Vanessa Tanner

20th April, 2009

ESOL Resources 1 Resource File The two resources, which I have prepared, continue with the topic of health. The group is at Entry 1 level and there are seven students in the group. Both resources link together in terms of theme but can be used independently and indeed adapted for differentiation purposes. Speaking and Listening Resource The listening and speaking resource is based upon a script between a medical receptionist and patient and is pertinent for students to help them become more familiar with spoken discourse for example when making an appointment with the doctor. Both the listening and speaking elements meet the re uirements of the core curriculum as the exercise provides the students with the opportunity to practise making a polite re uest and being able to use modal verbs! can I make an appointment. "#odal auxiliary verbs give more information about the function of the main verb that follows it$. %an, could, might, ought to, should etc. The English could is the past tense of can& should is the past tense of shall& and might is the past tense of may. The exercise also demonstrates to the students to distinguish between a polite re uest
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Vanessa Tanner

20th April, 2009

and a demand. It highlights where in the conversation falling and rising intonation is for example! Whats your name, please? "Intonation! the se uence of pitches that produces the 'tone' of an utterance and plays an important part in conveying the meaning. The intonational tone of a uestion, for example, usually features a rising pitch at the end. This exercise involves the students by listening and responding to spoken language and straight forward information! specifically to understand uestions! (c)E1.*a. The exercise encourages role play by use of a script and the practise of phrases used for conversations. The task also re uires the student to pick out information, which is necessary to answer the uestions. This could be adapted further by showing +how not to do it, i.e. use of aggressive body language etc. -orking in pairs, the students could devise their own role play cards, which would include the writing aspect. Kinathesthic Resource .inaesthetic / perception through the sense of touch and movement. The resource created follows on from the speaking and listening task and is a conversation between husband and wife regarding the husband,s

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Vanessa Tanner

20th April, 2009

medical condition and subse uent treatment. The first part of the task re uires the students to elicit answers, to fill in the blanks and to choose the appropriate word from a range of six that will make the sentence cohesive. The second part develops upon reading skills by se uencing skills the muddled conversation +strips, into the correct order to ensure that the conversation makes sense through understanding the importance of order for a text. Thus showing that there should be evidence of a logical progression of thought and helps the students to learn that in paragraphs, the sentences should fit together in an order that makes sense. 0sing uestion words! where, why, when, why and how many are used to ask about specific ualities, times, places, people, etc. This exercise helps the students to distinguish from yes ) no uestions "1o you live in 2ottingham3$. 4airing confident and less confident students is a good idea so that they can try to think of examples of their own. The resource could be used with a group as a whole, working in pairs or independently and could easily be adapted for a higher entry level for example to include tag uestions.

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Vanessa Tanner

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