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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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