Planning for English Language Learners

Planning for English Language Learners

Next semester I am likely to teach cell structure and function lesson to 6th grade .

In a that class there are kids of different level of English proficiency. I will introduce 3 students and provide examples of activities to adapt lesson to their level of English.

 1.Janet moved to Sweden from Portugal 3 years ago and have being in Swedish school till grade 4th with English as additional language but not the language of instructions. Since starting at international school at 4th grade she did lots of progress .She talks in English more often outside of the class sat and speaks up more and more in a class . She is gaining self-confidence and not getting stock on mistakes. She also makes less of those and richer vocabulary. She still needs help of context clues and will not be going out of comfort zone of knowing topic. (Speech Emergent is level of English proficiency)

Possible strategies and steps to support active participation in learning activity

Janet will get a list of new vocabulary related to the lesson topic with sentence samples with new words. She shall make her own sentences with included vocabulary.

Using cell diagram with will help her to remember and understand new vocabulary.

It can be a fill-in-the blank version where Emmy can write down new vocabulary from the list and some the parts she already know from previous class. Ask questions that require a short answer and are fairly literal.

After introducing cell functions in a story telling way she can be asked to repeat the story may be after some more advanced students did it.

Simple questions related to the story can be asked by teacher or by other students .

2.Benjamin is a student with a good command of English in social situations with few errors, but still straggling with academic vocabulary and any new subject. He is lucking vocabulary and has limitation in phrase types he knows. He is from Swedish family, which does not use English at home. (Beginning Fluency is the level of English proficiency)

Possible strategies and steps to support active participation in learning activity

Through the presentation of material small pauses will be made for student to discuss in pairs their understanding of the topic as teacher go trough the material

He will be included in a group discussion of cell function topic or paired with stronger student to go trough use of new vocabulary.

After retelling of cell function story by advanced student he will be asked questions that require a full response with explanation to make sure that he can explain himself clearly or can provide clarification to the answer. If mistakes were made teacher ask him to say it in different way (re-phrase).

As a next lesson task he can prepare short presentation of function of particular organelle the printed visual materials and new vocabulary list will be provided along with examples of more advanced academic language structures such as, “I think,” “In my opinion,” and “When you compare , which he shall use in his presentation.

3.Emily is from Mexico and lived in UK for 2 years before coming to Sweden . She is   fluent in social communication and feels comfortable to talk about new subjects and can discuss academic subjects with critical approach to the subject . Some times she has gaps in vocabulary and can improve on specific expressions but she makes only few arrows and confident in her language abilities . (Intermediate Fluency is the level of English proficiency).

Possible strategies and steps to support active participation in learning activity

After providing key vocabulary and phrases of the cell function lesson and group/ pair discussion of material, ask student to retell cell function presentation with some critical( analytical ) approach to it. Formulate simple questions to other students and discuss the answer can be additional task.

Student will fill blank vocabulary card of cell structure/function check vocabulary in pairs and add couple more details about each word and discuss them in pair.

Vocabulary words can be complemented  by etymologically close words to demonstrate  words constriction.

Teacher will correct mistakes in speech and writing , discuss with student specific area where student have more difficulties and setting up language goals outside of class time .


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