KWETB English language pathways framework
Aims
Provide a structure which supports
- consistent mapping of learner levels and progression across KWETB
- flexible, learner-centred curriculum development
KWETB English Language PATHWAYS
'AO' starter
A1 (QQI L2)breakthrough
'AO' moving on
CEFR/QQI Level
At the start of this level, a learner can....
...understand and exchange information on familiar topics in a very simple way.
....recognise some signs and symbols. Use non verbal communication.
...recognise and use single words.
Course focus is on developing oral language without writing. Initially understanding rather than production of the language.
Main focus of a course at this level should still be on developing oral language
Learners are building ability to understand and produce everyday phrases.
Skills development:listening and speaking
Learners are developing literacy skills at the same time as English skills.
Limit to developing ability to recognise and copy across personal details eg name and address. Creative repetition
Work on learners' ability to match written words and sentences against what they say out loud. See language experience.method.
Skills developmentreading and writing
..understand and exchange information on familiar topics in a very simple way
- learn in a group setting
- exchange greetings
- recognise name and transcribe personal details
..read, write, understand and say simple sentences..Successfully complete QQI Level 2 modules
Level outcomesA learner can..
info on CEFR Levels
KWETB English Language PATHWAYS
B1 (QQI L4)threshold
A2 (QQI L3) waystage - starter
A2+ (QQI L3)waystage -moving on
CEFR/QQI Level
At the start of this level, a learner can....
...deal with varied, familiar everyday activities.. Beginning to be able to express themselves clearly in those everyday activities.
...start to deal with predictable day to day activities
...deal with predictable day to day activities more confidently than an A2 starter
Skills development:listening and speaking
Developing comprehension, pronunciation and fluency so learners can deal with most everyday situations likely to arise
Developing skills to use appropriate grammar and vocabulary in everyday communications
Developing skills to handle very short social exchanges
Building skills to skim, scan and extract information from texts and use good sentence construction, spelling and grammar to compose letters,.expressive texts
Developing learners' ability to read short, simple texts and write short, simple letters relating to matters in areas of immediate needs.
Building skills to deal with more complex reading and writing tasks. involving comparison and opinion
Skills development:reading and writing
Successful completion of QQI Level 3 ESOL module
Successful completion of QQI Level 4 ESOL module
Successful completion of QQI Level 3 Communications module
Level outcomes
Tutor pack-beginner literacy learners
Aim
Provide a resource for tutors who are planning and delivering English language classes to beginner language learners who may have literacy needs
Teaching and learning approaches for beginner language learners
KWETB
About
Context
Pathways Framework
AO Starter
AO Moving On
A1 Breakthrough
Themes
Measuring Progress
Index
References and resources
1.
An 'AO' starter learner may not be able to read or write in their own language. They have few English listening and speaking skills. They have little or no knowledge of the Roman script..
'AO' starter
Course Outcomes at this level:
Learner can...
- come to class regularly and on time
- complete a small homework task
- bring a pen, copy book and homework to class
- take turns
- engage in group work
- exchange greetings with a classmate/tutor
- recognise and copy name, address and other simple personal details
- understand the Roman script is read from left to right and from top to bottom
- understand and use single words in conversation
8.
7.
Getting Started
Build community. Create a sense of belonging in the group.
Learning how to learn. Show the learner how to be in a classroom setting and how to create organisational/study habits. Establish routines.
Language work should be focused on developing oral language without writing. Initially understanding rather than production of the language.
Limit reading and writing work to developing learner's ability to recognise and copy across personal details eg name and address. Use creative repetition.
9.
AO starter: Ideas, lesson plans and materials
Total Physical Response (TPR) approach
Opening routines
Reading and Writing - practising name and address
Building listening and speaking skills
Sample lesson plan for TPR activity (Theme: shopping)
Sample activities
Read more
10.
Tutor tip
I am trying to learn one new word in Arabic for every new English word my students learn. It has made me appreciate how hard it is!
Tutor tip
I have set up areas of the classroom as a shop, bank, post office etc to facilitate active learning
11.
This learner may be able to transcribe their name and address in English and be able to use and understand a few single words.
'AO' moving on
12.
Course Outcomes at this level:
On completion of this level learners can.:(Listening and Speaking)
- Introduce themselves to a classmate
- Understand and use words and very short 'chunks' of language in a simple conversation
(Reading)
- Match some everyday words to images
- Read a simple sentence from their language experience story or on a familiar topic
(Writing)
- Write his/her own name and address
- Transcribe simple information (list, phone numbers, days of the week, months of the year, etc.)
- Understand use of capital letters to start a sentence and full stop to end a sentence
- Complete a simple sentence by choosing the correct word(s) from a list
- Introduce themselves to a classmate/tutor
13.
Skills Development
Main focus of a course at this level should still be on developing oral language
Work on learners' ability to match written words and sentences against what they say out loud. See language experience method.
14.
AO moving on: Ideas and materials
Icebreaker idea
Readers
Developing reading skills
Starting writing
Warmers and fillers
Sample Readers
Notes for tutors on writing and spelling
Developing reading skills - notes for tutors
15.
This learner can understand and exchange information on familiar topics in a very simple way but they have difficulties understanding or make themselves understood. They can successfully complete A1 initial assessment reading and writing tasks.
'A1' Breakthrough
16.
Course Outcomes at this level:
Listening and speaking
- A basic ability to communicate and exchange information in a simple way.
- Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.
- Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has.
- Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
Example: CAN ask simple questions about a menu and understand simple answers.
17.
A1: Ideas, lesson plans and materials
TPR approach - prepositions of place
Task based learning-authentic materials
Learners creating own books
PPP methodcan/can't
Sample lesson plan Prepositions of place
Consider putting learners in groups of three rather than pairs for these activities – may be more culturally sensitive.
Don't adapt or simplify the materials; adjust the task you are setting for the learners depending on their level.
20.
Tutor tip
Before a listening activity, I introduce key vocabulary first and ensure that the students understand what information they are listening for.
Homework ideas
• taking photos of household rooms/items and writing the relevant words • Recording themeves trying new phrases • Filming/recording – the weather and saying what type of weather it is
21.
Suggested Themes
Shopping - making a purchase, products and prices Education - schools, courses (eg writing notes, reading a timetable) Housing and Transport Health - doctor, dentist, pharmacy, prescriptions, emergency services Weather and the dates and seasons (including calendar, days, months, years) Local area, activities and events in the community Government and other services Banking - Irish money, banks, banking machines, credit/debit cards, paying bills Employment - Looking for jobs, working safely Resources used should be adjusted for level and tailored to be functional and relevant the everyday needs, goals and context of your group.
22.
Sample themed lesson plans and materials
Numbers
Weather
Medicine
Shopping
Days, months, years
The home
Reading a train timetable
Money
23.
Ideas for measuring and reflecting on progress
Click here for sample
- Class outing or roleplay to use target vocabulary learned
- 'Can do' statements checklist/questionnaire for reflection (with images)
- Quizlet or Google/Microsoft Forms activities to develop learners’ capacity for self-assessment so that they become reflective and self-managing
Click here for sample
- Simple group conversation (with images to support) to reflect on what they are doing now that they weren't at the start of the term and how they got there. (Tutor records responses) (A1 Learners)
24.
Evaluation
Click here for information and guidelines
With evaluation there is no one size fits all - it needs to be tailored to each class/group of students. (And perhaps at times to individual students.)
Click here for sample end of term evaluation
25.
Sharepoint shared resources
Bray and Wicklow ABE website
Pathways Framework
Other resources
27.
Click here to go back
Click here to go back
Readers
How to send books to learners
Ideas for using readers
15A
Click here to go back
Language experiencevideo
1.
Sample shopping lesson plan and materials
Nearpod activity
2.
Talking about money lesson plan and worksheets
Quiz
3.
23A.
Click here to go back
Quizlet on medicine bottle instructions
Sample lesson plan children's medicine dosage
23B.
Click here to go back
Days:Ann's busy weekNearpod activity
Months:1. Video
2. Quizlet cards
Sample lesson plan and materials
Reading a timetable activity
23C
What you can do?
- Work through the pack
- Try out some of the ideas
At the end of May..
- Let us have your feedback
- Let us have your ideas for what else could be put in place.
Thanks!
ESOL Pathways PRESENTATION
KW ALISS
Created on March 9, 2021
Start designing with a free template
Discover more than 1500 professional designs like these:
View
Animated Chalkboard Presentation
View
Genial Storytale Presentation
View
Blackboard Presentation
View
Psychedelic Presentation
View
Chalkboard Presentation
View
Witchcraft Presentation
View
Sketchbook Presentation
Explore all templates
Transcript
KWETB English language pathways framework
Aims
Provide a structure which supports
KWETB English Language PATHWAYS
'AO' starter
A1 (QQI L2)breakthrough
'AO' moving on
CEFR/QQI Level
At the start of this level, a learner can....
...understand and exchange information on familiar topics in a very simple way.
....recognise some signs and symbols. Use non verbal communication.
...recognise and use single words.
Course focus is on developing oral language without writing. Initially understanding rather than production of the language.
Main focus of a course at this level should still be on developing oral language
Learners are building ability to understand and produce everyday phrases.
Skills development:listening and speaking
Learners are developing literacy skills at the same time as English skills.
Limit to developing ability to recognise and copy across personal details eg name and address. Creative repetition
Work on learners' ability to match written words and sentences against what they say out loud. See language experience.method.
Skills developmentreading and writing
..understand and exchange information on familiar topics in a very simple way
..read, write, understand and say simple sentences..Successfully complete QQI Level 2 modules
Level outcomesA learner can..
info on CEFR Levels
KWETB English Language PATHWAYS
B1 (QQI L4)threshold
A2 (QQI L3) waystage - starter
A2+ (QQI L3)waystage -moving on
CEFR/QQI Level
At the start of this level, a learner can....
...deal with varied, familiar everyday activities.. Beginning to be able to express themselves clearly in those everyday activities.
...start to deal with predictable day to day activities
...deal with predictable day to day activities more confidently than an A2 starter
Skills development:listening and speaking
Developing comprehension, pronunciation and fluency so learners can deal with most everyday situations likely to arise
Developing skills to use appropriate grammar and vocabulary in everyday communications
Developing skills to handle very short social exchanges
Building skills to skim, scan and extract information from texts and use good sentence construction, spelling and grammar to compose letters,.expressive texts
Developing learners' ability to read short, simple texts and write short, simple letters relating to matters in areas of immediate needs.
Building skills to deal with more complex reading and writing tasks. involving comparison and opinion
Skills development:reading and writing
Successful completion of QQI Level 3 ESOL module
Successful completion of QQI Level 4 ESOL module
Successful completion of QQI Level 3 Communications module
Level outcomes
Tutor pack-beginner literacy learners
Aim
Provide a resource for tutors who are planning and delivering English language classes to beginner language learners who may have literacy needs
Teaching and learning approaches for beginner language learners
KWETB
About
Context
Pathways Framework
AO Starter
AO Moving On
A1 Breakthrough
Themes
Measuring Progress
Index
References and resources
1.
An 'AO' starter learner may not be able to read or write in their own language. They have few English listening and speaking skills. They have little or no knowledge of the Roman script..
'AO' starter
Course Outcomes at this level:
Learner can...
8.
7.
Getting Started
Build community. Create a sense of belonging in the group.
Learning how to learn. Show the learner how to be in a classroom setting and how to create organisational/study habits. Establish routines.
Language work should be focused on developing oral language without writing. Initially understanding rather than production of the language.
Limit reading and writing work to developing learner's ability to recognise and copy across personal details eg name and address. Use creative repetition.
9.
AO starter: Ideas, lesson plans and materials
Total Physical Response (TPR) approach
Opening routines
Reading and Writing - practising name and address
Building listening and speaking skills
Sample lesson plan for TPR activity (Theme: shopping)
Sample activities
Read more
10.
Tutor tip
I am trying to learn one new word in Arabic for every new English word my students learn. It has made me appreciate how hard it is!
Tutor tip
I have set up areas of the classroom as a shop, bank, post office etc to facilitate active learning
11.
This learner may be able to transcribe their name and address in English and be able to use and understand a few single words.
'AO' moving on
12.
Course Outcomes at this level:
On completion of this level learners can.:(Listening and Speaking)
- Introduce themselves to a classmate
- Understand and use words and very short 'chunks' of language in a simple conversation
(Reading)- Match some everyday words to images
- Read a simple sentence from their language experience story or on a familiar topic
(Writing)13.
Skills Development
Main focus of a course at this level should still be on developing oral language
Work on learners' ability to match written words and sentences against what they say out loud. See language experience method.
14.
AO moving on: Ideas and materials
Icebreaker idea
Readers
Developing reading skills
Starting writing
Warmers and fillers
Sample Readers
Notes for tutors on writing and spelling
Developing reading skills - notes for tutors
15.
This learner can understand and exchange information on familiar topics in a very simple way but they have difficulties understanding or make themselves understood. They can successfully complete A1 initial assessment reading and writing tasks.
'A1' Breakthrough
16.
Course Outcomes at this level:
Listening and speaking
17.
A1: Ideas, lesson plans and materials
TPR approach - prepositions of place
Task based learning-authentic materials
Learners creating own books
PPP methodcan/can't
Sample lesson plan Prepositions of place
Consider putting learners in groups of three rather than pairs for these activities – may be more culturally sensitive.
Don't adapt or simplify the materials; adjust the task you are setting for the learners depending on their level.
20.
Tutor tip
Before a listening activity, I introduce key vocabulary first and ensure that the students understand what information they are listening for.
Homework ideas
• taking photos of household rooms/items and writing the relevant words • Recording themeves trying new phrases • Filming/recording – the weather and saying what type of weather it is
21.
Suggested Themes
Shopping - making a purchase, products and prices Education - schools, courses (eg writing notes, reading a timetable) Housing and Transport Health - doctor, dentist, pharmacy, prescriptions, emergency services Weather and the dates and seasons (including calendar, days, months, years) Local area, activities and events in the community Government and other services Banking - Irish money, banks, banking machines, credit/debit cards, paying bills Employment - Looking for jobs, working safely Resources used should be adjusted for level and tailored to be functional and relevant the everyday needs, goals and context of your group.
22.
Sample themed lesson plans and materials
Numbers
Weather
Medicine
Shopping
Days, months, years
The home
Reading a train timetable
Money
23.
Ideas for measuring and reflecting on progress
Click here for sample
Click here for sample
24.
Evaluation
Click here for information and guidelines
With evaluation there is no one size fits all - it needs to be tailored to each class/group of students. (And perhaps at times to individual students.)
Click here for sample end of term evaluation
25.
Sharepoint shared resources
Bray and Wicklow ABE website
Pathways Framework
Other resources
27.
Click here to go back
Click here to go back
Readers
How to send books to learners
Ideas for using readers
15A
Click here to go back
Language experiencevideo
1.
Sample shopping lesson plan and materials
Nearpod activity
2.
Talking about money lesson plan and worksheets
Quiz
3.
23A.
Click here to go back
Quizlet on medicine bottle instructions
Sample lesson plan children's medicine dosage
23B.
Click here to go back
Days:Ann's busy weekNearpod activity
Months:1. Video
2. Quizlet cards
Sample lesson plan and materials
Reading a timetable activity
23C
What you can do?
- Work through the pack
- Try out some of the ideas
At the end of May..Thanks!