Joy Edwards
Overview
To promote Interaction and Communication
Lesson title
Lesson for learners with not much English or education background
Abstract
This is a group-work lesson designed for students with low-intermediate communication skills and not much educational back ground. The purpose of this lesson is to assist students to communicate with others and the community on the whole. It will also work to improve specific issues and challenges the student might face.
* Low-intermediate communication skills:- Persons showing low or intermediate communications skills that is one who does not possess or show much communications skills. (low level, having no functional ability, intermediate having limited functional ability)
* Not much educational background:- With little or no educational background. (limited reading/writing or no reading/writing skills and mathematics knowledge and skills)
Issues and challenges that learners may face:-
- Emotional and social and relationship skills, self-management and self/social awareness
- Life skills, financial literacy and management
- Employability skills, teamwork and engagement or collaboration, effective communication
- Thinking skills, problem solving, critical and reasoning thinking
Learner Audience / Primary Users
This lesson is intended for a classroom setting with learners in groups of four to six. The content included in the lesson is targeted at learners with limited English communication skills. The lesson is specifically targeted at persons with but not limited to adults with low level educational back ground and who might be experiencing some level of low self-esteem.
Educational Use
- Module
- Qualification & experience
College & Career Readiness Standards Alignment
- Level: Adult Education
- Grade Level: B
- Subjects: English Language Arts / Literacy & Computer literacy
Reading
- Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of text.
- Know and use various text features; subheadings, glossaries, indexes, electronic menus, icons, to locate key facts or information in a text efficiently.
- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is engaging, or beautiful.
- Examine multiple interpretations of a story, drama, or poem
- Evaluate ways authors develop point of view and style to achieve specific impression and purpose.
Speaking and Listening
- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly.
- Ask and answer questions about information from a speaker, offering some form of elaboration.
Computer skills
- Give the learner a working knowledge of the hardware that comprises a personal computer.
- Develop the learner's ability to use introductory Windows commands for file management.
- Introduce the learner to the Internet and the use of electronic research and web-based communication methods.
- Enable the student electronically to research the library.
- Introduce the student to the methods of searching the Internet and the problems associated with using the research materials.
Language
- English
Material Type
- Instructional Material
Learning Goals
In this lesson ABE learners will:
- Demonstrate good reading and literature skills
- Compose open ended question for research or assignments
- Develop clear and coherent writing skills
- Use the computer
Time Required for each Lesson
- 40 – 60 minutes
Prior Knowledge
- Be able to read at an elementary level but not necessarily
Required Resources
- Student willingness to learn
- Internet
- Library
- Experience teacher
- Computer lab
- pen/pencil and note book
Preparation
- Development of training objectives, outputs, topics, contents and inputs
- Basic approaches, techniques and skills
- Monitoring and evaluation of students
- Creating awareness of attitudes and behaviour
- Processes of changing attitudes and behaviour
Sample lessons
Lessen 1 40 - 60 minutes
Warm up:
Student is asked to introduce him/herself to others in class, example name also ask if there might be anything he/she wants to share. To create a comfortable atmosphere teacher introduces oneself also.
Introduction:
Test student english language literacy abilities. Example student is asked to finish a sentence by choosing from a list of unfinished sentences. To create a more interaction teacher can write on the board and have student communicate the correct answer to the whole class.
Complete each sentence by choosing the correct word from below.
1. The forest has ……...........
2. The …..…………… went to the mall
3. The classroom is full of ……………………….
4. The teacher ……………. my paper
- Children
- Students
- Trees
- read
Next a poem is presented to the learners and they are asked to express how the poem makes them feel. There are not wrong answers so everyone can say what's on their minds.
Disappointments by Vivian Gilbert Zabel
Every life has a room
where memories are stored:
A box of special occasions here,
Shelves of shared laughter there.
But back in the shadows
Lurks a trunk locked tight,
Not to be opened and searched.
There hide disappointments
Which darken every heart.
Lesson 2 40 - 60 mins.
Create interactive activities so everyone will be involve and yet still giving each person a chance to address the class individually base on the topic presented.
- Example selecting a list of short stories, and asking the student to choose from list and read then give a presentation of what they perceive the author is trying to tell its readers.
- Maybe paint a picture and explain what there picture represents
Lesson 3 40 - 60 mins
- Understanding the eight parts of Speech and explaining where they are use and how they form sentences.
Verbs, Nouns, Pronouns, Adverbs, Adjectives, Prepositions, Conjunctions, and Interjections
- Ask students to write a short bio of themself and call this "My Life Story" it do not necessariy have to be there true life story it could be made up, encourage student to write as much as possible.
Lesson 4 40 - 60 mins
- Discuss with students how they handle their finances without being imposing, example how they budget and if they do not inform the importance of budgeting.
- Testing students ability to use a computer and the internet.
Incorporating some of the things done in pass lesson, example using microsoft word to write sentences or short stories.
Supplementary Resources
http://www.bbc.co.uk/skillswise/0/
http://www.gcflearnfree.org/additionsubtraction/introduction-to-addition/1/
References
http://adult-literacy.net/gobsmackers-readers-for-adult-learners/
http://elcivics.com/esl-ebooks-free.html
This content offered by Joy Edwards under a CC Attribution License. All content can be considered under this license unless otherwise noted. November 11, 2016
Section 1
To promote Interaction and Communication
Lesson title
Lesson for learners with not much English or education background
Abstract
This is a group-work lesson designed for students with low-intermediate communication skills and not much educational back ground. The purpose of this lesson is to assist students to communicate with others and the community on the whole. It will also work to improve specific issues and challenges the student might face.
* Low-intermediate communication skills:- Persons showing low or intermediate communications skills that is one who does not possess or show much communications skills. (low level, having no functional ability, intermediate having limited functional ability)
* Not much educational background:- With little or no educational background. (limited reading/writing or no reading/writing skills and mathematics knowledge and skills)
Issues and challenges that learners may face:-
- Emotional and social and relationship skills, self-management and self/social awareness
- Life skills, financial literacy and management
- Employability skills, teamwork and engagement or collaboration, effective communication
- Thinking skills, problem solving, critical and reasoning thinking
Learner Audience / Primary Users
This lesson is intended for a classroom setting with learners in groups of four to six. The content included in the lesson is targeted at learners with limited English communication skills. The lesson is specifically targeted at persons with but not limited to adults with low level educational back ground and who might be experiencing some level of low self-esteem.
Educational Use
- Module
- Qualification & experience
College & Career Readiness Standards Alignment
- Level: Adult Education
- Grade Level: B
- Subjects: English Language Arts / Literacy & Computer literacy
Reading
- Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
- Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of text.
- Know and use various text features; subheadings, glossaries, indexes, electronic menus, icons, to locate key facts or information in a text efficiently.
- Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is engaging, or beautiful.
- Examine multiple interpretations of a story, drama, or poem
- Evaluate ways authors develop point of view and style to achieve specific impression and purpose.
Speaking and Listening
- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners, building on others’ ideas and expressing their own clearly.
- Ask and answer questions about information from a speaker, offering some form of elaboration.
Computer skills
- Give the learner a working knowledge of the hardware that comprises a personal computer.
- Develop the learner's ability to use introductory Windows commands for file management.
- Introduce the learner to the Internet and the use of electronic research and web-based communication methods.
- Enable the student electronically to research the library.
- Introduce the student to the methods of searching the Internet and the problems associated with using the research materials.
Language
- English
Material Type
- Instructional Material
Learning Goals
In this lesson ABE learners will:
- Demonstrate good reading and literature skills
- Compose open ended question for research or assignments
- Develop clear and coherent writing skills
- Use the computer
Time Required for each Lesson
- 40 – 60 minutes
Prior Knowledge
- Be able to read at an elementary level but not necessarily
Required Resources
- Student willingness to learn
- Internet
- Library
- Experience teacher
- Computer lab
- pen/pencil and note book