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Teaching ESL

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First you must establish a basis for more advanced learning by building vocabulary and grammar skills. However, these skills, once a basis has been established, can be incorporated into larger tasks which involve literature, namely; poetry. Learning English as a second language is difficult for many students—especially if they have not had much exposure to English before they reach the classroom setting.
Here is one way to teach ESL.
For example: Poems can be used in an integrated thematic unit on the seasons or weather. Reading simple, rhythmical lines will integrate vocabulary and grammar, and will be easier to remember. You may want to re-type the poems using italics for some words or phrases as examples of grammar and vocabulary your class is already studying. Here are a few ideas for poems that can be used in ESL classes:
Smoke and Mist are two good poems by Henry David Thoreau, Fog by Carl Sandburg, and Stopping by the Woods on a Snowy Evening by Robert Frost.

Here is an example of a re-written class created poem:

Rain
Large heavy drops
Falling to the ground like tears
Fresh smells and hypnotic sounds create a private space
Rain, drizzle, mist, sprinkle
Wet shoes and soggy grass make me think of spring
Water running along the road
Muddy puddles
Rain drops drumming a beat on the roof
Clouds covering the sky
It is a rainy day

First divide the class into groups, each gets four copies of the same poem and have the group members to read the poem silently, then to reads aloud, each taking turns as specified by the type of font they selected. Second, have each student create two questions to ask about the poem. Third, each person in the group takes a turn telling the means to them, and write out their answers if possible. Let them engage in a discussion about the poem, understanding that poetry can be interpreted in many ways. Lastly, after this initial sharing within groups the next step is to have each group member select a character or item or topic in the poem that they would like to explore further. The students will tell their selection to the rest of the group: i.e. "I want to talk about ___ because ___." The teacher can write this sentence on the board to provide support to less proficient students
Teachers observing these groups working together can assess the progress of their students and note the types of questions students should ask, discovering the parts of the project students have the most trouble with. Then the ESL teacher will work from there to continue to develop English speaking and writing skills with their students.

 

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