ESL/ESL class summaries and lesson plans: Difference between revisions
ESL/ESL class summaries and lesson plans (view source)
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== Sun Nov 17 == | |||
This week we had five 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 | |||
*** months (12), seconds (60), minutes (60), Apostles (12) | |||
*** 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 | |||
***** (we get stuck on the notion of "proper" as in appropriate | |||
**** "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" | |||
== Wed Nov 13 == | == Wed Nov 13 == | ||