Tutorial for English Learning Students Essay Examples & Outline
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Tutorial for English Learning Students
Learning a new language has always been a challenge that many have faced in the world today. These challenges have arisen due to several factors. Some of these factors are;
-the lack of personal monitoring and care to learners,
-lack of follow up by the tutors,
- Lack of challenge systems to enable learners to learn on their own as well as lack of proper learning plans for the learners taking part in the learning activities.
-Lack of proper learning plans for learners results in a jumbled up learning process where learners end up missing out on key language concepts that may act as pillars for proper use of the languages in future. Due to this, many students complete language courses while still not sharpened enough in the languages that they were supposedly learning.
However, this can be countered by making sure that attention is given to detail by tutors to their students as well as proper feedback given for assignments handed out to students. Also, practical lessons should be in the learning curriculum to accommodate for more interactive learning methods for students.
Planning a language learning lesson is also different from other lessons. The plan ought to assist participants develop with each lesson for language learning. It also ought to introduce them to the steps of a language learning lesson (H. D. Brown, 2001). Lesson plans ought to provide an effective learning experience for their students. This makes sure that time spent in class by students, learning, will help them achieve the goals that they intend to (Schaffer, D. & C. Van Duzer, 1984). It is also a time saving activity that helps the tutors avoid wasting time as well as reduce frustration, analyze and improve time spent tutoring.
I was assigned to three students who had joined the English class late and hence were having trouble catching up with the rest of the class. They were all newbies in learning English hence were all beginners in the class. From their registration information, I learnt that two of the students had just moved as part of an exchange program from Japan (Akinari) and Germany (Pia) while one was from Senegal (Didier). The class dynamic was two boys and a girl. Akinari and Pia, required close attention and help learning new languages.
This was largely due to the fact that Akinari’s and Pia’s native languages were Japanese and German respectively. They are languages that are relatively more difficult to use as a reference for some words as compared to Didier’s native language, French. All their English speaking skills were close to zero. They only understood basic greetings such as “Hello” or “Hi”, to which they gave same word replies. The Japanese student, I learnt later, had a previous attempt at studying English which had failed terribly. He had learnt almost nothing which he attributed to poor teaching in his previous class. Pia was a student who went out of her way to learn new things when something was taught to her. It was, therefore, no surprise that she proved to be the fastest learner in the class.
Hunter (1982) states that effective lessons emerge from learning objectives that are specific and that contain a unified set of learning activities. Needs assessment assist teachers in determining the communication needs of their students that is the situations in which the students need to understand, write and read English. In this case, since the students are in the beginner level, a simple needs test can be accomplished by showing learners photos or pictures of several situations such as a doctor’s office or a job site and asking them to consequently number the pictures in order of their need to understand, speak, read and write English. For advanced level students, the most appropriate needs assessment method would most likely be a questionnaire asking them to specify the situations in which they need to learn to speak English.
In addition to student needs, tutors have to consider other information regarding the students. This information includes and is not restricted to; the English proficiency level, educational background and the language of origin. Plan lessons can then begin once information about their backgrounds and language proficiency has been gathered. There are many styles of teaching and likewise, many ways to plan a lesson. However, the most effective lesson plans must have each of the following five components. The topic which can be gleaned from information gathered regarding a student’s communication needs. In the scenario of the students that I was assigned, I could choose ‘communicating with health personnel’ as the topic for a group of lessons if the students’ response to the pictorial quiz was a doctor speaking to a patient.
There also must be a learning objective which is the goal for a lesson or a group of lessons (Hunter, 1982). An objective that is well written tells learners what they will be able to do when the topic is over as opposed to telling them what they will have learnt. They should relate to the topics chosen by students during the needs assessment. For example, in the context of my class, if the topic of the lesson chosen was Communicating with health personnel, one appropriate beginner-level lesson objective might be, ‘by the end of this lesson, students will be able to describe symptoms to medical personnel.’
A good lesson plan also needs to have enabling skills which include grammar, pronunciation and vocabulary which should assist the students to accomplish the lesson objective (Hunter, 1982). For the topic such as ‘communicating with health personnel’, vocabulary might be, doctor, nurse, chest and headache. In the case of my class where the students had no prior English knowledge, vocabulary would be taught using interactive pictorial slides which associate photos to a meaning. Sound would also be used in the slides to assist the learners in getting pronunciation right.
A good lesson plan would also divide a single lesson into stages. The stages in the context of my class would for example include; warm-up or review, introduction, presentation, practice, evaluation, and application stages to assist students to achieve the desired objective. As teachers plan lessons, they can select activities for each stage that will move the students a step closer toward accomplishing the lesson objective. For example, with the health objective picked from my students needs assessment, ‘communicating with health personnel’, a teacher might demonstrate a dialogue between a patient and a doctor for the presentation stage, have students work with the dialogue as an assignment (substituting various symptoms) as part of the practice stage, and then do a role play activity as group work (working without the dialogue in front of them) for the evaluation and application stages of the lesson.
A crucial part of a good lesson plan would be having materials, equipment and technology to ensure that lessons are carried out as planned. For example in the context of my class, a projector or a monitor for slideshows would be instrumental in helping my students meet their lesson objectives. Other pieces of equipment that would come in handy would be flipcharts, markers, handouts that are tutor-made, DVD players and computers. They would make the learning process much easier than would be otherwise possible (Hunter, 1982).
The process described above worked for my students because, at the end of the tutorial or lesson, they were all able to animate a doctor patient dialogue to perfection. They also took it upon themselves to learn complex vocabulary not taught in class on their own. This was because this process of learning was centered on the student. In Akinari’s (the Japanese student) case, he stated that his previous class was too big for the tutor to pay specific attention to one learner. This also seemed to be the case with Pia (the German student) and Didier (the Senegalese student).
The different approach that I settled on was because the class consisted of three students which was manageable. Student specific tasks could be assigned as well as progress monitored through a whole exercise. The student centered approach also meant that they learnt what they wanted to know first from the needs assessment. This proved to be motivational. They seemed to enjoy the learning process and more so the application parts of the lessons where they simulated dialogues among themselves. The use of slideshows from a projector proved to be invaluable in helping the students learn new vocabulary and pronunciation. I thought that my method of learning would help because it did not rely heavily on memorizing. Visual stimulants and situational applications were used to ensure that the students would use the knowledge they gained successfully.
-Speaks German as a first language
-.very eager about learning English.
-She knew English on a light level. She could only speak very few greeting words.
-Scores 84%, rated as exemplary.
-French was his first language.
- Would find it relatively easier to learn English than the other two because of the similarity between English and French.
- Only knew a few greeting words
-Scores 92%, also exemplary.
- Had taken English lessons before to no avail.
-He knew English lightly as well, albeit slightly better than the others. He could not construct English sentences though.
- Scores 68% which was rated as average.
The method I used was the direct method. the leaner’s refrained from using their first language and were only permitted to communicate in English. We used slides of conversations, list of pictures of objects, their names and pronunciations; while the learners learnt grammar rules from the oral and written presentation of the language.
All the instructions to the students were given to the students in English, while I paid greater emphasis on listening and talking. They learnt concrete vocabulary from the picture in the slides while they learnt the abstract vocabulary from the interconnection between the earlier vocabularies. They were highly encouraged to ask whatever questions they had; while the other students were encouraged to answer the questions that their classmates had asked.
I also paid attention to one on one quizzing and appraisal in order to sufficiently handle their personal needs in a more personal manner.
I found this to be very effective as the students were not only learning to speak in English, but also think in English. In the end, they ended up performing very well in their grade, proof that this was a very effective method of teaching.
-Warm up / review: a list of the vocabulary to be encountered as well as their spellings and pronunciation.
-Introduction: Billy has a bad cold and has gone to Getwel Community Hospital for treatment. All that he sees there as well as the conversation he has with Dr. Risper is the material that will be used for teaching.
-Presentation: Indicate dialogue between patient and a doctor
-Practice: Have students work with the dialogue as an assignment (substituting various symptoms) as part of the practice stage
-Evaluation: carry out a role play activity as group work (working without the dialogue in front of them
-Application: similarly carry out a role play activity as group work (working without the dialogue in front of them
Checklist of the equipment required equipment:
-Handouts ( made by the tutor)
-DVD players ( computers with DVD drives may also do )
-Projector or monitor for slide shows.
Exemplary (70% - 100%) Average (50% - 70%) Poor (
oral Should be able to name every item in the slideshow as well as animate the doctor
– patient conversation flawlessly Should be able to name most of the items in the slideshow, and reanimate the doctor
– patient conversation superficially well Only able to name very few items in the slide and incapable of reanimating the doctor
– patient conversation satisfactorily
Be capable of spelling most words from the slide well; be capable of writing the conversation satisfactorily.Be able to spell some words correct; and be able to write an essay of the doctor – patient conversation superficially well. Be incapable of spelling the words dictated; nor write an essay of the conversation.
1.Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, NJ: Longman.
2.Center for Adult English Language Acquisition. (2005). Practitioner toolkit: Working with adult English language learners. Washington, DC: CAELA.
3.Hunter, M. (1982). Mastery teaching. El Segundo, CA: TIP Publications.
4.McMullin, M. (1992). ESL techniques: Lesson planning. Teacher training through video. White Plains, NY: Longman.
5.Schaffer, D., & Van Duzer, C. (1984). Competency-based teacher education workshops in CBE/ESL. Arlington, VA: Arlington County Public Schools.