Spent the majority of class reviewing the Christmas vocabulary sheet. Sat with the students and went around the group and had each student pronounce the next word then practice together.
Pulled up images on the projector for words that students may be less familiar with . like "wreath", "holly", "shepherds", and "poinsettia". It was fun to hear the students give the different names for things like how poinsettias are nochebuenas in Mexico, but called flor de pascua in Guatemala.
Reviewed some of the trickier words on the board (holy vs holly) and (Mr., Mrs., and Ms.)
Had students review family member vocab with an exercise on the board. I pulled up a family tree from the Step Forward books and had the students answer questions individually and then write the answers on the board.
While the students were working on the exercise I worked with a new student who is very new to English. He came in with a completed packet of worksheets he got from last Sunday.
We started going over the first two pages. He was getting the idea of two or more people using "they", for a man "he", a woman "she". With the conjugation of "to be" he had a little more trouble. I gave him some examples in English and Spanish but ran out of time.
We ended class with the Hail Mary. I handed out the last of your prayer cards (sorry Michael!)
Thoughts for next time:
Would like to get to possessive pronouns next week. Would allow us to build off of past vocab and lessons. (my brother, your aunt, my arm hurts, etc).
Was speaking with Michael after class about how to best help newer students, and especially students with little or no classroom experience. There is a bit of an added learning curve to just pick up how to fill out worksheets or practice things in class. With time our students will pick these things up, but may be worth circling back and making sure we cover class room relevant phrases. During class today after I said "let's repeat together" and waved my hands around, Julio looked to one of the students and asked "junto" and they quickly explained which was a great help.
Phrases around "I do not understand", "repeat", "say", "listen", "write" may be a good starting point.
On the other side of the coin, it may be helpful just to start with phrases that would be used frequently and help students day to day life. A friend of mine in school studied to be a Spanish teacher, and at the time (over ten years ago!) the trend was to start with teaching phrases to get the students speaking and immersed in the language, then layer in grammar. At the time I thought that was odd because I always appreciated the structure and rules around why each word is chosen, but not everyone learns the same way. Now I have come to appreciate that idea more because it can get you more engaged faster. This could all be out of date, and I'm not a professional, but could be an interesting way to introduce new material.
This is a very long winded way of saying that it may help to come up with common phrases for students to practice out in the world. Asking about bus stops can help introduce letters and numbers, and the metro gives us a chance to learn and practice colors.
Michael's worksheets on dialogue practice is a great jumping off point here.
It was nice that a lot of the words were relevant to the lesson (father, son, mother)
we discussed after class that we should point out that some of the words aren't used in modern English and students shouldn't be too worried if they stumble over "thee" and "thy"
Students filled out a worksheet to review "a" vs "an" and reviewed results on the board
Reviewed vocabulary about family and relatives
we saw how crazy the word "daughter" is and how you shouldn't worry too much about sounding it out.
it's more like Daw-ter or "wah-ter"
We did a few listening and writing exercises based on the Step Forward level 1 book.
there is an example family and students practice describing how different people are related.
Thoughts for next time:
Possessive adjectives (my, your, his, her, etc) are one page away in the book we have been working through.
would like to make sure we work that in because there has been confusion in past lessons.
Bring up vocab related to Christmas.
Start learning more phrases about shopping.
have students practice talking to a cashier during class.
volunteers can play the part of cashier until students get the idea, and then flip.
The prepared lesson was for Thanksgiving Day vocabulary and conversational practice. However, we had only one student show up, and he had missed the prior class (Nov. 17), so we decided to work with him on numbers
this student brings very little comprehension, so we worked on understanding instructions, such as
"Say '5''" = an instruction to say "five" and not to repeat "Say 'five"
we worked on reading numbers numerically and written, and saying them
two = "to" (no "w" sound)
but "twelve" = "tw--" (with a "w" sound)
it was a great opportunity to work one-on-one with only one student, and we thank our young instructor who took over that role
We will revisit the Thanksgiving Day conversation and vocabulary next week
This week we had four students, including a new student who has not attended any classes before.
it worked out nicely, as she sat next to our most advanced student, who engaged and taught her along with our teachers
having students teach one another is very effective (and pedagogically sound)
we started with the Rosary, ending with "Saint Mary, pray for us! Saint Joseph, pray for us!" with which the students were not familiar (interesting -- perhaps to add to the prayer sheets?)
we discussed the prior week's dialog lesson
we discussed how speaking slowly and enunciating every consonant (vowels as well, but consonants most importantly) leads to greater comprehension
we worked on enunciating words and compared it to slurred, fast speech
i.e. Heh, howya doin'? Gimme those pencils = hard for ESL learning to understand
"Hi, how are you doing. Give me those pencils" spoken slowly is more comprehsible
but, just the same, for ESL speakers, enunciation leads to greater spoken comprehension
then went to the Numbers sheet that we started the week before but which had errors (Michael...)
we discussed the use of "dozen" or "half a dozen" as a generality
i.e., when asked how many students were there today? instead of replying "five" we might say, "Oh, about half a dozen"
how many apples in the basket: about two dozen, etc.
this led to a discussion about buying things in a store
How much does that cost?
I want two dozen eggs etc.
we will run a dialog exercise next week on purchasing something in a store
we spent a lot of time working on how to pronounce "three" and "thirteen," which are difficult for Spanish speakers
we found that breaking the word phonetically and into syllables helps
"tha - ree"
:"thur - teen
we reviewed other words that English speakers slur or mispronounce (especially Michael )
library, nuclear, February
Michael taught students how to count to 60 using rings of the finger
this is the ancient method of counting, which is why we have twelve- and sixty-based numeric systems
and why 13 is considered unlucky > it is not natural
a student asked about 7 as the perfect number: God chose it to represent completeness
(thus 6 is incomplete)
similarly, we might discuss origins of measurements, as well feet, yards, etc.
some interesting things arose from discussions about numbers:
we decided that when reading a room, course, telephone, etc. number it becomes a proper noun
thus we read Room 1024 not as 1,204, but as 1-0-2-4 as if that were a title or name
this brought up the whole notion of "proper nouns"
the Spanish is explicit as to what a proper noun is: "one's own name" (nombre propria)
in English, then, "proper noun" is a noun that refers to itself as distinct from something else
(in English we get stuck on the notion of "proper" as in "appropriate" while it actually means "belonging to")
"proper" comes from Latin proprius for "one's own, particular to itself"
we might consider that a "proper number" is a number that is particular to itself, thus its numbers are spoken out distinctly rather than as a whole number
we used but did not complete the numbers worksheet
students practiced reciting their phone numbers as "proper numbers"
we also reviewed comparative stems, -er and -est
Spanish uses mas and le mas
Bible learning opportunity:
Hebrew does not have comparatives and instead repeats the adjective, thus
We had six students in class today, It was a great class today and the students were very engaged.
Overview of Class:
Started and ended class with Hail Mary
Using the projector we were-able to work through page 116 and 117 of the Step Forward level 1 blue-book using the E-books CCDA to project the-images associated with the listening exercises.
This section was about-parts of the body and phrases you would use at a doctor's office.
Went over parts of the-body as a class, and the difference between Mr. Ms. and Mrs. Played-listening exercise for the new vocabulary.
Students practiced reviewing parts of the body in groups
teachers went around to ask and-answer questions.
There was an image in-the book where students had to match the description (stomachache, fever,-etc) to the person.
Students worked on this individually and then-practiced asking and answering questions about the picture (what is the-matter with the man in the red shirt? He has a fever)
Students had some-great questions about how to describe how you are feeling or how to best-communicate with doctors and nurses.
Reminded students to practice-what they learned between now and next class.
Try to pay attention to when-you hear these terms on commercials or on products at the pharmacy.
Practice with a friend or family member
Letting the students guide-the conversation and topics has been helpful to get multiple people-participating.
Lesson Plan Sunday, Nov 10Began and ended with Hail Mary
at beginning we focused on pronunciation and comparison to the Spanish text (all students today speak Spanish)
this was an interesting exercise to read in English a text that students know in their own language but do not immediately see as similar, when they are actually quite similar!
agreed upon Red/ Yellow card strategy
Yellow card when student +/- understands the English but is not sure
explanation will be in English
Red card when student does not understand
explanation will be in Spanish
distributed worksheets packet (11 pages) from Level Intro (Red) for students to work on
they are to complete for next week
worked in groups of 2 on dialog exercises
key was:
comprehension aided by on-page translation of English dialog
free response questions
student responses served as learning point given mistakes
discussed how Spanish has gender but English does not
rule =
if it's a person (human) use gender
if it is a thing, use "it"
started on Numbers worksheet, but errors on the worksheet needed to be corrected for next week
We started prayer with "Hail Mary", working through each word carefully in order to pronounce clearly (articulate) every vowel and consonant sound.
ex. "full of grace": students are to clearly articulate the "ull" sound of "full" and the "se" sound of "grace"
We reviewed last week's lessons, especially to reminder students about how English is a mixture of different languages, which is why it has so many synonyms (similar meaning), homophones (sound the same, spelled differently)
a student mentioned that English has rules but many exceptions -- exactly!!
students were reminded that learning a language goes from the ear >> to the mouth >> to the mind
in order to practice "hearing" and "listening" English, we read three very difficult sentences with unfamiliar words, paying attention to the sounds and not the meanings
we worked on the articles "a" "an and "the"
a = precedes a hard sound (makes a breath to say, such as "cow")
an = precedes a soft sound (makes no breath to say, such as "apple" )
we reviewed ESL resources available to students at the Arlington Country Public Library.
Handed out the pre-assessment as students came in and reviewed individually and as a class
Used example job posting online that students filled out.
goal to evaluate any gaps with filling out forms and reading the instructions
circle one of the below, write your email etc.: no issues
had students stand up and introduce themselves to each other in English
and practice asking each other about the fields on the form.
instructors listened and asked students questions.
Students did very well.
When asked to spell their email address or the street they a few got some of the letters mixed up that make the same sounds in both English and Spanish (E -> A and I -> E). Would be worth reviewing in a future class.
We ended class with the "Hail Mary"
Edwin pointed out after class that not all students speak Spanish. One of our basic level students spoke the native language of the country he was from. Something to keep in mind if we try to explain something in Spanish. I'll try asking each student if they speak Spanish next week.
Next week includes:
grammar rules, like conjugating "to be" in the present tense.
Lesson Plan 1, Sun, Oct 27Started and ended with Rosary prayers in English, “Hail Mary” and “Hail Holy Queen” using prayer cards we gave them
Students worked on the pre-assessment
It was useful, and they liked working on it
We learned that each skill (out of 8 questions) is its own lesson, but that’s expected.
Walked through the lesson plan on differences between English and Spanish, English origins and quirks, etc.,
They were mostly unable to follow instructions in English.
we had to translate much of the lesson with reinforced explanations in Spanish.
We practiced saying words with diphthongs and odd spellings
including homophones
Goal for students: to use and expose themselves to English in some, any way, especially through daily Mass, Rosary, or watching a program, even if they don’t understand it.
English learning goes: from the ear >> to the mouth >> to the brain
Next week:
verbs
personal introduction practice
writing >> see Wed 10/30 note on inverted letters in emails (!)
