Teaching ESOL – Other Factors

| April 25, 2014

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After reading Graves, Chapter 8
Read about units that featured four housing ads (page 151). You will do something similar using a menu
Part 1:
Preparation The target group: Korean teens at an advanced ESL level in Canada. Then consider their needs and interests. Briefly outline a series of activities for a unit that features the menu at some point in the unit.
Part 2: Analysis Briefly explain why you sequenced the unit in the way you did. Which of the following principles of sequencing are evident in your sequence? a. Activity A is simpler or more concrete; activity B is more complex or more abstract b. Activity A is more controlled; activity B is more open-ended c. Activity A provides knowledge or skills that are necessary for activity B d. Activity A uses productive skills (speaking and writing) to activate knowledge; Activity B uses receptive skills (listening and reading) to consolidate and expand knowledge e. Activity A provides input via an oral or written text that is then discussed or written about in Activity B f. Activity A starts with what the learner knows prior to Activity B, which provides something new. List other factor that influenced the sequence. Sources: Graves (attached)
You have to come up with examples of an ACTUAL unit and real activities, not hypothetical activities. Same goes with the analysis. You have to write an analysis based on the REAL activities you came up with in part I.
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