TLW Online English Classroom ~ Overview Page ~

Noun Files ~ modules 1 and 2 ~ click for overview presentation:

There are 70 nouns of the home and they are broken up into four groups: kitchen, bathroom, living room and bedroom. Each file may be used according to a 'modular approach' which encourages teachers to select files according to student and /or lesson needs.

There are 72 nouns for places and transportation. They are broken up into four groups as well. Noun files are all positioned in modules one and two, though they may be employed at any stage if necessary.

There are 30 nouns for people with two sets (15 each). Set one is made up of the most recognizable occupations (firemen) while set two is a bit more challenging (desk clerk/store clerk). Use the photos in all noun files to expand beyond the given vocabulary.

This curriculum is designed for young learners. It provides a wide variety of activities for all English environments. There are six modules: two at the beginner, two at the pre-intermediate and two at the intermediate level. Modules are designed for flexible use. Lessons can consist of files from different modules depending on learner skill and need. The following overview will allow you to get acquainted with the system on the level of each activity:

Most files have 'game potential'. Make two (or more) teams. First you must decide how to select students for turn-taking: using numbered cards and selecting students randomly from the 'deck' is fair. The goal is to get all students on the same team to 'construct' an answer with the student that is taking a turn. To assist this process, collaboration and 'scaffolding' may be encouraged by the teacher.

In this process, more able students assist less able students to help them work through what they are not able to express on their own.

Open any file. The first slide in the 'game' will have a question. Depending on the file or the level/module this could be a 'closed' question (the answer can be known by all) or an open-ended question (where only the student knows or can create the answer). If open questions are preferred, the closed questions can be answered as a class. The teacher then formulates open questions for points. For example: "What is it?" "It's a sofa." (closed exchange) followed by "What color is your sofa?" "It's blue." ('open exchange').

If an acceptable answer is given (and each teacher will have their own criteria), points are awarded (see the upper right corner of the slide). If the student gives a wrong answer, the next student in the sequence (random card) takes a turn. If he/she fails as well, the process continues... In the end, the team with the most points wins.

Game Procedures ~ all modules ~ most files can be adapted to use a game format (ideal for classroom settings):

Form Files ~ modules 1 through 4 ~ click for overview presentation:

Mixed Question Files ~ all modules ~ click for overview presentation:

The "Forms" files are all but self-explanatory. The goal of the Form files is to bring attention to essential English forms at the outset of their use and not to get students to 'memorize' sentences. They are one step in the process of realizing how forms are used in context.

Where are you? I'm in the library. What are those? They are dictionaries.

This is the fifth (F1-05) lesson and focuses on demonstrative pronouns: (this/that/these/those). In most Form files, it is recommended to run through the entire file a few times as a warm-up exercise. Individual students may be chosen as learners become more familiar with the file contents. A game format may be employed as well (see procedures above).

Here is a list of the Lessons in Level One:

F1-01: Singular and Plural: Parts of the Body

F1-02: Articles: Shapes

F1-03: Prepositions of Place One "in"

F1-04: Prepositions of Place Two "at"

F1-05: Demonstrative Pronouns (this/that/these/those)

F1-06: Prepositions of Location (on/in/inside/outside/next to/behind/in front of/between)

F1-07: Count Nouns (Comprehensive with negative answers: "There aren't any...)

F1-08: Non-Count Nouns (Comprehensive with negative answers: "There isn't any...)

The contents of the Mixed Question files in modules one through four come directly from the Noun, Verb and Form files. In modules five through eight, they relate to the module itself and the to the curriculum as a whole in terms of structure, vocabulary, function and degree of complexity. You may simply 'study through' the files, paying attention to form and meaning or you may decide to employ a game format for a livelier, more collaborative experience. See procedures above.

Just a reminder... MQ files are part of a modular system and this approach is all about choosing a file plan. A modular approach (in this curriculum) simply means a teacher (or students) may choose WHICH files to use in any given lesson. This doesn’t mean there is an "any file at any time" approach. Quite the contrary. Effort must be made to match files to learner/lesson/class needs. Click here to go to the File Plan Page.

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Role Play Files ~ modules 2 through 8 ~ click for overview presentation:

The first activity is an action word/verb identification exercise... It is intended to raise awareness of the target verb forms in each module. Students point out target forms or write them down to garner attention to form and for future reference.

In the next activity, students work individually, in pairs, groups or as a whole class to create a story about what happens in the role play situation. Learners listen to the dialog and collaborate to make sense of it. There is a 'story map' available in the file or the students can develop their own 'graphic organizer'.

A 'role play reduction' exercise (sentences are gradually reduced to spaces instead of words) follows as learners 'try on' the voices in the scripted dialog. Emphasis is on 'mimicking' and taking on the 'character' of the speakers and NOT on memorizing the words senselessly. The process is not unlike how actors might learn their roles. Performance flexibility may be tolerated.

'Brainstorming' is the fourth activity as learners utilize the knowledge they are developing to interact with a picture and to construct appropriate language in relation to what the image affords visually and further, by way of imagination.

In the culminating activity, learners build and perform their own role play. In addition, students may discuss their peer’s performance of their own role plays. In a constructive and compassionate manner students may benefit by pointing out common errors, by addressing misunderstandings and by making suggestions for improvement. At the same time, positive feedback such as successful organization, quality of communication and overall performance and creativity are welcome.

Verb/Action Files ~ all modules ~ click for overview presentation:

The verb focus in all modules is presented in the corresponding Verb and Action files. Higher structure Verb files focus on form while lower structure Action files direct the emphasis toward meaning. The intention is to first expose learners to structure and gradually lead them to map form to meaning. This type of language ‘interplay’ gives learners a scaffold of opportunities to make sense of different forms in use. As the curriculum progresses, more complex structures and more opportunities to engage in using them are introduced.

These files will familiarize students with basic verb forms in English so they can begin to express their ideas in relation to time (in the past, now and in the future). In both file types (Verbs and Actions) learners must perceive and act on the images presented in the slides. They can then begin to construct how the text relates to the overall meaning. New vocabulary is presented regularly in relation to a variety of contexts. By collaborating with their teacher and their peers, students will learn to develop communication skills.

Photo Talk Files ~ modules 2 through 8 ~ click for overview presentation:

The first activity is a simple word scramble exercise... It is intended to raise awareness of the differences between question and statement patterns in English. The focus is on question making patterns (e.g.,"What...? ", "What + noun...? " and "What kind of + noun...? ").

The follow-up activity provides the students with questions related to the images included in the first activity. These images become activators for participation and recall and provide means of indicating onscreen objects, actions, formulas and general patterns of use (aka "grammatical elements").

Learners must read the questions and collaborate to create an acceptable response. The teacher of course must decide what is "acceptable". This activity is meant to introduce the learners to the patterns of exchanges that are the central ingredient in conversation.

It's possible to set up a game-style format (as it is with most TLW files) Follow the same procedures as in the Game Procedures format above...

The ability to co-create questions and responses with another speaker and, to eventually build those exchanges into conversational sequences is what shapes the heart of this curriculum. Developing conversational skill by way of listening, speaking and reading is the ultimate aim.

The objectives are somewhat flexible in nature. They will vary according to learner age, culture and need and will also vary according to teacher implementation and influences beyond the classroom (parents, community, nation and global influences). Please review the File Plan Page for further details.

One aim of the pronunciation files is to offer activities to students who may face some challenges in English pronunciation and to guide these students in becoming intelligible to other speakers of English, regardless of where the may be living or plan on living in the future. "Intelligibility" is the main goal...

A second and equally important aim is to provide an opportunity for learners to become familiar with forms and formulas in English. The ultimate aim is the creation of opportunities to use the content of these files for communication in and beyond the activities presented here.

The files are presented in a game format but can be used in more formal situations or even by students studying independently. There are vocabulary exercises in the first activity and role play creation activities in more advanced files. These “extensions” will enhance the overall learning process. Further, there is an assessment form at the bottom of the Main Page and on the Pronunciation Page as a means to evaluate student progress.

For complete information please click here to go to the Pronunciation Page...

Pronunciation Files ~ modules 2 through 8 ~ click for overview presentation:

An Ecological Approach

to Language Learning