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Slide Notes
When most write up a lesson plan, they think about the worksheet last, like an attachment. But I like to create the worksheet first and build my lesson plan so that the students can complete the worksheet with little problem. But no matter how you think about it, the worksheet should not be an after-thought, but a pillar for the students to build their conversation from.
Build & Present Worksheets
Published on Nov 18, 2015
How to build and present a worksheet to ESL students in Japan
MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
Worksheets
Building and Presenting
When most write up a lesson plan, they think about the worksheet last, like an attachment. But I like to create the worksheet first and build my lesson plan so that the students can complete the worksheet with little problem. But no matter how you think about it, the worksheet should not be an after-thought, but a pillar for the students to build their conversation from.
Photo by Tim Green aka atoach
Basics, font
- 12-14 pt size
- lower case "a"
- no ALL CAPS
Make sure it's readable. The way the "a" is printed is especially important since Japanese students tend to follow examples to the T, or in this case, A.
Photo by Leonrw
Basics, header
- Name
- Student number
- Class
- Date, with room for month
- Title, including key phrase(s)
Have a consistant header so that you can know right away what worksheet you're looking at. It will also help when students ask for a replacement or when you reuse it the next year.
Photo by rgmcfadden
Why use a worksheet?
So now that you have the basics, why are you making a worksheet in the first place? Think of reasons why a worksheet shouldn't be an after-thought.
Photo by 13desetembro
A worksheet can
- Reinforce target structure
- Connect to students' lives
- Allow individual answers
In an especially large classroom, not all students will be able to give an answer that's relevant to them in front of everyone. Some of the more outspoken ones may contribute, but for the most part, many will not. A worksheet gives them a chance to use the words they want to use, which have meaning in their lives.
Photo by Justin in SD
Getting the material
What goes on the worksheet? It's not all up to you.
one week before
Ask the Japanese teacher (JT)
With Japanese teachers swamped with so many other things besides classes, you'll be lucky to see your teaching partner sitting for any period of time. Track him or her down to discuss the next lesson. If you get just a blurb, go with it and check with your teacher again. Hopefully, you can find a routine in which you can speak together for a good length of time.
Photo by lexperez
Things to ask your JT
- Review or Preview?
- Textbook page number?
- Reading, Writing,
- Listening, and/or Speaking?
Think of what the difference would be between a review and preview worksheet. Hopefully, the teacher will not ask for all four skills to be included, instead focusing on just two, because how can you focus on four of anything in just 50 minutes of class?
Photo by scion_cho
How can I make this real?
Ask yourself.
Don't reinvent the wheel
- Company resource site
- Englipedia
- or other worksheet/activity site
Get some ideas before you create something that's already online. Bookmark a favorite website or check the company's website.
Photo by JD Hancock
Use the glossary
But when you do download a worksheet, modify it so that it relates to your students. Besides the textbook's glossary, talk to the students. Get to know their interests and include them!
Photo by soundlessfall
Build up to a conversation
- Increase vocabulary
- Prepare Questions and Answers
- Goal: Free conversation
- (Writing)
Besides your main lesson, the worksheet can also help build up the target language and conversation you want the students to master. The worksheet can, again, help them list the vocabulary and phrases they want to say.
You may also notice that doing a worksheet is like a micro lesson: Present, Practice, Produce.
You may also notice that doing a worksheet is like a micro lesson: Present, Practice, Produce.
Photo by eflon
type 1 example
Worksheet as a prop
Type 2
The other type of pattern is using the worksheet to create a scenario or use as a prop for a situational conversation.
Photo by snebtor
Examples
- map of town
- fast food menu
- grocery store items
- passport
- etc
But it should still have space for the header and a writing section, so a graphic shouldn't take up the whole page.
Photo by peripathetic
type 2 example
Unfortunately, this lacks a formal header, but it's obvious enough and with space for the student's name in the profile.
Include a writing section
for students who finish early
Have a writing section can also help students internalize what they had just learned in class, practicing words they themselves wanted to day, and has the added benefit of quieting the class down for yourself and for the next teacher who won't have to pull kids off the ceiling.
Photo by skoeber
have students present
If all students are finishing early,
English learners need to learn to speak, but are too afraid of making mistakes. A complete worksheet can take that barrier away. Often, before speaking, a student will double check with you whether what they're about is say is correct. Give them the all-clear sign and they'll be good to go.
Photo by bmward_2000
Review
Build and Content
- "Don't reinvent the wheel."
- Type 1: Build a conversation
- Type 2: Worksheet as prop
- Include a Writing section
- Consult the Glossary
Photo by Sprengben [why not get a friend]
Create your own worksheet
Choose a chapter or a page from a textbook
Now it's your turn.
When it comes to graphics, draw in a box and describe what image you'd use in your worksheet.
When it comes to graphics, draw in a box and describe what image you'd use in your worksheet.
Photo by lovelihood
Don't hand out the worksheet
Once you do, they're attention goes straight the the sheet in their hand. They'll look at it and try to figure it out on their own. You might as well be talking to the blackboard.
Show the worksheet
- Poster printer or "kakudai" printer
- A3 paper x2
- etc.
- electronic blackboard, projector
Blow up the worksheet, if at all possible.
Photo by bunmun
Adjective worksheet
example presentation
Here's an example of how I presented my worksheet after a few chapters learning adjectives to a 2nd year junior high school class.
Photo by Masahiko Futami
the lesson thus far
- Defined "adjective" by example
- Activity: Board Race
- Blackboard covered with adjectives
1. I showed students pictures of popular celebrities. (How did I know they were popular? I took a survey at the beginning of the year.) Then I asked them to describe the person in the picture. I wrote the adjectives they gave me and told them these are called "adjectives". I confirmed their understanding by asking for a translation and getting more students to add more examples.
2. Then I divided the class into teams by rows and had them, one team member at a time, race to the board, write one adjective, and return to their team to let the next member go. The team with the most adjectives on the board, after erasing duplicates, "won".
2. Then I divided the class into teams by rows and had them, one team member at a time, race to the board, write one adjective, and return to their team to let the next member go. The team with the most adjectives on the board, after erasing duplicates, "won".
Photo by rbarenblat
the worksheet, enlarged
Even though I've enlarged the sheet for all to see, I'll still write the example on the board for us to do together. "Ayame has a cell phone." "What kind of cell phone?" "Let's use 2 adjectives!"
Distributing
the worksheet
Use every chance you get to engage your students in natural conversation. "How many in your row?" "One more?" "Too many?"
Photo by IslesPunkFan
Volunteers read their answers
students repeat after them!
Don't wait until the end for the students to speak. Give them as many opportunities as possible to speak up front!
At the end of last year, I tried to make it my goal for the students to speak 80% of the time, so I try to take every opportunity not to speak, and let my students speak for me.
At the end of last year, I tried to make it my goal for the students to speak 80% of the time, so I try to take every opportunity not to speak, and let my students speak for me.
Photo by Mario Spann
1st half
2nd half
It's a simple two sentence conversation, but they enjoyed asking each other their opinions. They also tried to argue who was the best "sempai" or upperclassman. At the end, I got a lot of info on what to include on my next worksheet. When they finished interviewing their classmates, they wrote on the back a complete sentence with the most popular answer.
Production Stage
- Send them out
- Monitor
- Watch them speak perfectly
- Get praised
- Feel good
If you've made a lesson plan that guides them along and sets them up for success with a worksheet that allows them to say the words and phrases they want to use, then you'll have no problem checking off this list.
Review
- Don't hand out. Show.
- Do example together.
- Do the worksheet in parts.
