ESL Writing Online Workshop (Video).
Schedule of Topics ESL for Healthcare 1:
Health Care System and Health Insurance
Body Parts and Pain
Disease Conditions, First Aid (Heat Illness,Wounds, Sepsis)
Respiratory System and Allergies
Cardiovascular System and Blood- Complete Blood Count, Blood Panel
The Digestive System and Diabetes
Disease Transmission
The Endocrine System
Personal Health History/ Reliable Sources of Health Information
Healthcare Careers (May take place in Term 2- Intro to ESL for Healthcare Careers)
COVID19 Project!
I have several LEP students right now that don't quite have extra time to come down to study in person in the school. I worked up some neat templates to create simple mini-books that highlight common things here in America. Workers, Health Issues, Transportation, etc...
The PLA training materials explain how the language experience approach can help adult learners master this language.
This resource is for just that. Take one or two of the mini-books and use them in your classes.
They are EASY to modify using Microsoft Word. They are EASY to print if you follow the directions I set on the cover page.
I plan to issue one book at a time to my students, when they can read it well I will give them a different book.
Materials for student presentations in ESOL course that uses the open textbook Communication Beginnings: An Introductory Listening and Speaking Text for English Language Learners by Della Jean Abrahams (http://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1022&context=pdxopen).
Course Description
Presents oral communication as a process that involves determination of purpose, selection and adjustment of strategies, comprehension checks, and integration of prior knowledge with new knowledge to address the communicative purpose. Develops listening comprehension and speaking skills at a low intermediate level. Addresses use of important language functions, such as asking for clarification, agreeing, and negotiating meaning. Includes one prepared speech. Introduces the English stress system, intonation, and certain consonant and vowel sounds. Places communication in the context of adult life roles.
Intended Outcome(s) for the Course:
Understand oral communication as a process that involves determination of purpose, selection and adjustment of strategies, comprehension checks, and integration of prior knowledge with new knowledge to address the communicative purpose.
Use knowledge about language, culture, and context to prepare for and accomplish communication tasks at the low intermediate level.
Use listening skills to understand and respond to different types of discourse.
Produce spoken English that is mostly understandable with some repetition or clarification.
Begin to identify and correct basic pronunciation problems.
Deliver a planned presentation on a familiar topic.
The following is a course layout for Spring terms of ESOL 20: Level 2 Integrated Skills. It is based on the OER Entry into English 2 by Penny Jahrous and Sara Packer. All activity links are either from Entry into English 2 by Penny Jahrous and Sara Packer licensed under CC BY-SA 4.0.
This class plan is based on using Theme 3 for Spring terms. I assigned one theme to each term because each theme covers the assigned grammar breakdowns for Southeast Campus based on the units of the English in Action 2, 3rd Edition textbook. I supplemented Weeks 1&2 with materials from Entry into English 2 Theme 1 and materials I created. Those weeks are fully backward planned as an example of how to use EIE2 to meet course objectives. For Weeks 3-10, I broke down Theme 3 week by week.
All instructors: This course layout is intended for a 9-hour/week, 10 week term. The content of Entry into English 2 can be easily spread over 3 terms.
ESOL News Oregon is a website that offers short articles adapted from regional news sources about current events in the state. Stories are labeled with word counts and Lexile levels. Each is accompanied by an image, self-correcting exercises, and source citations.
A short and simple guide to understanding the U.S. election process.
A chapter on using English idioms for describing people for intermediate ESL learners. The chapter includes audio, guessing meaning from context, and controlled and communicative practice.
A chapter on using English idioms for talking about school for intermediate ESL learners. The chapter includes audio, guessing meaning from context, and controlled and communicative practice.
Beginning concepts for lower-level English learners.
Higher Beginning concepts for lower-level English learners.
This volume is a result of our annual event, Every Teacher is a Language Teacher, held in 2021 and 2022 at the Faculty of Education of the University of Ottawa. Every year, we organize professional learning workshops for teacher candidates in our program. We invite seasoned teachers and young researchers (many of whom are also teachers!) doing their graduate work at the faculty to share methods, ideas, strategies and activities. Together, our community explores how to work with English and French language learners, as well as learners who come to the classroom with multiple languages in their repertoire. As research and experience have shown us, accessing students’ funds of linguistic and cultural knowledge is a powerful way to include students in the curriculum and center their contributions, identities, and experiences in the learning process. As a community of committed educators, we practice teacher learning with this same mindset – we draw from the personal and professional experiences of our guest presenters and teacher candidate attendees. Together, we speak to the social, cultural and political issues that matter in the classroom and share cutting-edge practices. The chapters in this book are intended for teachers who may or may not have a language teaching specialization. So as to promote equitable access to knowledge, we asked our presenters to write chapters based on their workshops and the experiences they had with our teacher candidates. They write in direct, accessible language and draw on the literature about language learning and teaching grounding their work in tried and tested initiatives. As such, for the reader, we hope the chapters will provide insight into what occurred during the workshops and how they can benefit from these professional learning sessions.
Welcome to Explorations 1: Grammar for the Experienced Beginner. This English grammar textbook was designed for a class of Clackamas Community College (CCC) ESOL students who need only a review of the BE verb and are ready to learn the simple present and present progressive tenses.
Explorations 1 Grammar for the Experienced Beginner Student Book and Teachers Guide
Pressbooks Version of Explorations 1 Grammar for the Experienced Beginner Student Book Available: https://openoregon.pressbooks.pub/explorations1/
ESL-020 Upper Beginning Grammar
English language learners study and
practice basic verb forms (simple present
and present progressive), and adverbs of
frequency in written and spoken English.
The purpose of this course is to develop your writing skills so that you can feel confident writing the essays, term papers, reports, and exams you will have to produce during your career here at MIT. We will read and analyze samples of expository writing, do some work on vocabulary development, and concentrate on developing your ability to write clear, accurate, sophisticated prose. We will also deal with the grammar and mechanical problems you may have trouble with.
This book is calls itself a “bridge to extensive reading.” It has two longer, engaging stories and takes a playful approach to reading comprehension. For example, students complete a puzzle or a draw a picture of crime scene to show what they have understood. It also has interesting features, like fingerprints on the page, to draw attention to key details.
Does it matter in education whether or not you've got a Y chromosome? You bet it does. In this discussion-based seminar, we will explore why males vastly outrank females in math and science and career advancements (particularly in academia), and why girls get better grades and go to college more often than boys. Do the sexes have different learning styles? Are women denied advanced opportunities in academia and the workforce? How do family life and family decisions affect careers for both men and women?
This is a unit of instruction I created for an intermediate integrated skills course. It has a lot of activities targeted at creating community and getting students on track as effective language learners.
In this ESL module, students learn how to interview a classmate and write a profile, or short biography. The module includes reading and vocabulary lessons, listening and speaking exercises, writing practice and grammar lessons.