- In the previous class, spend time pre-reading, looking for visual patterns in on-line articles such as key words in bold, examples in boxes, pictures, etc. Go over organization of paragraphs - looking for location patterns for definition, further meaning, importance, author analysis. Divide the class into small groups, give them the homework explanation and graphic organizer and assign them articles to read and prepare feedback to present to the class. Have the students share phone numbers and agree on a time and place to meet. Having completed the homework is key to this lesson plan.
- Write objectives on the board.
- Students will present learning techniques and traits, demonstrating
- tolerance for ambiguity
- willingness to communicate
- pattern recognition
- Students will discuss (compare and contrast) information presented
- Students will write a paragraph describing how they will apply one learning technique or trait to a non-ESL class they are taking
3. Students will share their experience with the first assignment (to prepare for this lesson with paired/group reading and a handout, discussed and assigned during the first class)
4. Students split up into homework groups/pairs. Teacher will ask if they need a few more minutes.
5. Have each group/pair write a list or outline of the main learning methods, techniques, and traits from their group reading on the board and present orally to the class. Teacher-led discussion after each presentation, modeling for student-led discussions in future. (Split the board so that the lists can remain up for all presentations.)
6. Offer feedback
7. As a class, compare and contrast the lists.
8. In pairs/small groups, discuss what techniques and traits seem the most relevant and useful to students. Why?
7. Each student chooses 1 technique or trait that seems useful or that they would like to try out quickly. They will write a short paragraph about how they will use them in a specific, non-ESL class to benefit their academic success. Teacher collects.