Unit 4 - Assignment 3: Adaptation or Creation of ESL Materials - TESL 0150
Assignment 3: Adaptation and
Creation of ESL Materials
Introductory Paragraphs
Profile of
Target Learners
Learner Type: International Students
Age: 18 and up
English Level: IELTS 5
Goals: To prepare students for future College programs and courses
Specific Needs: Academic English, Knowledge of essay writing, Note Taking
Proficiency with Technology: Students MUST have a laptop and internet access to participate in the class.
Age: 18 and up
English Level: IELTS 5
Goals: To prepare students for future College programs and courses
Specific Needs: Academic English, Knowledge of essay writing, Note Taking
Proficiency with Technology: Students MUST have a laptop and internet access to participate in the class.
Learning
Objectives
This course is designed to develop academic reading,
writing, listening and speaking skills. The students will learn relevant
grammar to write strong sentences, paragraphs and essays. They will develop
effective oral communication skills in order to listen and speak in common
academic scenarios. Students will expand their academic vocabulary to assist
them in future college programs and courses.
Lesson
Objectives
By the end of this lesson, the
learners should be able to:
§ Identify ‘hooks’ and thesis
statements.
§ Write simple thesis statements
§ Be able to explain the structure of
a thesis statement
§ Write simple hook statements
§ Be able to identify and explain several
ways to grab reader’s attention
§ Understand the basic structure of a
five paragraph essay
Adapted
Materials
https://www.mesacc.edu/~paoih30491/intropgph.html
The materials above have been adapted into a more accessible
and visually stimulating PowerPoint. The full PowerPoint can be accessed via google docs. The materials above follow the ‘instruct and model’ method as well as
some ‘guided practice.’
After the PowerPoint is presented, the students will be
presented with additional online practice in the form of a short quiz that I
have developed based on the materials in the presentation. This quiz would be
an informal formative assessment.
Rationale
To
what extent are the materials related to the wants of the learners?
To
what extent are the materials likely to stimulate emotional engagement?
Does
the material achieve impact (attractive presentation)?
Materials
provide opportunities for outcome feedback?
Provides
opportunities for individual practice?
Provides
opportunity for technology use?
I believe that the materials above are suitable for my
learner’s and lesson objectives. Considering the context, it is necessary for
my students to know paragraph structure and how to write effective
introductions as it will be used for academic writing in the near future. The
materials provide the learner with background information that is formatted as
an attractive presentation. The materials are likely to stimulate some
emotional engagement as the power point provides points of discussion and
practice throughout. As stated by Tomlinson, ‘affective engagement is… essential
for effective and durable learning.’ Providing the students with opportunities
to interact with the power point throughout will lead to more affective
engagement. The materials are strongly related to the wants and needs of the
learners. These materials will be used after a needs assessment has been
completed, however, in my classroom I agree with Graves (1996) in that needs
assessment should be viewed as an ongoing process. This could be done by
involving the students in some of this material development, such as having the
students make up the questions for a ‘testmoz’ quiz and having them test one
another.
The quiz and the power point provide opportunity for outcome
feedback; the power point could lead to feedback on the effectiveness of the learner
in achieving their objectives (Tomlinson, 2014) while the online quiz provides
instant feedback on the accuracy of their output. Finally, these materials
provide extensive opportunity for technology use. In this specific context,
students are required to have computers in the classroom. Opening up and
following along with the power point provides one opportunity and the second is
taking the ‘testmoz’ quiz. It should be noted that all of the students in this
context should be proficient with technology prior to their admittance to this
course. The materials are almost exclusively presented via technology and
online.
Overall, I believe the above materials are suitable and
provide a comprehensive and effective introduction for academic writing. The
materials are likely to achieve some impact and provide affective engagement.
The materials are related to the lesson objectives and the learners wants. The
quiz and the PowerPoint both provide opportunities for feedback and the use of
technology is suitable for this classroom.
Copyright License
Materials Adaptation by Clarke Wainikka is licensed under a Creative
Commons Attribution 4.0 International License.
I chose this copyright license so that other instructors
will be able to access and use these materials in their classroom. The
materials can be adapted by those instructors to ensure that they meet the
needs and objectives of their class. I would still like to be acknowledged for
this work. I would not like it to be used for commercial purposes as these
materials were made for educational purposes.
Tutela
Link
References
Brown, D. & Lee, H. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy
(4th ed). White Plains, NY: Pearson Education.
Introduction Paragraphs.
(n.d.) Mesa Community College: Paola
Brown's English Spot. Retrieved from https://www.mesacc.edu/~paoih30491/intropgph.html
Parts of the Introduction.(n.d.) University of Victoria: Division of
Continuing Studies. Retrieved from https://web2.uvcs.uvic.ca/courses/elc/Sample/Advanced/unit1/u1_l1a_1.htm
Tomlinson, B. (Ed.). (2013). Developing materials for language teaching. United Kingdom:
Bloomsbury Academic.
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