Wednesday, December 29, 2010



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.
Click here to watch the assessment video and answer the following questions. It is recommended that you print off the questions and have them with you while viewing so that you can note down ideas. You can then rewrite your answers from your notes and paste them into the box below.
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
3. Grammar
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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You will need to write a lesson plan for a 45-minute-long lesson based on one of the options listed in the table below. The lesson objectives and levels are provided as well as some information on assumed knowledge to help get you started on the right track. Please select one option.

1- Hobbies; Objective: To learn vocabulary of popular hobbies and to review adverbs of frequency; Some assumed knowledge: Present simple and present continuous (positive, negative and question forms), adverbs of frequency (often, sometimes, etc); Level: Elementary
2- Travelling by train; Objective: To be able to understand a timetable, make enquiries at the Information Office and buy a train ticket; Some assumed knowledge: Present simple question forms, numbers, times (4:30, 10:15, etc); Level: Elementary
3- Comparisons; Objective: To be able to compare objects and people, to learn the comparative form of adjectives; Some assumed knowledge: A range of simple adjectives (one-, two- and three-syllable ones); Level: Elementary

First write a pre-plan. Remember to fill each box. Please copy the level and objective from the table above. Please also copy the assumed knowledge, but you can add more to it.

Question 1

Students’ age
Question 2
Question 3
Target language
Question 4
Assumed knowledge
Question 5
Anticipated problems
Question 6
Question 7
Preparation and aids
Question 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
Question 9
Describe how you would use one common game in your classroom. Do not use those listed in module 11. Briefly answer the following questions:
1. What language point would you practise?
2. How would you play the game?
3. What would be the level of your students?
4. What would be the age of your students?
5. How much time would the game take?
6. At what stage would you use it in the lesson?
7. How would you give instructions?
8. What would be the seating arrangements?
Question 10
You want to revise vocabulary of animals (bear, dog, fox, crocodile, etc) at the end of a week. Choose a suitable game to do that and plan a 30-min lesson based around the game. Continue the pre-plan below:
Level: Beginner
Age: 7-8 (young children)
Timing: 30 mins
Objective: primary objective - to consolidate vocabulary of animal names; secondary objective – to practice basic grammatical structures
Target language: no new language is taught
Assumed knowledge: twenty common animals have been taught in the last week; students know basic structures: “This is a…”, “These are…”, “I can see…”, “I have…”, and personal pronouns.
1. Now you write the following:
1. Anticipated problems
2. Solutions
3. Preparations and aids
Question 11
2. Write a step-by-step plan of your lesson. Look at the example plan (p6) in module 11 and note the staging.
Stage 1. Activity. Interaction. Timing.
Stage 2. Activity. Interaction. Timing.
Question 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)

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TEFL - Teaching with Limited Resources

TEFL - Teaching with Limited Resources

Briefly describe two ways in which you would use each of the following objects in your teaching.

Question 1

• Trees growing outside.
Question 2
• An orange.
Question 3
• The desks (themselves rather than what you can put on them).
Question 4
• The school building as a whole.
Question 5
• A cardboard box.
Question 6
• Students' shoes.
Question 7
Imagine you're giving a speaking and vocabulary lesson about 'occupations' to a class of pre-intermediate level teenagers. The students know the basic present, past and future tenses. You have recapped the vocabulary of popular occupations and introduced a few new ones. Flashcards prepared by the students have been used. The new vocabulary has been drilled and taken down into the students’ notebooks.
Write 3-5 ideas how to practise the new vocabulary in class based entirely on the students’ own/their classmates’/teacher’s experience, and on their imagination. Remember to include homework. Write about 200 words.
Question 8
Imagine you’re teaching in an empty classroom. There are only four walls, your students and yourself (there is no white/blackboard either). Think of a game which would keep the students engaged for 15 minutes. Indicate the level and what language point you would practise. Describe how you would play the game. Do not use the games already described in the module. Write about 100 words.
Question 9
Imagine you are going to teach the vocabulary of kitchen items to a pre-intermediate class of young adults. The classroom has minimal furniture, rows of desks fixed to the floor and a blackboard. All students have pens and paper. There are no textbooks or technical equipment available. The only materials you can use are those which you and your students own or which you have created with your own hands. Neither you nor your students have had the opportunity to use a printer or photocopier. Plan a 45 minute lesson. 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.

Get the tutorial to help you with these TEFL questions on: E2%80%93-teaching-with-limited-resources/13227817

TEFL - Teaching English to Young Learners

TEFL - Teaching English to Young Learners

Question 1
Think of a game or activity which could help young learners develop their speaking skills and describe, step by step, how you would play it with your class. Note: in this game/activity the learners should talk to each other using sentences rather than single words. The class is beginner or elementary level. (Write about 100 words.)
Question 2
Structure 1: Where is it? It’s on/in/under...
Question 3
Structure 2: How many... are there? There are...
Question 4
Structure 3: Can you...? Yes, I can/No, I can’t (used to talk about a person's ability)
Question 5
Click here to read a lesson plan for a class of young learners and imagine you are giving the next lesson to the same class. Your aim is to teach the following set of new double letter sounds:
ai as in sail
ay as in tray
ir as in girl
oa as in boat
Write a lesson plan according to the same model. The time and level are the same and your aims will be to teach a new set of double letter sounds. Please use as much as you can from the different parts of this module and include a varied range of activities.




Question 1

Think of some questions you could ask your one-to-one students about their specific needs in your first class, e.g. 'What are your hobbies or interests?' (Write approx. 100 words)

Imagine you are giving a lesson on a particular subject (e.g. vocabulary of animals, or 1st conditional, or any other) and describe an activity that you would plan for each type of learner – visual, auditory and kinaesthetic – to practise the subject. (50 words each)

Question 2
• Visual
Question 3
• Auditory
Question 4
• Kinaesthetic

Here are four reasons why a student may be unresponsive. Write below what solutions you would use to deal with this. (50-100 words each)

Question 5
• The student feels uncomfortable or shy in a one to one situation.
Question 6
• Your student has had a bad day at work/school/home and is finding it hard to concentrate. He/she wants to tell you all his/her problems. You are starting to feel more like a counsellor.
Question 7
• Your student has poor listening skills.
Question 8
• Your student expects you to dominate the lesson and do all the talking.

Question 9

Think of an activity/game that can be used in a one-to-one lesson and describe how you would use it. The level is upper-intermediate, the topic of the lesson is Travelling. Your student has fluency problems and she tends to be reluctant to speak, so think of an activity which would encourage her to do a lot of talking. (Write about 150 words)

Question 10

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
Needs English for: Working on assignments abroad, meeting with foreign colleagues, socialising, writing e-mails, telephoning.
Skills he wants to improve most: Speaking and listening
Learner style: Visual

(Note: the information about interests and needs is given to help you ‘get to know’ the student better; you don’t have to use it all in your lesson)

Based on the information above, write a lesson plan for a 45-minute lesson with this student. The topic is Telephoning, and the objective is to prepare the student to communicate over the phone. At present, he finds it difficult to speak with someone without seeing the person and he needs to learn the standard language of telephone conversations (e.g. “I’d like to speak to …, please?”, etc).

Please include the following information:
• Target language (list the specific vocabulary/phrases/structures you will teach)
• Assumed knowledge (for example, list some grammatical structures the student already knows, which can be of use during the lesson)
• Anticipated problems
• Solutions
• Preparations and aids
• A step-by-step plan of the entire lesson including the timing of each stage. Remember to follow the PPP sequence: from Presentation, through Controlled Practice to Freer Practice (Production).




Question 1

Look at the stages of a writing lesson below and think how you would prepare students to write a letter of complaint. Explain how you would deliver your lesson step-by-step (in bullet point). Follow the stages of a writing lesson but provide specific details and examples for each stage. (Write about 300 words).

* Introduce the topic and ask students to discuss it in small groups, followed by feedback and discussion with the whole class

* Assign the writing task
* Ask students to consider who will be the target reader and to focus on the purpose of the task
* Use language models to illustrate the appropriate form (e.g. other written texts, examples on board)
* Brainstorm ideas in groups, after which the teacher or a student writes them up on the board. Students select which ones to use
* Elicit how to put the ideas into a logical sequence and edit
* Construct a skeleton text in small groups
* Prepare a rough draft either individually, in groups or with the whole class
* Ask students to tell you if they want you to repeat anything. (This is more effective than saying “Does anyone not understand?”)
* The final written task may be given for homework

Question 2

Think of a discussion, a debate or a role-play and describe in detail how you would use it in a lesson with adult students. If it is a discussion or a debate, make sure you formulate the subject clearly; if it is a role-play, explain the scenario and the roles. Then describe step-by-step (in bullet point) how you would conduct the activity. What level of learner would it be intended for? How long would it last? (Write about 200 words)

Questions 3-9 are based on the following text:

"The most popular gambling city in America and perhaps the world is Las Vegas. Located in the middle of the Western desert, this city is a unique place where the main attractions are the many casinos with their non-stop gambling machines and nightclub entertainment.
The gambling covers a wide range of games from roulette to slot machines and black jack. The foreboding element and danger of risk is ever present. A person may lose a little over a long period of time or a great deal all at once. Such is the uncertainty of gambling. A careful gambler will never lose more than he could afford and a lucky gambler may walk home with a jackpot. Most would be happy if they just broke out even.
When one tires of these games of chance, the gambler may enjoy the many nightclubs which are part of the casinos. Featuring some of the nation's most famed entertainers, they provide a necessary distraction and offer a moment of relief from the tensions of the gambling tables. For those who may have suffered great financial losses, they offer temporary consolation before the long trip home.... "(check rest of text on the tutorial preview; see link below)

Question 3

What level of learner do you think this passage would be suitable for?

Question 4

What pre-reading activity would you devise to arouse students’ interest in the text?

Question 5

What vocabulary would you pre-teach and why? Please list the words here and explain your choices. List 8 words maximum. Keep in mind that some words can be worked out by students through context, and such words do not need to be pre-taught.

Question 6

What global/gist questions would you ask?

Question 7

What detailed/comprehension questions would you ask? Please write at least 5.

Question 8

A teacher has planned the following sequence of reading activities for this text:

1. Give students 15 mins to read the text.

2. Ask them gist questions in open class.
3. Ask them detailed questions and give them 5 mins to discuss the answers in pairs.
4. Elicit answers to the detailed questions.

Why is this sequence incorrect? Please correct it and give brief reasons for your corrections. Refer to the stages of a listening and reading lesson in module 9 bearing in mind that this is a reading lesson. (Note that the reading stage of the lesson is the only focus here; do not mention any pre-reading or post-reading activities). Write about 100 words.

Question 9

What follow-up activities could you use? Please mention at least 3.

Question 10

Choose a song and think of 1 or 2 ideas how you could use it in a lesson with adult students. Include the relevant lyrics and explain what language point(s) or skill(s), in addition to listening, your students can practise with the help of the song and how they can practise them. What level of learner would you use the song for? Remember that it is a listening lesson, so they need to listen to the song at some point rather than simply read the lyrics. (Write 100-150 words apart from the song lyrics)