3rd Attempt - Checkpoint 5 Q3, 8, 12 (TEFL)

3

Target language

Answer:

There will be only some hobbies vocabulary. Some examples could be: hockey, pottery, swimming, tennis etc. New words could be: enjoy, dislike, play, love, to do, to go, going, playing. I will then go on to teach the meaning and provide a controlled and a freer practice. In the freer practice I could get them using the new words along with the adverbs. I then review my plan and make sure I teach them and provide a controlled and a freer practice. Adverbs and other basic language are Assumed Knowledge.

Comment: Sorry but this is still not right Michelle. Words like; enjoy, dislike etc are not hobbies and that's the objective. Nor you you need to explain here what you are going to do. All you need to list here is your TL of "hobbies: i.e. hockey, pottery, swimming, tennis etc. That's it, no more. Though you will need to list "all· the hobbies you aim to teach. Say between 10 to 14.


8

Now write a lesson plan for a 45-minute-long lesson on the chosen topic in the space provided below. Click here to remind yourself of the model structure for a lesson plan. To pass this task, make sure each stage of your plan includes an activity description, the type of interaction, and the timing.

For example:
1. Warmer. Play pictionary using the words taught in the previous lesson. S-S 5 minutes

Answer:

Objective: To learn vocabulary of popular hobbies and to review adverbs of frequency. To introduce and practice ways to: * Talk about what you are doing in the present * Talking about the future and * Making arrangements Level: Elementary Age 12-14 Lesson Length: 45mins Target Language: There will be only some hobbies vocabulary. Some examples could be: hockey, pottery, swimming, tennis etc. New words could be: enjoy, dislike, play, love, to do, to go, going, playing. I will then go on to teach the meaning and provide a controlled and a freer practice. In the freer practice I could get them using the new words along with the adverbs. I then review my plan and make sure I teach them and provide a controlled and a freer practice. Adverbs and other basic language are Assumed Knowledge. Materials: Flash Cards / Pictures (Action pictures such as a woman playing football which represents the hobby football and that not all men just play football, a person swimming, a person playing tennis, a group of people playing volley ball, a man playing golf, a girl playing the piano, a boy cycling his bicycle, a girl sitting on her bed with her headphones on listening to music, a girl cooking) Assumed knowledge: Present simple and present continuous (positive, negative and question forms), adverbs of frequency (often, sometimes, etc) The learners will be familiar with the different simple, perfect and progressive tenses. They will need to understand the nuances of English Grammar in preparation for an exam. I will elicit the subtle differences between the simple and the progressive forms. Warmer: 5mins Board Relay Race – I will call out a verb “swim”. The first team to write a sentence on the board using the correct form wins a point, e.g., I like to swim. It might be best if the students brainstorm first before doing the relay race. I could create a score sheet for each team and delegate a person to write down the scores. I will teach the pronunciation through miming and lots of drilling. Presentation: 10mins (Present Continuous): Establish the context. I should begin with a question..."What is your hobby? My hobby is ________" For this level, I will use questions such as, "I like...I don’t like". I will also mime the expressions. I will introduce the vocabulary by writing the words underneath the magnetic flashcards on the board and practice pronunciation through drilling. Elicit: 5mins When I feel the class understand, I will start using a negative build-up. I will use the flash cards as prompts and miming. I will then ask, “What are you doing now” emphasising the word ‘now’. Response, “I’m studying English”. There will be a fair amount of repetition but not too much and will provide a little bit of prompting. Once the students are comfortable, I will introduce negatives and eventually questions. I will then ask the following questions; Elicit: 10mins (Present Simple) “How often do you go swimming? Response, “I go swimming once a week”. “Are you swimming now?” Response, “No, I am not swimming now”. While I am asking the questions, I will use the flash cards to help visualise what they need to say and prompt an idea. The order of Interaction will be: T-Ss; Ss-Ss-T. Controlled Practice: The students will have 2 cards each. I will tell them to stand up and walk around the class and approach random student. They will then play ‘rock, paper, scissors’ and the winner then asks the question "What is your hobby?" the other person has to answer and say "My hobbies are _____ and _______" The person who asks passes the flashcard to the person answering the question of the hobby mentioned. That round is over and the student moves to another student. The winner is the one with the most flashcards and will be rewarded with a sticker. This should take 10mins. Activity: The Freer activity could be worked into a worksheet and should take about 2mins. The activity is matching the hobbies with the pictures. Production: 5mins Get the students to demonstrate, and write a sentence on the provided worksheet. I will say to them that they have 5 mins to complete the worksheet.

Comment: So I’d like you to review your TL in task 3 again and then here in the plan you need to say how you’d teach meaning of the hobbies from your TL using a PPP lesson plan.


12

How would you introduce your students to the culture of an English-speaking country? Please describe an activity which would help them learn more about the country and increase their cultural sensitivity. You may use one of the activities mentioned in the module, however please provide specific details about the way you would organise the activity in your class. (Write about 150 words)

Answer:

Firstly, I would need to take into account the cultural differences and overcome preconceived notions about different cultures and help the students to overcome biases against our culture. This will help to create a learning environment where the students can be valued for their unique heritage. I will initiate an activity for 10mins. I will invite a guest speaker who is a Native English person but has integrated into the new culture for a couple years. They will as I will use flash cards and objects that are typical of English culture, such as a toy of a London taxi, the English flag, woman taking a leading role in society such as, ‘playing football, being a manager, a woman working in I.T and computing, a man cooking (chef), a mother doing the domestic chores.

Comment: OK good ideas but what are the sts doing? This is all TTT. They need to be engaging/speaking in the language as much as possible. So please give this another go and make it more sts dynamic. Thanks.