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PDA Introduction to Tutoring ESOL Unit 1

PDA Introduction to Tutoring ESOL Unit 1. Unit 1 Language and Learning in ESOL F43X 33. Unit 1 > Session 1. This session aims to: introduce aspects of contexts for learning (Outcome 1) introduce the Unit, Outcomes and assessment (all Outcomes)

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PDA Introduction to Tutoring ESOL Unit 1

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  1. PDA Introduction to Tutoring ESOLUnit 1

  2. Unit 1 Language and Learning in ESOL F43X 33

  3. Unit 1 > Session 1 • This session aims to: • introduce aspects of contexts for learning (Outcome 1) • introduce the Unit, Outcomes and assessment • (all Outcomes) • introduce English parts of speech/word classes (Outcome 2)

  4. Unit 1 > Session 1 > Focus C > Resource 1 • Task 3 Parts of speech in context

  5. Unit 1 > Session 1 > Focus C > Resource 2 • Task 3 Parts of speech in context (completed) Hey! Do youlike my cutecow picture? I tookit whenI was doing my Duke of Edinburgh in Loch Lomond. Thewater looks really calmand beautiful, but it was actuallyfreezing. I wasstanding up in acanoe, waving at the brown cow. I think she’s smiling kindlyat me becauseshe knowsI am about to fall inthe water! The black cowis hiding behindthe bare trees, just contemplating herlife! Have you got a favouritephotograph you can send me?

  6. Unit 1 > Session 2 This session aims to: • introduce the social practice approach (Outcome 1) • explore the diversity of ESOL learners (Outcome 1) • explore potential barriers to learning that ESOL learners face (Outcome 1) • introduce aspects of word formation (Outcome 2) • introduce syllables and word stress (Outcome 2)

  7. Unit 1 > Session 2 > Focus B > Resource 2 • Task 1 Visual for elicitation (1)

  8. Unit 1 > Session 2 > Focus B > Resource 2 • Task 1 Visual for elicitation (2)

  9. Unit 1 > Session 3 This session aims to: • develop awareness of how it feels to be a ‘beginner’ language learner (Outcome 1) • develop awareness of factors affecting learning: motivation, barriers to learning, learning styles (Outcome 1) • raise awareness of individual learning styles (Outcome 1) • introduce basic sentence structure in English (Outcome 2) • provide an overview of Outcome 1 assessment (Outcome 1)

  10. Unit 1 > Session 4 This session aims to: • introduce listening skills (Outcome 3) • introduce terminology used to describe listening skills (Outcome 3) • introduce and identify stages of a receptive skills lesson (Outcome 3) • introduce English present tenses (Outcome 2) • provide practice in identifying present tenses (Outcome 2)

  11. Unit 1 > Session 4 > Focus B > Resource 1 • Task 2 Present tenses in context

  12. Unit 1 > Session 5 This session aims to: • introduce reading skills (Outcome 3) • introduce terminology used to describe reading subskills (Outcome 3) • develop approaches to a receptive skills lesson (Outcome 3) • raise awareness of UK (especially Scottish) citizenship regulations (Outcome 1) • introduce the main tenses of English (Outcome 2) • provide practice in identifying tenses (Outcome 2)

  13. Unit 1 > Session 5 > Focus A > Task 1 • Task 1 Reading about citizenship. As long as I live, I will never forget the day 21 years ago when I raised my hand and took the oath of citizenship. Do you know how proud I was? I was so proud that I walked around with an American flag around my shoulders all day long. (Arnold Schwarzenegger)

  14. Unit 1 > Session 6 This session aims to: • introduce features of sentence stress in English (Outcome 2) • identify falling and rising intonation in questions (Outcome 2) • introduce speaking skills (Outcome 3) • highlight the difference between fluency and accuracy practice in speaking (Outcome 3) • introduce a range of ESOL speaking practice activities (Outcome 3)

  15. Unit 1 > Session 6 > Focus C > Handout 4 • Task 2 Fluency and accuracy

  16. Unit 1 > Session 7 This session aims to: • introduce the skills of writing (Outcome 3) • introduce terminology used to describe writing subskills (Outcome 3) • develop correction techniques for writing (Outcome 3) • raise awareness of language levels in writing (Outcome 4) • revise aspects of language terminology (Outcome 2)

  17. Unit 1 > Session 7 > Focus B > Resource 2 • Task 1 Writing criteria and level

  18. Unit 1 > Session 8 This session aims to: • introduce aspects of ESOL literacies (Outcome 3) • identify the subskills of writing and reading at a literacies level (Outcome 3) • consider the needs of ESOL literacies learners (Outcome 3) • introduce skills integration (Outcome 3) • develop awareness of how to integrate skills practice (Outcome 3)

  19. Unit 1 > Session 8 > Focus A > Resource 1 • Task 1 ESOL literacies awareness training

  20. Unit 1 > Session 8 > Focus A > Resource 2 • Task 2 Literacy subskills

  21. Unit 1 > Session 8 > Focus B > Resource 6 • Task 2 Integrating skills (1)

  22. Unit 1 > Session 8 > Focus B > Resource 6 • Task 2 Integrating skills (2)

  23. Unit 1 > Session 9 This session aims to: • introduce language functions and exponents (Outcome 4) • introduce language grading (Outcome 4) • practise effective instruction giving (Outcome 4) • provide preparation for Outcome 4 assessment (Outcome 4)

  24. Unit 1 > Session 8> Focus B > Resource 4 • Task 1 Constructing a narrative — picture prompts (1)

  25. Unit 1 > Session 8> Focus B > Resource 4 • Task 1 Constructing a narrative — picture prompts (2)

  26. Unit 1 > Session 10 This session aims to: • develop an awareness of ESOL levels (Outcome 4) • introduce the concept of ‘spiky profiles’ (Outcome 4) • practise language selection for different levels (Outcome 4) • develop awareness of tutoring low level learners (Outcome 4) • provide preparation for Outcome 4 assessment (Outcome 4)

  27. www.sqa.org.uk/tesol

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