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Talking
to the Parole Board
Created by Gene Conger
EDU134, Spring 2010
Intermediate to Advanced ESL
Introduction|
Task | Process |Evaluation|
Conclusion | Resources | Teacher's
Notes
Introduction
Hello, class! Is
everyone ready to learn? Excellent! Today, we are going to start working
on something that all of us in the class will be facing. We are going to
work on developing our language for the parole board. As you know, not
many people working for the parole board can understand Spanish. We are
going to develop your skills in English so you can be ready for their
questions. You will also be able to respond to their questions as well.
We will learn everyday English and be able to write it also. Here we go!
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The
Task
We are going to be practicing words
and sentences that are used when seeing the parole board. When we
understand the words and are able to say them, we will be ready to talk
to the people on the parole board.
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The
Process
Step
One. Define words that are on the list given to you.
Step
Two. Begin to make sentences using your new vocabulary.
Step
Three. You will write a short paragraph (on your paper and flash
cards)containing what you would like to say to the parole board.
Remember to keep it proper and respectful.
Step
Four. Read the paragraph to the class. Remember to say, “Thank
you.”
Step
Five. Listen to what is being said to you by the classmates and
me. Think of us like we are the parole board.
Resources
-
Paper
and pencil.
-
Spanish
and English dictionaries.
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Vocabulary list.
-
Flash
cards.
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Evaluation
|
SKILLS
|
NO
ATTEMPT
0 pts |
NEEDS
IMPROVEMENT
15
pts |
ADEQUATE
30
pts |
EXCELLENT
50
pts |
|
Written
Message |
Nothing
written down |
Attempt
at writing, lack of sentences, little or no flow, little effort
in grammar/punctuation |
Shows
flow of information, minor flaws in sentencing, effort in
punctuation is acceptable |
Constant
and proper flow of information, very little/if any flaws in
sentences, shows deliberate and focused usage of grammar |
|
Use of
authentic language |
Resistant or no effort |
Some
ability but with little effort or focus |
Understandable, acceptable attempt at specific vocabulary,
moderate self/teacher correction |
Total
understanding of the spoken word, little self/teacher correction
needed. |
|
Comprehension of Response |
No
attempt at listening |
Some
attempt at listening with minimal acknowledgement |
Demonstrates effort and attention to the response, moderate
comprehension |
Demonstrates focused and deliberate attention to the response,
near total comprehension to vocabulary used |
|
Role
Play |
No
effort |
Shows
little attempt in role play, constantly distracted |
Demonstrates deliberate effort, shows confidence in timing with
role play |
Active
in role play, demonstrates etiquette in conversation, accepts
and responds information in role play effectively |
Conclusion
Great job
everyone! All of your messages were spoken in a clear voice and very
proper. You all should be very proud of what you have accomplished. I
know that all of you will do a good job in front of the parole board.
This, gentlemen, is just a start to becoming more and more involved in
the English language. Please keep your notes that you have written down
on your paper and flash cards. Good luck in the hearing!
Teacher Notes
This lesson
is geared primarily for the mid to advanced level of ESL. Yes, it can
also work effectively with lower levels, just requiring more time. Also,
the students will also contact other inmates that had been in front of a
parole board and will ask them about certain questions that are asked.
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