandex-ESOLlearnersmakearealdifferenceinpeople’slives.Ourcommitmenttoourvolunteersistoprovidethemwithaccesstofreetraining(30hoursofface-to-facetime)andassociatedmaterials.ThistrainingcoursehasbeenspecificallydesignedtosupportanyonewishingtoreceiveafullLevel3AwardinLearningSupport(City&Guilds).Eachvolunteerwillalsoreceivementoringsupportfromtheprojectstaffandbespoke,professionalteachingandlearningresources(whichformpartofthistoolkit).TheoverallvisionoftheSpECprogrammeisforvolunteerstobecomefacilitator-leadersinmulti-culturalconversationalgroupsbyautumn2014.

High-quality learning and progression for learners and volunteersThisisanambitiousproject,whichaimstoengageover7,000adultswithESOLneedsinLondonbeforetheendof2015.Byprovidinganinformal,fun,friendlyandaccessibleenvironmentaSpECClubmightbethefirststeptogivingvulnerableorisolatedadultsavoiceandgreatercontroloftheirlivesintheUK.Theprojectpromotesdigitalliteracy,includingtheuseofsocialmedia,andsupportsvolunteerstodeliversessionsthatfocusondevelopingemployabilityandmicro-businessskills .

Introduction 6

Theprojectalsoprovidesadviceandguidanceaboutprogressionintolearning,othervolunteeringopportunitiesandjobopportunitiesforclubmembersandvolunteersalike.

We are creating hundreds of spaces across London to help people speak English with confidence. How can you help?

1.2 What is the SpEC Training and Resource Toolkit?

TheSpECTrainingandResourceToolkitwillreflecttwosidesofthevolunteerexperienceontheprogramme:

a) itwillcomplementandsupportvolunteersthroughthetrainingprogramme,and

b) itwillsupportvolunteersinsettingupandrunningconversationalclubsoncetheyhavecompletedthetrainingprogramme.

TheSpECTrainingandResourceToolkitisahigh-qualityresourcemadespecificallyfortheVolunteerSpECClubLeaderTrainingProgrammewiththeaimofhelpingvolunteerstoengagewiththeprojectaims.ThesearesetoutinthecontextofESOLinLondonandtheUK,andofthebarrierstolearningfacedbymanyadultlearnersofEnglish.

TheSpECTrainingandResourceToolkitincludes:

1. HowtousetheSpECTrainingandResourceToolkit,wheretogetfurthersupport,FAQs,glossaryofterminology.

2. TheframeworkfortheVolunteerSpECClubLeaderTrainingProgramme,andallthematerialsthatyouwillbegivenduringthecourse.

3. Teachingandlearningmaterialsandresourcestoprovideyouwithatleast30hoursofSpECClubfacilitationandlearningactivitiesthatwill:

• supportcommunityandsocialcohesion

• encourageanddevelopdigitalliteracy

• engagewithideasofcitizenshipandintegration.

These30hoursofmaterialshavebeendesignedaroundthesixcoreprojectthemes:

• GettingHealthy

• Getting IT

• KeepingUp

• KeepingSafe

• GettingaJob,and


Theyshowdifferentiationforlessablelearnersandideasforextensionactivitiesformoreablelearners .

4. ResourcestohelpyousetupandrunaSpECClub,includingprogrammeinductioninformation,initialassessmentsandlearnerself-assessments,lessonplanning,activitiestopromoteinteractionandcommunicationandevaluatinglearning.

5. BestpracticeguidanceonhowtoestablishaSpECClub(includinghealthandsafety,safeguardingandequalopportunities).


1.3 How to use this SpEC Training and Resource Toolkit

Aswellasthishardcopy,theSpECTrainingandResourceToolkitwillalsobeavailableonline.

TheToolkitwillbeyourmainpointofreferenceforthedurationoftheprogrammeandbeyond.ItcontainseverythingthatyouwillneedtoensuresuccessthroughoutthetrainingprogrammeandlotsofresourcesandideasforSpECClubs.

TheToolkithasalsobeendesignedtoencourageyoutodevelopyourownresourcesasyougothroughtheVolunteerSpECClubLeaderTrainingProgramme.

1.4 Context – ESOL in the UK, Skills for Life

• ESOLreferstoEnglishlanguageprovisionforanyonewhohascometotheUKtosettleandlivepermanently,whospeaksalanguageorlanguagesotherthanEnglish.

• ThenumberofpeoplelivinginEnglandandWaleswhocannotspeakanyEnglishis138,000(2011Census).

• InLondon,22%ofresidents–or1.7millionpeople–useamainlanguageotherthanEnglish.

• The2011CensusalsoshowedthatintheLondonBoroughofNewhamnearlyoneintenpeopleeitherspeakEnglishpoorlyornotatall.

Why is it important to learn English in the UK? • Globalisationmeansmoreandmorepeoplearebeingbroughttogetherformillionsof

differentreasons.Englishisoftenadoptedastheinternationallanguageofcommunication.ThelanguageofEnglishandthewayitisusedishelpingtoredefinebothcommunityandindividualidentitiesandhasahugeimpactonpolitics,patternsofincome/wealthandsocialinclusionaswellasnewmodelsofcitizenship.Think,forexample,aboutonlinesocialmediaconnectionsthathavedramaticallychangedthewayinwhichpeopleuselanguage,presentthemselvesandthinkofthemselvesascitizensofdifferentcommunities–both‘real’and‘virtual’.

• PoorunderstandingofEnglishcanbearealbarriertoaccessingwork,healthcareandbasicprovisions.

• Lackofgoodlanguageskillsleavespeopleisolated,whichmeansweakerandlesshealthysocieties.LearningEnglishbreaksdownbarriers,improvesaccesstothecultureandpointsofinterestintheUK,andhelpspeoplewhoarenewtothecountrytointegratesocially.

• PeoplelivingintheUKwhodonothaveagoodunderstandingofEnglishfacebarriersinaccessingwork,healthcare,andbasicprovisions.ThereisclearevidencethatgoodESOLprovisionisofdirectrelevancetopromotingcommunitycohesion.

• WithoutagoodunderstandingofEnglish,accessingthejobmarketintheUKisparticularlychallenging.LearningEnglishopensupbothemploymentandstudyoptionsinLondonandtherestoftheUK.ESOLisaverysignificantaspectofsupportingthegovernment’semployabilityandskillsagendaandissupportedbyTradesUnionsacrosssectors.

• MigrantstotheUKbringwiththemahugerangeofskillsandtalentsandmakevitalcontributionstolifeinthiscountry.Theyalsobringwiththemagreatnumberofdreamsandambitionsforthefuture.ImprovingtheirEnglishlanguageskillsisonewaytohelpingthemachievethese,andcontinuetomakeapositiveimpactonthiscountry.

Introduction 8

1.5 Purpose of SpEC Clubs

TheSpECprojectiscreatinganewnetworkofSpECClubs–informalspacesforpeoplewithlittleornoEnglishtopractiseandimprovetheirspokenEnglish.Theywillbebasedintheheartofthecommunity–inchildren’scentres,schools,placesofworshipandcommunitycentres–andtheywillberunandmanagedbyvolunteers.

1.6 Purpose of the Volunteer SpEC Club Training Programme

Theprogrammecontenthasbeendesignedtohelpvolunteers:

a) Developtheskillstofacilitateinnovativeandsuccessfulconversationalclubs.

b) DeveloptheskillsandknowledgetosupportlearningofESOL.

c) ObtainfullaccreditationfortheCity&GuildsSupportingLearningQualifications.


2. The Volunteer SpEC Club Leader Training Programme


TheVolunteerSpECClubLeaderTrainingProgramme10TheVolunteerSpECClubLeaderTrainingProgramme10

2.1 Accreditation overview

ThesetofCity&GuildsLearningSupportqualificationssupporttheprofessionalisationofthelearningsupportworkforce.ThequalificationsuiteisunderpinnedbytheNationalOccupationalStandardsforLearningSupportstaff.AlltheCertificatequalificationscontainthreecommonmandatorylearningoutcomes,whichincludetheessentialknowledge,understandingandprofessionalpracticerequiredofallpractitioners.Theyarecontextualisedforeachspecialism.

Level 3 Award in Supporting LearningThisAwardequipsthelearnerwiththenecessaryskills,knowledgeandcompetencestosupportlearnerswithdifferentneedsinarangeofcontexts.

• Accreditationno.:600/6837/1

• City&Guildsno.:6259-03

• Type:QCF

• Credits:6

• Guidedlearninghours:30

What careers can this lead to?Progressionopportunitiesincludebecomingalearningsupportpractitionerorseniorlearningsupport practitioner and other specialist roles .

Further studyCandidatesmayprogresstootherspecialistqualifications,including:

• Level3CertificateinSupportingLiteracy,LanguageandNumeracyLearning

• Level3CertificateinSupportingDisabledLearners

• Level3CertificateinCommunicationSupportforDeafLearners

• Level3and4qualificationsinTeachingandTraining,and

• Level4qualificationsinCareerCoachingandMentoring.

2.2 The Volunteer SpEC Club Leader Training Programme framework

TheVolunteerSpECClubLeaderTrainingProgrammeFrameworkintegratesthelearningoutcomesfortheCity & Guilds Level 3 Award for Learning Support PractitionersandwillpreparevolunteerstofacilitateanddesignSpECClubactivities.TheVolunteerSpECClubLeaderTrainingProgrammewillbedeliveredusinganexperientialapproachwherevolunteerslearnbydoinginafunandengagingway.TheSpECTrainingandResourceToolkitsupportsdirectdeliveryoffivesessionsplusself-studyelements.ItalsocontainsfurtherreadingandpracticalinformationforSpECClubLeaders,includingsuggestedactivitiesforSpECClubs.VolunteerswillmonitorandsharetheirlearningthroughanactiveReflectiveLearningLogandTrainerfeedback.

ApproachThetrainingprogrammeapproachhasbeendesignedtoprovidevolunteerswiththeopportunityto:

a) Developtheskillstofacilitateinnovativeandsuccessfulconversationalclubs

b) DeveloptheskillsandknowledgetosupportlearningofESOL

c) ObtainfullaccreditationfortheCity&Guilds’Level3AwardinSupportingLearning.


Theapproachtothetrainingmodelhasbeenoutlinedasfollows.

Content OverviewThedeliveryofthesessionswillbeguidedbythefollowingkeyprinciples:

• Active learning

–Alearnbydoingapproachwillbetaken.VolunteerswilllearnESOLandfacilitationprinciples,applytheseinapracticalsetting,reflectandapplytheirlearningsfurther.

• Themes

–ConversationalthemesthatarevaluableforpersonaldevelopmentandeverydayEnglishwillbewoventhroughoutthetrainingprogrammecontent.TheseincludethemessuchasGettingHealthy,GettingIT,KeepingUp,KeepingSafe,GettingaJob,andGettingInvolved.

• Combined delivery approach

–Learningwillbedeliveredprimarilythroughgroupworkofapproximately15volunteers.Withinthesegroups,volunteerswillworkinsmallergroupsoftwotofivetohonetheirskillsand practical knowledge .

• Assessment and review

–Toensureprogressandtheopportunitytoachieveaccreditation,assessmenthasbeenbuiltintotheprogramme.

–Thiswilltaketheshapeofmultiplechoicetests,observation,reflectionjournalsandpeerassessment.

–Progressofeachvolunteerwillbereviewedatspecificstagestoensurethatprogrammerequirementsarebeingmet.

AnoverviewofthetrainingprogrammecontenthasbeenoutlinedinthisToolkit.

1.Face-to-face:30hrs

• 5x 6 hour sessions

2.Self-study: up to 10hrs

•2xhours/week

3.Buddysystem:•Optional•Informalpeer-to-

peer learning and support

VolunteerSpECClubLeader TrainingProgramme

AssessmentMaterials

TrainingSupportMaterials

TheVolunteerSpECClubLeaderTrainingProgramme12

Learning Outcomes

1: Understanding learning support practice in lifelong-learning contexts

Assessment criteria

1.1 Explaintheimportanceoflearningforachievingpersonalgoalsandparticipatinginlife,learningandwork

1.2 Comparedifferentcontextsforlearningsupport practice

1.3 Explainthecontributionoflearningsupportintheprovisionoflearningopportunities

1.4 Explain how to work with learners and others to support learning in a particular lifelong-learningcontext

1.5 Identifynationalandlocalpolicyandregulatoryrequirementsrelatedto learning-supportpractice

3: Understanding how to support learning

Assessment criteria

3.1 Explainresponsibilitiesandcontributionofa learning support practitioner throughout a learningprogramme

3.2 Explainhowtheindividualneedsoflearnerscanbeaddressedthroughplanning,delivery,assessmentandreviewoflearning

3.3 Explain how to use learning and support activitiestoengageandmotivatelearners

3.4 Explainwaysinwhichresourcescanbeusedtomeettheindividualneedsoflearners

2: Understanding the values and principles of inclusive learning support

Assessment criteria

2.1 Explainkeyvaluesandprincipleswhichunderpinlearning-supportpractice

2.2 Describekeyfeaturesofaninclusivelearningenvironment

2.3 Describekeyfeaturesofindependentlearning

2.4 Explainwaysofworkingwithlearnersthatpromoteinclusiveandindependentlearning

2.5 Explaintheimportanceofcommunicationforinclusivelearning

2.6 Explaintheimportanceofliteracy,language,numeracyandICTskillsforindependentlearningandparticipationinlifeand work

4: Be able to evaluate and improve learning support practice

Assessment criteria

4.1 Explaintheeffectivenessofanobservedlearning-supportsession

4.2 Describeownstrengthsanddevelopmentneedsinrelationtolearning-supportpractice

4.3 Planopportunitiestomeetowndevelopmentneedsinrelationto learning-supportpractice

4.4 Planopportunitiestomeetowndevelopmentneedsinliteracy,language,numeracyandICT


Session Overview

Session aims and content summary Aims of session 1:• GettoknowVolunteerSpECTrainingProgramme• GettoknowSpECandESOL• Gettoknoweachotherandbuildasupportnetwork• Understandwhatyouhavevolunteeredfor:

-City&Guildsqualification(optional)

-FacilitatinglocalSpEC

-Formalinduction

-Clarityofexpectations• Understandexperientiallearning:beginyourlearning

journeyinafunandinteractiveway!

What will be covered:• Induction process• Introduction to each other• Introduction to Learning by Doing• ImportanceofspeakingEnglishandinclusivelearning• Highlightthemes:Gettinghealthy,GettingIT,Keeping

up,Keepingsafe,Gettingajob,andGettinginvolved• Introduceconceptofbuddygroups• IntroductiontoSpECClubplanning• IntroducetheroleoftheSpECClubfacilitator.

Aims of session 2:• Understandimportanceofliteracy,language,

numeracyandICTinlifelonglearningandindependent learning

• Identifypersonaldevelopmentneedsinliteracy,language,numeracyandICT

• Exploreourroleinpromotinginclusiveandindependent learning

• Exploreresourcesavailabletosupportlearningofindividualandgroupneeds

What will be covered:• Explorewhatismeantbylifelonglearningand

independent learning• Exploreliteracy,language,numeracyandICT• ExplorepracticalwaystointegratelearningintoSpEC

Clubs• Exploreinclusivity• Explore cultural awareness• HowtodeterminelevelsofEnglishwithinyourgroup• Howtohelplearnersincreasetheirvocabulary• PreparingforanESOLsession• ESOLresourcedevelopment• Ideasforactivitiestoteachnumbers,dates,timeand

colours

Activities

Personal postersExperientialactivitiestoexplore:• Perspectivesandhowwelearn:

O/Yslide• Theimportanceofspeaking

Englishandinclusivity:JugglingBalls

Group work

Skillscan&SWOT: initialself-assessment

Settingupbuddygroups

Reflectivelearninglog

Learningplanandportfolio

The SpEC Training and Resource Toolkit

Experiential activities to explore: • Selfandgroupassessmentof

skillsandknowledge:LineUp:Spectrum

• Observationskillsandcreativeactivities:localparkvisit

Groupwork:inclusivityandculturalawareness

Assignmentreview:importanceofindependent learning

Presentationsofobservations

Creativeactivities:generatingideas

Buddygroups

Reflectivelearninglog


TheVolunteerSpECClubLeaderTrainingProgramme14

Session aims and content summary Aims of session 3:• DesignandplanSpECClubs• Culturalawarenessandinclusivityindesignanddelivery• ExploreresourcesavailableforSpECClubs• Facilitationskillsindifferentcontexts• Helplearnerstoincreasetheirvocabularyand

developtheirpronunciation

What will be covered:• SpECClubplanningandourroleasfacilitators• Exploreadvantagesanddisadvantagesofdifferent

contextsforlearning• ExploreSpECClubactivitiesforthefollowingthemes -Gettinghealthy -GettingIT -Keepingup -Keepingsafe -Gettingajob -Gettinginvolved• Considertopicsforconversation: -Lookingforemployment,employmentrights,and

gettingajob -ThingstodoinLondon -Keepinghealthy -Festivalsandtraditions• Identifyhowtohelplearnersincreasetheirvocabulary

anddeveloptheirpronunciation• Facilitationskills: -Listening,teachingandpractisingpronunciation

andteachingfunctionalEnglish• Givingandreceivingfeedback• Trainermid-courseassessmentandfeedback

Aims of sessions 4 and 5:• Practisefacilitationskills• Givingandreceivingfeedback• SpECClubsessionplanning

What will be covered:• Makinguseofyourtraining,eachotherandtheSpEC

Training and Resource Toolkit• Insmallgroups,planandpresentatwo-hoursession

onachosenthemetoinclude: -Vocabularyandpronunciation -Literacy,numeracyandICT -Resources/people/places -Inclusivityconsiderations• Givea20minuteinteractivepresentationtotherestof

thegroup,followedbypeerandtrainerfeedback• Finalself,peerandtrainerskillassessment• Completelearningplanandportfolio

Activities

Experiential activities to explore: • Presentation skills using IT• Creativeideageneration

Groupwork:presentationsandgenerating ideas

Useofavarietyofresources,including IT


Buddygroups

ReflectiveLearningLog

SkillscanandSWOT

LearningPlanandPortfolio


Experientialactivitiestoexplore:• Presentation skills using IT• CreativeideagenerationGroupwork:presentationsandgenerating ideas

Useofavarietyofresources,including IT


Buddygroups

ReflectiveLearningLog

SkillscanandSWOT

LearningPlanandPortfolio


SkillscanandSWOT



3. Setting up and running your SpEC Club

SettingupandrunningyourSpECClub16SettingupandrunningyouSpECclub16

3.1 Principles and best practice

SpECClubscancomeinmanydifferentforms,butthecommonelementisthattheyprovideanopportunityforpeoplewhoarenewtotheEnglishlanguagetopractiseusingEnglishinarelaxedandfriendlysetting.Theclubsgivelearnersachancetopractisethelanguageinarelaxed,informalenvironment,andtomeetnewpeople.Theyalsoprovideanimportantsocialnetworkforpeopleinsimilarcircumstanceswhocansupporteachotherintheirlanguagelearningjourneyandbeyond.TheprinciplesofasuccessfulSpECClubarebelow,alongwithsuggestionsofhowtomakeithappen.

AsuccessfulSpECClubshouldbelearner-focused:

• Encouragelearnerstobringintheirownresources/stimuli/content(forexample,familyphotos,picturesfromhome,newspaperarticles,children’sschoolwork,clothes/fabricandartefacts).

• GivelearnersopportunitiestoexpressthemselvescreativelyinEnglish,forexample,throughdrama,poetryorstorytelling.

• Asklearnersquestionsabouttheirlivesandinterests,butbecarefulnottoaskanythingyouwouldnotbepreparedtoansweryourself.Encourageparticipantstoaskyouquestions,whereappropriate–alwaysrememberyouareoneofthegroup,evenwhenyouareleading it .

• Dividelearnersintosmallgroupsfordiscussionsandactivities.

AsuccessfulSpECClubisabout“learningthroughdoing”:

• Aconversationclubshouldbeaboutjustthat:conversation.Giveparticipantstheopportunitytospeakasmuchaspossibleanddon’tworryaboutcorrectingeverysinglemistake.Themostimportantthingisthatparticipantscancommunicatesuccessfullyaboutthingswhichareimportanttothem.

• Lotsofbackgroundmaterialisprovidedinthistoolkitasextrastudy/activities/resources,butthesessionsshouldbeinteractive,engagingandfun.

AsuccessfulSpECClubshouldfocusonthecommunity:

• UseresourcesandexamplesthatarespecifictoLondonandyourparticularlocalarea.

• Theymayalsobethingsthatarespecifictoaculturalcommunity(forexample,artefactsfromhomeandtheirimportancetolifeinLondon/theUK).

• Trytoorganisevisitstolocalplacesofinterest,orinvitepeoplefromthelocalcommunityinto talk to learners .

• UsetheresourcesintheSpECTrainingandResourceToolkitthatfocusonthesixkeythemestohelpyourlearnersintegrateintothecommunityaswellasimprovetheirEnglishskills.

AsuccessfulSpECClubissociableandfun:

• Ifpossible,scheduletimeatthebeginningandendofsessionsforlearnerstochattoeachother .

• Focusonactivitiesthatencouragemaximuminteraction.

• Askforvolunteerstoarrangeextrasocialoccasionsforthegroup.

• Beflexible,abandoningactivitiesthatfallflat,andembracingthosethatresonatewiththegroup.Ifparticipantsfindsomethingtotalkabout–thatyouhadn’tplannedon–letthemtakecontrolofthetopicandseewhereitgoes.


3.2 Safeguarding

Safeguardingessentiallymeansprotectingpeople’shealth,wellbeing,safetyandhumanrights,andenablingthemtolivefreefromharm,abuseandneglect.Itisfundamentaltocreatinghigh-qualityservicesforpeople,anditisanessentialpartofplanningacommunityclub.

Thekeyprinciplesofsafeguarding,assetoutbytheUKgovernment,include:

• Empowerment:presumptionofpersonleddecisionsandinformedconsent.

• Protection:supportandrepresentationforthoseingreatestneed.

• Prevention:itisbettertotakeactionbeforeharmoccurs.

• Proportionality:proportionateandleastintrusiveresponseappropriatetotheriskpresented.

• Partnership:localsolutionsthroughservicesworkingwiththeircommunities.Communitieshaveaparttoplayinpreventing,detectingandreportingneglectandabuse.

• Accountability:accountabilityandtransparencyindeliveringsafeguarding.

Linkstomoreinformationonsafeguardingcanbefoundinthe“Usefullinks”section.

3.3 Facilitation

What are facilitation skills?FacilitationskillsareoneofthemostimportantsetsofskillsyouwillneedtorunaSpECClub.Facilitationskillsaretheprocessskillsyouwillusetoshapeandguidesessions,encouragingthegrouptoworktogethertomeetitsgoals.

What are the basic principles?Facilitationfocusesonhowpeopleparticipateintheprocessoflearning,notjustonwhatisachieved.Thefacilitator’sroleistoguide,nottakethelead,andtodrawoutideasandopinionswithout taking sides .

How can I encourage participation? • Developanopenandcomfortableenvironmentwhereeveryonefeelscomfortable

participating

• Giverecognitionandsupportforindividualideasanddecisions

• Developastructurethatallowsforeveryone’sideastobeheard

• Usepraisetomakelearnersfeelpositiveabouttheircontributiontothemeeting.

Why are facilitation skills so important?Strongfacilitationskillsareessentialtokeepyourlearnersengagedandtohelpthembecomemoreconfident.ThemoreyouknowabouthowtofacilitateanexcellentSpECClubsession,themoreyourmemberswillfeelempoweredtosharetheirideasandplayanactivepartinthegroup.

SettingupandrunningyourSpECClub18

3.4 Skills and tips

Before the session • Environment–isthelocationcomfortable,accessibleandtherightsizeforthegroup?

• Groundrules–encouragethegrouptodeveloptheirowngroundrules,forexampleonallowingeachothertospeakandtimekeeping.

• Logistics–arrangechairsinacircletoencouragediscussion,providerefreshments(ifavailable),andcheckonanyaudio-visualequipmentbeforethesession.

Steps to facilitate a session • Startthemeetingontime

• Welcomeeveryone

• Makeintroductions

• Startwithanicebreaker

• Reviewtheagendaandgroundrulesforeachsession

• Encourageparticipationfromeveryoneinthegroup

• Bringclosuretoeachsectionofthesessionasnecessary

• Respecteveryone’srightsandopinionsanddon’tjudge

• Beconfidenttoaddressanybehaviourorstopanyconversationwhichisdisrespectfulorintimidating,racist,sexist,homophobicordiscriminatesinanywayagainstanymemberofourcommunity

• Beflexibleifanactivityisn’tworking,orifitneedsmoretime

• Thanklearnersattheendofeachsession.

Be aware of the mood of the group Ifthegrouplooksbored,isstartingtoshiftintheirseats,lookrestlessorconfused,speeduporslowdownthepaceofthesession,ortakeabreak.

Be aware of your own body language Becarefulthatyou’renotrepeatingyourself,saying“um”betweenwords,orspeakingtoofast.Takeabreakifyoufeelnervousorfeellikeyouarelosingcontrol.Walkaroundtheroomratherthanstandinonepositionfacingthegroup.

Preventing disruption during sessions • Getagreementontheagenda,groundrules,expectationsandoutcomes.Thiswillcreate

asenseofsharedaccountabilityandownership

• Listencarefullywhenthegroupisspeaking

• Showrespectforeachindividual’sexperience

• Stayinyourfacilitatorrole–offerideas,options,andresourcesforthegrouptoworkwith,butdon’tgiveyourpersonalopinionsunlessit’sdirectlyrelevantandappropriate

• Usehumourandwarmth.


Best practice and examples • Ensureaninformal,positiveandcomfortablestyle:

“That’s helpful. Do you have anything else to add?”

“Thanks for your thoughts”

“I understand what you are saying about...”

• Respondtothemoodoftheroom:

“Does your experience tell you something else about this problem?”

“You look like you may have a question about this?”

“Do I sense that you disagree withwhatwasjustsaid?”

• Involvealllearners:

“How do the rest of you feel about this issue?”

“How do you react to this suggestion?”

“We have heard how . . . . . . . . . . . feels about this issue; now let’s hear from other volunteers in the group”

“Would someone else care to comment on this?”

“What other points of view are there?”

• Keepdiscussionsontrack:

“Where are we in relation to . . . . . . . . . . . ?”

“It looks like we have drifted off topic. Let’s get refocused on . . . . . . . . . . . ”

“Does anyone object to us returning to the discussion of . . . . . . . . . . . ?”

• Helpthegroupidentifyclearactionsandcommitments:

“You have agreed to . . . . . . . . . . . . What are the next steps?”

“Let’s brainstorm a list of tasks that must be completed in order to reach this aim”

“We’ve agreed on these action items. Now, let’s get some volunteers to take responsibility for each item”

• Dealeffectivelywithdisagreementsandchallenges:

“Do you have some concerns about this idea?”

“Who can give us the advantages of this approach?”

“Keep in mind that our primary purpose here today is . . . . . . . . . . . ”

“How does your comment help us to reach that goal?”

• Helpthegrouptoreachconsensusordecisions:

“Let me summarise the key points of what we’ve agreed so far”

“We’ve talked a lot about this idea, and the consensus appears to be...”

• Closeeachsessiononapositivenote:

“Before we wrap up, let’s quickly review what we’ve achieved today, and discuss next steps.

“What do you see as the most important outcome of today’s session?

“How do you feel about what we have achieved today?

SettingupandrunningyourSpECClub20

Positive group management • Goodfacilitatorsareadeptatmanaginggroupsofpeopleandavoidingdifficult/

challengingbehaviour.Duringthetrainingprogramme,facilitationtechniqueswillberepeatedlypractised–themorethatvolunteershavetheopportunitytopractisetheskillslearnedabove,themorepositiveandcomfortabletheywillfeelinanygroupsituation.

• Theactivitiesintheresourcessectionhaveallbedevelopedwithencouragingalllearnersinmind-withalargefocusonrecognisinglearningstyles.Thismeansthatvolunteerswillbeusedtodevelopingactivitiesthataretailoredtotheneedsoftheindividualsaswellasthegroup.Effectiveuseoftheicebreakers,warmups,andgroupandpairedactivitiesprovidedwillmeanthatlessconfidentlearnersinteractwiththegroupinlotsofdifferentways.

• Consistentpositivityandenthusiasmfromfacilitatorscannotbeunderestimatedinprovidingasafe,warmandencouragingenvironmentforlearning.Alwaysendingsessionsfocusingontheachievementsoflearnersduringthesession,usingupbeatactivitiesthatendasessiononahigh,andlotsofpositivelanguageasmentionedabove,allcreatepositivegroupscenariosandencourageexcellentattendanceandinclusivity.

3.5 Logistics, regulations and reporting to the City of London

What is the role of the SpEC Club Leader?AsaClubLeader,youareresponsiblefor:

• ThelearningactivitiesthattakeplaceinaSpECClubaswellastakingaregisterandkeepingthissafeandconfidential

• Co-ordinatingwithstaffatthehostcentreaboutanyissuesrelatingtotherunningoftheSpECClub(e.g.facilities,communicatingwithmembers)

• ThehealthandsafetyofthelearnersinyourgroupwhileyouarewiththeminaSpECClub.Thismeansmakingsurethatanyactivitytheycarryoutcomplieswiththehealthandsafetypolicyofthehostorganisation

• Ensuringyouhaveseen,readandunderstoodthehostorganisation’ssafeguardingpolicyandyourroleinrelationtoit.Seethesectionon‘Safeguarding’formore.

When will SpEC Clubs run?TheSpECprojectallowsforallitsvolunteerClubLeaderstoengageflexiblywiththeproject.SpECClubsacrossLondonwillnotruntoapre-determinedscheduleortimetable–youshouldworkwithyourhostorganisationtodetermineamutuallyconvenienttimeforsessions.

ReportingInadditiontokeepingaclassregister,youwillbeaskedtocompleteanenrolmentformforeverylearnerinyourclub.Allvolunteerswillbeencouragedtoworkwiththeprojectteamtoidentifygood news stories and potential case studies .



4 . Host organisation roles and responsibilities

Hostorganisationrolesandresponsibilities22

HostorganisationswillberesponsibleforsupervisingallvolunteerClubLeadersandtheirgroupsonaday-to-daybasis.Theywillbeexpectedtoidentifyamanager/supervisortoactasthemainpointofcontact.Inaddition,eachvolunteerwillreceivementoringsupportfromESOLprofessionalsandtheSpECprojectmanagementteam.Allvolunteerswillbegivenanamedcontactoutsidetheirhostorganisationwhosesolejobistosupportthemintheirrole.

TheSpECteamwillsupportallvolunteerClubLeaderstodevelopnewactivitiesandresourcestosharewithothers.Theywillbequalitytestedanduploadedontoourprojectwebsite.Inthisway,wewilladdtotheSpECTrainingandResourceToolkit,helpingtomakeclubsmoresustainable.

Who and what is a host organisation responsible for?HostorganisationsareresponsibleforensuringthattheSpECClubhasasafeandsuitableplacetomeet,atadesignatedtime,mutuallyagreedwiththevolunteerClubLeader.TheyarealsoresponsibleformakingsurethevolunteerClubLeader,andbyextensiontheclubmembers,knowaboutallrelevanthealthandsafetyprocedures(includingwhattodointheeventofafire)andhaveaccesstotheorganisation’sEqualOpportunitiesandSafeguardingpolicies.

Hostorganisationsareresponsibleforidentifyingamanager/supervisortobethemainpointofcontactforavolunteerClubLeaderwhilstthere,shouldanyproblemsarise.

What about fees?Unfortunately,theprojectdoesnothavethefundstopayfortherentofroomspacefortheclubswhomeet.Thereisasmalldiscretionaryfund,however,forthesupportoflearnerswithadditionalneeds,wherereasonableadjustmentscanbemadetosupporttheirattendanceorparticipationingroupactivities.

Is there a minimum time commitment?WeaskhostorganisationswhoengagewiththeSpECprojecttobepreparedtoofferatleast30hoursofclubtime.

What about club meeting times?Thereisnocoursetimelineorstructureinplaceregardingclubmeetingtimesandtheyshouldbearrangedtobestsuitallpartiesinvolved.Successfulclubshavemet,forexample:

• OnceaweekonTuesdaymornings,10.00–11.00

• EveryMondayandFridayafternoon,13.00–15.00

• OnceaweekonSaturdaymornings,10.00–11.30

• Wednesdayevenings,18.45–20.00.

What about ICT?IfyourorganisationhastheinfrastructuretoenableourvolunteerClubLeaderaccesstoacomputer,itwouldhelpgreatlywiththeenrolmentandadministrationoflearners.Iflearnersareabletoaccesscomputersatanytime,weencourageallourvolunteerCubLeaderstohelpdevelopdigitalliteracyaspartoftheirSpECClub.

23 Training and Resource Toolkit23 Training and Resource Toolkit


5. Glossary and terminology

6. FAQs

7. Further ESOL study and other useful links

8. Contact details

Glossaryandterminology/FAQs24

5 GLOSSARY AND TERMINOLOGY

ELT–EnglishLanguageTeaching.OftenusedbypublishersasmanymaterialsareequallysuitableforESOL,TEFL,ESLorTESOL.

BE–BusinessEnglish.BEisusedforgeneralbusinesssituationsandemail/phoneuse.

ESP–EnglishforSpecialPurposes,forexampleworkingasadoctororlawyerorinanyotherareawithspecialisedanddistinctivevocabulary.

EAP–EnglishforAcademicPurposes.ThisisprimarilyforlearnerswishingtostudyatanEnglish-speakinguniversity.

IELTS–InternationalEnglishLanguageTestingSystem.TherecognisedcertificatethatprovesalearnerhasasufficientknowledgeofEnglishtobeabletostudyatanEnglish-speakinguniversity.

CEF–CommonEuropeanFramework.EU-designedsystemforassessinglanguagelevelsacrossEUcountries .

TYLE–TeachingYoungLearnersEnglish.

6 FAQS

Does it matter if I don’t have much experience of facilitating groups of adult learners?Notatall.TheVolunteerSpECClubLeaderTrainingProgrammewillcovereverythingyouneedtofeelconfidentrunningyourSpECClubsbytheendofthecourse.

What are the six core project themes? • GettingHealthy

• Getting IT

• KeepingUp

• KeepingSafe

• GettingaJob,and


What qualification will I gain at the end of the course?ACity&GuildsLevel3AwardininSupportingLearning.

Do I have to attend every session of the training course?Inordertocompletethecourseandfulfiltherequirementsforthequalification,itisimportantthatyouattendallthesessions.

What support will I be given on the course?InadditiontotheSpECTrainingandResourceToolkitandsupportduringthetaughtsectionsofthecourse,youwillreceivementoringsupportfromtheSpECprojectmanagementteam.Allvolunteerswillalsobegivenanamedcontactwhosesolejobistosupportthemintheirrole.

Forfurtherqueries,contacttheSpECprojectmanagementteamvia:

Telephone: 020 7332 1211 or 020 7332 1231

Email: [email protected]


7 FURTHER ESOL STUDY AND OTHER USEFUL LINKS

BrightHubThisisausefulwebsitewhereyoucanreadarticlesaboutteaching/facilitatingESOLsessionsaswellasfindsessionplanideasandinspirationalactivitiesandgames.www.brighthub.com

ESL VideoThisisagoodwebsiteforcomprehensionactivities.Thesitealsohasvideosandquizzes–sortedbyfluencylevel–thatyourlearnerscanaccessanywhereandanytime.www.eslvideo.com

ESL Party LandThissiteincludesESOLinteractivematerials,usingfilmandvideo,theinternetandmusic.www.eslpartyland.com

English GrammarThiswebsiteliststhegrammarrulesofEnglishalphabeticallyinanaccessibleformat.www.englishgrammar.org

Talent OffersimpartialadviceonInitialTeacherTraining(ITT)andContinuingProfessionalDevelopment(CPD)fornewandexistingteachersandtheiremployers,workinginarangeofteachingandlearningcontextswithinthelifelonglearningsectorinEngland.www.talent.ac.uk

The British Council TheBritishCouncilhasawiderangeofEnglishlanguagelearningsites,includingESOLNEXUS,aimedspecificallyforteachersandlearnersofESOL.Ithasasectiondevelopedjustforbeginnerlearners . http://esol.britishcouncil.org/

London museumsalsohavefantasticESOLresourcesavailableonline.TheBritishMuseumBloomsbury: http://www.britishmuseum.org/learning/adults_and_students/esol_programmes.aspx

TheGeffryeMuseum,Hackney: http://www.geffrye-museum.org.uk/learning/online-resources/esol-resources/

TheLondonTransportMuseum,CoventGarden: http://www.ltmuseum.co.uk/learning/family-learning/adult-learning/201-english-for-speakers-of-other-languages

TheVictoriaandAlbertMuseum,SouthKensington: http://www.vam.ac.uk/content/articles/p/programmes-for-esol-students/

TheNationalPortraitGallery,TrafalgarSquare: http://www.npg.org.uk/learning/access/esol/esol-resources.php

More information on safeguarding can be found here:http://www.scie.org.uk/publications/reports/report41/files/report41.pdf

http://www.safeguardingmatters.co.uk/uk-safeguarding-approach/isa-barring/

More information on employment rights can be found here:http://www.adviceguide.org.uk/wales/work_w/work_rights_at_work_e/basic_rights_at_work.htm

Usefullinks/Contactdetails26

8 CONTACT DETAILS

Telephone: 020 7332 1211 or 020 7332 1231

Email: [email protected]

Twitter: @londonleafea



9. Appendix 1 – Further reading and support

Appendix1–Furtherreadingandsupport28

Thefollowingresourcesprovidebackground,theory,activitiesandextrastudyoptionsforyoutoreadthroughoutyourVolunterSpECClubLeaderTrainingProgrammeandadaptforusewithinyourSpECClubs.Someactivitiesmaybeundertakeninyourgroupsinthetrainingprogrammewhileotherswillbepartofindependentself-study.

9.1 SpEC and ESOL – an introduction

Why English mattersAswestartonourjourneytobecomefacilitatorsforSpECClubs,let’sconsiderwhypeoplewanttolearnEnglish:

• PoorunderstandingofEnglishcanbearealbarriertoaccessingwork,healthcare,andbasicprovisions.

• ThenumberofpeoplelivinginEnglandandWaleswhocannotspeakanyEnglishis138,000(2011Census).

• InLondon,22%ofresidents–or1.7millionpeople–useamainlanguageotherthanEnglish.

• The2011CensusalsoshowedthatintheLondonboroughofNewhamnearlyoneintenpeopleeitherspeakEnglishpoorlyornotatall.

• Globalisationmeansthatmoreandmorepeoplearebeingbroughttogetherformillionsofdifferentreasons.Englishisoftenadoptedastheinternationallanguageofcommunication.

• YOUhavevolunteeredtodosomethingamazing–tohelppeoplebecomeconfidentspeakingEnglishinagroup!

Fun facts about the English languageeUKEnglishcontainsover1,000,000words.Oftheseanestimated:

30%derivefromFrench

30%derivefromLatin

25%derivefromGermanic(alsoknownasOldEnglish)

5%derivefromGreek

5%derivefromother languages

5%areofunknown origin


Activity 1: A potted history of the English languageSpendfiveminutesreadingthefollowingparagraph.Underlinethefactsthatyoudidn’tknowabouttheEnglishlanguage.

English as a language can be traced back to about 5 AD, when Germanic tribes from

the areas now known as northern Germany and Denmark started to invade England.

When the Germanic tribes arrived in England they pushed the natives out to the

west and north of the country, areas we now know as Wales, Scotland and Ireland,

taking their Celtic languages with them. The Germanic tribes who invaded England

spoke different dialects, forming the roots of Old English as they integrated with the

native people. Many modern English words have their roots in Old English. The Norman

invasion in the 11th century, however, altered the dominance of Old English in England.

William the Conqueror invaded England from the north of France bringing with him

a version of French that went on to be spoken by the upper and business classes for

about 500 years. As the 16th century approached, French remained the language

of choice for the aristocracy and Old English was also still well used. The 16th century

also saw a rapid increase in international trade and therefore movement of people

across borders, causing further changes to the language. The first English dictionary

was published in 1604, in response to greater need for standardisation in English due

to the invention of printing and increased trade. Books became more accessible and

reading more popular, including the classics, which is one of the main reasons that so

many modern English words can be traced back to Latin and, to a lesser extent, Greek.

Colonisation also had a significant impact on the English language, especially the

colonisation of North America. Spanish-based words have become common in English

ever since the beginning of American history: for example words such as ‘canyon’ and

‘vigilante’ are of Spanish origin but are now considered part of the English language.

Interestingly, modern day English ‘Americanisms’, such as ‘trash’ for rubbish, ‘faucet’ for

tap and ‘fall’ for autumn, are in fact just older English words that have been updated in

British English, yet remained the same in American English.

• DiscussinpairswhatyouhavejustlearnedabouttheEnglishlanguage

• Discussasagroup“WhatelsedoyouknowabouttheEnglishlanguage?”

Activity 2: Question time

Activity outline

• WritedownanyquestionsthatyoustillhaveabouttheVolunteerSpECClubLeaderTrainingprogramme.

• WritedownonehopeandonefearthatyouhavefortheprogrammeandforyourSpECClub.

• Foldyourpieceofpaperandputitintheboxonyourtrainer’sdesk.Yourtrainerwillthenansweryourqueriesanonymously.


Activity 3: What is the role of a SpEC Club Leader?

Activity outline

Inpairs,discusswhatyouthinktheroleofaSpECClubLeaderis.WriteyourdefinitiononaPost-itnote.AllpairssticktheirPost-itnotesonawall.Thegroupshouldthendiscusstheanswersandagreetheirtopthreedefinitions.Notethattherewillbemoreonfacilitationlaterinthecourse.

Learning styles – how do people learn languages differently?• Everyonehastheirownlearningstylesandtechniques.Youwilllearnlotsabouttheseduringthe

VolunteerSpECClubLeaderTrainingProgramme.

• Manylearnersfindtheyhaveonedominantstyleoflearning.Othersfindtheyadoptdifferentstylesdependingonthesituation.

• Integratingtheconceptthattherearemultiplelearningstylesintoalearningenvironmentisarelativelynewidea.Inthepast,thefocuswasmuchmoreonfindingtheeasiestwaytodeliverinformationratherthanhowbesttoreacheachlearner.

• Currently,thethreemostcommonlyrecognisedlearningstylesare: 1 . Linguistic (verbal) 2 . Kinaesthetic (physical) 3 . Auditory (aural)

Activity 4: Introduction to learning styles

Activity outline

• Readthelearningstylesinformationbelowfor5minutes.Whichisyourdominantlearningstyle?Discussinpairs.

• CompletetheLearningStylesQuestionnaire.

Learning stylesAuditory

Auditorylearnersliketousesoundasmuchaspossible.Theyareusuallyverygoodatlistening,canbemusicallytalentedandhaveagoodsenseofrhythm.Mostlikelytosay:“Soundsaboutright.”

Implications for ESOL learning:Usingrhythmexercises,musicandrepetitioniseffectivewhenyouhavethistypeoflearnerintheclassroom.

Linguistic

Linguisticlearnersareverycomfortablewithverbalcommunicationandthewrittenword.Theyareusuallygoodatexpressingthemselvesandlikelearningnewlanguages.Mostlikelytosay:“Tellmewordforword.”

Implications for ESOL learning:Linguisticlearnerswillvolunteertoreadexplanationsaloud.Trytomakeyourownreadingvariedandinteresting.Effectivelearningtoolsincludemnemonicsandrole-play.

Kinaesthetic

Theselearnersareverysensitivetotheirenvironment.Theyliketogetinvolvedandtolearnbydoing.Mostlikelytosay:“Ihaveagutfeeling.”

Implications for ESOL learning:Usephysicalobjectssuchasflashcardsasoftenaspossible.Whenfacilitatingamatchingexercise,cutupthepartsandhavethemphysicallymatchthemtogether.


Learning styles questionnaireThisquestionnairewillhelpyoudiscoverifyourpreferredlearningstyleisoneofthethreemostcommonlearningstyles:visual,auditoryorkinaesthetic.

Read each group and tick the ONEoptionthatismostlikeyou.

A Ipreferlearningthroughdiscussions

B Ipreferlearningwhenthereissomethingtolookat(chart,diagram,pictureorvideo)

C Ipreferlearningthroughdoingsomethingpracticalorphysical

C Ioftenfiddlewiththings(apen,papercliporrubberband)

A Ioftensingorhumtomyselfwhendoingotherthings

B Ioftendraw/doodlewhenIthink

C IprefertojustgetonwithitwhenIamlearninganewskill

A Iprefersomeonetoexplaintomehowtodoit,whenIamlearninganewskill

B IprefertowatchsomeoneelseshowmehowtodoitwhenIamlearninganewskill

B WhentheadvertscomeontheTV,Iliketowatchthem

C WhentheadvertscomeontheTV,Igetupanddosomething

A WhentheadvertscomeontheTV,Isingalongwiththemusic

A Iliketolistentoastory

B Iliketoseeacartoonofastory

C Iliketoactoutastory

C Iamgoodatlearningphysicalskills

A Ihaveagoodmemoryforpeople’snames

B Ihaveagoodmemoryforfaces


B Iprefertrainerswhousediagramstoshowusthings

C Iprefertrainerswhogetustophysicallydosomething

A Iprefertrainerswhoexplainthingstous

B Whentravelling,Iliketolookatthesceneryorreadabook

C Whentravelling,IprefertostopfrequentlysoIcanwalkaround

A Whentravelling,Iliketolistentomusic

C IusemyhandsalotwhenIamtalking

A WhenIamchattingtopeople,Isometimesusewordsotherpeopledon’tknow

B WhenIamdiscussingsomething,Iliketodoodleatthesametime

C Inmyfreetime,Iwouldratherbeoutside

B Inmyfreetime,Iwouldratherwatchmyfavouritefilm

A Inmyfreetime,Iwouldratherlistentomyfavouritemusic

B IgetdistractedifIcanseesomethingoutsidethewindow

A IgetdistractedifIcanhearsomethinghappeningoutside

C IloseconcentrationifIhavetositstillforalongtime

A IfIneededtobuildaLEGOmodel,Iwouldgetsomeonetoexplainhowortoreadtheinstructionstome

C IfIneededtobuildaLEGOmodel,Iwouldtrytoworkoutwhichbitsfittogether

B IfIneededtobuildaLEGOmodel,Iwouldfollowthediagramorthepictureonthepacket

When you have ticked one option in each row, count up how many of each letter you scored.

IfyouscoredmainlyAs,youareanAUDITORY learner .

IfyouscoredmainlyBs,youareaVISUAL learner .

IfyouscoredmainlyCs,youareaKINAESTHETIC learner .


Solitary and social learners AswellasconsideringthedifferentlearningstyleswithinyourSpECClub,itisimportanttobearinmindthatlearnerscanoftenbecategorisedaseithersociallearnersorsolitarylearners.

Social learners

• Havewell-developedcommunicationskills

• Embracegrouplearningandbrainstorminginateamofpeople

• IntheESOLlearningenvironment,arewillingtovolunteerforanyactivitiesandlearnreadilyfromanymistakes.

Solitary learners

• Areindependentandanalytical

• Excelatfocusingontasks

• Devotelotsoftimetoself-assessment

• Thrivewhentasksarepersonalised.

Facilitation methods – learning effective communication skills

What is facilitation?

Facilitationistheactofmakingaprocesseasier.Facilitatorsworkwithagroupofpeopletohelpthemhaveadiscussion,cometoanagreementormakeaplan.Thefacilitatoractsasatrustedandneutralvoice,makingdecisionsabouttheprocessthegroupgoesthroughbutallowingthegrouptofocusonandcontrolthecontentofthediscussion.Thefacilitatorisaguide,theretomakethingseasierforthegroup.

Key objectives of facilitation

• Tounderstandthegoalsofthegroupandthecontextwithinwhichthegroupisworking

• Tokeepthegroupfocusedontheagenda

• Tomovethediscussionforward

• Toinvolveeveryonebyencouragingquietermembersandcontrollingthosewithatendency todominate

• Toensurethatdecisionsaremadedemocraticallyandfairly.

Effective facilitation

• Activelyinvolvesallmembersofagroupinactivitiesanddecision-making

• Maximisesindividuals’commitmentandengagement

• Buildslastingteamspirit

• Achievesconsensus

• Articulatesasharedvision.


Activity 5: The SpEC Club Leader• Completetheactivitybelow,workingalone.

Lookatthelistofadjectivesbelow.Theycouldallbeusedtodescribeagreatfacilitator.Choosetheeightthatyouthinkarethemostimportant:

Adept Eloquent Kind

Adventurous Energetic Knowledgeable

Ambitious Enthusiastic Open

Charming Flexible Organised

Cheery Friendly Passionate

Clever Happy Polite

Competitive Hardworking Punctual

Competent Healthy Reliable

Co-operative Honest Resourceful

Creative Humorous Smart

Critical Imaginative Sociable

Dependable Impartial Talented

• WriteyoureightmostimportantqualitiesonPost-itnotesandstickthemtothewall

• Asagroup,lookatthePost-itnotesandidentifythe10mostpopularqualities

• Thislistofqualitiesisgoingtospuryouonthroughoutthecoursetobecomeatrulyeffectivefacilitatorbytheend!


Activity 6: What is a facilitator?

Activity outline

Usethefollowingquestionsasthebasisforagroupdiscussion.

S.M.I.L.E.: the key to effective facilitation Asafacilitatoritisimportanttobecomfortable,personableandapproachable.Youwilllearnthroughoutthecoursehowtodothis.OneeasywaytorememberthekeypointsisthroughtheacronymSMILE:

SMILE–learnersfeelmorecomfortablewhentheirfacilitatorsmilesatthem.

MENTIONNAMES–callinglearnersbytheirnamesshowsthatyouhavepaidattentionandcareaboutthemasindividuals.

INTEREST–alwaysshowaninterestinwhatyourlearnershavetosay.

LISTEN–activelylistenatalltimes.Showyourlearnersthatwhattheyaresayingisimportanttoyou.

EMPATHISE–letlearnersknowyouunderstandthatlearningEnglishcanbedifficult,andthatyouarethereforthem.

NB:‘Activelistening’meansfullyconcentratingonwhatisbeingsaidratherthanjustpassively‘hearing’themessageofthespeaker.Activelisteningisaskillthatcanbeacquiredanddevelopedwithpractice.

Basic principles of ESOL and the ‘typical’ ESOL learner

Covered so far:• ThehistoryofEnglishasalanguageintheUK

• OverviewoftheSpECprogramme,whatitwillinvolve,andourhopesandconcerns

• Theeffectoflearningstylesandfacilitationstylesintheclassroom,andthequalitiesthatmakeagoodfacilitator.

Coming up:WewilllookatwhatESOLisreallyaboutandlookatwhatmakesa‘typical’ESOLlearner.

• WatchthiscliptounderstandthedifferencebetweenESOLandotherformsoflearningEnglish:http://www.youtube.com/watch?v=GbIqAkNbk5I

Statement True/false?

Facilitatorsliketoincreasetrainer-learnerinteraction.

Facilitatorsguidelearnersintothinkingindependentlyandtakingtheinitiative.

Often,thefacilitatorwilloutlineanactivityandthentakeaconsultativerole, askingquestionsandmakingsuggestionstohelpguidethelearnerstothetarget.

Facilitativelearningenvironmentshelpensureconfidentlearnersdonot dominate.

Manylearnersrespondwelltofacilitationbecausetheycanplayapartinbeing responsibleforthelearningprocess.

Facilitationisamuchquickerwayofgettingagrouptolearnsomethingthan direct teaching .


The ‘typical’ ESOL learnerThereisnosuchpersonasa‘typical’ESOLlearner.ESOLlearnersmayvaryintermsoftheir:• Background/homecountry• Personal histories• Cultureandfamilybackground• Heritage language• Experienceofeducation• Age,and• Alloftheabove.

SpEChasbeendevelopedforadultsagedover19,wholiveinLondonanddonotspeakanyEnglishorhaveonlyaverybasiccommandofit.ItislikelytheyhavenothadanyEnglishlanguagetuitionbefore.Inaddition,theymaynotbeeligibleformainstreamESOLsupport(sonotinemploymentoractivelyseekingemployment).Thisincludesthosereceivingincome-relatedbenefits–CouncilTaxBenefit,HousingBenefit,IncomeSupport,WorkingTaxCredit,PensionCreditandcontribution-basedESA–unlessintheWork-RelatedActivityGroup.

“As a group, they (ESOL learners) display most of the features of super diversity. Some may share a place of birth or first language but there are huge differences in terms of social class, previous education, level of literacy, gender, age, political and religious affiliation and immigration status.”

NRDC Effective Teaching and Learning – ESOL, Baynham et al

Activity 7: Share experiences

Activity outline

Asagroup,shareanyexperiencesofworkingwithESOLlearners,highlightingcultural,socialanddemographicissuesandbarrierstolearning.

Further study • ReadthisarticlewrittenbyamigranttotheUK:

http://www.migrantsrights.org.uk/migration-pulse/2014/fight-or-flight-immigrant-british-experience

• Writealistofthemainchallengestheyhavefaced

• Writedownapossiblesolutiontoeachofthechallenges

• NotedownhowyouthinkhelptolearnEnglishontheirarrivalmayhavehelpedtheirsituation.


9.2 Preparing to support learning

Understanding of learning support in lifelong learning contextsLifelonglearninghasdevelopedsignificantlyasadistinctareawithineducationinrecentyears.Itispartoftheeducationsector,butitcoversallpubliclyfundedpost-16educationoutsideuniversities.Lifelonglearningtakesplaceinaverywiderangeofinstitutionsincludingfurthereducation(FE)colleges,prisons,libraries,adultandcommunityeducation,andprivatetrainingprovidersof work-basedlearning.Lifelonglearnersformaverydiversegroup:

• Three-quartersoflearnersareagedover19

• Three-quartersoflearnersarepart-time

• Learnersrangefromthosewhocannotread,writeorcommunicatetothosewhoareeducatedtopost-degreelevel

• TherearemorestudentsinFEcollegesthaninuniversitiesintheUK

• OneinfiveUKadultsiscurrentlylearningonalifelonglearningcourseofsomedescription

• Part-timeteachingstaffinfurthereducationoutnumberfull-timeteachingstaffbyalmost2:1.

Thisdiversitypointstoasignificantneedforconsistentandeffectivesupport.Italsomeansthattheroleofaprofessionalinthelifelonglearningsectorisdiverseandwide-ranging.

Understanding the principles of inclusive learning support Aneffectiveandinclusivelearningsupportprocessmustincorporatefundamentalchangeinthewayalearningcommunitysupportsandaddressestheindividualneedsofeachlearner.Aneffectivemodelofinclusiveadulteducationnotonlybenefitslearnerswithadditionalneeds,butalsocreatesanenvironmentinwhicheverylearner,includingthosewhodonothaveadditionalneedsordisabilities,hastheopportunitytothrive.

Here are some reasons why inclusive learning support is essential:Cultural awareness creates a welcoming environment for all learners.Inclusivelearningcanonlybesuccessfulwhenlearnersfeeltheyaretrulyapartofasafeandsupportivecommunity.Wewilllookmorecloselyatculturalawarenesslateroninthecoursebut,attheveryleast,respectfordiversityrequiresopenandhonestdiscussion,andawhole-grouprespectfordifference.

Consciously differentiated learning support has a positive impact on learner engagement. It isindisputablethatnotwolearnersarethesame,andthereforeexemplaryinclusivelearningenvironmentscreateopportunitiesforlearnerstolearnandbeassessedinavarietyofways.Inclusivefacilitatorsmustconsideralllearningstylestotailortheirsessionstohelpalloftheirgroupslearninthebestwaypossible(wewillcoverlearningstyleslateroninthetrainingcourse).Whenfacilitatorstakethedifferentlearningstylesoftheirgroupmembersintoaccount,itenricheseveryone’slearningexperience.

Learners can access all of the content in a course if the right support is in place. Inaninclusivelearningenvironment,asupportiveenvironmentforalllearnersiscreatedwithextrahelpinplace.Thissupportcouldbeintheformofextratrainersupport,differentiatedactivities,andconsciouspairingorgroupwork.Inclusivecoursesalsobetterchallengeandengagegiftedlearnersasthelearningenvironmentisresponsivetoalltheneedsofthegroup.


Understanding how to support learningInyourSpECClubs,youareresponsibleforprovidingopportunitiesforeveryonetolearnandimprovetheirEnglishconversationskills.Itisimportantthatyoufeelsufficientlyconfidentinthedifferentaspectsofsupportedlearningtohelpovercomeanybarrierstolearningthatindividualsinyourgroupmayface.Yourgroupswillbesmall,sociableandwelcoming,andyouwillhavetheopportunitytoensurelearnersreceivetheindividualsupporttheyneed.However,duringthetrainingcourse,makesureyouareconstantlythinkingabouthowyouwilladaptactivitiesforyourlearners,andseekadvicefromyourtrainerthroughoutthecourse.

Activity 1: Lifelong learning

Activity outline

• Discuss, in pairs, why you think lifelong learning is important. Each of you should talk about: - Oneexperienceofnon-compulsoryeducationyouhavetakenpartin,andthepositives

andnegativesofthatexperience

- HowyouwillprovidethemostinclusivelearningsupportpossiblewithinyourSpECClub

- Whatinspiredyoutodothiscourseandbealifelonglearner.

Understanding how to evaluate and improve learning support practiceTherearemanywaysinwhichlearningsupportcanbeimproved,andoneofthefirstistoensureaneffectivereflectionandevaluationprocess.Somekeythingstonoteare:

• Languageusedbythetrainer/facilitator/groupisappropriateandnon-discriminatory

• Considerationistakentorepresentthediverserangeoflearnersinthegroup

• Materialsanddiscussiontopicsarepresentedinawaythatissensitivetoequalityanddiversity

• Avarietyoffacilitationstrategiesareusedfollowinganassessment/discussionofdifferentlearningstyles

• Assessmentisfairanddoesnotdiscriminateagainstanylearner

• Materialsandresourcesareadaptedtoensurelearnerscanaccessinformationatalltimes.Thiscouldtakemanyforms,dependingontheindividualneedsofthegroup–fromprovidingone-to-onesupport,tosimplypresentingresourcesinalargerfont

• Learnershavetheopportunitytocommentonthecourseinanopenandanonymousway.

How can learning support practice be improved?

Effective planning• Alllearnersaregiventheopportunitytodiscussadditionalsupportatthebeginningand

throughout the course

• Theenvironmentisconducivetolearningintermsoffullaccessibilityandcarefullyconsideredlayout

• Learningstylesarefullytakenintoaccount

• Sessionplansshouldtakeintoconsiderationtheindividualneedsofthelearner.

Delivery • Thegrouphasanopportunitytoestablishgroundrules

• Timeisallocatedduringthefirstsessionforlearnerstodiscussequalityanddiversity

• Differentiationisconsideredatalltimes

• Trainers/facilitatorsarecomfortableusingappropriateandsensitivelanguage

• Trainers/facilitatorsarecomfortablechallenginginappropriateuseoflanguage/actions.


Resources • Materialsandresourcesshouldalwaysbeaccessibleforalllearners

• Iflearnersrequireadditionalresourcestohelpthemaccessinformation,theyshouldalwaysbeincluded

• Resourcesshouldalwaysincludepeoplefromdiversebackgroundsandcultures,andresourcesfeaturingpeoplewithdisabilitiesshouldbeincluded.

Diversity • Diversityshouldbeincludedwithinalllearning.Sessionplans,unitsofwork,andresourcesshould

allmakereferenceto,anduse,examplesfromavarietyoftopicsaroundequality

• Anydiscrimination/prejudiceandstereotypingshouldbecarefullychallenged.

Further study• Writedown10waystoensureyouwillsupportyourlearnersinthebestwaypossibleduringyour

SpECClubsessions.

• Writealistofanyquestions/concernsyoumaystillhaveaboutbeingfullyinclusiveinyourclubs,todiscusswithyourtraineratyournexttrainingsession.

9.3 SpEC Club session planning

How to determine levels of English within your groupInordertoplansessionsanddifferentiateactivities,youwillneedtounderstandthedifferentlevelsofEnglishamongthelearnersinyourgroup.

Therearethreemainwaystoassessalearner’slevelofEnglish.Thetraditionalmethodinvolvesagroupoflevelscalesfrombeginnertoproficient,andthisisoftenhowlevellingispresentedinsyllabiandcoursebooks.

Thesecondlevellingsystem,theCentralEuropeanFramework(CEF),wasdevelopedbytheEUtohelpemployersassesspotentialemployees’languageabilities,andisstandardisedacrossallEUlanguages .

Thelevelsworkasfollows:

A1: Abasicabilitytocommunicateandtogiveandreceiveinformationinasimpleway

A2: Abasicabilitytocommunicateoneverydaysubjects

B1: Competentatcommunicatingroutineinformationandstartingtobeabletoexpressthemselvesonsubjectsthatarenotroutine

B2: Competentatexpressingoneselfonacompleterangeofsubjects

C1: Understandingthesubtletiesofalanguageandhowtoexpressemphasis,sensitivityandhostility

C2: Near-nativespeaker,includingacademicandtechnicalEnglish.

Thethird,andmostcommon,levellingcriteriausedtoassesslevelsofEnglishisabasicsystemoflabellinglearnersfrombeginnertoadvanced:

• Beginner

• Elementary

• Pre-intermediate

• Intermediate

• Upperintermediate

• Advanced.


AllofthelearnersinyourSpECClubswillbeclassedatbeginnerorelementarylevels.Herethesetwolevelsareexplainedinmoredetail:

BeginnerThislearnerwillbeentirelynewtotheEnglishlanguageorhaveafewbasicwords.SomeoftheselearnersmaybepreviousstudentsofEnglishbutwillhaveforgottennearlyallofthelanguage.Atbeginnerlevel,ESOLconcentratesonthefollowing:

• Alphabet,numbers,daysoftheweek

• Basicfood,everydayobjects,roomsinahouse,jobs

• Countries and nationalities

• Familyandhobbies

• Presentsimple

• Present continuous

• Subjectpronouns:I,you,he,she,it,etc

• Questionwords:what,why,where,how,when

• Singular and plural nouns

• Verbto be:Iam,youare,heis,sheis,itis,weare,youare,theyare.

ElementaryLearnersatelementarylevelwillhaveaverybasic‘rusty’knowledgeofEnglish.Theymaybeabletousesomeofthegrammartensesandvocabularyofbeginnerlevel,butwillhaveslightlymorevocabularyandbebetterabletoexpresssimpleideas.Atelementarylevel,ESOLconcentratesonthefollowing:

• Frequencyvocabulary:usually,sometimes,never

• Quantitiesvocabulary:howmuch,howmany

• Simpleadjectives:colours,size

• Comparativeadjectives:bigger,nicer,smaller

• Showingability:Ican/Ican’t

• Weather

• Basicverbs:live,work,walk,want,run,eat,drink,etc

• Pastsimple

• Futuresimple.

How are levels in English assessed?ItisagoodideatotestthelevelsofEnglishinyourSpECClubatthebeginningofthefirstsession.Aplacementtestcoversmostaspectsofgrammarandvocabularyrangingfromquestionsforbeginnerstoquestionsforadvancedlearners.However,alevellinginterviewwillbemoreusefulforyourclubs,asalllearnerswillbeateitherbeginnerorelementarylevel.Alevellinginterviewnormallylasts5-10minutesbutwillbeshorterforamainlybeginnergroup.Theinterviewinvolvesaskingquestionsaboutthelearners’life,plansandexperiences,andlookingforsignalsastotheirlevel.Thequestionscanbeaskedindividuallyorinagroupsetting,ensuringthateveryoneisaskedthesamequestions.Trytostickmainlytothepresenttense.

Examplequestionsinclude:

• Whatisyourname?

• Howoldareyou?

• Doyouhaveafamily?

• Whatisyourfavourite . . . . . . . . . . . . . . . . . . . . .?

• Describeanormalday.


How to help learners increase their vocabularyTherearemanywaystohelplearnersincreaseandimprovetheirvocabulary.Gamessuchascrosswords,bingoandhangmancanbeaveryeffectivelanguagecontext.

Activity 1: Matching opposites

Activity outline

Aim:toimprovelearners’vocabularyfor‘opposites’

Dividelearnersintosmallgroupsorpairsanddistributethe‘opposites’listbelow

• Askyourlearnerstomatchtheopposites

• Correcttogetherasagroup,askinglearnerstodiscussthemeaningofthewordsinthelistasyougothrough.

wife end

cool eat

begin man

father girl

small dirty

woman head/hand

standup mother

drink empty

full left/wrong

far big/large

clean husband

sister near/close

buy sell

fat listen

old hot

foot warm

right brother

light thin

boy dark/heavy

short new/young

cold white

speak long/tall

hard sit down

black soft/easy


9.4 Preparing for an ESOL session

SessionplanningisavitaltoolwhenworkingwithanESOLgroup,inanycontext.EventhoughtheSpECClubswillberelaxedandinteractive,itisstillimportanttothinkaboutyoursessionswellinadvance.Thisprocessiscriticaltoensuretheyareeffectiveandfun,anditalsomakesyoulookprofessionalandorganised.Mostimportantly,itgivesyoutheconfidencetogointoyourSpECClubandbethefacilitatoryouwanttobe!

Themethodologybehindtheideaofabasicsession/lessonplanisbasedentirelyoncommonsense.Therearemany,manyexamplesonlinebutthebasicstructureremainsthesame:

• Icebreaker/warmup

• Present

• Practise

• Perform.

This structure is called PPP.Thisstructurewillbeusefulforyouwhenthinkingofhowyoucanintroducenewtopics/activitiesintoyourSpECClubsessions.

Ice breaker and warm upThemainobjectiveoftheicebreakeristoeaseyourlearnersintothesession.Switchingawayfromeachindividual’snativelanguageisalwaysdifficultatfirst,soanicebreakerhelpsthegroupsettleintoEnglish.Games,quizzesandfundynamicexercisesallowthegrouptoreleaseenergyormovearound .

PresentationThepresentationstagehastwokeyparts:theintroductionofthenewwords;andthenecessarydrillingtobesurethatlearners’understandand/orcanclearlypronouncethenewmaterial.

ThemostimportantthingtorememberisthatthelearnersinyourSpECClubwillhaveverylittleEnglish,andwillnotbeabletounderstanddetailedverbalexplanations.Trytoexplainonewordatatimeusingverysimplevocabulary.Verbsor‘actionwords’areoftenbestintroducedthroughmime.Mimealsohastheaddedadvantagethatitiseasiertogetlearnersinvolved.Withyouactingoutthemime,learnerswilloftenfeelmorecomfortabledoingthesame.

Thesaying‘apicturepaintsathousandwords’isnevertruerthaninanESOLgroup.Useimagesandpropstogetyourmeaningacross.Forexample,ifyouwantedtoexplainunder or on top,thenyoucantakeapenandfirstputitunderthebookandsay“The pen is under the book”.Youthenmovethepenontothebookandsay“The pen is on top of the book”.Thisisaveryclearwayofexplainingsomethingtoagroupofbeginnerlearners.

Youcanalsouseacombinationofallthesemethods.Forexample,tointroducetheword‘cycling’,youcouldshowapictureofapersoncycling,thenmimetheactionatthesametime asgivingasimpleverbalexplanation.

Drillingcanhelpthegrouptoremembernewwords.Therearedifferentdrillingtechniquesincludingbutnotlimitedto:

• Repetition

• Guessinggames

• Informationgaps

• Songs,rhymesandchants.

Practise Therearemanydifferenttypesofpractiseexercisesthatcanbeusedtohelplearnersabsorbnewvocabulary,includinggap-filling,matchingexercisesandscriptedrole-play,individually,inpairsorinsmallgroups.Feelfreetouseyourimaginationandcomeupwithyourownexercises.


Perform Onceyouhaveintroducedandpractisednewmaterial,thenextstepistoconsolidatethisnewfoundknowledge.Twoofthebestactivitiesareunscripted role-plays(wherethescriptisdecidedbythegroup)andhierarchy exercises.Hierarchyexercisesinvolvegivingthegroupalistofthingsandaskingthemtopickthemostimportantortorankthemfromtheleasttothemostimportant.Theseexercisesareexcellentforincreasingfluency.

Setting goalsForeachSpECClubsession,youshouldsetclearaimsandobjectives.Aimsarewhatyou,thefacilitator,wouldliketoachieve,whileobjectivesdescribetheresultofthesessionfromtheperspectiveofthelearner.

Exampleaimscouldbe:

• Tohelplearnersusetheinterneteffectively

• Tointroducetheprinciplesofonlinesafety

• Tointroduceyourlearnerstokeyvocabularyforusingtheinternet.

Exampleobjectivescouldbe:

• Tolearnthekeyvocabularyforusingtheinternet

• Tounderstandthekeyprinciplesforstayingsafeonline

• Tofeelconfidentinusingtheinternet.

Settingclearaimsandobjectivesbeforeeachsessionwillhelpyou:

• Stayontrackasafacilitator

• Makesuretheactivitiesyouplanareeffective

• Helpyouthinkaboutthesessionfromthelearner’sperspective.

Activity 2: SpEC Club planning

Activity outline

Workinginpairs,usethetemplatebelowtoplanaSpECClubsession.Thetopicisuptoyou,butitshouldbebasedononeofthesixkeyprojectthemesoftheSpECprogramme:

• GettingHealthy

• Getting IT

• KeepingUp

• KeepingSafe

• GettingaJob,and


Session plan templateSession aim:

Session objective:

Level: Beginners

Time:


Key points for effective session planning:• Thesessionplanneedstomeetyouraimsandobjectives

• Theplanshouldincludeallrelevantstages

• Trytoanticipateproblemareas

• Makesureyouhavealltheresources/materialsnecessaryandreadytouse

• Beflexibleandreadytorespondtochangesinthegroupandresponsestodifferentactivities

• Prepareextraactivitiesincaseanactivitytakeslesstimeand,equally,bepreparedtospendlongeronpartsofthesessionifyourlearnersareveryengagedandenjoyingit.

EvaluationEvaluationisimportantinalllearningcontexts,andwillbeusefulforyourSpECClubs.Thingsrarelygoexactlytoplan,evenforexperiencedESOLfacilitators,andthat’sfine–it’simportanttoreflectonbothwhatwentwellandwhatdidn’taftereachsession.Remembertogooverthetimingsyouhadplannedandcomparethemwithhowlongthevariousactivitiesactuallytook.Thinkaboutwhatyouwoulddodifferentlynexttime.

ESOL resource developmentIntheSpECTrainingandResourceToolkityouhave30hoursofmaterialsthatyoucanuseinyourSpECClubs.TheyareallbasedonthesixcoreSpECprojectthemesandwillhelpyouplanyoursessions.Inadditiontothis,throughoutthevolunteertrainingcourseyouwillgetplentyofopportunitiestopractiseactivitiesyoucanalsousewithyourgroup.Remembertowritedownideas/thoughtsforyourSpECClubsthatyoucomeacrossthroughouttheVolunteerSpECClubLeaderTrainingProgramme.

Section7referstousefulwebsitesandlinkstoresourcesthatwillhelpyouplanadditionalactivities.

Further study• UsethebasictablefromActivity 2: SpEC Club Planningtoplanactivitiesforsixsessions,each

basedononeofthesixkeycoreprojectthemesoftheSpECproject.

Stage Activity Description/comments Time

Icebreaker/warmup 5

Present 10

Practise 15

Perform 15

Additional/optional activities


9.5 Facilitation skills

Effective facilitation techniquesIfyouthinkaboutyourownexperienceoflearning,youprobablyspentmostofyoureducationintraditionalschoolclassroomswheretheteachertalkedandthepupilslistened,exceptwhencalledontoaskoranswerquestions.Thistraditionalmodelassumesboththeauthorityoftheteacherandthesubmissionofthepupils.

Adulteducationusedtofollowasimilarformat,butnow–fortunately–thefocusisincreasinglyonlearners.Learnersareatthecentreoftheexperienceandshareownershipfortheirownlearning.Insuchacontext,whereeveryoneinvolvedisapeer,thetermfacilitatorisfarmoreappropriatethan teacher.Thegroupisworkingtogethertowardsasharedgoal–inthiscase,toexploreEnglishandimproveconfidenceinasupportiveandencouragingenvironment.However,masteringtheartoffacilitationrequiresbothpractiseandaclearunderstandingofthegoalsandmethodsinvolved.

Wehavealreadystartedtothinkaboutwhatafacilitatoris.Herewewilllookmorecloselyatwhatafacilitatordoes:

A facilitator does:• provideastructureforlearning,whichmightincludesettingandobservingmeetingtimes,

openingandclosingsessions,andkeepingtoanagenda

• establishasupportivecollaborativerelationshipwithagroup

• helptocreateandsustainanenvironmentoftrustandopennessbyworkingwiththegrouptoestablishcleargroundrules

• ensurethateveryonefeelssafetospeakhonestly

• establishanenvironmentwheredifferencesofopinionarerespected

• ensurethateveryonefeelsincluded

• ensurethateveryonehasanopportunitytoparticipate

• createanenvironmentwhereresponsibilityforlearningrestswiththewholegroup,and

• ensurethatthepracticalelementsaretakencareof,suchassettinguptheroomandmaterials,keepingintouchwithlearners,andseeingthatnecessarypreparationsaremade.

A facilitator does not:• actasateacher–afacilitatorisalsoalearner,andencouragesthegrouptotakeresponsibility

fortheirownlearning

• takecentrestage–agoodfacilitatorgenerallyspeakslessthanothermembersofthegroup,preferringtodrawlearnersintoanactivityordiscussion

• knoweverything–asfacilitatorofaSpECClub,youwillhaveagoodcommandofEnglish,butyoumaynotknowasmuchaboutasubjectoractivitythatyouhaveplannedassomeothermembersofthegroup.


Activity 1: Matching

Match the key responsibilities of a facilitator with the explanation:

The importance of cultural awareness ThelearnersinyourSpECClubswillbecomingfromverydifferentplaces,notjustintermsoflanguagelevels,experience,andhistory,butalsoliterally.Theimportanceofculturalawarenessandsensitivitycannotbeunderestimated,butgoodfacilitationpracticecancertainlyhelpinensuringthatallpeopleinagrouparerespectedandempowered,regardlessoftheirbackground:

• Always be aware of the feelings of individuals: Establishingandmaintaininganatmosphereoftrustandrespectrequiresanawarenessofhowpeoplearerespondingtobothactivitiesanddiscussiontopics,andthereactionsofotherpeopleinthegroup.Notingwhenpeoplearebecomingquieterormorewithdrawnisessential.Sensinghowanindividualisfeelingandrespondingappropriatelyisacriticalfacilitationskill.

• Always be aware of the chemistry of the group: Beingsensitiveandresponsivetothegroup’sdynamicisessentialtoskilledfacilitation.Notethatthismayverywellchangefromsessiontosession,soit’simportanttotakeregularsensecheckstoassesshowthegroupis,andreactaccordinglyiftheyaretired,energetic,anxiousorbored.

• Remember the importance of active listening: Activelisteningisessentialtounderstandhowpeoplearefeelingandwhatisimportanttothem.Trulyeffectivelisteningpicksuponboththeexplicitmeaningofwordsandalsotheirimplicitmeaningandtone.

• Step in tactfully: Sometimesasafacilitatoryoumayhavetosaydifficultthingsforthegoodofthegroup.Theabilitytodosocarefullyandkindlyiscritical,especiallyiftheissueissensitiveand/orrelatedtoanindividuals’culturalbackground.Youwillneedparticulartactindealingwithemotionalsituationsrespectfullybut,wherenecessary,firmlytoo.

Be aware when structure is needed Ensurethateveryonehasachancetobeheardandbetreatedequally.Trytoencouragedifferencesofopinionbutdiscourageargument;trytodrawoutthosewho are hesitant . Encourage the group to take on responsibilityforsomepartsofthesession.

Be aware of your voice Yourbehaviour,justasmuchasyourlanguage,willmakeitclearthatyouarenottheteacherbutafellowlearner .

Be aware of your body language Trynottotalktoomuch,butalsonottooloudlyortooquietly.

Be aware of your eyes Considerhowyoumovearoundtheroom,andalsowhereyousitorstand.

Be aware of your responsibility Alwaystrytomaintaineyecontactwithlearners. as a facilitator

Be clear about your role Explainandsummarisewhennecessary;decidewhento extend a discussion and when to go on to the next topic;remindthegroupwhentheygetoffthesubject.


• Develop an excellent sense of timing: Youwilldevelopawarenessofwhentobringadiscussiontoaclose,whentochangethetopic,whentocutoffsomeonewhohastalkedtoolong,whentoletthediscussionrunover,andwhentoletthesilencecontinuealittlelonger.Thisisveryimportantwhenemotiveorsensitivetopicsarebeingdiscussed.Bepreparedtobeflexible.

• Celebrate the group’s diversity: Agoodfacilitatorwillrecognisethateachgroupisasdifferentasthelearnerswhomakeitup,andthatthisbringswithitawealthofinterestingideasforactivitiesanddiscussions.Approachculturaldifferencesinaverypositiveway,bytakinganinterestineachindividual’sbackgroundandprovidingopportunitiesforlearnerstotalktothegroupabouttheirbackground.

Activity 2: Culture quotes

Activity outline

Usethefollowingquotesaboutcultureasthestartingpointforagroupdiscussion:

“All people are the same. It’s only their habits that are so different.” Confucius

“Culture is the learned behaviour of a society or a subgroup.” Margaret Mead

“Once you are aware of your own mental models and cultural predispositions, and once you can respect and understand that those of another culture are legitimately different, then it becomes possible to reconcile these differences.” Trompenaars

“Culture is the ensemble of stories we tell ourselves about ourselves.” Sociologist Clifford Geetz

“What we can do is to raise awareness of cultural factors. In so doing we shall aim to sharpen observation, encourage critical thinking about cultural stereotypes, and develop tolerance. These are educational issues which reach out beyond mere language teaching. Cultural awareness raising is an aspect of values education… transcending the often narrow limits of language teaching.” Alan Maley

The importance of cultural awareness in your SpEC Clubs• Learningorfacilitatingalanguagealwaysentailssomeaspects,evenifunspoken,ofcultural

awarenessanddifferentiation.

• Itisimportanttorememberthatcultureisacquiredbehaviour,notinstinctivebehaviour.Allpeoplegraduallyacquirethecultureoftheircommunityandcountrythroughouttheirlives.

• Hofstedesuggeststherearedifferent“levelsofculture,eachonedeeperandlessconsciousthantheothers,andeachrequiringdifferenttoolstobeuncovered”.

Level of culture How it manifests Evidence

Artefactsandbehaviour Tradition,clothing,customs Observation

Beliefsandvalues Beliefsabouthowtheworld Interviewandsurvey shouldbe

Assumptions Oftenunspokenor Inferenceandinterpretation unconscious


• Languageeducationforadultshasalwaysrequiredculturalawarenessduetothefactthatitaddressesallsortsoftopicsanddiscussions,notjustlanguageacquisitionandgrammar.

• InyourSpECClubsyouwillshowculturalawarenessbyengagingwithyourlearnersandusingresourcesthatdiscusstheculturalcontextoftheUKwheretheyarelearningEnglish.

• Becarefulhowmuchyoufocusonhighlightingculturaldifferences.Thereisastrongargumentthat it is equally important to focus learners’ attention on the cultural similarities within a group andcommunity,emphasisingcommoninterestsandvaluesandpromotingharmony.

How to make sure your SpEC Clubs are enjoyableBeforeyoustartthinkingabouthowtoengageyourgroup,orencouragealoveoflearning,youneedtothinkabouthowyouwillmaketheexperienceenjoyableforthem.Herearesomekeypointstoremember:

• SpECClubsarenaturallyliberatingandfun,withnoneofthewrittenandgrammarexercisesthatcanactasabarrierforsomelearners

• Beawareofdifferentkindsofactivities–discussions,activevisits,debates,music,gamesor role-plays–yourgroupsmostenjoyandshapeyoursessionsaccordingly

• Bepositiveanduselotsofpraise

• Usehumour–gettoknowyourlearners,andwhatmakesthemlaugh

• Tryandhavefunyourself.Ifyouaren’tenjoyingyourself,thechancesarethegroupwon’tbeeither.Noonewantstofacilitateadullordrearyclass,andnoonewantstoattendone.

• Becreativewithyourideasandactivities.

How to effectively engage learners Peoplewhoareengagedlearnmore.Herearesomewaysofencouragingyourgroupstogetinvolved:

• Icebreakersarefantasticwaysofengaginglearnersinasession.YouwillgetplentyofideasfromthewarmupsduringtheVolunteerSpECClubLeaderTrainingProgramme

• Initialactivitiesshouldbenon-threatening,andfocusondemandscommunication, decision-makingandco-operation

• Oncetheicebreakeriscomplete,don’tlettheenergylevelsdrop.Getthegrouptalkingabouttheactivitythey’vejustcompleted,ordiscussingwhat’sgoingtohappennext

• Beflexible,energeticandpositive–andtrytorememberwhatyou’velearnedabouteffectivefacilitationsofar!

Further study• Inlanguageeducation,wehelplearnerstounderstandthedifferencebetweenthefour

languageskills–speaking,listening,writingandreading–andencouragethemtodevelopstrategiestoimprovetheircompetenceinallfourareas.Ithasbeensuggestedthatafifthskillshouldbeaddedtothelist:culture,meaningtheskillofunderstanding,differentiatingandbridgingculturaldifferences.Writedownyourreasonsforandagainstthisidea..


9.6 Fun activities to introduce English language learning

SpECClubsshouldbefun.Itisimportanttorememberthateventhoughyourlearnerswillbeadults,alotofactivitiesusuallyreservedforchildrencanbesomeofthemostengagingandbestwaystolearnEnglish.Gamesandquizzeshavesignificanteducationalvalue,andcanhelplearnerstoputtheir new language skills into practice .

Hereareafewreasonswhyit’sagoodideatoincorporategames,quizzesandotherpracticalactivitiesintoyoursessions:

• Theyencouragepeopletorelax,promotingparticipationandmakinglearningmoreeffective

• Theyencouragecommunicationwithinthegroupandhelptoformcloserrelationshipsbetweenlearners

• Theycanactasabreakfromstructureandroutine

• Theyhelptomotivateandchallengelearners

• Theyprovideopportunitiestouselanguageskillsinapracticalway

• Theycanaddcontextandmeaningtowhatisbeinglearned.

Choosing the right game: key considerations• Gamesshouldbeaboutmorethanjustentertainment;theyshouldreflectthethemeofthe

session,reinforcinglearningandprovidingbackgroundandcontext

• Gamesshouldinvolvethewholegroup

• Thegameshouldbeappropriatetothelanguagelevelofyourgroup,andtherulesshouldbeeasytounderstand

• Thegameshouldincludecompetition.

When to use games/practical activities in sessions• Ice breakers and warm ups –gamesandpracticalactivitiesaretheperfectwaytobreak

downbarrierswithingroupsandgetenergyflowing

• Recap/revision –gamescanhelpmakedrillingandrecappingmoreenjoyableandmorememorable

• Vocabulary – gamesimproveretention,makingthemperfectforintroducingandpractisingnewvocabulary.

How to set up a game• Grouping – Decideinadvancewhetheritisawholegroupactivity,orifthegroupshouldbe

splitintosmallergroupsorpairs,etc

• Explaining the rules – Oncethegroupisinteamsyouasfacilitator(oroneofyourlearnerswhomaybeleadingthisactivity)shouldexplainhowthegameisplayed,withexamplesand,whereappropriate,acoupleofpractiserounds

• Incentives –Ifagameisalargepartofthesession,considergivingoutprizesforthewinnersand/orforfeitsforthelosingteam

• Keep up the pace –Asfacilitator,youareresponsibleforkeepingthemomentumgoing,bycommentatingandgettinginvolved

• Cultural awareness –Alwaysremembertotakeintoconsiderationculturaldifferences.Forexample,somecultureshaveagreatrespectforthesocialstandingoftheirelders.Besensitivetotheindividualbackgroundsofthepeopleintheroombeforeyoustartagame.

Ideas for activities to teach numbers, time, dates, and colours Someofthesimplestgamesarethebestforintroducingandrevisingbasicvocabulary.TherearemanyESOLgameexamplesonline,andyouwillfindlotsofactivitiesandgamesthatyoucanusewithyourgroupsinyourSpECTrainingandResourceToolkit.


Hereareafewexamplesofsomesimplebuteffectivegames:

• Numbers –Drawacircleontheboardandwritenumbersrandomlyinsideit.Askfortwovolunteerstocometotheboard.Giveeachoneapenandthenshoutoutanumber.Thefirstlearnertocrossoutthenumbergetsapoint.Thewholegroupcangetinvolvedbytakingitinturnstosayanumber

• Colours – Beforethesession,gettogetherlotsofsmallitemsindifferentcoloursandputtheminalargeboxorbag.Youcantheneitherasklearnerstopickoutanitemofacertaincolour,orpickanitematrandomandthensaywhatcolouritis.Giveapointforeachcorrectanswer.Keepgoinguntilthebagisempty.Whoeverhasthemostpointsattheendofthegame,wins

• Time – Getlearnerstotaketurnsatmovingthehandsofaclocktothecorrecttime.Youcanvarythelevelofdifficulty,forexamplebyaskinglearnerstofocusonhoursaloneorhoursandminutes.Anothervariationistocalloutatimeandasklearnerstomovetheirarmsintotheappropriateposition.Youcandothisfasterandfastertoincreasethefunfactor,oryoucouldplayinteamstointroduceacompetitiveelement.

Activity 1: Activity planning

Activity outline

Workingasagroup,deviseasimplegametohelpfamiliariseSpECClublearnerswithdates,andtest it out .

Further study • WritealistofthemainbenefitsandchallengesofusinggameswithagroupofadultsinaSpEC

Clubsetting

• Writedownapossiblesolutiontoeachofthechallenges

• CreateagameforeachofthesixprojectthemesthatyouwillbeabletouseinyourSpECClubs.

9.7 Pronunciation

Pronunciationisanimportantaspectoflearninganylanguage,althoughithasbeenarguedthatitmatterslessinEnglishthaninotherlanguages.WithsomanyimmigrantslivinginEnglish-speakingcountries,heavily-accentedEnglishisheardeverywhere.Thiscanonlybeagoodthingforthosewhoarenewtothelanguage.Masteringthebasicsofpronunciation,though,willhelpavoidambiguityandmisunderstanding.InthissectionwearegoingtolookatsomeofthekeyelementsinpronunciationandhowtoexplainitinyourSpECClubs.

Drilling pronunciationConstantlyrepeatingnewwordsisasimplebuteffectivewayofimprovingpronunciation,andcanbeafunanddynamicprocess.Startwithchoraldrilling–thefacilitator(oravolunteerfromwithinthegroup)saystheword,andthegroupthenrepeatsitback.Keepgoinguntilthepronunciationiscorrect,ideallymovingaroundtheclassroom.Youcanthenmoveontoindividualdrilling,wherethefacilitatormovesaroundtheclassroomsayingthetargetwordandaskingindividuallearnerstorepeatthewordback.Itisimportantthatthisactivityiscompletedatafastpace,tokeeptheenergyflowingandmaketheactivitymorefun.Itcanalsobedonewiththegroupseatedorstanding .

The role of listening in pronunciation It’seasytoseewhylisteningskillsplayanimportantroleincorrectpronunciation,especiallyifalearner’snativelanguagedoesn’thaveGermanicandLatinroots.Themoreactivelisteningyoursessionscontain,thegreatertheimprovementyouwillsee.


The role of mouth positioning in pronunciationAwidelyusedmethodforexplaininghowtoproduceasoundistoeitherexplainverballyordrawapictureofwhathappensinthemouthwhenthedesiredsoundisproduced.Forexample,/th/canbeexplainedbygettinglearnerstopushtheirtonguebetweentheirteethandproducea/f/,pushingtheirtonguebackasthesoundisproduced.Thefacilitatororavolunteerfromthegroupcanhelpdemonstratethis.

The role of aspiration in pronunciation SomesoundsinEnglishproduceapuffofairwhenthesoundismade.Theseinclude/p/,/t/,/k/,and/ch/.ManyESOLlearnershavedifficultyproducingthesesounds.Agood(andfun)waytopractiseistogetlearnerstoholdapieceofpaperinfrontoftheirfaceandgivethemasetofwordsthatstartwiththeseletters.Explainthattheirtaskistopushthepaperwiththeirbreatheachtimetheypronouncetheplosiveword.

The importance of intonation in pronunciation Intonationmeansthevariationofpitchwhenspeaking.Todemonstratehowimportantitisinthecontextofpronunciation,trythefollowingexercise.Imagineyou’resaying‘sorry’inthefollowingscenarios,andseehowthesoundofthewordvaries:

• youarenotsureifyouheardcorrectly

• youaredisgustedwithsomething

• somebodyisinyourway

• someoneisstandingonyourfootandithurts

• youwanttobesarcastic,and

• youwanttoapologise.

Tone–whichreferstowhetherthepitchofthevoicerisesorfallsinasentence–isjustasimportantasintonation.Itplaysaparticularlyimportantpartindeterminingwhethersomethingsoundslikeastatementoraquestion.

Generally,statementsshouldhaveaslightfallintonewhilequestionsarecharacterisedbyaslightraiseintonetowardstheendofthesentence.However,inrealityalotofnativespeakerseitherhaveaneutralorslightfallintoneforbothstatementsandquestions,solearnersofEnglishmustdevelopanacuteearfortone.

The importance of stress in pronunciation Englishisgenerallyconsideredtobeastressedlanguage,whichmeansthatinatypicalsentenceweputmuchmoreemphasisonsomewordsthanonothers.Herearesomeexamples:

Non-stressed (or function) words:

Pronouns:she,he,we

Auxiliaryverbs:am,can,don’t

Determiners:the,a,some,few

Prepositions:on,before,nextto

Stressed words:

Nouns:John,Scotland,lounge

Verbs:drink,visit,construct

Adjectives:brilliant,ugly,yellow

Adverbs:rarely,carefully,slowly


Stressed syllables:

IntheEnglishlanguagewedonotgivethesameimportancetoeachsyllableofaword.Asanexample:

• Photograph–firstsyllablestressed

• Pho tography–secondsyllablestressed

• Pho to graphic–thirdsyllablestressed.

TherearetwosimplerulestoEnglishwordstress:

1. Onewordmeansonestress.Thereisonlyonestressineachword.

2. Wecanonlystressvowels,notconsonants.

The role of phoneticsEnglishisnotaphoneticlanguage.Thismeansthesameletterscanproducedifferentsounds.Agoodexampleofthisisread(“Ireadeverymorning”)andread(“YesterdayIreadabook”).Therearealsosoundsthatarespelleddifferently,butthatarealmostidenticalwhenspokenaloud.Forexample,said and head .

HerearesomemorereasonswhyEnglishisdifficulttolearnphonetically:

• Englishintonationisverycomplexandvaried

• Lessthan5%oftheworld’slanguageshave17vowelsounds.Englishhas20

• Lessthan8%oftheworld’slanguageshavethe/th/sound

• Thereareacoupleofrulesforwordstressbutnooneoverarchingtheme.

TheInternationalPhoneticAlphabet(IPA)wasdevelopedtohelplearnerslearnEnglishphonetically.Insteadoftheactualalphabetthatshowsyouhowtowritetheword,theIPAhasasymboltorepresenteachsound.TheIPAisverywellusedinmanyEnglishlanguage-learningcontexts,andmostdictionarieswillincludeIPAsymbols.

Making pronunciation fun!

Activity outline

Tonguetwistersareagreatwayofmakingpronunciationpractisemorefun.Trybreakingtheicebyfirstaskinglearnerstosuggesttonguetwistersintheirownlanguageforthewholegrouptotry.YoucanalsotailorEnglishtonguetwisterstosuitthegroup,asdifferentlanguagespeakerswillhaveissueswithdifferentlettersandsounds.

Forexample,someSpanishspeakershavedifficultyproducingthe/sh/sound.SoaperfecttonguetwisterforSpanish/LatinAmericanpeopleis:

She sells seashells on the seashore

Activity 1: Tongue-twisterFillinthegapsinthesepopulartonguetwisters,andthenpractisereadingthemaloudinpairs:

Mr See owned a . . . . . . . . . . . . Mr Soar owned a . . . . . . . . . . . -saw. See’s saw . . . . . . . . . . . Soar’s seesaw before Soar . . . . . . . . . . . See

Peter Piper picked a peck of . . . . . . . . . . . peppers. A peck of pickled peppers Peter Piper . . . . . . . . . . .

How much . . . . . . . . . . . would a woodchuck chuck if a . . . . . . . . . . . could chuck wood?


Activity 2: Challenging sounds

Activity outline

Drawingoneverythingyouhavelearnedsofar,writealistofotherEnglishlanguagewords/soundsthatyounowrealisecouldbechallengingforlearnersinyourSpECClubstopronounce.Howcanyouexplaintherulesthathelpmakethemlesschallenging(ifthereareany),andwhatpracticaltipscanyougiveyourlearnersforgettingtogripswiththesewords?

Further study• Makeupthreenewtonguetwistersthatyoucouldusewithyourconversationgroups,focusing

onsoundsandvocabularythatyouknowarechallengingforESOLlearners.

9.8 Functional English

Asking for information/helping others FunctionalEnglishisanimportantpartofanESOLcourse,whichisgearedtowardshelpingpeoplelearntouseEnglishinapractical,usefulway.Learninghowtoorderfood,askfordirections,openabankaccount,goshopping,paybillsormakeacomplaintwillhelplearnersintegratethemselvesintoEnglish-speakingsociety.

SomeofthebasicfunctionalEnglishskillsyoushouldbeplanningtocoverinyourSpECClubsare:

• givingadvice

• accessinghealthcare/education

• askingforinformation

• makingsuggestions

• shopping

• using IT

• offeringtohelp

• gettingajob

• sayingnopolitely,and

• makingacomplaint.

Bywayofexample,askingforhelpisakeyfunctionalbasic/elementaryskill.Usefulbasicphrasesinclude:

“Can you tell me…?” “I would like...” “Could you tell me…?”

Oncethesephraseshavebeenmastered,youcanmoveontomorecomplexandspecificconstructions:

“I’m looking for...”

“Do you know…?”

“Sorry to bother you, do you happen to know…?”


Making suggestionsMostfunctionalEnglishtopicswillfollowasimilarformat:basicphrasesfirst,followedbymorecomplexvariations.For‘makingsuggestions’youcouldstartwith:

“Let’s...”“I suggest...”

Beforemovingonto:

“How about...?”“What about…?”

Activity 1: Facilitation practiseInthisactivity,youwillpractiseausefulrole-playonthesubjectofmakingsuggestions.Italsotouchesonmakingphonecalls,planningandmakingexcuses.

Youshouldbeinsmallgroups.Nominateonevolunteertoactasfacilitator.Theyshouldexplaintothegroupthattheexerciseinvolvesmakingplansbyphoneandchoosetwovolunteers,onetoplaythecallerandtheotherthereceiver.Thefacilitatorgivesthecallervolunteerapieceofpapersaying:

“Call . . . . . . . . . . . and ask her if she’d like to go to a restaurant on Saturday lunchtime”

Thereceivervolunteer’snameshouldbewrittenintheblank.Makethevolunteeractuallypickupanimaginaryphoneanddial.Thenthefacilitatormakesthesoundofaringingphoneandpointstothepersonwhosenameisintheblank.Thispersonwillbesurprised,butwillstillpickuptheirimaginaryphone!

Therestofthegroupshouldbeactivelylisteningtotheensuingconversation.ThefacilitatorshouldrecordtheconversationontheboardoraniPadasitishappening.

Oncetheconversationisover,thefacilitatorshouldleadthewholegroupbackthroughitandaskforsuggestionsastohowitcouldbeimproved.Didthecallerandreceiverexchangegreetingsproperly?Didthecallerjumpstraighttotalkingabouttherestaurant,orwastheresomesmalltalkfirst?Didtheyremembertosetatimeandplacetomeet?

RememberthatwhenyoudothiswithyourSpECClubgroup,itmaybehelpfultoprovidethemwithabasicscriptasastartingpoint.Youcanthenworktogetherasagrouptodevelopthescriptfurther.Hereisanexamplescript:

Receiver: Hello .

Caller:Hello.IsDominykathereplease?

Receiver: Speaking .

Caller:Hi,Dominyka.ThisisAyo.Howareyou?Goodweek?

Receiver:Yesthankyou.What’sup?

Caller:AreyoubusySaturdaylunchtime?

Receiver:No,I’mfree.Why?

Caller: Wouldyouliketogotoarestauranttohavelunchtogether?

Receiver:Soundsgood.Whattimewouldyouliketomeet?

Caller:Howabout12pm?

Receiver:12pmisfine.Wherewouldyouliketomeet?

Caller:Whydon’twemeetinfrontofthetownhall?

Receiver: Soundsgood.Seeyouthere.

Caller: Great.Bye!


Saying noSayingnoisoneofthemostimportantfunctionsinEnglishtolearn,asitisessentialforthejobmarketandit’simportantthatESOLlearnersaremadeawarethat“no”isalsoeasilysaidpolitelyinmostlanguages.Forexample,inEnglishit’softenbettertosay“it’s not quite right” rather than “it’s wrong” . Phrases such as “I’m afraid…” and “Unfortunately…”areveryuseful.

Herearesomeexamplesofwhenyoumightneedtosay “no”:• Ifyoufeelthreatened

• Ifyoufeelsomeoneisnotlisteningtoyou,afteryouhavesaidnopolitelyfirst

• IfyouarespeakingtosomeonewithalimitedunderstandingofEnglishandhavetobeclear.Formanybeginners,nuancedEnglishcanbeveryconfusing–atthesetimes,aclear“no” or “unfortunately not”saidwithasmileorpositivebodylanguageisstillfriendlybuteasiertounderstand than “I think . . . . . . . . . . . may be a better option” or “That’s not quite right, I think . . . . . . . . . . . is right”.

Feedback and complainingInEnglish,weputalotofeffortintosaying“no”politely.Weoftentrytosoftenacomplaintwiththewords “I’m afraid…” and “Unfortunately…”becausewefeeluncomfortablecomplainingaboutthings,wealsoaddphraseslike“Excuse me” and “Sorry to bother you” .

Activity 2: Complete the complaints

Activity outline

Completethefollowingphrases.YoucanalsodothisexercisewithyourSpECClubinaslightlydifferentform,givingthemboththebeginningsandendingsofthephrasesjumbledupandaskingthemtomatchthemupagain.

“Excuse me but there is a problem with…”

“Would you mind…?”

“I’m sorry to say this but…”

“I’m angry about…”

“There seems to be a problem with…”

“There appears to be something wrong with…”

“I was expecting . . . . . . . . . . . but…”

“I’m not satisfied with…”

“I don’t understand why…”

“Sorry to bother you but…”

“I want to complain about…”

“I have to make a complaint about…”

“I hate to tell you but…”

Further study• CreateavocabularylistforfunctionalEnglish,andthendeveloptworole-playsbasedonthesix

coreSpECprojectthemesusingsomeofthisvocabulary.


9.9 Everyday English and conversational topics

Activities and interestsTalkingaboutactivitiesandinterestsisagoodwayofhelpingyourlearnerstogettoknoweachotherbetter,andfitswiththeSpEC‘Gettinginvolved’theme.Inthissection,youwillbedrawingonalltheskillsyouhavelearnedinprevioussessionstopractisetheseactivitieswiththeothervolunteers.ThisshouldhelpyoufeelconfidentenoughaboutusingtheresourcesintheSpECTrainingandResourceToolkitwhenyoubeginyourSpECClubs.Asyouworkthroughtheactivities,trytobearinmindthebarrierstolearningthatyourgroupsface–limitedEnglishlanguageskillsbeingthemainone–andconsciouslythinkabouthowyouwillsupportthemthroughtheactivities.

Activity 1: Role-playLookattheactivitieslistedbelow.Eachvolunteershouldpickanactivityandactitout,whiletherestofthegrouptriestoguesswhatitis.Feelfreetoincludeactivitiesthataren’tonthelist.• gardening• reading• goingtothecinema• collecting things• playinggolf• playingfootball• fishing• keepingfit• going shopping• watchingfilms• surfingtheinternet• painting• taking photographs• playingtheguitar,and• playingthepiano.

Activity 2: Conversation startersWithapartner,usethequestionsandanswersbelowasapromptforaconversationabout free-timeactivitiesandinterests.Youcanwritenotesinthespaceprovided.Presentyourconversationtothegroupandaskforfeedback.Talkabouthowyouwouldmakethiseasierfor anESOLgroup,andhowyouwouldintroducenewvocabulary.• Whatdoyouliketodoinyoursparetime? I like verb + ing (example: I like gardening)

• Whatdoyouliketodowhentheweatherisbad? When the weather is bad, I like verb + ing (example: I like watching TV).

• Whatisyourfavouritefree-timeactivity? My favourite free-time activity is... (activity).

• Doyouliketo...(verb+activity)?(example:doyouliketoplayfootball?) Yes, I do/No, I don’t

• Areyouinterestedin...(free-timeactivity)?(example:areyouinterestedinreading?) Yes, I am/No, I’m not

• Whatarethefree-timeactivitiesyoulike/dislike? I like verb + ing + activity I don’t like verb + ing + activity (example: I like going to the cinema. I don’t like watching

films at home).


A: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

B: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

B: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

B: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

B: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

B: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

B: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

B: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

B: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

B: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


Looking for work, employment rights, and getting a jobWorkisanimportantpartofanyESOLcourse,asmanylearnerswillbeworkingorlookingforworkinanEnglish-speakingcountry.ItisimportantthattheyknowtheirrightsandarehelpedtointegratewellintotheUKworkforce.Inthissection,wewilllookatsomeactivitiesdesignedtohelpyourSpECClubmembersdevelopthelanguageskillstheywillneedinthisarea.

Employmentrightsisaparticularlyimportantarea.ThefollowingrightsapplytoallworkersintheUK:

• The right to health and safety at work:AllUKworkplacesmustbesafetoworkin,andallemployeesmustreceivehealthandsafetyadvice

• The right to family life:Mostwomenareeligibleforsomematernityleave,butthisdoesvarysopeopleshouldseekadvice.Also,somepeoplecangetpaidpaternityleavefromworkwhentheirwifeorpartnerhasjusthadababy

• The right to be protected from discrimination:AllworkersintheUKhavetherighttobeprotectedfromdiscriminationbytheiremployer.Thisincludesdiscriminationonthegroundsofage,disability,pregnancyandmaternity,race,genderreassignment,marriageandcivilpartnership,religionorbelief,sex,orsexuality

• The right to a minimum wage:TheveryleastanemployercanpayisanamountcalledtheNationalMinimumWage(NMW).Theamountreceivedisdependentonage.ForanyadviceontheminimumwageintheUK,anyonecancallthePayandWorkRightsHelplineon08009172368.Thehelplineisfullyconfidentialandadviceisavailableindifferentlanguages

• The right to maximum hours of work: Therearerulesaboutthenumberofhoursyouareallowedtoworkinaweek.IntheUKpeopleshouldnothavetoworkmorethan48hoursaweek

• The right to paid leave:AlmostallworkersintheUKareentitledto5.6weeks’paidholidayfromworkeachyear.Thismeansthat,ifyouworkfivedaysaweek,youhavetherightto28days’paidholidayayear

• The right to leave your job:Everyoneisallowedtoleaveajobiftheynolongerwanttoworkthere.However,somemigrantworkersarenotallowedbytheUKBorderAgencytofindotherworkiftheyleavethejobtheycametotheUKtodo(oriftheyaredismissedfromthatrole).Inthissituation,anindividualmayhavetowaituntiltheHomeOfficehascompletedtheirpaperworkbeforetheycangetanotherjob

• The right to possess your own passport:Anyemployeroremploymentagencyisnotallowedtoholdontoapassportoranyotherofficialdocumentsforanylongerthanaday.Ifyouremployerisholdingontoyourpassportwithoutyouragreement,theycouldverywellbebreakingthelaw.


Activity 3: Observation

Activity outline

Asavolunteergroup,watchthepresenterinthisvideotalkaboutoccupationsinEnglish.Asyouwatchit,makenotesonhowyouwouldpresentjobsandoccupationsdifferentlywithyourgroupsandwhy.Afterwards,discussyournotesasagroupandalsodiscusswhatyouthoughtwasgoodaboutthewaythepresenterpresentsthevocabulary.

http://www.youtube.com/watch?v=fcKniJHVQ3w

Things to do in LondonItisveryimportantthatyouuseyourSpECClubsessionstoexplorethebenefitsandchallengesoflivinginLondon.Londonisoneoftheworld’smostdynamic,excitingandmulticulturalcitiesand,assuch,hasawealthofresourcesandopportunitiesthatcanbeusedtoenrichthelearningexperience.YourlearnerswillneedsupporttonavigatethecomplexitiesofthecityatthesametimeasmasteringbasicEnglishskills.

InyourSpECTrainingandResourceToolkittherearelotsofexamplesofactivitiesandresourcesthatarespecifictoLondon,butdoalsolookatthelinksbelowforexamplesoftheexcellentresources/opportunitiesforESOLlearnersfromLondonculturalinstitutions.Someofthemareforyoungerlearners,buttheycanalleasilybeadaptedforadults:

http://www.vam.ac.uk/content/articles/p/programmes-for-esol-students/

http://www.museumoflondon.org.uk/london-wall/visiting-us/visits-esol-learners-and-tutors/

Asagroup,discusswhataspectsoflifeinLondonyouwouldliketocoverinyourSpECClubs.

Keeping healthy KeepinghealthyisoneofthesixcoreSpECthemes.It’simportantforyoutothinkaboutthekeycomponentsofkeepinghealthy,andhowyoumightapproachthefollowingtopics–amongothers–withyourgroups:

• eating well

• exercise

• managingstress

• visitingadoctor

• healthservicesintheUK,and

• coping with illness .

HereisanactivityyoucanuseinyourSpECClubsessions.Asyouarepractisingwithyourfellowvolunteers,thinkaboutwaysofintroducingnewvocabularyandmakingtheactivityfunandinteractive.


Activity 4: How healthy is my lunch?Whichfoodineachgrouphasthemostcalories?Discusstogetherandagree(ordisagree!)

1. EGGS (1 egg) a.Friedegg b.Scrambledegg c.Hard-boiledegg

2. CEREALS (per 45g) a.Porridgeoats b.Cornflakes c.Weetabix d.ShreddedWheat

3. FRUIT (per piece) a.Avocado b.Apple c.Banana d.Orange

4. CARBOHYDRATES (average serving) a.Bakedpotato b.Whiterice c.Pasta d.Chips

5. NUTS (per 25g) a.Hazelnuts b.Walnuts c.Brazilnuts d.Cashews

6. ALCOHOLIC DRINKS (shot/pint/120ml) a.Vodka b.Guinness c.Lager d.Wine

7. SWEETS (per 100g) a.JellyBabies b.Chocolateicecream c.Milkchocolate d.Popcorn

ANSWERS:

1)Scrambledegghasthemostcalories(closelyfollowedbyfried).

2)Cornflakes(equalwithporridgeoats,thenShreddedWheatx2,thenWeetabixx2).

3)Avocado(banana,orange,apple).

4)Chips(bakedpotato,pasta,rice).

5)Brazils(equalwithwalnuts,thenhazelnuts,thencashews).

6)Lager(thenGuinness,wine,vodka).

7)Milkchocolate(popcorn,JellyBabies,chocolateicecream).

Festivals and traditionsFestivalsandtraditionsareexcellenttopicsforSpECClubs.TheyareagoodwayofintroducingyourlearnerstoUKcultureandtraditions,andagreatwayoffindingoutmoreaboutyourgroup.Thistopicisaperfectopportunitytoasklearnerstosharetheirexperiencesoffestivalsandtraditionsintheirhomecountries.


Activity 5: Celebration matchMatchUKcelebrationsbelowwiththeappropriateexplanation.ThisissomethingyoucandowithyourSpECClubmemberstoseewhichonestheyalreadyknowabout,anditisalsoagoodopportunityforthemtodiscussthosethatarealsocelebratedintheircountriesoforigin.

Further studyThefollowingactivityisagoodonetouseinSpECClubsessions,butit’sworthworkingthroughitinyourowntime.Asyoudo,thinkabouthowyoucouldadaptitforlearners.

The recruiterInthisactivity,youwilllookatsomeexamplejobadvertisementsandthentrytomatchtheperfectcandidate to the role .

• Werequireapart-timepetgroomertoworkduringtheevening.Noexperiencerequired.Applicantsshouldbeover18

• Secretarialtraineesneeded:wouldyoulikeafull-timepositionworkinginanexcitingnew start-up?Doyouhavesolidexperienceofworkingwithcomputers?Ifyouranswerisyes,giveusa call

• Areyouateacher?LittleStarsNurseryneedsthreeEarlyYearsteacherstohelpwithclassesfrom9amto3pm.Applicantsshouldbefullyqualifiedwiththeappropriatelicences

• Weekendpart-timeworkavailable:wearelookingforretiredadultswhowouldliketoworkpart-timeonSaturdaysorSundays,answeringthephone,givingcustomersinformationanddealingwiththeirrequests

• TheUniversityofSouthamptonislookingforteachingassistantstosupportitsHumanitiesdepartment.Applicantsshouldhaveadegreeinoneofthefollowing:politics,sociologyorhistory.

ChooseONEpositionforeachpersonbelow:

• EDNASMITH.Ednaretiredrecentlyandislookingforapart-timeposition.Sheisflexibleaboutwhenshecanworkandenjoystalkingtopeople–sheusedtoworkasasecretary.

ThebestpositionforEdnais . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Explanation UK special days

Thisisthedayofromanceandlove Father’sDay

ThisisthedaytheUKremembersitscitizenswhodiedfightingforthe AprilFool’sDay countryinwar

Thisisthedaythatcelebratesthestartofthenewyear BankHolidays

ThisisthespecialdayformothersintheUK BonfireNight

ThisisthespecialdayforfathersintheUK RemembranceDay

Thesearedaysthroughouttheyearwhenmostpeopledon’twork, Valentine’sDay andmostpublicservicesareclosed

Thisdaymarksthedaytherewasanattempttomurderaking MotheringSunday

ThisisadaywherepeopleintheUKplaypranksoneachother! NewYear


• AHMEDMOSHIN.Ahmedgraduatedfromuniversitywithadegreeinsociologytwoyearsago.Heisultimatelylookingforanacademicpositionbutheneedstogetexperienceworkinginauniversityfirst.

ThebestpositionforAhmedis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

• MEGANWILLIAMS.Meganis23yearsoldandwouldlikeaneveningpart-timepositiontohelp

financeherstudies.Sheisshyandwouldprefernottoworkinacustomerservicerole.

ThebestpositionforMeganis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

• SOPHIEYUSEF.Sophierecentlygraduatedfromuniversitywithadegreeinbusinessstudieswith

IT.Sheenjoysworkingwithcomputersandislookingforapermanent,full-timepositionwhereshecandevelophersecretarialskillsfurther.

ThebestpositionforSophieis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

• TEMIADOBOWALE.Temiisaqualifiednurseryteacherandlovesworkingwithyoungchildren.

Hewouldlikeanewjobinthisareaandiskeentotakeonmoretraining.

ThebestpositionforTemiis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Howwouldyoudescribeyourselfinashortprofileliketheonesinthisexercise?

9.10 Let’s practise what we’ve learned

Role-playingInthissectionwearegoingtorecapthekeyprinciplesofrole-playing,andyouwillhavetheopportunitytopractiserole-playstoseehowcomfortableyouarenow.Thisshouldgiveyoulotsofideasaboutrole-playsthatyoucandowithyourSpECClubs.

AsyouhaveseenthroughouttheVolunteerSpECClubLeaderTrainingProgramme,role-playsaregreatforSpECClubsastheydemonstratehowtouseEnglishindailysituations.Importantly,role-playingencourageslearnerstofocusmoreoncommunicationthanongrammar.Role-playactivitiescanalsobealotoffun–however,youmustensurethatactivitiesareage-appropriate,andbearinmindthatadultlearnerscansometimesfinditdifficultatfirsttoactoutsceneswithotherpeople.Itisimportanttoexplainhowusefulrole-playingisintermsoflanguagelearning,andtoacceptthatitmaynotalwaysbeappropriate.

Herearethekeyprinciplesofrole-playinESOLlearning:

• Beforestartingarole-playactivity,learnersmustfeelcomfortablewiththevocabulary. Role-playisthereforeaperfectrevisionorconsolidationactivity

• Role-playscanbeusedasshortstand-aloneactivities,orfillawholesession

• Alwaysreviewthekeylanguagebeforearole-playstarts

• Role-playsrequireplanning,butlearnerengagementisthemostimportantelement

• Role-playsareaboutencouraginglearnersandbuildingtheirself-confidenceinmakingpracticaluseoflanguage.


Activity 1: Role-play for SpEC ClubsInpairs,lookbackoverallofthesessionsandresourcesinyourSpECTrainingandResourceToolkit.Foreachofthesixprojectthemes,devisearole-playthatyoucoulduseinyourSpECClubs.Useallofthematerialyouhavecoveredsofarforinspiration.

Onceyouhavewrittenyourrole-plays,presentthemtotherestofthegroup.Remembertointroducethetargetvocabularyfirst.Lengthisn’timportant–whatmattersishowyouareusingthevocabulary!

Whenyouhavepresentedyourrole-playstothegroup,askthemwhichonetheyfeltwasmosteffective,andwhy.

Activity 2: Facilitation practice: group activities, led by each SpEC Club facilitator

Activity outline

Eachvolunteershouldpickanactivityfromoneofthesessionsandactasfacilitator,guidingtherestofthegroupthroughtheactivity.YoucanalsochoosefromtheactivitiesintheresourcessectionoftheToolkit.

Attheendofeachfacilitatedactivity,everyoneinthegroupshouldwritedowntwopositivepointsaboutthevolunteer’sdeliveryoftheactivity,andtwopiecesofadviceonhowtheycouldimprove/developitforfacilitatingtheactivityintheirSpECClubs.

Peer assessmentPeerassessmentisanexcellenttoolforrevisionandimprovement,asitencourageslearnerstoformtheirownviewofhoweachotherisprogressingratherthanalwaysrelyingonthejudgmentofafacilitator/teacher.Italsohelpslearnerstoplayanactiveroleinthelearningprocess,boostingmotivationandencouraginggreaterengagement.

Learnercapabilityinpeerassessmentisdevelopedthrough:

• skillsandprocessesbeingtaughtandmodelledbythefacilitator

• provisionofclear,specificsuccesscriteria

• learners’identifyingsuccessandareasforimprovement

• alllearnerssuggestingwaysforimprovement,and

• improvementsmadebylearnersindependently.

Informalandformalstrategiesareusedtopeer-assessthroughoutthelearningprocess.ThroughouttheVolunteerSpECClubLeaderTrainingProgrammeyouwillhaveusedpeerassessmentwhengivingfeedbacktoeachother,eitherinpairsorasagroup.


Activity 3: Peer feedback

Activity outline

ThisisapositiveactivitywithwhichtoendyourVolunteerSpECClubLeaderTrainingProgramme.Itusespeerassessmenttofocusonthepositiveattributesofpeopleinagroupandis,therefore,ausefultooltousewithyourlearnersattimeswhenthegroupisinneedofpositiveaffirmation,ortowardstheendoftheprogrammeofsessionswhenyouarelookingtoreinforcepositiverelationshipswithinthegroupandencouragethemtostayintouchinthelongerterm.

• EachvolunteershouldwritetheirownnameincapitallettersatthetopofablanksheetofA4paper

• Allvolunteerswriteapositivecommentabouteachvolunteerontheirpiecesofpaper

• Thecommentsshouldfocusonwhatyouhaveadmiredorappreciatedabouteachpersoninyourgroup.Itcanbesmallandspecifictothecourse(“Iadmirethewayyouhavealwaysvolunteeredtoleadactivities”)ormoregeneral(‘Ihavelearnedalotaboutconfidencefromyou”)

• Addresseachcommenttothepersondirectly

• Whencomplete,everyonereceivestheirownfeedback!

Further studyAsagroup,discussthe10mostimportantthingsthatyouhavelearnedfromtheVolunteerSpECClubLeaderTrainingProgramme.Makesureyouincludethefollowing:

• bestmoment

• mostchallengingmoment

• biggestchangeinyourselfovertheprogramme

• mostinspirationalpersoninyourgroup,andwhy

• bestquoteofthecourse

• threewordsthatsumuphowyouarefeelingasyouembarkonyourjourneytofacilitatingyourownSpECClub.



10. Appendix 2 – SpEC Club resources

Appendix2–SpECClubresources66

Alloftheresourcesinthisdocumentfallunderthesixkeyprojectthemes,forvolunteerstousewiththeirSpECClubsalongwithanyotheractivitiesusedintheprogramme.AllactivitiesinthissectionareBeginnersorElementaryESOLlevel,andcanbeadaptedfordifferentiationandalsousedasextensionactivities.

Thesectionsofthisdocumentaredividedintothemesasfollows:

10.1 Getting Healthy

10.2 Getting IT

10.3 Keeping Up

10.4 Keeping Safe

10.5 Getting a Job

10.6 Getting Involved


1.1 Getting Healthy

Activity 1 - How healthy are you? Timings: 25mins

Thisactivityaimstohelplearnerstodevelopconfidenceinaskingandrespondingtosimplequestionsabouthealth.

• Work in pairs. • Person A: Ask the questions and write down their answer. • Person B: Answer the questions with - always, sometimes or never.

• Nowchangerolesandstartagain.

• Who is the healthiest?

Person A Person B

Doyouwalkeveryday? Isometimeswalk.

Doyouexercise? I . . . . . . . . . . . . . . . . exercise .

Doyouweighyourself? I . . . . . . . . . . . . . . . . weighmyself.

Doyoueatalotofcakesandsweets? I . . . . . . . . . . . . . . . . eat cakes and sweets .

Doyousmoke? I . . . . . . . . . . . . . . . . smoke.

Doyoueatfreshfruitandvegetables I . . . . . . . . . . . . . . . . eatfreshfruitand everyday? vegetableseveryday.

Doyoudrinkwine? I . . . . . . . . . . . . . . . . drink wine .

Doyoueatfish? I . . . . . . . . . . . . . . . . eatfish.

Doyoubuyfreshvegetables? I . . . . . . . . . . . . . . . . buyfreshvegetables.

Doyoueatfrozenfood? I . . . . . . . . . . . . . . . . eatfrozenfood.

Doyougoswimming? I . . . . . . . . . . . . . . . . goswimming.

Doyoudrinklotsofwater? I . . . . . . . . . . . . . . . . drink water .

Doyoudriveacar? I . . . . . . . . . . . . . . . . driveacar.

Doyouvisitthedentist? I . . . . . . . . . . . . . . . . visitthedentist.

Doyougotothedoctors? I . . . . . . . . . . . . . . . . go to the doctors .


Extension activity

Activity Outline

Timings: 15mins

WholegroupdiscussionledbyClubLeader.

• Who is the healthiest in the class?

• Whoneedstochangetheirhabits?

• Makealistofwhatelseyoucoulddotokeepyourselfhealthy?

Advanced activity

Activity Outline

Timings: 30mins

• Asagrouplookatprintedinformationonaccesstolocalresourcesincludingswimmingpools,gyms,parks,GP’setc.

• Collectionofmaterialcouldbesetashomeworktaskatprevioussession.

• Learnersreadthroughanddiscusscontent.


Activity 2 - A visit to the Doctor. How do you feel today?Thisactivitywillhelpyouextendyourhealthvocabulary.

Timings:10mins

• Matchthewordstothepictures.

• Nowworkinpairsandpractisetheconversationatthedoctors

Timings:10mins

• LearnerAistheDoctor

• LearnerBisthepatient

• Nowchangerolesandmedicalconditions

Headache

Earache

A Rash

A cough

A cold

Flu

Sore throat

Backache

Doctor Patient

Howdoyoufeeltoday? Ifeelterrible

Whatisthematter? Ihavea . . . . . . . . . . . . . . . .

Howlonghaveyouhadit? Ihavehaditaboutaweek

Youwillneedtotakethismedicineeveryday Thankyou foraweek.


Group Discussion

Activity Outline

Timings: 10mins

• Lookatthepicturesofthedifferentillnessesanddecidewhichtreatmentwouldworkbestforeach condition .

• Canyougiveareasonforyouranswer?

Treatment types

Extension Activity

Activity Outline

Timings:15mins

• ClubLeadertodiscusstheprocessofregisteringwithalocalDoctor.

• EnsureallparticipantsareawarethattheyshouldregisterwithaDoctor.

• ShareusefulNHSweblinkwithlistoflocalGP’s http://www.nhs.uk/chq/Pages/1095.aspx?CategoryID=68&SubCategoryID=158.

• Lookthroughtheinformationrequired–ensurelearnersunderstandtheprocedure.

Pills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Cream . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Lotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Bandages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Bed rest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Cough mixture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


Activity 3 - Registering with a Doctor or a Dentist

Activity Outline

Timings: 20mins

ThisactivitywillhelpyoutoregisterwithyourlocalGPorDentistusingtelephonelanguage.

• MatchthephrasesbelowtotheconversationbetweentheGPReceptionistandFatima

• Nowworkinpairsandpractisetheconversation.

Extension ActivityTimings: 20mins

• NHSGP’susuallyaskyoutocompleteafamilydoctorregistrationform.

• DownloadtheformfromtheNHSwebsiteandaskyourClubLeadertohelpyoutofillitin.

• www.nhs.uk/choiceintheNHS/Yourchoices/GPchoice/Documents/GMS1%5B1%5D.pdf.

• YoumightprefertocompletetheformathomebutyoucouldpractisecompletingthisusingFatima’sdetails.

GPReceptionist Hello,HorsefairGPSurgeryhow . . . . . . . . . . . . . . . . . . . ?

Fatima Hello,Iwantto . . . . . . . . . . . . . . . . . . . .

GPReceptionist Canyou . . . . . . . . . . . . . . . . . . . please?

Fatima Yesit’sSW146QR.

GPReceptionist Thankyou.Canyoupleaseconfirmyour . . . . . . . . . . . . . . . . . . . ?

Fatima Yes,it’sFatimaAhmed,66JohnStreet,Isleworth.

GPReceptionist Thankyou.Youwillneedtobringproofofyour . . . . . . . . . . . . . . . . . . .

andNHS . . . . . . . . . . . . . . . . . . . withyou.

Fatima OK.

GPReceptionist Also,doyouhaveapassportorother . . . . . . . . . . . . . . . . . . . ?

Fatima Yes,Icanbringapassport.

GPReceptionist Wouldyouliketo . . . . . . . . . . . . . . . . . . . tocomeinandregister?

Fatima Yesplease.

GPReceptionist Howabout10.30amnextWednesday?

Fatima That’sfine.

GP Receptionist Is there . . . . . . . . . . . . . . . . . . . ?

Fatima No.That’sallthanks.

GPReceptionist OK,seeyounextTuesdayat10:30am.

Fatima Thankyou,Goodbye.

GPReceptionist Goodbye.

1.CanIhelpyou?

2 . Register with a GP

3.tellmeyourpostcode

4.NameandAddress

5.DateofBirth

6.Number

7.photoidentification

8.bookanappointment

9.anythingelse?


Activity 4 - The National Health Service (NHS)

NB: For high level learners

Timings:20mins

Sinceitslaunchin1948,theNHShasgrowntobecometheworld’s largest publicly funded health service.Itisalsowidelythoughttobeoneofthemostefficient,mostegalitarianandmostcomprehensive.TheNHSwasborn out of a long-held ideal that good healthcare should be available to all,regardlessofwealth,aprinciplethatremainsatitscore.Withtheexceptionofsomecharges,the NHS remains free at the point of use for anyone who is resident in the UK. That iscurrentlymorethan63.2mpeople.Itcoverseverythingfromantenatal screening and routine treatmentsforlong-termconditions,emergencytreatmentandend-of-lifecare.

• MatchtheUKNationalHealthServiceabbreviationwiththemeaning...askyourClubLeaderwhattheymeanifyouaren’tsure,orlookonline.

1. IntensiveCareUnit . . . . . . . . .

2. BritishMedicalAssociation . . . . . . . . .

3. PrivateFinanceInitiative . . . . . . . . .

4. RoyalCollegeofNursing . . . . . . . . .

5. Behindtheear . . . . . . . . .

6. Patientadviceandliaisonservice . . . . . . . . .

7. Methicillin-resistantstaphylococcusaureus . . . . . . . . .

8. NationalHealthService . . . . . . . . .

9. Magneticresonanceimaging . . . . . . . . .

10. WorldHealthOrganisation . . . . . . . . .

11 . General Practitioner . . . . . . . . .

12. PrimaryCareTrust . . . . . . . . .

13. OccupationalTherapist . . . . . . . . .

14 . Electro cardiograph . . . . . . . . .

15. Ear,NoseandThroat . . . . . . . . .

16. RegisteredNurse . . . . . . . . .

MRI

ENT

PCT

GP

ECG

OT

RN

WHO

ICU

NHS

RCN

PFI

PALS

BTE

BMA

MRSA


Activity 5 - A visit to the Supermarket (1 Hour +)Timings:10mins

Thisactivitywillhelpyoutopracticeshoppingvocabularyandlearnaboutprepositions.Belowaresomeexamplesofprepositions.

• Readthem–doyouknowanyothers?

• Placetheitemsfromyourshoppinglistonthecorrectshelfoftheblanksupermarketplan.

Timings: 20mins

ShoppingList

• e.g.Thebreadisonshelfsix

• ThemilkisnexttotheChilledfood,onshelfthirteen

• Thefruitjuiceisoppositeshelfthree

• Thecookingoilisonshelftwelve

• Thesugarisonshelftwentyone

• Thecerealsareonshelfseven

• Thepotatoesareonshelffour

• Thewashingupliquidisonshelften

• Theorangesandgrapefruitareonshelvestwoandthree

• Themagazinesandnewspapersareonshelfeighteen

• Chooseablankspaceanywhereonyourplantoplacethefollowingitems:Rice,BabyFood,CatFood,Shampoo,Fish.

above

next to

behind

on

between

ontheleft

in

on the right

infrontof

under


7

6

Bread

5 22 13

4 21 Chilled food

3 20 15

2 19 16

Fruit & veg 18

Aisle 1

Checkouts / Tills

17

8 9 10 12 11

Aisle 2

Cafe


Supermarket SweepTimings: 15-20mins

• Workinsmallgroupstocompleteyourshopping.

E .g . Shopper A:AskoneoftheothersinthegroupwhereyoucanfindtheCatFood.

E.g.“Excuseme,wherecanIfindtheCatFood?”

Shopper B:Answerthequestionexplainingwherethisitemisonyouractivitysheet.

E.g.“It’sonshelf . . . . . . . . . . . . . . . . next to the . . . . . . . . . . . . . . . . . . . or/oppositethe . . . . . . . . . . . . . . . . . . . .

• Try to use a different preposition each time.

• Take turns in the group to shop for and describe the position of the items.

Extension ActivityTimings: 15mins

• Asagroupdiscussyourfavouritelocalsupermarket.

• Whydoyoulikeit?Whatisyourfavouritemeal?

• Canyounamesomehealthyfood?Doyoualwayseathealthyfood?

• Doyouenjoyshopping?Givereasonsforyouranswer.

• Haveyoueverhadtocomplaininashop?


Activity 6 - Cheering ourselves up!Timings: 15mins

Whatsortofactivitycheersyouupwhenyouarefeelingsadorstressed?Askthequestionsbelowtoasmanypeopleinthegroupaspossible;itwillhelpyoutogettoknoweachother!Ifthelanguageisdifficult,youcanalsoactitout.

1. Wouldabarofchocolatecheeryouup?

2. Wouldacupofteacheeryouup?

3. WouldaChinesemealcheeryouup?

4. Wouldwatchingafootballmatchcheeryouup?

5. Wouldavisittothecinemacheeryouup?

6. Wouldasessionatthegymcheeryouup?

7. Wouldashoppingtripcheeryouup?

8. Wouldaglassofchampagnecheeryouup?

9. Wouldafunnystorycheeryouup?

10.Wouldawalkinthecountrycheeryouup?


10.2 GETTING IT

Activity 1 - Computer challengeThisactivitywillhelpyoutoextendyourITvocabulary.

Timings:10mins

• Canyoumatchthewordstothepictures?

Extension activity – Fill in the gaps(NB:toincreaselevelofchallenge–removethenumbersfromthispassage.)

• Nowfillinthepassagebelowusingwordsfromthecomputervocabularylist.

Timings: 15mins

Kimwantedtobuyanew . . . . . . . . . . . . . . . . . . . . . . . . . . . .(4).Hewenttotheshop.Theassistanthelpedhim

choose a . . . . . . . . . . . . . . . . . . . . . . . . . . . .(10)anda . . . . . . . . . . . . . . . . . . . . . . . . . . . .(1).KimwantedatowerPCwitha

. . . . . . . . . . . . . . . . . . . . . . . . . . . .(6)and . . . . . . . . . . . . . . . . . . . . . . . . . . . .(9)becausehelikestolistentomusic.Hechose

asilver . . . . . . . . . . . . . . . . . . . . . . . . . . . .(2)andamouse.Kimalreadyhasa . . . . . . . . . . . . . . . . . . . . . . . . . . . .(7)toprint

his work .

Extension activity – Group discussion

Activity Outline

Timings:15mins

• Howmanylearnershaveacomputerathome?Wouldyouknowwheretogotouseacomputerifyoudidnothaveoneathome?

• ClubLeaderoutlineslocalresourcesthatofferfreeaccesstocomputerse.g.libraries.

• LocalAdultandCommunityEducationcentresmayofferfreeorlowcostclasses–thiscouldbeavaluableresourceforlearners.ClubLeadermayhavecomputerclassmarketingmaterialwhichcouldbediscussed.

1. A screen

2. A keyboard

3. A mouse

4. A tower PC

5. A computer

6. A CD drive

7. A printer

8. A laptop

9. Speakers

10. A monitor


Activity 2 - The Computer class activity Timings:15mins

• LookattheGreenwoodCommunityCentretimetable

• Whichdaysandtimesarethecomputerclasseson?

Thecomputerclassesareon . . . . . . . . . . . . . . . . . . . . . . . . . . . .morningsfrom . . . . . . . . . . . . . . . . . . . . . . . . . . . . and . . . . . . . . . .

. . . . . . . . . . . . . . . . . .afternoonsfrom . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Activity - Pair workTimings:10mins

• Workwithapartner.Chooseoneoftheotherclassesonofferandactitout.Canyourpartnerguess what it is?

• Nowswaproles.Whoisthebestatacting?

Activity – Role playThisactivitywillhelpyoutoaskandrespondtoquestions

Timings: 10mins

• Inpairspractisesigningupforacomputerclass.

A:Hello, I would like to join the computer class please

B:Have you used a computer before?

A:No, I haven’t used a computer before

B:We have a beginner’s class on Mondays

A:That’s great, how much does it cost?

B:It’s a free course; would you like to join it?

A:Yes please

B:Please fill in this form

Day Morning Afternoon Evening 9.30-11.00am 1.00-2.30pm 7.00-9.00pm

Monday Computer Keep-Fit Yoga

Tuesday Singing ArtClub Sewing

Wednesday Keep-Fit Computer ESOLclasses

Thursday Walking Tabletennis Drama

Friday ESOLClasses Spanish Jobskills


Activity – Filling out formsTimings: 10-15mins

Thisactivitywillhelpyoutounderstandthevocabularyusedinforms.

• Completetheapplicationformtosignupforthecomputerclass.

Extension Activity - Group conversation

Activity Outline

Timings: 10-15mins

• ClubLeaderoutlineslocalcommunitycentrefacilitiesandthegroupdiscussanyexperiencestheyhaveofusingacommunitycentreorattendingalifelonglearningclass.

• Introduceamapofthelocalareaandsupportlearnerstoidentifythelocationoftheirlocalcommunityfacilities.

GreenwoodCommunityCentreCourse Application Form

FirstName . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Surname . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Title(Mr/Mrs/Ms/Miss/Dr/other) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Address . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Post Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Telephone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Emailaddress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Classyouwouldliketojoin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


10.3 Keeping Up

Activity 1 - Excuses, excuses, excusesThisactivitywillhelptoincreaseyourvocabularyandunderstandthelanguageusedintransportannouncements.

Timings: 15mins

Trainscanbelateforanumberofreasons.Wecallthisadelay.

• Lookatthestatementsabouttraindelaysandreasonswhythishashappened.

• Takeitinturnstoreadthroughtheexcusesandmakesureyouunderstandthevocabulary–usethepicturestohelpyou.

Announcementsmadetoday!

The 11:30am from Paddington is delayed

due to a signal fault

1 .

The 9.45am to Liverpool Street is delayed due to

heavy rain

2 .

The 6.15pm from Charing Cross is delayed

due to snow

3 .

The 10.18pm from Marylebone is delayed due to a broken window

6 .

The 6.00pm hours Eurostar to St Pancras is delayed due to a fire

7 .The 3.55pm

from King’s Cross is delayed due to a cow on the line

8 .

The 7.02pm to Victoria is delayed due to leaves on the line

4 .

The 8.36am to Euston is delayed due to ice

on the rails

5 .


• Nowseeifyoucancompletethetablebelowwritingtheinformationforeachdelayinthecorrectbox.

• Lookcarefullyastheyarenotinthesameorder.

• Makesureyouranswersarecorrectoryoumaymissyourtrain.

Extension Activity - Group and pair workTimings:20mins

ClubLeaderdistributesTubeMaporlocaltrainmap.

• Havealookatthemap.Whereisthenearesttrainstationtoyourhome?

• Haveyouusedthetrainbefore?

• CanyoutellmehowtogetfromyourhometoOxfordStreetbyTube?

• Practisefindingdifferentstationsonthemapfromyourneareststation.

Divide into pairs with one map between each pair.

Person A is lost and needs help .

Person B readsthemapandgivesdirections.

PersonA:Choosetwostopsonthemapandaskfordirectionsfromonetotheother.

A: “Excuse me can you tell me how to get from . . . . . . . . . . . . . . . . . . . . . . . . . . . . to . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?

B: Yes, you take the . . . . . . . . . . . . . . . . . . . . . . . . . . . . and change at . . . . . . . . . . . . . . . . . . . . . . . . . . . . then take

the . . . . . . . . . . . . . . . . . . . . . . . . . . . . to . . . . . . . . . . . . . . . . . . . . . . . . . . . . and you will arrive.

• Dothisasmanytimesasyoulike.Youwillsoonknowhowtotravelwithconfidence.

Train Time Station Reason for delay

1 11.30am Paddington Signalfault

2 Victoria

3 10.18pm

4 Eurostar

5 Ice on the rails

6 3.55pm

7 LiverpoolStreet

8 6.15pm


Activity 2 - Keeping Up: Think of a . . . Thisactivitywillhelpyouincreaseyourvocabularyandknowledgeofeverydaynouns.

Timings: 15mins

1. Thereare2setsofcardsonecontainslettersofthealphabet.

2. Theotherhasdifferentquestionsoneach.

Alphabet flashcards

Question cards

Think of a fruit that

begins with

Think of a flower that begins with

Think of a river that

begins with

Think of a car that

begins with

Think of a colour that begins with

Think of a bird that

begins with

Think of a shape that begins with

Think of a country that begins with

Think of a food that

begins with

Think of a sport that

begins with

Think of a vegetable that

begins with

Think of a Capital City that begins

with

Bb Cc Dd Ee Ff

Aa

Gg Hh Ii Jj Kk

Ll Mm Nn Oo Pp

Qq Rr Ss Tt Uu

Vv Ww Xx Yy Zz• Workinpairs-dividethequestioncardsbetweenyou.• Putthealphabetcardsonthetablefacedown.TurnoveraletterofthealphabetandchooseaQcardquestiontoaskyourpartner.

• Nowswapover.• Chooseanotherletter–youcanplaythisgameasmanytimesasyoulikechangingquestionandlettereachtime.


Activity 3 - Weather forecastThisactivitywillhelpyoutoincreaseyourvocabularyabouttheweatherandunderstandthemeaningofsmalltalk.

Timings: 10mins

IntheUK,peopletalkalotabouttheweather.Thisisknownassmalltalk.

Herearesomeweatherwords.

• LookatthemapoftheUnitedKingdom–therearesomeweathersymbolsonthis. Whatdoyouthinkthesymbolsmean?

Rain

Cloudy

Snow

Sunshine

Showers

Wind

ThunderStorms

Fog

Ice


Activity – Small talkTimings:15mins

Belowaresomephrasesthatpeoplesaywhentalkingabouttheweather.

• Canyouworkoutwhatsortofweatheritis?

A: It’s a lovely day today isn’t it?

B: Yes, I love the . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A: It’s a terrible day isn’t it?

B: Yes, I wish it would stop . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A: It is so . . . . . . . . . . . . . . . . . . . . . . . . . . . . today my hat blew away.

B: Oh dear, the . . . . . . . . . . . . . . . . . . . . . . . . . . . . is hurting my ears.

A: Did you hear the . . . . . . . . . . . . . . . . . . . . . . . . . . . . last night?

B: Yes and I saw . . . . . . . . . . . . . . . . . . . . . . . . . . . . flashes too!

• Workinpairsandpractisethesmalltalkusingthesentencesabovetohelpyou.

Extension Activity - Group discussionTimings:10mins

• Whydoyouthinkpeopletalksomuchabouttheweatherinthiscountry?

• Whatwastheweatherlikewhenyoulefthometocomehere?

• What is the weather like now?

• Doyouthinktheweathercanaffecthowpeoplefeel?

raining

sunshine

windy

wind

thunder

lightning


Activity 4 - Practise: Could, Would

Activity Outline

Thisactivitywillhelpyoutousepositivevocabularywhenmakingarequestorcomplaint.

Timings:20mins

Whole group practice ClubLeaderpointstooneofthegroupandsays“(nameoflearner),couldyoupleasepassmethatbook?

• Learner A:Yes,ofcourse.• Learner A: Pointstoanothergrouplearnerandasksthesamequestion.

• Learner B: Responds .

Taketurnsuntileveryonehasresponded.

Club Leader repeatsthegameusingthephrase:Wouldyoumind?

Would you mind standing up and closing the window?

• Student A: No,ofcoursenot.

Activity – Complete the phraseTimings: 15mins

Youcanusethephrases:Wouldyoumind?Orcouldyouplease?Whenmakingapolitecomplainttoo .

E.g.wouldyoumindnottalkingsoloudly?Couldyoupleasebequiet?

• Work in pairs. • Look at the pictures and complete the phrases. How would you respond?• Practise the conversation with your partner.

Could you please? Would you mind?

Could . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . tell me the time?

Could . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . turn your music down?


Extension Activity - Group Discussion Timings: 10mins

• Haveyoueverhadtogiveupyourseatonabusortrain?Didyouknowthattherearespecialseatsforpeoplewithadditionalneedse.g.disabled,olderpeople?

• Hasanyoneevergivenupaseatforyouonabus/train?

• Ifyes,howdidthatmakeyoufeel?

• Haveyoueverhadtomakeacomplainttoaneighbour?

• Hasanyoneevercomplainedtoyouaboutsomeoneelse?

Would you . . . . . . . . . . . . . . . . . . . . . . . . . giving me your seat?

Could . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . take me to the hospital?

Could . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . bring the bill?

Would . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . passing me that tin of paint?

Would . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . helping me with my shopping

Would . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . please read the first page of your book?


10.4 Keeping Safe

Activity 1 - Keeping SafeThisactivitywillhelpyoulearnhomesafetyvocabularyandpractiseprepositions.

Timings:15mins

• Lookatthehomehazardpicture.

• Write down 5 things which are dangerous in this picture .

• Shareyouranswerswiththegroup.

1

2

3

4

5

ImagecourtesyofStaffordshireFireandRescueService


Activity 2 – What would happen if?Timings: 15mins

• Discusswhatwouldhappenif:

-Theironfellover?

-Achildpulledtheteatowelnearthecooker?

-Someoneswitchedthetoasteron?

Extension Activity - Group DiscussionTimings: 15-20minutes

• Hasanyoneeverhadanaccidentintheirhome?

• Shareanyexperienceswiththegroup.

• Wouldyouknowhowtogethelpifafirebrokeoutoranaccidenthappenedinyourhome?

• ClubLeaderdistributesfirepreventionleaflets/informationandgroupdiscussthecontent.

• Isitimportanttohaveafireextinguisherorfireblanketinyourkitchen?

• Howmanyofyouhavesmokedetectorsinyourhome?


Activity 3 - Home safetyTimings:15mins

ThisactivitywillhelpyouwithHomeSafetyvocabularyandfollowinginstructions.

• Herearesomeinstructionstohelpyoukeepsafefromfireinthehome

• Readthroughtheinstructionsanddiscussthevocabulary.

Fire Prevention Advice

1. Atnightpulloutallplugsexceptthefridge/freezer.

2. Makesurethecookeristurnedoff.

3. Turnoffallheaters.

4. Makesureallcandlesorcigaretteshavebeenputout.

5. Checkthatyouhaveputyourdoorkeysinasafeplace.

6 . Close all doors .

7. Makesurenothingisblockingtheexits.

8. Makesureyoursmokealarmisworking.

9. Ifafirebreaksout–geteveryoneoutanddial999.

10.Nevertrytogobackintoaburningbuilding.

Plugs Smoke alarm Burning building

Heaters Cooker Dial 999


Activity 4 – True or false?Timings:10mins

ReadthroughthesestatementsanddecideiftheyareTrue or False .

1. Youshouldalwaysleavealightonwhenyougotobed. True False

2. Smokealarmsshouldbeplacedaboveawindow?

True False

3. Ifafirebreaksoutyoushouldstayinyourroomanddial999.

True False

4. Itisagoodideatoleaveyourbikeinthehallwayinfrontofthedoor.

True False

5. Youshouldneverenteraburninghouse.

True False

6. Youshouldmakesureallcandlesandcigaretteshavebeenputoutbeforeyougotobed.

True False

Extension Activity - Group Discussion

• Doyourchildrenandotherfamilymembersknowwhattodoinafire?

• Doyouhaveaplanincaseoffire?

• DoeseveryoneinyourfamilyfollowtheFireSafetyAdvice?

• Hasanyoneeverhadtocalltheemergencyservices?Ifthegroupwouldliketopractise,thiscouldbeincludedinthenextsessionasarole-playactivity,i.e.makinganemergencytelephone call .


Activity 5 - Keeping SafeThisactivitywillhelpyouunderstandtheimportanceofroadsafetyandkeywordslinkedtothis.

Timings: 10-15mins

WritetheRoadSafetywordsunderthepicture

Road Safety facts - the school runManyschoolshaveazebracrossingtokeepchildrensafegoingtoschool.Therearemorecarsontheroadwhenchildrenaregoingtoschoolthanatanyothertimeoftheday.

Teach your children to Stop, Look, Listen and Think before they cross.

Fill in the blank spaces using the words from the box above.

Miagoestoschoolwithhermum.Shealwaysusesthe . . . . . . . . . . . . . . . . . . . . . . . . . . . ..Theroadisverybusy

and there is also a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

SometimesMiagoesonherbikeandshewearsa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

AfterschoolMiaandhermumgototheshops.Theyhavetocrossata . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . .andasetof . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..WhenMiaandher

mumtakethecartheyalwayswear . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Extension Activity - Group DiscussionThinkaboutroadcrossingsinyourlocalarea.

• Doyoualwaysusethecrossingsavailable?

• DoyouteachyourchildrenaboutRoadSafety?

• Doyouthinktheroadsinyourareaaresafeorcouldtheybeimproved?

1 . Pelican crossing

2.Schoolcrossingpatrol(lollipopperson)

3.Bicyclehelmet

4.Trafficlights

5.Seatbelts

6.ZebraCrossing

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


10.5 Getting a Job

Activity 1 - Jobs Thisactivitywillhelpyoulearnvocabularyforjobsandholdasimpleconversationaboutjobs.

Timings: 15-20mins

• Readthroughthejobsbelowandticktheonesthatyouthinksoundinteresting:

Remember:

Useanforjobsthatbeginwithavowel(a,e,i,o,u).

Useaforjobsthatbeginwithaconsonant(allotherletters).

For example,A: What do you do?

B: I am an actor – what do you do?

A: I am a baker.

• Inpairs,practiseholdingtheconversationchoosingdifferentjobseachtime.

Actor actsinTV,playsorfilms.

Electrician a person that works with electric circuits .

Architect designshousesandbuildings.

Gardener caresforplants/trees.

Baker makesbread,cakesandpastries.

Hairdresser cutsorredesignsyourhairstyle.

Bus driver drivesbuses.

Mechanic repairsmotorvehicles.

Carpenter makesthingsfromwood.

Nurse looksafterthesickorhelpspreventillness .

Cleaner cleans an area or place .

Painter a person that paints pictures or the interiorandexteriorofbuildings.

Dentist preventsandfixesproblemswithteeth .

Taxi driver drivesataxi.

Doctor helps people who are unwell .


Activity 2 - Jobs Snap

Activity Outline

Timings:20mins

• Snapisgreatfunforlearnersofallages.

• Photocopytwosetsoftheflashcardsonpage94.

• Distributethecardsequally.

• Eachplayertakesturnstoplaceacardonthetableoneontopoftheother.

• Iftwocardswiththesamejobendupontopofeachother,theplayersshoutsnapandplacetheirhandonthecards.Thefirsthandonthecardswinsthegame.

Extension Activity - Group DiscussionTimings: 20mins

• Whichjobwouldyoumost/leastliketodo?

• Doyouknowhowtoapplyforajob?

• Hasanyoneinthegroupappliedforajoborhadaninterview?Shareyourexperiences.

• ClubLeaderwillsharelocalinformationaboutjobcentres,trainingcourses.

• Ifyouarenotsurewhatyouwanttodo,itissometimesagoodideatovolunteer–thismeansyouhavethechancetofindoutaboutajob.Thisworkisnotpaidbutitisverygoodexperience .


Actor

Architect

Baker

Bus driver

Carpenter

Cleaner

Dentist

Doctor

Electrician

Gardener

Hairdresser

Mechanic

Nurse

Painter

Taxi driver


Activity 3 - JobsTimings: 30mins

Thisactivitywillhelpyoudecideifyouhavetherightskillsforajob.

• Workinpairs:choosesixjobsthatinterestyouandcompletetheskillsformbelow.

• Thefirstoneisstartedforyou.

• Chooseyourfavouritejobfromthecompletedlistandsharethiswiththegroup.

• Discusstheanswersanddecideifyouagreewiththemornot.E.g.doesabakerneedmaths?Someofyoumaythinkitisnotimportantandsomemaythinkitwouldhelpwhenmeasuringingredients .

• Thereisnocorrectanswerforsomeofthem.

Extension Activity - Group DiscussionTimings: 10mins

• Nowyouhavehadtimetotalkaboutjobsthatinterestyou,doyoufeelreadytoapplyforajob?

• Areyoustillinterestedinthisorhaveyouchangedyourmind?

• Doyouneedtostudyordoyoualreadyhavetheskills?

Job Education Need Must be Skills Math Good Must Wear a to drive friendly skills at art be fit uniform

Baker Training&study No Yes Yes Yes


10.6 Getting Involved

Activity 1 - FamilyThisactivitywillhelpyoutolearnthevocabularyaboutsomeofyourfamilymembers.

Timings: 20mins

• Discussthemeaningofthewordsinthebox.

• Lookatthefamilytreeexample.

• Now,usingthespacebelow,drawyourownfamilytree.

Grandmother

Grandfather

Mother

Father

Aunt

Uncle

Brother

Sister


Activity – Fill in the gapsTimings:10mins

• Nowcompletethesentences.

Mynameis . . . . . . . . . . . . . . . . . . . . . . . . . . . ..Ihave . . . . . . . . . . . . . . . . . . . . . . . . . . . .brother(s)and . . . . . . . . . . . . . . . . . . . . . . . . . . . .

sister(s).Ilivewithmy . . . . . . . . . . . . . . . . . . . . . . . . . . . . and . . . . . . . . . . . . . . . . . . . . . . . . . . . ..My . . . . . . . . . . . . . . . . . . . . . . . . . . . . and

. . . . . . . . . . . . . . . . . . . . . . . . . . . .livein . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Extension ActivityTimings:10mins

• Doyouknowanyotherwordsforfamilymembers?

• Trytomatchthewordstothemeanings.

Extension Activity

Activity Outline

Timings: 10mins

TherearesomereallyusefulESOLYouTubeclipsthatcouldbeadaptedorusedtopractisefamilyconversations.

Watchthefollowingclipandpractiseaskingthequestionswithyourfamily.

www.youtube.com/watch?v=OogniMZFyw4.

Sister’sson Niece

Sister’sdaughter Cousins

Uncle’schildren Sisterinlaw

Sister’shusband Nephew

Brother’swife Husbandorwife

Thepersonyouaremarriedto Brotherinlaw


Activity Timings:15mins

MeetMaria

• Nowreadthequestionsbelowandwritetheanswersintheblankspace.

Q:Whatisyourname?

A:Mynameis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Q:Wheredoyoucomefrom?

A: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Q:Wheredoyoulive?

A: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Q:Doyouhaveanychildren?

A: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Q:Doyouhaveajob?

A: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Q:Whatdoyouliketodoattheweekend?

A: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Hi, my name is Maria and I come from Brazil. I am 27 years old. I live in Camden in London with my

husband Fabio and two children Felipe and Juan. I like to help out at my

childrens’ school. At the weekend we like to go walking.

Activity 2 - Introducing YourselfThisactivitywillhelpyoulearnuseful phrasesforintroducingyourself.

Meetingnewpeopleisagreatway tofeelpartofthecommunity.


Activity 3 - Meeting New People Timings: 20mins

Thisactivitywillhelpyoutopractiseaskingandrespondingtoquestionsinnewsocialsituations.

• Howmanysentencescanyoumakefromthewordsinthegrid?Rememberthatallsentencesbeginwithacapitalletter.

• Rememberthatquestionsendwithaquestionmark?

• Writeyoursentencesinthetablebelow.

• Thefirstoneisdoneforyou.

your

?

How

you

name

old

!

Are

How

Where

many

you

do

?

married

your

?

are

children

do

have

you

job

?

?

you

you

What’s

?

live

you

Where

Nice

to

from

meet

are

?

What’s

1 . How are you?

2 .

3 .

4 .

5 .

6 .

7 .

8 .


Activity – Group DiscussionTimings:10mins

Youmayhavenoticedthissymbol- !-inthegrid.Thisiscalledanexclamationmark.Weuseittoexpressstrongfeelings.E.g.excitement,shock,warning.

• Canyouthinkofasentencethathasanexclamationmarkinit?

E .g . “Hello, it’s so good to see you!” -showsexcitement.

“Don’t walk on the road it’s dangerous!”-showsfear/warning.

Sometimesyoumayseethissymbolonroadsignstowarnyouthatitisdangerousahead.

Extension Activity Timings:10mins

Wecanoftentellwhatsomethingmeansbylookingatsignsandsymbolsevenwhenwedon’tunderstand the words .

• Havealookaroundyouonthewayhomeandseehowmanysymbolsorsignsyouknow.


Activity 4 - Festivals and Celebrations across the UKTimings: 15mins

ThisactivitywillhelpyoutogettoknowsomeofthemostimportantfestivalsthattakeplaceacrosstheUnitedKingdomeveryyear.

ListedbelowarethemostpopularBritishfestivalsandcelebrations.

• Lookatthepicturesandshareanyexperiencesyouhavehadofthesefestivals.

• TheUKisverymulti-culturalandtherearemanymorefestivals.

• Youmaywishtoshareyourfavouriteculturalfestivalwiththegrouptoo!

Christmas aChristianfestival

where people offergifts

25th December

New Year apublicholiday

1st January

Easter aChristianfestival

Spring time March / April

Guy Fawkes abonfirenight5th November

Valentine’s Day adaytocelebrate

love14th February

Mother’s Day adaytocelebrate

mothersMarch

Father’s Day adaytocelebrate

fathersJune

Birthday celebratethedayyouwereborn

Any time

April Fool’s day adaywhenpeopleplaytricksoneach

other1st April

Shrove Tuesday adayformaking

pancakesFebruary / March

Chinese New Year celebratedattheturnoftheChinese

calendarJanuary / February

Harvest Festival acelebrationofthefoodgrownonthe

landSeptember

Eid al-Fitr alsocalledFeastofBreakingtheFast. MarkstheendofRamadan,theIslamic

holymonthoffastingWinter time - July

Diwali-alsocalledthe“festivaloflights”signifiesthevictoryoflightoverdarkness,

knowledgeoverignorance,goodoverevil,andhopeoverdespairOctober / November


Activity Timings:15mins

• Canyoumatchthefestivalsinthetabletotheseasonoftheyear?

Extension Activity - DiscussionTimings:10mins

• Discussyourfavouriteseasonandfestival.

• Ifyouhavechildrenatschool,whatfestivalsdotheycelebrateatschool?

• Doyouvisitschoolassembliestosharethecelebrations?

• Findoutifyourlocalcommunitycentreholdscelebrationevents–whynotgoalongtoone!

Winter Spring Summer Autumn



11. Appendix 3 11.1 Skill Scan and SWOT: Award

11.2 Skill Scan and SWOT: Literacy, Language, Numeracy and ICT

11.3 Learning Plan and Portfolio

11.4 Reflective Learning Log

11.5 Session Planner Template

11.6 Notes

104


Photos courtesy of Redbridge Institute and City of London Adult Skills

Volunteer SpEC Club Leader Training Programme Skill Scan and SWOT: Award

TheCity&GuildsLevel3AwardforLearningSupportPractitioners(6259-03)willsupportyourdevelopmentinsettingupandfacilitatingaSpECClub.ThinkaboutyourcurrentskillsandknowledgeandcompletetheSkillScan&SWOTanalysisbelow.

1 - NoKnowledgeorskill2 - Alittleknowledgeorskill3 - Satisfactorylevelofknowledgeorskill4 - Verygoodknowledgeorskillalthoughcouldimprove5 - Competentandconfidentknowledgeorskill

Initial/Mid/End Date Completed by: Volunteer/Trainer/Peer

1: UNDERSTANDING LEARNING SUPPORT PRACTICE IN LIFELONG LEARNING CONTEXTS

AREA FOR LEVEL (1- 5) COMMENTS DEVELOPMENT Record date and assessment method

1.1Explaintheimportanceoflearningforachievingpersonal goals and participatinginlife,learningandwork.Comparedifferentcontextsforlearning support practice .

1.2Explainthecontributionoflearningsupportintheprovisionoflearningopportunities .

1.3 Explain how to work with learners and others to support learning in a particularlifelonglearningcontext .

1.4Identifynationalandlocalpolicyandregulatoryrequirementsrelatedtolearning support practice .

Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



105

2: UNDERSTANDING THE VALUES AND PRINCIPLES OF INCLUSIVE LEARNING SUPPORT

3: UNDERSTANDING HOW TO SUPPORT LEARNING


2.1Explainkeyvaluesandprinciples which underpin learning support practice .

2.2Describekeyfeaturesofaninclusivelearningenvironment.

2.3Describekeyfeatures ofindependentlearning.

2.4Explainwaysofworkingwithlearnersthatpromoteinclusiveandindependentlearning .

2.5Explaintheimportanceofcommunicationforinclusivelearning.

2.6Explaintheimportanceofliteracy,language,numeracy&ICTskillsforindependent learning and participationinlifeand work .

3.1Explainresponsibilitiesandcontributionofalearning support practitioner throughout a learningprogramme.

3.2 Explain how the individualneedsoflearnerscanbeaddressedthroughplanning,delivery,assessmentandreviewoflearning .

106



3: UNDERSTANDING HOW TO SUPPORT LEARNING continued

4: BE ABLE TO EVALUATE AND IMPROVE LEARNING SUPPORT PRACTICE


3.3 Explain how to use learning and support activitiestoengageandmotivatelearners.

3.4Explainwaysinwhichresourcescanbeusedtomeettheindividualneedsoflearners.

4.1 Explain the effectivenessofanobservedlearning support session .

4.2Describeownstrengthsanddevelopmentneeds in relation to learning support practice .

4.3 Plan opportunities to meetowndevelopmentneeds in relation to learning support practice .

4.4 Plan opportunities to meetowndevelopmentneedsinliteracy, language,numeracy and ICT .



107

SWOT AnalysisWhatisaSWOTanalysis?ASWOTanalysisassessesstrengths,weaknesses,opportunitiesandthreats.

Forexample,• WhatfacilitationskillsdoIalreadypossess andIamgoodat?

•WhatdoIenjoyaboutfacilitation?•WhatdoIfeelconfidentaboutdoing?•WhatleadershipskillsamIgoodat?

STRENGTHS

Forexample,• HowcanIshowmystrengths?• HowcanIimprovemyweaknesses?

OPPORTUNITIES

Forexample,• WhatfacilitationskillsdoIlack?•WhatfacilitationskillsamIweakat?•WhatleadershipskillsamIweakat?

WEAKNESSES

Forexample,• WhatdoInotenjoyaboutfacilitatinggroups ofpeople?

•WhatbarriersdoIface?• Whatmaystopmegainingthefacilitationskills

that I lack?• Whatmaystopmegainingtheleadershipskills Iamweakat?

THREATS

108













Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



109












110














111




STRENGTHS


OPPORTUNITIES


WEAKNESSES




THREATS

112













Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



113












114














115




STRENGTHS


OPPORTUNITIES


WEAKNESSES




THREATS

116



Volunteer SpEC Club Leader Training Programme Skill Scan and SWOT:

Literacy, Language, Numeracy and ICT

Initial/Mid/End Date Completed by: Volunteer/Assessor/Peer

AREA FOR LEVEL (1- 5) COMMENTS DEVELOPMENT

Language Read and write alongside spoken English .

Literacy Spokenlanguage,pronunciation,completesentences .

Numeracy Goingshopping,gettingajob,creditcardandbankstatements,spreadsheets,invoices.

ICT Radio,TV,computers,mobilephones,videoconferencing,distancelearning etc .



Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



117


Forexample,• WhatskillsdoIalreadypossessandIam

good at?•WhatdoIenjoytheseskills?• WhatdoIfeelconfidentaboutdoing?

STRENGTHS


OPPORTUNITIES

Forexample,• What skills do I lack?•WhatskillsamIweakat?

WEAKNESSES

Forexample,• WhatdoInotenjoyabouttheseskills?• WhatbarriersdoIface?•WhatmaystopmegainingskillsthatIlack?• WhatmaystopmegainingtheskillsIam

weak at?

THREATS

118













Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



119




STRENGTHS


OPPORTUNITIES


WEAKNESSES


weak at?

THREATS

120













Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



121




STRENGTHS


OPPORTUNITIES


WEAKNESSES


weak at?

THREATS

122



Volunteer SpEC Club Leader Training Programme Learning Plan and Portfolio

Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Contact Details (phonenumber/email): . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Course: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Trainer: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Start Date: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Expected end date: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

TRAINER TO COMPLETE THIS SECTION

SkillScanandSWOTanalysisandReflectiveLearningLogcompleted?Commentbelow.

Individualsupportrequirements

Learningstylepreferences



123

VOLUNTEER TO COMPLETE THIS SECTION

I will Date achieved Trainer/ Volunteer signature

1

2

3

4

5

Targetsforthefirsthalfofthecourse

Pleasesignafteryourtargetshavebeendiscussedandagreed.

Volunteer Signature: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Trainer Signature: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Mid course reviewPleasecommentonwhatyouhavelearnedsofar.Yourtrainerwillreviewyourtargetswithyouandamendthemaccordingly.

I will Date achieved Trainer/Volunteer signature

1

2

3

4

5

124



Targetsforthesecondhalfofthecourse

Pleasesignafteryourtargetshavebeendiscussedandagreed.



End of course reviewWhathaveyoulearned?HowhastheVolunteerSpECClubTrainingProgrammehelpedyouinyourlife,work or career? Trainer to discuss .

I will Date achieved Trainer/Volunteer signature

1

2

3

4

5



125

Final Self-Assessment – including peer assessment (TRAINER TO COMPLETE)

Next Steps

Further Study(Pleasestate)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Work (Pleasetickandstatetypeofwork)

Part-time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Full-time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Other(Pleasestate)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .



126



Volunteer SpEC Club Leader Training Programme Reflective Learning Log

Aftereachsessionusethislogtoreflectandcommentonyourlearninganddevelopmentareas.

Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

How will I achieve this? Areas for development Who can help? Targets (SMART) Outcomes Useful resources?



127

Self-reflection Personal Target Action Plan date

128





Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date . . . . . . . . . . . . . . . . . . . . . . . . . . . . .




129


130





Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date . . . . . . . . . . . . . . . . . . . . . . . . . . . . .




131


132





Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date . . . . . . . . . . . . . . . . . . . . . . . . . . . . .




133


134





Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date . . . . . . . . . . . . . . . . . . . . . . . . . . . . .




135


136



Session PlannerSessionTheme: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

GroupNumber: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Date: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Time: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Time Desired Outcome Activity Resources Notes Invitepeople/speakers Howdoesitsupport Visitplaces Literacy,Numeracy,Language Resources &ICT Inclusivityconsiderations Feedback:self,peer&group



137

Time Desired Outcome Activity Resources Notes Invitepeople/speakers Howdoesitsupport Visitplaces Literacy,Numeracy,Language Resources &ICT Inclusivityconsiderations Feedback:self,peer&group

Notes138

Notes

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Notes140

Notes

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Notes142

Notes

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Notes144

Notes

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Notes146

Notes

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Notes148

Notes

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Speaking English with ConfidenceSpEC

LocalEducationAuthoritiesForum fortheEducationofAdults

ALondonLEAFEApartnershipprojectfundedwiththesupportoftheDepartmentforCommunitiesand LocalGovernment

PhotoscourtesyofRedbridgeInstitute andCityofLondonAdultSkills

London LEAFEA promotes the development of adult learning and aims to help people living in London to achieve their potential, provide services that meet local needs and strengthen communities. It is a partnership of all 33 London Boroughs’ Community Learning Services and forms part of the national LEAFEA network.

SpEC Toolkit

Documents

Transcript of SpEC Toolkit