Material Selected and why The Material is Suitable For Them
B.A mixed nationality group of twelve new adult immigrants with verylittle English living in an English speaking country. (CEFR Level A1)
Thepaper will be based on a reading passage: MyCommunity.This passage has been selected because it can easily be comprehendedand it contains the necessary vocabulary that can be taught. It isalso crucial to consider that the group being taught consists ofindividuals of mixed nationalities who are living in an Englishspeaking country. The twelve immigrants are now living in England,and that is why it is necessary for them to learn English. It is alsoeasier for the immigrants to relate to the story in the passage andthis will make the lessons interesting considering they are learninga new language. The passage is a short story that will ensure thereis a balance of challenging, engaging and rewarding the students. Thestory was also initially created for students who have knowledge ofEnglish or native speakers of the language. The short story is easyto get through and understand.
Whenselecting the story, it is paramount to note that it will play acrucial role in bringing out creativity and illuminating learning.The story has a rich vocabulary and grammar that will be interestingto learners thus making the whole learning process enjoyable.Learning something new and it appears difficult with the firstencounter can be discouraging. This is why it is important to choosea passage that can be understood quickly, has a good vocabulary andgrammar so as to facilitate learning. The short story offers aperfect mix for reading, writing, grammar, listening, and discussion.Being able to acquire these ESL skills using one passage makeslearning exciting for the students (Alizadehand Branch, 2016). The story selected is also easy to comprehend andcontains minimum vocabulary so as to ensure that learners do not feelde-motivated to learn English when a lot of vocabularies are used atfirst. Through this, the learners can easily be introduced to morecomplex words as the time goes by. In addition to this, they willhave mastered the art of understanding vocabularies.
Thestory is also a catalyst for bringing English back to life. Sincestudents whom English is a second language find real-life languageusage a challenge, the story plays a crucial role in motivating theircreativity. The story was also selected because it offers a wonderfulbreak from the formal and traditional lesson plan style. The story isinteresting and thus will get the whole class involved. Such a storyalso makes it very easy to build communication skills (AlizadehandBranch, 2016 p.22).For example, the students can interact with the passage by sitting ina circle and reading out loud in turns. Also, different teachingmaterial can be generated to effectively teach English using thisstory. Also, the story facilitates learners to share differentperspectives based on their understanding. Therefore, the story willgenerally promote eagerness to learn the English language rather thanscare the students away.
Vocabulary To Be Taught
Thereare about thirty vocabularies that can be taught from the passage.This section will identify the vocabularies and how they will betaught. The vocabularies include community, fields, neighborhood,apartments, blocks, customers, street, district, playground,concrete, vacuuming, and construction. Vocabularies are found inevery language and text and can be difficult to memorize word afterword. Therefore, it is important to come up with vocabulary exercisesthat make teaching vocabulary easy for the teacher and learning easyfor the students. The above vocabulary will be taught using fourbroad strategies.
Thisstrategy involves writing all the new words on the left side of theboard. Also, divide the learners into two teams and explain to themthat you will be reading out the definitions to each time at a time.If the team guesses the corresponding word correctly, then they earnpoints. If they give a wrong guess, the other team can steal thepoints by giving a correct guess of the corresponding word. At theend of the exercise, provide a handout with the word-definition listso that students do not have to stop and write down the definitions.This saves time and makes it possible to learn many vocabularies inone lesson. For the last word on the board, both sides should trygiving a definition and gain points (AlizadehandBranch, 2016 p.24).
Thestudents can pair up or divide themselves into small groups, and theyare given one page of words and definitions. Use a paper cutter tocut each word and definition from the page into strips. Repeat thisfor each page. The strips are then mixed up and given to each groupor pair to match the words with their correct definitions. The mixedup pile is circulated, and the teacher should keep a master list forreference. A student should be allowed to make a second attempt ifthey give a wrong case in the first one. At the end of the exercise,it is crucial to go over the answers as a class since thisfacilitates further mastery of the vocabulary (AlizadehandBranch, 2016 p.24).
Thisstrategy involves assigning one or two new words to each student andallowing them to search for the definition in the dictionary. Theyshould write down the definitions clearly and also give an example ofthe usage of the vocabulary in a sentence. Here, the teacher shouldcirculate to check whether the definitions are clear and that theexamples make sense. When all of them are done giving definitions andexamples, each of them should come up to the front and write the wordand definition on the board. The other students should copy it down.Each student should read the example after writing the definition.Here, the teacher also gives additional information or clarificationwhere necessary (AlizadehandBranch, 2016 p.25).
Thisstrategy involves using the passage to figure out the meaning of thewords. One uses the sentences surrounding the particular vocabularyto figure out the meaning of the new word. In this teaching strategy,the students have to read the passage first. Reading out loudlyenables the teacher to correct their pronunciation and intonation.Therefore, this strategy enables the students to practice severalskills and once. After reading out the text, let the students guessthe possible meaning of the words. Also, facilitate them to get themeaning by giving contextual clues (Alizadehand Branch, 2016 p.26).
Using The Text In A Reading Or Listening Lesson
Thetext in a reading or listening lesson is used for a number ofpurposes. One is to enable learners to understand the meaning of thevarious vocabularies. This means that the teacher has to get acrossthe meaning of the words clearly. Secondly, the script is used tohelp learners understand the form of the various words. The words,for example, can be a verb, noun, or an adjective. It is also used tohelp the learners pronounce the words correctly. It enabled learnersto practice the correct pronunciation of words, and the teacher canpick out the students who have problems pronouncing various words andcorrect them. Also, the passage helps the teacher illustrate thecorrect spelling of the various words. It shows the grammar patterns,illustrates the connotations that items may have, and show theprefixes and suffixes and what they indicate about the meaning.
Inorder to make sure that students understand the vocabulary, it isimportant to come up with questions that are related to the text. Thequestions asked also enable the students to make proper use of thevocabulary learned. These questions can be posed towards the end ofthe lesson or at the beginning of the next lesson. Also, they keepstudents on their toes and give them the motivation to learn evenmore vocabularies. In addition to this, the questions help thestudents understand the words and practice proper pronunciation(AlizadehandBranch, 2016 p.26).When questions or quiz is used at the beginning of the next lesson,it acts at a recap before proceeding to the next level or story. Anexam can help the students gauge their understanding of thevocabulary learned. A quiz can also be given as a takeaway assignmentto help the students master the words and practice their use. Belowis an example of the quizzes that help the learners internalize thevocabulary.
Where did we live for several years?……
What was there fifty years ago? ……
What looked pretty? …….
What kinds of buildings were built? …….
My grandmother says that when she was young, she had to walk for ………. to get to a store.
Thisactivity is carried out during the next lesson to enable the studentsto remember the spelling of the words learned. In this learningmaterial, the class is divided into two teams. They stand in twolines facing each other and the material used here is a list of thewords printed on a paper. The teacher gives each student a word tospell. It should be spelled correctly and this includes indicatingany capital letters. The student repeats the words and then spells itand repeats the word again. For example: Community c-o-m-m-u-n-i-t-y= community
This is used at the beginning of the next lesson to start off the session by doing a recap of the previous class. This can be used through the use of a snowball. The ball is thrown around randomly, and each person who holds the ball randomly says a word that they remember from the previous class. This snowball activity makes the lesson interesting and sets an active frame of mind.
AppendixB: Reading Passage
Myfamily has lived in this community for several years. We still livein the same house my grandmother lived in when she was a child. Shelives with us, too. When she was a child, there were open fields, butthat was 50 years ago. People started to move here because it was agood place to live. There was a good school. People thought theneighborhood looked pretty, and there were many trees. So many peoplemoved to this community. They built apartment buildings, and smallhouses. Soon, there was no more open land. My grandmother saw all thechanges. They opened stores, too. My grandmother says that when shewas young, she had to walk for blocks to get to a store. She wouldget tired walking. Now there is a store just down the street. Thestore owner knows that there are many customers. She used to have towalk very far to get to school, but then they built a school rightacross the street from our house. So her child, my mother, could goto school in a minute. She just opened the front door and crossed thestreet and she was there.
Evenmore people moved into the community. The school got overcrowded, sothe school district built another building. Hundreds of children goto the school every day and I am one of them. Four years ago, when Iwas in 1stgrade, there was no place to play. We had a playground but it was notgood, so after school I would just go home and play on my block. Butthere wasn’t much to do, it was hard to play there, and my motherworried. That year they started to change the school. They tore upthe concrete outside the school and planted grass and trees. It tooka very long time, and there was a lot of dirt. In fact, my motherkept vacuuming every day because of the dust from the construction.
Finally,they finished the construction. Now there is a park right across thestreet from my home and my brother and I play there every day afterschool. My mother can see that I am safe. All she has to do is justlook out the window.
Alizadeh,I., and Branch, L., 2016. Vocabulary Teaching Techniques: A Review ofCommon Practices. InternationalJournal of Research in English Education,1(1),pp.22-30.
MyCommunity. Retrieved fromhttp://teacher.depaul.edu/Documents/MyCommunityFiction4thGrade.pdf