Denau institute of entrepreneursh

Production (30% of time)

Students will be given the opportunity to interview a classmate. They will work in pairs and be encouraged to change previous partners so that they get more exposure to talk about hobbies. The interview gives students a chance to both ask about other students’ hobbies and answer about their own hobbies. They will practice both oral English and written English as they will have to record the response on the interview sheet. Throughout the lesson the teacher will walk around to make sure that the students are doing the activity correctly. The written answers enables the teacher to see whether questions have been asked and answered correctly and whether the students are correctly finishing the activity.

Activity 1
Choose the correct picture and fill in the correct form of the hobby to complete the sentence.

1. 
   John enjoys up the mountain.
   

2. 
   Susan likes to in the pool.
   

3. 
   Why do you enjoy in the library?
   

4. 
   Steve around the track for fun.
   

5. 
   She likes to food.
   

6. 
   Tom does not like because he loves fish.
   

7. 
   He likes football because he enjoys a ball.
   

8. 
   Kate loves music because it makes her want to .
   

2.2.Learning method for intermediate level
What are the best instructional strategies and lessons to use when teaching intermediate English-language learners? The English-language-learner population is growing rapidly in our schools. Even today, thousands of Afghan students are entering classes throughout the country.
Many ELLs are newcomers who know very little English, but large numbers are intermediates, and all of today’s newcomers will be tomorrow’s intermediates. Lessons that make a great impact on intermediate-level students are those that are giving them a basis of the language structures to help them be successful. For example, providing students with the academic language of the grade level they are at can provide them with the content connections through language that they need to support their acquisition and their academic growth. Examples of lessons:
Reading Instruction: Our focus should always be that students develop fluency and comprehension skills by providing comprehensible content for them to develop these skills from.

• 
  I like to develop thematic units that highlight culture and success to motivate students to strive for achievement.
  
• 
  I also use reading differentiated stations where students read comprehensible texts according to their reading level. Students here rotate through a series of tasks that include vocabulary skills, comprehension skills, and grade-level adapted task.
  

Listening and Speaking: Our focus for students is to acquire the language structures while at the same time they can listen and put into practice grade-level academic language. One of my biggest resources for doing this has been Flipgrid. “The fundamental goal of structured conversations is to allow students to ‘gain familiarity with new language forms, to hear other ways of describing academic concepts, and to hear themselves articulate an academic message.” (Seidlitz, pg. 70, 2018).

• 
  Developing academic conversations through Flipgrid can give students the opportunity that they want to use technology and helps them actively use academic language and develop language proficiency.
  
• 
  Flipgrid connects all four language arts. Students listen to other students on Flipgrid to make connections of content, students must speak grade- and content-level language to develop their video, and they have to make reading/writing connections to use sentence and paragraph frames effectively.
  
• 
  Flipgrid also provides students with opportunities to develop and use higher-order thinking when responding.
  
• 
  Differentiation
  

Blanca Huertas is an ELL teacher in Dickinson, Texas. This is her sixth year working with English-language learners in Texas. She previously worked as an ESL teacher in Puerto Rico for eight years:
Intermediate English-language learners have a variety of skills in the English language. However, many teachers may confuse their abilities in basic language skills to transfer into the academic scenery as easily. For intermediate level ELs, purposeful alignment of language and academic instruction is necessary while at the same time differentiating instruction to make content comprehensible to their level of language needs.
Instructional Strategies:
It is essential that when we are developing lessons and using instructional strategies, we develop a variety of tasks that provide intermediate level ELs with the content-level skills for them to continue to progress when they reach higher levels of their language acquisition. One of the strategies that I feel is necessary for teachers of intermediate language-learners is differentiation. Using differentiation as the basis of your instruction is important because intermediate-level English-language learners can be intermediate in all areas of the language-acquiring process, or it can be in a targeted area. For example, some language-learners are intermediate only in reading and writing, and their listening and speaking skills have been progressing.
The first type of differentiated skills that I prefer to use are tiered or differentiated sentence stem and paragraph frames. Intermediate-level writers struggle with writing sentences in the past tense and complex sentence structures. By providing a variety of stems that can support their writing of complex sentence structures and with a variety of verb tenses, this can support intermediate students with exemplars to strengthen their language. These same stems can also be used to develop lessons for the correct use of verb tenses when speaking and writing.