P1 EF71011 Class 4

 

Today’s Agenda

·         Attendance

·         “Prescribed Learning Outcomes module” (PLOs). Go over Oral and Written.

·      Begin paragraph work- pass-in paragraph tomorrow, Test1

Easy topic

Should be review

“Structure of a Paragraph teaching EF67”

Talk about “Gold” paragraph

Structure and format

 

·      TOMORROW Start “Literary Terms”

·      Begin “Ice Storm” module- poems

·      ONGOING Continue “Verbs in Simple Sentences”

 

Friday Agenda

·      “Self-Assessment Reflection” Week 1

·      Continue “Ice Storm” module

·      Test 1 - paragraph to pass in (last 50m of class)

 

Monday Agenda

·      Continue “Ice Storm” module

·       

 

TO COME:

Paragraph writing: Topic sentences, Grabbers

Sentence writing- compound sentences

 

 

 

**

Ministry of Education in BC

from www.bced.gov.bc.ca

 

EF7 and CompLitStud10- same classes

 

EF7

 

PLOs “Prescribed Learning Outcomes”

Every Foundations course has PLOs.

 

-guidelines for what I have to teach

-areas of focus

-areas to explore in the course

 

Explore vocabulary

 

Prescribed Learning Outcomes

-prescribed(adj)- like an order, mandatory, not an option

-prescription(noun)

A doctor prescribes(v) some medicine. – need to take, tells you

 

Some teachers teach prescriptive grammar. –hard grammar rules

who/whom

past perfect verb tense

 

Some teachers teach descriptive grammar. –soft grammar guidelines

 

 

-learning(verb,adj,noun) – synonyms- knowledge(n), study(v), understanding(n), discover(v), research, educating, developing, growing, getting better, explore, improve, increase, comprehension

 

-outcome(n)- result, find, discovery, as a result, finish, end, conclude, completed, complete, therefore, final, sum up, at the end, what you got, aftermath, summation, summative 

 

PLOs (Prescribed Learning Outcomes) – the things that we should be able to do by the end of the course.

 

Setting goals- plan, target, aim, trajectory, path, vision, purpose, dream?, destination, ambition, project, aspiration(n), aspire(v)

“I want/aspire to be an immigration lawyer.”

“My aspiration is to run my own business.”

“My plan/aspiration/ambition is to be an interior designer.”

Stretch your comfort zone.

IDIOM your comfort zone – just doing what does not challenge you, used to it already, comfortable, no risk, no pressure

 

The PLOs will encourage us to grow.

 

IDIOM our comfort zone – no pressure, feel comfortable, feel confident

 

take risks in order to grow

challenge ourselves

 

Do you challenge yourself?

-learning a new/ different/ additional language

-make more money

-talking with kids

-communicate with other people

-immigrating/emigrating

VOCAB immigrate- come into a country permently    emigrate-leave a country permanently

She emigrated from China. She immigrated to Canada.

immigrate(v) immigration(n) immigrant(n, person)

 

-getting PR

 

Levels of mastery: EMERGING   DEVELOPING   PROFICIENT   EXTENDING

 

 

 

 

Going outside our comfort zone is challenging, frightening, destabilizing, stressful, etc.

On the other hand, this is where growth comes from.

-personal growth, professional growth, confidence, mastery, become expert, gain expertise

 

professional – get paid

semi-professional –

amateur- no money

I am a serious amateur musician.

 

 

-explore, grow

 

MY MOTTO: I have to say ‘yes’ to new good experiences, especially for music.

motto- special words you can tell yourself

 

 

The PLOS are opportunities for growth.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Our PLOS- goals for the course.

HOMEWORK Looked over for homework

A.ORAL LANGUAGE

B.READING AND VIEWING

C.WRITING AND REPRESENTING

D.EVIDENCE OF THINKING

 

 

A1 – engage with others in sustained conversation

communicate ideas on a variety of topics

describe diverse points of view

 

C1- enhance meaning …  using conventions, forms, and structures of writing

MEANING – you already should know- simple, compound, and complex sentence structures

MEANING – you already should know- -past, present, and future verb tenses, including simple, progressive, present perfect

 

C5- generate, develop, and organize ideas for writing

          setting the topic

          limiting the topic

          brainstorming ideas

          organizing ideas

 

 

 

 

Opportunities to talk in English:

-at work

-roommates

-friends

-classes in the library

-chatting with daughters

-chat with ChatGPT- follows your level

-volunteering e.g. seniors centre

-in class with classmates

-My wife- playing sports, hiking group, walking group, dance class

 

Listening for pronunciation and phrasing

-watching TV

-Duolingo

-radio, e.g. CBC- excellent pronunciation

-podcasts

 

BIG QUESTIONS to think about when you read through them

1.    Which PLOs feel most important to you? Which ones resonate with you? Which ones stand out to you as being relevant to your life?

resonate(v)- vibrate, shake, has deep meaning, feel deeply

relevant- related, connected to, important, meaningful

 

2.    Which of the PLOs do you already do well? Which ones are your strengths. Which one are you already good at?

-PROFICIENT/EXTENDING

 

3.    Which of the PLOs do you want to improve upon? Which ones reveal some weakness that could strengthen? Which ones do feel would be worthwhile working on?

-         EMERGING, DEVELOPING

 

 

Every Friday, we will do a “Self-Assessment Reflection”.

I will talk about this tomorrow. The reflection will be based on the PLOs what you are strengths and what are your areas for improvement.

 

Marking

EF7 and CompLit10- marked the same

Comp11- marked a bit harder

 

 

 

 

“Gold” paragraph

How does it look on the page?

-one block of writing

-doublespaced

-left-justified  - justified

-first word is indented  -computer keyboard TAB key, width of your finger or thumb approx.

-Title: Test1, Quiz 2, Test 2, Quiz 3

-top right corner- full name, class, date   e.g. Comp11, EF7, CompLit10

 

-write within the margins, red lines on the sides of your paper

-write in blue or black ink

 

 

Write at least 150 words, 150-250 max

 

 

 

 

**

I will often give a choice of two topics. You can choose one.

 

                     Test1

Write down the topic.

 

 

**

Content of a paragraph

1.Topic sentence- usually first sentence

tells the reader what the paragraph is about, gives your take on the topic

-         topic and controlling idea

 

2.Supporting sentences- points, evidence, examples

3.Concluding sentence

 

ADVICE:

Before you start writing a paragraph:

1.    Read the question several times. Make sure you know what the question is asking you to do.

2.    Make a plan. Choose 3-4 ideas that you want to write about in the paragraph. Stick to that plan.

3.    Generate some vocabulary to use- synonyms, antonyms,

 

passive vocabulary, active vocabulary

 

Write those words down. Writing down the words helps new words to bubble up.