Curriculum Development for Small Group Esl Essay Example for Free

Curriculum Development for Small Group Esl Essay I. Description of Learners This private tutoring course has been developed for three elementary school girls, ages 8 11. They are sisters, recent immigrants from Saudi Arabia, who will be living and attending school in the U.S. for approximately two years. These students have been assigned a private English language tutor by Cartus Intercultural Language Solutions on behalf of Chevron Corporation, as part of their family’s transfer package. The students have a language background in Arabic, which is the primary language spoken in their home. They each attend a small, private, international school, where their teachers allow them certain â€Å"ESL modifications†. Information gathered from these students’ needs assessment evaluations (to be discussed in section three) showed them to be in the early production stage of English language development. They have limited listening and speaking proficiency, a firm grasp of the Latin alphabet, and the ability to read and write at about a kindergarten level. The students were very hesitant to speak English initially, which made assessment difficult. II. Course Rationale Cartus’ language trainers develop individualized programs to meet the needs of each participant, based on the results of the initial needs assessment process. Language trainers design programs for such practical applications as function-specific skills and vocabulary and conversational proficiency in order to increase your participant’s competency and confidence. Every aspect of the training program is customized. Considering this scenario, there is no standardized curriculum. Once students’ needs have been assessed, and reachable goals have been determined, then materials must be purchased in order to meet course objectives. The primary stakeholder is the children’s father, the students themselves are the secondary stakeholders, and their elementary teachers could be considered as tertiary stakeholders. III. Needs Analysis Cartus leaves analysis and evaluation up to the individual language instructor. An interview was conducted with the father over the phone to determine his goals for each child. During this conversation he also provided insight into each child’s personality and individual English proficiency. It was then discovered that a previous trainer had conducted an English language assessment while the children were still in Saudi Arabia. This assessment can be seen in Appendix 1. Considering the results of the previous assessment, the instructor conducted one on one interviews with each child trying to gauge their levels of proficiency in the following areas: listening, speaking, reading, and writing. The instructor sought to identify any gaps between what students are able to do and what they are required to do at school. Low beginning level questions, such as the ones listed below, were asked in order to define both preliteracy and literacy skills the students possessed. These initial questions were asked orally. How many brothers do you have? How many sisters do you have? What is the name of your teacher? What is the name of your baby sister? How many fingers do you have? What is your favorite toy? In addition, during the course of the program, one of the children’s teachers was consulted in order to identify more specific goals. IV. Goals and Objectives The students’ father is the primary determiner of their educational goals. He stated, â€Å"They each need to be able to read passages at a faster rate and be able to speak and conversate.† (sic) In order to achieve these goals, the instructor took into account the students’ needs and abilities and set the following objectives to meet the father’s fairly broad goal: * Know the names and sounds of all the consonants and vowels * Understand phonics concepts such as consonant combinations * Follow along, reading, and summarizing simple stories with pictures * Demonstrate understanding of everyday vocabulary * Follow simple oral instructions * Demonstrate understanding of the most fundamental, specialized vocabulary in content areas (e.g., shapes, colors, alphabet, numerals, animals) * Understand nouns, verbs, and punctuation * Understand singular and plural * Understand common and proper nouns * Understand simple past, present, and future tenses. V. Course content Lessons are conducted in the students’ home for three hours four days a week. The instructor has purchased all study materials and supplies to be used for the program. The materials are kept at the students’ home for them to use on their own over the weekend. Occasionally a student will have a homework assignment that needs to be addressed by the language instructor. In those instances the subject matter is incorporated into the curriculum and each student will learn key aspects of the material in a situational capacity. Although the students are of varying ages, due to their intimacy and language background, lessons are often conducted as a small group. It has been established that they challenge one another to speak English and are competitive when it comes to reading and responding to questions in English. They have a positive effect on one another, so the occasional situational content can be either elaborated upon or simplified as needed. Over the first months of the program, lessons were focused on advancing the students from the silent period to initial stages of speech. The students were introduced to concepts of consonants, vowels, and phonics before additional topics were explored. Once students began to speak and read with increasing frequency, they began reading sentences and discussing stories. Recently they have been able to volunteer information about themselves, their day at school, and other activities. Below are examples of lessons on vowel sounds, consonant blends, rhyming, and reading VI. MaterialsThe instructor has purchased compatible study materials to be used and shared by all of the girls. There is no one overaching core book, rather many workbooks, puzzles, games, and story books are used throughout the lessons. In addition to some of the worksheets shown above, those materials include the following: This book introduces consonant combinations such as â€Å"sl†, â€Å"st†, and â€Å"sk†. Students read the instructions and follow the instructions to fill in the blank, match sentences to corresponding pictures, and fill in crossword puzzles. This book introduces consonant combinations such as â€Å"sl†, â€Å"st†, and â€Å"sk†. Students read the instructions and follow the instructions to fill in the blank, match sentences to corresponding pictures, and fill in crossword puzzles. This phonetic puzzle reinforces students’ understanding of long and short vowel sounds, and is also used to increase vocabulary. This phonetic puzzle reinforces students’ understanding of long and short vowel sounds, and is also used to increase vocabulary. This pack of cards is used to refresh student’s memory of past lessons, and also to make short sentences or phrases. This pack of cards is used to refresh student’s memory of past lessons, and also to make short sentences or phrases. These beginning reading books provide pictoral cues to accompany the sentences. Students are able to recognize animals and food in the books and learn their English names. They are also able to practice phonetic reading skills. These beginning reading books provide pictoral cues to accompany the sentences. Students are able to recognize animals and food in the books and learn their English names. They are also able to practice phonetic reading skills. Magnetic letters are used to create words and fascilitate reading phonetically. Students make rhyming words and create new words by adding â€Å"sneaky silent e† to the ends of short vowel sound words. Magnetic letters are used to create words and fascilitate reading phonetically. Students make rhyming words and create new words by adding â€Å"sneaky silent e† to the ends of short vowel sound words. VII. AssessmentBecause these students are not graded or scored, their knowledge and ability must be assessed in less structured, more organic ways. The students attend English language school every day and have certain anxieties in regard to tests and quizzes. Assessment is performed during every lesson to determine what tools and materials are meeting the students’ needs, as well as how the students respond to the materials. The students’ father, as well as comments from classroom teachers provide vital information that the language instructor uses to assess the students, to inform future lesson content, and to raise the bar for students’ objectives.Students are on a break for the holidays, but during their last lesson they were asked some of the following questions:What is a noun?Can you each name three common nouns?What is a proper n oun? How do you write a proper noun?If one is a â€Å"fox†, what are two called?If one is a â€Å"foot†, what are two called?Can you name three words that rhyme with â€Å"cat†?Can you name three words that start with â€Å"sk† like â€Å"skip†?The word â€Å"dime†, does it have a short or long vowel sound?What gives it that sound?How much is a dime worth?What is the opposite of â€Å"up†?What is the opposite of â€Å"hot†?If your body needs food you are _______If your body needs water you are _______Their answers were used to set homework assignments and to establish new goals once lessons resume in January.Observation and interview results have indicated that the students are progressing well into â€Å"high beginner proficiency† and are beginning to understand language and use it in a limited capacity. Typically, they memorize words and phrases and can comprehend and utilize language that they havebeen taught. The curriculum focuses on applying literacy skills to the development of new knowledge. In second language acquisition, social language usually precedes academic language development.Appendix 1. References Dept. of Education, State of Tennessee. 2005. ESL Curriculum Standards: Proficiency Levels. Retrieved December 22, 2012, from http://www.fentress.k12tn.net/ESL Cartus, 2012 Intercultural and Language Training Worldwide. Retrieved December 22, 2012, from www.cartus.comFerlazzo, L., and K. Hull Sypnieski. 2012. The ESL/ELL Teacher’s Survival Guide. San Francisco: Jossey Bass.FlashKids Editors, 2010. Phonics Blends. U.S. FlashKids Books.Magnetic Letters, 2012, Lakeshore Learning Materials.Richards, J.C. 2001. Curriculum development in language teaching. Cambridge: Cambridge University Press.Sight Words, 2012, Lakeshore Learning MaterialsWho Lives at the Pond? Parents. Minibook. Activities: Science Nature: Ages 3-6. Retrieved December 22, 2012 from www.scholastic.com Worksheets for Young ESL Learners. Retrieved December 22 from 2012,www.bogglesworldesl.com Vowel Sounds Match Ups,

Were the Republicans Hypocrites? :: essays research papers

†¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Daniel Webster defines a Hypocrite as â€Å"a person who puts on a false appearance of virtue or religion† †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A Democratic-Republican opposes a strong central government with most power assigned to the states, Alexander Hamilton's economic policies, advocates a liberal agrarian democracy, a foreign policy favoring the French Revolution while also appealing to poor townsfolk. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Both Mr. Jefferson and I were firm believers of Republican ideals, but under the circumstances, we had to adapt to the issues that affected our presidencies. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Many people believe that Thomas Jefferson’s desire to acquire land exceeded executive powers established under the constitution. However, the United States is a growing nation, and I experienced this growth as secretary of state for Mr. Jefferosn. This chart represents the population of the United States from when the first census was preformed until the projected numbers for the 1820 census. As you can plainly see, the number of people in the United States is growing by 2-2.5 million people per decade. There is not enough land to support these numbers, but buying the Louisiana Purchase added plenty of space for our nation to continue growing. Population density will be at a low for the time being thanks to westward expansion. The Louisiana Purchase will also add to our agrarian economy, which is supported by Republicans. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  As secretary of state to President Jefferson, I realized the importance of Tripolian conflict, and applied them to my presidency as I handled the War of 1812. The Algerian corsairs captured 119 American merchantmen, held them captive for over 12 years, beat them regularly, were fed near-starvation rations, and were forced to work hard labor. These were American citizens waiting to be liberated. What was Jefferson to do sit back and watch these innocent civilians die, and pay an extreme ransom for their freedom? 31 hostages had already died in captivity, and you think Jefferson should have let the Pasha of Tripoli get away with these murders? Any president under these circumstances would have done the same thing Jefferson did; these acts were humiliating to the United States. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The War of 1812 was similar to Jefferson’s Barbary conflict. American sailors were being impressed by England. The Committee on Foreign Relations of the United States House of Representatives stated in their report, â€Å"The non-intercourse and non-importation laws, which invited the return of both powers to their former state of amicable relations, by offering

201 Task a – Short Answer Questions

201 Task A – Short Answer Questions Ai: Three different sources of information would be found on the internet, through the management and the policy and procedure folder. Aii: a)Three aspects of employment covered by law are Health and Safety, Training and most important a contract, the employee must have a contact of employment. b)Three main features of the current employment legislation are holiday’s entitlement, pay and sick.Aiii: Employment laws exist to protect the best interests of the employees and employers without regulations there would be problems like workers being treated unjustly, unfairly and would cause minimum wages, safe working conditions and discrimination. Task B – Your work role Bi: The terms and conditions of my employment as in my contract are: Names of employee and employer Job title/description Date of employment Hours of work Place of work Remuneration Pensions Holidays Sickness/absences Uniform TrainingDisciplinary Rules Grievance Proc edures Confidentiality Notice Retirement Bii: The information that is needed on my payslip is: Employee number Employee name National insurance number Payment details – Hours, Rate, Tax and Net pay Tax code Date of pay Biii: Two changes of personal information which I would report to my employer would be: Change of name ie. If a marriage or divorce has taken place Change of bank details Biv: The procedure if I wanted to raise a grievance at work would be: The line managerWrite to the head of HR and the Administration at Shaw house An investigation of the facts of the case to obtain any evidence which may be relevant A formal hearing A written decision will be given from the Line Manager and Head of HR and Administration If necessary the right of appeal A note of recording would be placed on my personal file If needed an appeal in writing to a higher authority ie. President and 2 independent nominees and The Chief Executive Written decision to me after a complete investigation of the facts of the case Each stage would be placed on my personal fileBv: 1. Data protection – The major piece of legislation which covers confidential information is the Data Protection Act, the access to Health Records and the access to Personal Files Act. The Data held includes credit and financial information, membership of organisations, medical, health and social services records. 2. Grievance – Failure of procedures ie. See Biv 3. Conflict Management – 4. Anti-discriminatory practice – to prevent race, class, gender etc 5.Health and Safety – The home ensures that reasonable practicable Health and Safety and welfare of its employees and others will work in partnership to take steps to ensure that its statutory duties with regard to safety are met at all time. Training in First Aid, Fire, Moving and Positioning, maintaining the rules of the policies and procedures. 6. Confidentiality – During or after the termination of my employment am I to use or disclose to anyone (other than in the proper course of my employment with the initiation, any information on a confidential nature or protected by Data Protection Act.This relates to Beneficiaries, Supporters of the institution and institution itself. 7. Whistle blowing – In the past, people who have reported colleagues’ actions who they consider have been ill treated, neglected or abused residents have been regarded as troublemakers. Now it’s recognised that staff are likely to observe and report bad practice. A case could be a criminal offence, has been a legal obligate, a miscarriage of justice, an individual as failed the health and safety rules or that the environment has been damaged. Bvii: ) To deliver a high standard of resident care within the legislation and regulations. To maintain the dignity, Privacy and independence of residents. b)To not carry out the requirements of my role would be monitored by my employees, advised on training an d supported to meet the standards. If after an informal discussion and support is not provided a constitutes misconducts the disciplinary procedure will be evoked. Bviii: Codes of Practice – can help with standards of conduct that are expected to meet, to encouraged us to use the Code to examine our own practice and to look for areas in which you can improve.National Occupational Standards – can be used for recruitment and selection, jobs and evaluation, training, learning programmes and performance appraisals. Good employers invest in training the staff in order to remain competitive, provide individuals to improve skills and opportunities for career development. Legislation and Government initiatives – can to make sure those essential quality standards are being bet everywhere care is provided in the home and help to improve.They promote who uses the services and have a wide range of power to take action if services are unacceptably poor. Bix: Two Representati ve’s bodies: 1. Care Quality Commission – Their job is to make sure that care provided by hospitals, dentists, ambulances, care homes and services in people’s own homes and elsewhere meets national standards of quality and safety. 2. Macmillan Nurses: They specialise in cancer treatment and care, supporting people with cancer from the time they are diagnosed.They offer emotional support and practical advice to people with cancer and their families in the UK. They are highly trained in managing pain and other symptoms. Macmillan Nurses work with and advise the District Nurse or primary care team. Task C – Career Path I have been working in residential homes for 20 years. My children are 15 and 12 and are finding them independents, so I’m finding more time for me. At the moment I’m starting my NQV3 in Health and Social care which could lead me into becoming a senior in a few years time.Becoming a senior would mean more responsibly and training in nursing, this will build my confidence. I am keeping my options open for my future, my interests are counselling, caring in the community or work from the NHS as a paramedic technician/escort. Task D – Presentation or report Elderly people could be paying for care fees twice over There are concerns that some elderly people and their families could be paying for long term care twice over, as pre-funded policies bought in the 90s to cover care costs have been forgotten.In the early 90s, several insurers sold 44,000 policies to people mainly in their 60s, to meet the cost of care fees in old age. These policies could be paid for in either regular premiums or in a single lump sum. Most policies were bought by relatively young, healthy people for peace of mind, and in the hope that they would never need to claim. Thousands of families in Britain could be paying for care fees for family members in their 80s or older, unaware that their relative may have taken steps to cover par t of their care cost already.The problem occurs when no one other than the policyholder knows about the pre-funded policy. Some people will now be suffering from dementia so they cannot remember the policy. A policy bought with a single premium over twenty years ago might be forgotten. If the children or person with power of attorney never knew about the plan it might not occur to them to investigate further. So people in care now may pay twice, because no one knows they established a plan some time ago.It would be advisable if family members or attorneys to search for long forgotten pre-funded policies, often issued by companies that have long since been history. There are companies that families can go to, to have peace of mind to know that existing long term care insurance policies are not only uncovered, but claimed on that are determined to pioneer a solution. They hope other providers will appreciate the seriousness of this situation so that together, they can put a process in place so that every person applying for an Immediate Needs Annuity has the opportunity.

Who’s Afraid of Charles Darwin Debating Feminism and...

There are many feminist theories and each of them is informed by different sources. There is overlap of where various feminists get to their conclusions but there continues to be unending variations. Griet Vandermassen the author of Who’s Afraid of Charles Darwin?: Debating Feminism and Evolutionary Theory seeks to draw feminists attention towards science as a new source of information to help understand women’s roles and to reinforce women’s rights to equality. She outlines her intentions and her reasons for the book and follows it with an exhaustive argument. Comparing her work to other feminist viewpoints especially views from other women in the sciences helps to shed light on the weaknesses of her argument. Vandermassen is unable to†¦show more content†¦However Vandermassen sees much more choice on the point of the female. The female watches these contests in order that she can make a better decision about whom to mate with. She wants her offspring t o survive so choosing the right male is very important. Originally this was known as â€Å"coy† female behaviour. It was Charles Darwin who came up with this idea of the coy female. Vandermassen does not accept the term coy as she feels it demeans the female experience. She excuses Darwin his ignorant terminology however by explaining that his envisioning of his ideas were a product of his Victorian upbringing. Oddly this contradicts her denial of society’s affect of human development. There are many flaws in Vandermassen’s arguments not least among them being that it is difficult to pinpoint what her arguments actually are. She spends the first five chapters of the book outlining Darwinian theories both in regards to biology and psychology. She does not clearly indicate in her writing when she is just describing a popular scientific theory or if it is in fact something she herself agrees with. To make matters worse she does not clearly state where she is speaking of biological facts or psychological theories that make her work extremely difficult to critique. Vandermassen also throws in confusing writing by refusing to simply state what she means by writing a straight critique of someone else’s ideas.