Celebrating the New Year

Purpose: To share cultural information about New Year’s celebrations around the world and to encourage students to set goals by making resolutions.

Prep Time: 10-15 minutes, not counting food preparation, which is optional

Materials: 2011 calendar, copies of chart for conversation activity, envelopes, greeting cards for New Year’s (if desired)

Prep: Prepare chart, if you intend to hand it out to students; think about specific vocabulary you’ll want to pre-teach and how you want to illustrate it; think of examples of resolutions to share

Procedure:

I do it (Part I):

1. Find out what students have observed about New Year’s celebrations in the U.S. This conversation could include reviews of top news stories from the past year on TV, as well as foods typically eaten in certain regions, such as black-eyed peas, a southern tradition. (A recipe for New Year Peas is included at the end of this tutor tip.) New Year’s Eve celebrations, in modern times, often involve fireworks, music, alcoholic beverages, and noisemaking, with a countdown at midnight. New Year’s Day tends to be quieter and more family-oriented.

2. Ask: When do you celebrate the New Year in your country or culture?

What kinds of food do you eat on New Year’s Eve or New Year’s Day?

Do you go out or stay at home to celebrate?

Do you decorate your homes?

Do you wear special clothes?

Do you give or get gifts?

We do it:

1. Draw a simple chart on the board or on a piece of paper if you’re working with one student or a small group. The chart should look something like this:

Name	Country	When do you celebrate New Year’s?	What are two things you do to celebrate?

2. Interview a single student and fill in the chart.

3. Now ask that student to interview another student in front of the class and fill in the chart, with your assistance if needed.

You do it:

1. Give your student or students a copy of the chart or ask them to reproduce it on a piece of blank paper.

2. Now ask them to interview four other students and fill in their charts. If you only work with one student, you could share information about different traditions, for example Persian New Year, Chinese New Year, Jewish New Year, etc. and have the student take notes to fill in the chart.

Note: Emergent readers and writers may be able to do the first three columns after lots of modeling. They can interview two students instead of four and ask the fourth question orally.

Wrap-Up:

Ask for volunteers to report on what they’ve learned. Now encourage students to find some commonalities amongst all the traditions. Make a list together.

I do it (Part II):

1. Using a calendar, point out that January 1 is the day that marks the beginning of a new calendar year in countries that use the Gregorian calendar. New Year’s Eve or Old Year’s Night is always observed on December 31. The image of a new baby is sometimes used to represent the New Year.

2. Find out which calendar students use and are familiar with.

3. Explain the tradition of making New Year’s resolutions. Be prepared to share examples.

4. Find out if other cultures do this, too.

We do it:

Elicit examples from students. What might they encourage their friends, family members or classmates to set as goals for the coming year? Why? What resolutions might they set for themselves? What would help them keep those resolutions?

You do it:

1. Students talk in pairs and share at least one resolution with their partner.

2. Give each student an envelope. Depending on literacy levels, each person writes his or her name on the envelope, then writes his/her New Year’s resolution on a piece of paper and places it in the envelope. Alternatively, one student dictates to the other and the higher level student writes for both or the tutor/teacher assists.

3. Seal the envelopes and put them in a safe place. Agree on a date in the future when you will bring out the envelopes and see how people are doing with their resolutions.

Wrap-Up: Wish everyone a Happy New Year. Share expressions that are used in the U.S. or show examples of greeting cards and talk about images and words associated with the holiday. Eat some black-eyed peas!

Recipe for New Year Peas:

· 1 pound dried black-eyed peas

· 1 pound link sausage, or your favorite

· 1 small onion, chopped

· 3 tablespoons brown sugar

· 1 tablespoon prepared mustard

· 1 teaspoon salt

· 1 cup prepared barbecue sauce

Preparation: Rinse, prepare, soak, and cook peas in about 3 cups water, following directions on the package. Drain and reserve half of the cooking liquid. In a skillet over medium heat, brown sausage and onions; drain off excess fat. Place peas in a 3-quart casserole; add sausage and onions. Stir in reserved liquid, brown sugar, mustard, salt, and barbecue sauce. Bake at 300° for 1 to 1 1/2 hours. Serves 6.

Starting Class on Time

Purpose: It’s important to start class on time, even if only half of your students are there! Starting on time sets expectations about when students should arrive. Students who arrive early or on time can work independently, or in pairs, on review activities, and verify their answers on their own.

Preparation time: This depends on which activity you’re planning, but remember that once you prepare the materials, they can be used over and over again. Also, think about asking students to help with some of the preparation. This can be a learning activity in itself.

Materials: 3 X 5 or 4 X 6 index cards, markers, pens, pencils

I. Practicing Spelling and Vocabulary

• Pair dictations from flash cards or spelling lists
• Put word cards in alphabetical order
• Sort vocabulary cards
• Into word groups - words related to weather, words related to jobs, words that are nouns, etc.
• Sort adjective cards into 1 or 2 syllable words (great for teaching comparative and superlative).
• Write two statements on the board.

Minnesota is ___________________.(adjective)

Minnesota has __________________. (noun)

Give one student (the “teacher”) 5-8 flash cards that are all true about Minnesota.

The other students use the flash cards to make a sentence, using the models on the board. Write the correct sentence on the back of each flash card. The “teacher” affirms or corrects his/her students. As students advance, make a new set of cards and change the model, for example, making the statement negative or using the question form.

II. Drilling

• Preposition Cards - Write sentences on the fronts of the cards with a blank where the preposition should be. For example, “He works ___ night”. On the backs of the cards, write the appropriate preposition, in this case, “at”. One student takes the role of teacher, shows the front of the card to the student(s) and affirms or corrects the response.
• Verb Cards - Make a set of verb phrase cards: work at Pizza Hut, sit in the chair, drive a car, etc. Write a model on the board: He is working at Pizza Hut. Students work through the cards, following the model.

Variations:

· Change “he” to “they, I, we”, etc.

· Change the model to practice present tense, the negative, a question, or past tense.

· Regular present and past tense pronunciation:

On the back of each card, write the final sound of the present tense, third person singular: -s, -z, or -ez. For regular verbs, write the final sound of the past tense: -d, -t, or -id.

	wash the clothes		-ez -t
	play with children		-z -d

· Drill irregular past tense with flash cards. Write the present tense on the front and the past form on the back. One partner says the verb in the present tense and the other writes it in the past. The student with the cards checks the other’s work.

· Add in irregular verb phrases as in model above.

III. Checking Homework

Make a transparency of the homework page. Have it projected on the board or wall when students arrive. Alternatively, write sentences on the board. Ask each student as they come in to choose one that they are confident of, and write it on the board or the transparency. Those who haven’t finished, use the time to finish. Ask those who have finished to edit the work on the board, checking for capitalization, punctuation, etc.

Pro Con Improv

Purpose: To encourage advanced-level ESL and GED students to use transition phrases in conversation. This activity will help students use more academic language in speaking and in writing.

Prep Time: 10 – 15 minutes

Materials: none

Preparation: Based on the content of past lessons and learner interest, choose a number of subjects that students may choose from. Think about a topic you would like to speak about as you model the activity. Write down examples to illustrate the transition words you’ll introduce at the beginning of the lesson.

Procedure:

I do it:

1. Introduce the idea of transition phrases in speaking (and writing). For this activity, you will focus on connective words used to express thoughts in opposition to each other. Most of us tend to use the word “but” a lot, but there are other options to choose from which are more academic. These include “however”, “on the other hand”, and “then again”. Provide examples of each used in a pair of sentences.

2. On one side of the board, write a list of topics. For example: TV, travel, cell phones, computers, cars, fast food, etc.

3. On the other side of the board, write the transition phrases.

4. Check for comprehension of the terms “pro” and “con”. If necessary, pick a topic, make two columns, one with a (+) at the top and the other with a (-), and ask the students to help you outline the pros and cons of the topic.

We do it:

1. Now elicit sample sentences from the students, using the information you’ve generated and a transition phrase.

2. Ask a student to model the activity with you.

3. Tell the student your topic and explain that you will begin talking about the pros. When they clap their hands, you have to use a transition phrase and begin talking about the cons. Every time they clap, you have to switch course, using a transition phrase before you continue.

You do it:

1. Students pair up.

2. Give them a few minutes to reflect on their topic of choice.

3. Each student has a turn to speak and a turn to listen (and clap!)

“All learning involves conversation. The ongoing dialogue, internal and external, that occurs as we read, write, listen, compose, observe, refine, interpret, and analyze IS how we learn.” – Regie Routman

Sentence Games

Purpose: To explore and discover the “rules” of sentence formation.

Prep time: none

Materials: white board and markers

Prep: none

Procedure:

1) Write a simple sentence on the board, such as “It’s a book”. One by one, students suggest one or two words, or a phrase, which can be added to the sentence.

2) Each student writes in the new word or words and then reads the new sentence aloud. The class then decides if it is grammatically correct.

3) The level of the students will determine the complexity of the sentence. Beginning level might be: It’s a book.

It’s a big book.

It’s a big, red book.

It’s Maria’s big, red book.

It’s not Maria’s big, red book. Etc.

Variations:
Start with a longer sentence and students remove a word or words to make the sentence shorter. Continue until you can’t reduce the sentence any more.

Replace words in the original sentence to change the sentence completely. The meaning of the sentence can change, but it must remain grammatically correct. As above, each time the sentence is changed, the student reads it aloud and the class decides if it is correct.

Second Language Acquisition

Do you ever feel like a student is losing ground rather than progressing? Do you wonder why a structure they used correctly last week is now used incorrectly? The following video, Second Language Acquisition in Under 5 Minutes, was created by MLC’s own Educational Technology Trainer, Susan Wetenkamp-Brandt. It will help you understand why mastery of a grammar rule doesn’t happen all at once and why it’s important to be patient with ourselves and our learners.

http://www.youtube.com/watch?v=3_LOBBLmgYc

Points to reflect on after you view the video:

1. Mastery of a grammar rule does not come quickly or all at once. Remind your learners to be patient with themselves. You’ll need to review and repeat each grammar topic frequently.

2. Mistakes are not bad! Mistakes are windows into your learners’ grammar and can help you understand what they already know and what they need to work on. When learners start making different kinds of mistakes, this can actually be a sign of learning!

3. Correct grammar does not always indicate mastery of the rule. The learner may simply be repeating something she has heard, without understanding why it is correct. Don’t assume that your learners won’t benefit from review and repetition, just because they already use the grammar correctly.

4. People don’t always learn what they are taught – they learn what they are ready to learn. Not everyone in a class or group will be ready to learn a particular structure at the same time. This is not a failure on the part of the student or of the tutor/teacher.

5. Some things which may seem simple or beginning-level at first glance are actually very complicated. Don’t frustrate yourself or your learner(s) by insisting on complete accuracy before moving on to something else. Do another activity, and then come back to the grammar later.

Voter Education

Lessons on Elections and Voting in Minnesota

For English Language and Citizenship Classes

Thousands of students who are taking English or citizenship classes are, or will be, eligible to vote in the upcoming election. To be a voter, students must:

• be citizens
• be 18 years or older
• have resided in Minnesota for a minimum of 20 days.

To become citizens, they study and pass a rigorous examination. Then they have the opportunity to vote in the election, and you, as a teacher, have the opportunity to help their participation by preparing them to vote. The basic message of these lessons is the importance of voting as one way to be involved in one’s community and country. Voting is a right of all citizens, and it is the responsibility of all citizens to be informed about the issues and candidates.

Voter Education for English Language and Citizenship Classes is a primer on the basics of voting. It is written for intermediate through advanced English language learners. These lessons are relevant for all students, even if some students in the class are not citizens. They can still learn about the issues, have opinions about candidates, and talk to others about their views.

The lessons are based upon original stories, using a ‘real-life’ approach to learning language. Students develop skills in reading, writing, speaking and critical thinking while they learn about a significant facet of life in the United States – voting and elections. All lessons include a question worksheet, an activity and relevant materials (or links to websites to obtain materials) for Minnesota and US elections.

• Lesson 1 Registering to vote is about eligibility and voter registration. The story of Hawa teaches about voter registration. A pre-registration form in English is included in the lesson. Teachers are encouraged to actually register eligible voters in class, up until 20 days before the election. Otherwise, students can fill out the registration form in class, and take it with them when they vote in November.

• Lesson 2 Learning about Levels of Government uses a map to teach about boundaries for federal, state, county and local jurisdictions. The story about Fatima responds to students’ confusion about who is running for which office.

• Lesson 3 Learning about the Candidates and the Issues is how to become informed about the candidates. In the story, students follow Carlos as he learns to think about political ads and ethnic identification with a candidate. The subject of political issues is introduced, to help students discern what positions candidates support.

• Lesson 4 Making a Choice continues the story of Carlos as he struggles to decide how to vote. Students learn about political parties and how to get more information before they make their choices.

• Lesson 5 Going to the Polls focuses on the procedure for voting, using a sample polling place diagram and sample ballot. Mai takes his mother Tran to vote for the first time and they work their way through the polling place. Students end the lesson series when they make a sticker to wear that says “I Will Vote!”

Information for the lessons is from the Minnesota Secretary of State’s Office and the League of Women Voters. Recommended sources for you and your students

• Voter’s Guide, published by the StarTribune; available at Target Stores, Mervyn’s and Marshall Fields, free of charge; StarTribune newspaper voter’s guide: www.startribune.org
• Secretary of State’s Office: www.sos.state.mn.us
• League of Women Voters of Minnesota Voter Guide: statewide nonpartisan publication that includes, in one issue, all the candidates for statewide offices for all the major and registered minor parties and photos, biographies and responses to our questions from US president, US House and statewide judicial candidates. www.lwvmn.org

Lesson 1 Registering to Vote

Any person can provide registration cards and assistance to help register voters, and the ESL and citizenship classrooms are ideal places to do voter registration. When new voters take this first step of filling out the registration form, they are more likely to actually cast their vote on the day of the election. ESL teachers have a good opportunity to pre-register eligible voters. You can keep a list of names and phone numbers of the people you register to call and remind to vote the day before the election.

Eligibility requirements in Minnesota are:

• 18 years of age or older
• A citizen of the United States, and
• Have lived in Minnesota for at least 20 days before the election

U.S. citizens may not be deprived of the right to vote because they cannot read, write or speak English.

Pre-registration is accepted up to 20 days prior to an election. Voters who register by this deadline will receive a postcard in the mail with information about their polling location. Eligible voters who have not pre-registered can register at their polling place on the day of the election.

Teacher preparation and materials: Make copies of the story, questions and voter registration form for all students. Decide on key vocabulary you might want to pre-teach. You also may get a supply of voter registration cards, available in Hmong, Spanish, Somali and Russian, at one of the following locations:

• County Government Center
• Local Library
• City Hall
• Secretary of State’s Office on-line www.sos.state.mn.us/election/register.html

Procedure:

1. Hand out a copy of the story and questions to each student.

2. Read the story aloud while students follow along. Then read aloud, sentence by sentence, with the group repeating.

3. Ask if there are words or phrases students don’t understand and then explain and clarify as you go along. Teachers may want to pre-teach key vocabulary words before reading the story.

4. Give students time to go over the story silently and underline anything they don’t understand or want explained. If some finish quickly, they can work on the questions following the story.

5. Work with the words or phrases students underlined, and help them understand the concepts in the story.

6. You can use the questions in a variety of ways.

• Have students work in pairs to write answers to questions on the worksheet, using complete sentences. Ask for volunteers to write answers on the board.
• Use questions as a catalyst for discussion.

Follow-up Activity: Read aloud the statement of eligibility on the Minnesota Voter Registration Card. Explain anything students don’t understand. Give non-registered eligible students the option to complete the card. Other students can use the card to interview a partner and fill in the card for the partner (without their signature). Mail in only those cards that have certified eligibility and a signature.

Story: Hawa Registers to Vote

Hawa is 34 years old. She became a citizen in 2001 but she has never voted. She didn’t register to vote when she became a citizen. Now, there is going to be an election, and Hawa wants to vote.

Hawa asks her ESL teacher, John, “What do I need to do to vote?”

John says, “First you need to register. You can register to vote before the election. This is called pre-registration. That puts you on the list of voters so it will be easier when you vote in November. You can also vote on Election Day at your polling place.”

“What is a polling place?” asks Hawa.

“A polling place is the room where you vote. Polling places also are called ‘polls,’” says John. “Polls may be in schools, apartment buildings, churches and community buildings. Your polling place is in your neighborhood. The Secretary of State’s Office can give directions to your polling place if you call 651-296-2803. Their web site is www.sos.state.mn.us.”

“I want to register before the election. I want to pre-register.” says Hawa.

“I will bring a registration card to the next class and you can pre-register.” John answers. “Do you want the card in English or Somali? They also are available in Hmong, Spanish and Russian.”

“Please get me a card in English, so I can practice my English,” says Hawa. “Will you help me if I don’t understand the instructions?”

John gets a voter registration card in English at the public library. It is free. He brings it to class the next day. He also gets a card in Somali for Hawa to give to her husband. They need to pre-register 20 days before the election.

Hawa completes the card in English, using a pen, not a pencil. It is very easy. She puts on a $.44 stamp and mails it to:

Secretary of State

60 Empire Drive

Suite 100

St. Paul, MN 55103

When Hawa goes home, she takes the other registration card to her husband. Now she can help him fill it out. She can be his teacher.

Questions: Hawa Registers to Vote

2. What does Hawa need to do before she can vote?
3. What is the name of the place where a person votes?
4. How do you find out where to vote?
5. In what languages are registration cards?
6. Where does John get the registration card?
7. Where does Hawa mail the registration card?
8. How can Hawa help her husband register?

Quick Pronunciation Lesson

Purpose: to assist a student who is having difficulty pronouncing a particular word or phrase

Prep time: none

Materials: something to write with (optional)

Prep: none

Procedure:

1. You hear a student having difficulty pronouncing a particular word or phrase. It could be that the student is having difficulty with word stress, consonant clusters, a particular sound, or some other difficulty.
2. Replicate what the student says (do the best you can) and then say the target pronunciation. Repeat both versions a few times to help the student hear and see the difference between what he/she is actually saying and what he/she is trying to say. You can also write the two versions, using conventional spelling.
3. Indicate that the student should attempt to say it again, if he/she hasn’t already done so.
4. After a couple attempts, move on. It takes time and repetition to learn to pronounce words and being put on the spot during class can be frustrating. Suggest that the student say some repetitions for homework.