Eliminating Fear of the Blank Page: A Thematic Approach, aka Squeezing the California Department of Education's 1992 ESL Model Standards for Adult Education Programs into One Tidy Package.

Autor/in	DesRoches, Diane
Titel	Eliminating Fear of the Blank Page: A Thematic Approach, aka Squeezing the California Department of Education's 1992 ESL Model Standards for Adult Education Programs into One Tidy Package.
Quelle	(1995), (7 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Leitfaden; Unterricht; Lehrer; Adult Education; Audiovisual Aids; Class Activities; Classroom Techniques; Cultural Awareness; English (Second Language); Instructional Development; Integrated Activities; Language Skills; Learning Activities; Lesson Plans; Realia; Revision (Written Composition); Role Playing; Second Language Instruction; Skill Development; State Standards; Student Attitudes; Surveys; Teaching Methods; Worksheets; Writing for Publication; Writing Instruction + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Audiovisuelles Medium; Klassenführung; Cultural identity; Kulturelle Identität; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching improvement; Unterrichtsentwicklung; Integrierender Unterricht; Language skill; Sprachkompetenz; Lernaktivität; Lesson planning; Unterrichtsplanung; Korrektur; Rollenspiel; Fremdsprachenunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Survey; Umfrage; Befragung; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht
Abstract	An approach to teaching integrated language skills in adult English-as-a-Second-Language (ESL) instruction is described. The technique uses a combination of classroom drama and role-playing, writing about the event, revision, publication, and follow-up activities to develop speaking, listening, reading, and writing skills. Eight stages are defined and explained: (1) selection of a topic (e.g., a robbery), background preparation, and role assignment; (2) enactment, involving all class members and teacher; (3) student assumption of the roles of journalists to report the event; (4) first draft of a report; (5) second draft; (6) final draft; (7) "publication" in a school newspaper, on a bulletin board, or through class reading; and (8) follow-up activities. Suggestions for incorporating a cultural component are given, and a sampling of possible drama scenarios (robbery, wedding, fire, kidnapping) and related props is offered. The worksheet used to stimulate student ideas for writing, and a form for debriefing students about the event and the writing exercise are also included. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01