TEFL - TEACHING THE LANGUAGE
Devise concept questions to check student understanding of the sentences. Write 3 or 4 questions to each sentence. Make sure all your questions are useful, i.e. they check the essential meaning of the grammatical structure.
Question 1 Tanya is having her car repaired.
Question 2 I wish you wouldn't smoke so much.
Question 3 When he arrived at the station, the train had left.
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Question 4 What's the level of the class?
Question 5 How does the teacher introduce the topic?
Question 6 What grammatical structure is being taught?
Question 7 How does the teacher make the meaning (i.e. function, concept) of the structure clear?
Question 8 How does the teacher check student understanding?
Question 9 How do the students practise the structure?
Question 10 Write about 200 words on what you thought about the lesson. How effective was the teacher’s use of a context to teach a new grammatical structure? Was the lesson a success? Why/why not? How did the teacher personalise the lesson? Was there a good balance of presentation, practice and production?
Question 11 How would you teach the form ‘going to + verb’ used for future plans to a pre-intermediate class? Outline your lesson plan using the following headings as a guideline.
Warmer / Lead in
Presentation (in a suitable context) and drilling
Controlled practice activity
Production (a personalised communicative activity).
Briefly say what you would do for each stage of the lesson (in bullet point). Each of the four stages above may contain more than one activity. Remember to include examples of the sentences you will present and your students will practise. The sentences should follow this pattern: Subject + 'am/ is /are going to + verb' and they should express future plans. Also include at least one concept question you would use to check understanding. Write 150-200 words.
How do you think you could best explain the words and phrases below? Consider the following techniques: bring in realia; mime it; draw a picture; show a flash card; make a sound; use a synonym; use an antonym; put the word in a sentence; define it; encourage students to use a monolingual dictionary; explain the word in the students' language (or ask them to look it up in their bilingual dictionary) . Provide brief details where appropriate, for example what synonym you would use or how you would define the word.
Question 12 to be nervous
Question 13 a beard
Question 14 to wink
Question 15 a daisy
Question 16 occasionally
Question 17 tiny
Question 18 boring
Question 19 noise
Question 20 to let someone down
Question 21 the truth
Segment the meaning of each of the following words into its component parts and write at least 3 definitions for each word. Remember to use language that is less complex than the word itself.
Question 22 a lake
Question 23 a factory
Question 24 Imagine you are teaching the verb "to rent". What concept check questions would you use to check student understanding of the word?
Question 25 Imagine you are teaching the phonemes /l/ and /r/ (/r/ for 'right' and /l/ for 'love'). Your aim is to help your students distinguish between the two sounds and pronounce them as accurately as possible. Remind yourself of the stages (p6) of teaching sounds you covered in module 6 and describe step by step how you would teach these sounds. Remember to give details of a communicative activity at the end. Write about 200 words.
Write one English word which corresponds to each of the following stress patterns:
Question 26 Oo
Question 27 oO
Question 28 oOo
Question 29 Oooo
Please look at the student mistakes below and do the following:
1. Identify what is wrong with the sentence
2. Write what probably caused the mistake
3. Identify what type of a mistake it is
4. Write how you would correct it.
(Note: These are all spoken mistakes. The level of the learner is written next to the sentence).
For example: Did you enjoyed your holiday? (Intermediate)
1. The student used the past form of the main verb in the past simple question. It should be ‘Did you enjoy your holiday?’
2. Slip of the tongue
4. Repeat to the point of error emphasising ‘did’ and pointing backwards to indicate the past. Then repeat 'enjoyed' stressing 'ed' with a questioning look. Wait for the student to self-correct.
Question 30 I "walked" /wɔ:kId/ to school today. (Elementary)
Question 31 Let me make a photo of you. (Intermediate)
Question 32 He's a friendly girl. (Upper-intermediate)
Question 33 She cans drive. (Elementary)
Question 34 The people was very kind. (Pre-intermediate)
Question 35 You’d better not criticise her - she is very sensible to criticism. (Advanced)
Question 36 Good morning, sir. What's up? (Intermediate)
Question 37 Tomorrow I go to London. (Beginner)
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