TEFL Checpoint 5 Task 8

After failing 3 times on the course, and two privatley i have one last chance to do this, my course has expired but can send via email, please help me by reading the following, this is what i was sent back: Please help?

I am afraid you haven't passed this. I have attached some feedback for you. 

I can squeeze you in one last go. But if you don't pass the next time I will have no choice to fail you on the 60 hours course.

Kind regards,


Thomas Kerr

TARGET LANGUAGE:



conventions of asking about trains: [Soft Break]'Can you tell me when the next train to London leaves?' [Soft Break]'What platform does it go from?' [Soft Break]'How much is the single fare to London?' [Soft Break]'Can I have one/two return/single tickets please?' [Soft Break][Soft Break]Wordslike [Soft Break]'departures', [Soft Break]'arrivals', [Soft Break]'platform' and [Soft Break]'delayed'







[Soft Break]I keep changing and swapping knowing this is my last chance, i have not been able to log into my i-to-i because the course has expired and not been able to read my tutors feedback which i have found hard as i wanted to read my previous mistakes otherwise this could have been a lot better, nothing i can do now, so here it is with no help:[Soft Break][Soft Break]Warmer: Pictionary - In teams one player per team comes upto the front and the teacher shows them a word of a place/destinination[Soft Break]e.gparis the student then needs to go back to their team and draw a picture of the place eg. eiffel tower, the first team to guess wins a point.[Soft Break]T-S, S-S, 3 Mins.[Soft Break]Planery-Students discuss a place they would like to go. S-S, 1-2mins.[Soft Break][Soft Break]Presentation[Soft Break]1. Set the context - listening to a tape - Students will take the language from while listening. Students will listen for the typical questions used.[Soft Break]T-S, 3 mins.



I don’t see how this teaches the TL above in yellow. Here in this presentation stage you must explain how you teach meaning of the TL. The listening you provide is ok for the controlled practice “after” you have taught it.



[Soft Break][Soft Break]2. Concept check with a context-based work sheet - Ask students concept questions for example[Soft Break]A) Did he pay by cash or credit card?[Soft Break]B) Did he catch the train?[Soft Break]C) Was he on the right platform?[Soft Break]D) What time was his train? etc T-S, 5 mins.



How does this check understanding of TL like “What platform does it go from?”



Concept questions are great for checking understanding of tenses but not phrases. [Soft Break][Soft Break]3. Drill - To the class and individually drill all forms of the structure (I, you, he..etc). T-S, 5 mins.



All forms of what structure? You need to drill only the new phrases you aim to teach in the TL.[Soft Break][Soft Break]4. Write on the board - question form positive/negative using a substitution table. Elicit the form from the students - subj + going to + infinitive using the maker sentence.[Soft Break]T-S 4 mins.



This is not the TL. It is the phrases in yellow.[Soft Break][Soft Break]Controlled practice - Put up 4 pictures. Elicit the place, time using a 24 hour clock - a quick way to teach this is using the am time and add 12 to make the pm time[Soft Break]e.g. 7 add 12=19 (7pm), date and the questions they will need to ask at a train station. Put students in groups of 4 to help solve any issues/problems.[Soft Break]Students will swap and compare answers who they have not worked with in the task. Observe and write down errors.[Soft Break]GW, S-S, 7-9 mins.[Soft Break]Plenary - Teacher to correct students errors that were heard during controlled practice and write up corrected sentences and questions on the board.[Soft Break]T-S, 2 mins.







You say “teach them the am time…” But you must teach only the TL. You must not teach the time here. Anyway they should know how to tell the time, so by all means revise it, but “before” you teach the new TL.



Here you must provide a controlled practice to practice the TL: i.e. listening ticking off the new phrases when they hear them, gap fill etc. [Soft Break][Soft Break]Production/freer practice - Pair Work - Students are given a card with a picture of a destination - Students now have to produce a whole role play which will be written by them and then acted out. The student will need to get to the destination by making enquiries at the Information Office to buy a train ticket and paying for it.[Soft Break]T-S, S-S, 10 mins.[Soft Break]Plenary: Feedback on activity. Ask a few of the students to share some of the advice they received.[Soft Break]T-S, 2-3 mins







The freer activity is good work [Symbol]