Lesson plan for a one on one student wanting to improve his grammar and speaking skills.

Hi Jon, so i am currently doing the TEFL online course and i am nearly finished it although i am having a problem with lesson 10 for my one on one assigment with doing the lesson plan and also i am having a problem with teaching young learners assigment with task 2,3,4. I have submitted my answers twice and has been incorrect so i have one more attempt with bith which i am so scared so if you could please help me with these i would really appreciate it. Ok so hte first one os the lesson plan i did and at the bottom is the comment from my tutor.




Look at the student’s profile below:

Level:	Pre-intermediate, has been learning English for 2 years
Age:	26
Job:	Journalist
Interests:	Action movies, extreme sports, rock music, travelling
Areas he wants to work on:	Improving speaking skills and grammar (especially the tenses)
Needs English for:	Working on assignments abroad, meeting with foreign colleagues, socialising, writing e-mails, telephoning.
Learner style:	Visual

Based on the information above, write a lesson plan for a 45 minute lesson for this student. Remind yourself of the rules of lesson planning and include the following information:

• Objective
• Target language
• Assumed knowledge
• Anticipated problems
• Solutions
• Preparations and aids

Then write a step-by-step lesson plan including timing and interaction for each stage.



Answer:

Level: Pre-Intermediate Lesson Length: 45 minutes Objective: Past simple question forms and short answers Target Language: Did + subject + verb (simple form) Short answer yes/ no + Subject + did/ did not. were + subject + here short answer yes/ no + Subject + were/ were not + here Was + subject + here short answer yes/ no + Subject + was/ was not + here Assumed Knowledge: Student should have knowldge of Past simple regular/irregular verbs and negative form. Anticipated Problems: My student will use a past form of the verb to make the question instead of using the simple form. E.g. Did you went? He/She may use the statemnet without using the auxiliary verb eg You went out yesterday? instead of did you go out yesterday Solutions: During the presentation stage you will draw attention to the verb tense in the question form did + subject + verb. Practice making questions, Error analysis excercise and having Him/Her put scarmble sentences in order. Preparation and Aids: Handouts, flash cards, markers. stage 1. Warmer: Ask The student questions about their weekend, then go over homework from last lesson. stage 2. Introduction: Show a picture of a character Him/Her, and elicit information from my student about the character's name. Then show Him the pictures of the places the character went to and things he did, this should then elicit Him to make simple past sentences such as; 'He went to a concert' 'He took his friend with him'. stage 3. Ask the questions about the character and what he did such as 'did he go to the concert?’ See what is his answer and then correct my student. Ask the same questions again, pay attention to how the student answers and then correct any further mistakes. stage 4. Elicit questions by showing student flash cards of what the character did. stage 5.I will write the verbs tense in the question form, example: did + subject + verb, then get the student to copy. stage 6. Student will work on a handout were he/she will need to fill in gaps of incomplete sentences of simple past questions and answers leaving half of the questions for homework. stage 7. Go over the answers on the handout. Homework: 1. The student will need to finish questions on the handout. 2. The student should read a paragraph of what the character did and make up as much simple past questions as possible.

Comment: You have taught meaning and provided good controlled practice of the TL. Well done. But there is not freer practice and that is key. So I am afraid I need you to give this another go and provide a freer practice. It normally goes at the end after your controlled activity. By the way: I wouldn't do a worksheet in class with a one to one. They generally want as much touch time with the tch as possible.

So just add an appropriate freer practice that focuses on the TL and you'll be fine for a pass.

And this is the second one i am having trouble with so this is the question and my answers and my tutors comment please if you could help me.


Describe, step by step, how you would teach the following structures. Include any visual aids you would use, what drilling (repetition) you would do and what your instructions would be. You don’t have to write a full lesson plan or activities. Write about 100 words for each structure.



Question 2



Structure 1: Where is it? It’s on/in/under...



Answer:

I would be showing my students flashcards of objects with regard's to the related questions (in/on/under) So i would first show them the picture for example: of a cat on the table, A dog under the table and a pen in the drawer of the table. Example: 1.T Where is the cat? S It is on the table 2.T Where is the dog sitting? S Under the table 3.T Where is the pen? S It is in the drawer.

Comment: Again, you expect the students to already know what the question means. However, the students have NOT learnt this structure yet and so cannot possibly answer the question. You need to first state how you would make the meaning of the prepositions clear and then introduce the question. Please try this question again.





Question 3


Structure 2: How many... are there? There are...


Answer:

I would use realia and visual aid on this one. I would bring in objects for example: fruits,sweets,marbles and then ask them the questions: T How many apples are there in my hand? S There are two apple's in my hand T How many sweets are there on your desk? S There are four sweets on my desk T How many marbles are there on the floor? S There are ten marbles on the floor By doing this they would be able to count the objects physically to grasp a better understanding of how to answer such question's correctly.

Comment: Same problem here. Please make the meaning of the structure clear before you introduce the question.




Question 4

Structure 3: Can you...? Yes, I can/No, I can’t (used to talk about a person's ability)


Answer:

I would ask them a question and then let them answer on what they think there ability is, as well as show them some picture's or demonstrations. Example Showing them a picture of a boy riding a horse, T Can you ride a horse? S yes, I can ride a horse/No I can't ride a horse. I will demonstrate tying my shoelace T Can you tie your shoelace? S yes, i can tie my shoelace/No I can't tie my shoelace I will ask a student to jump and demonstrate T Can you jump this high? S Yes, i can jump that high/No I can't jump that high. I think this structure would be good learning as well as fun for my learners as they will be interacting with me and each other.

Comment: Same here. PLease try this question again.

Thank you kindly