TEFL Assignment 2-Lesson Plan-Grammar-latest 2024., Exams of Advanced Education

Download TEFL Assignment 2-Lesson Plan-Grammar-latest 2024. and more Exams Advanced Education in PDF only on Docsity! QUESTIONS AND ANSWERS Exam TEFL Assignment 2-Lesson Plan-Grammar-latest 2024.pdf TESTED AND CONFIRMED A+ ANSWERS 1 i-to-i LOVE TEFL Lesson Plan TEFL Assignment 2-Lesson Plan-Grammar-latest 2022 Name of the Teacher Date Level of the class Length of lesson Annamique Tyler 15 November 2021 Pre-Intermediate 60 minutes Lesson Type: Grammar Lesson Lesson Topic: Giving Advice (Should and Shouldn’t) 4 i-to-i LOVE TEFL Lesson Plan parents not because of their own volition and this may lead to lack of attention that may disrupt the class. group or in charge of distributing and collecting worksheets from students, this might motivate the learner to pay more attention and be less disruptive during the lesson. Target language analysis: 1. What is the use or function of this language? (include a timeline if appropriate) The modal verb should and shouldn’t are used to give advice to someone. Should is used to give positive advice (affirmative form). Example: Mark: I have a toothache. Jane: You should see a dentist. (Jane is advising Mark to go and see a dentist for his toothache. ) Shouldn’t is used to give advice in a negative form. Example: You shouldn’t smoke ,it’s bad for you. 5 i-to-i LOVE TEFL Lesson Plan 2. In which context are you introducing the language? I am introducing the language in the context of giving health advice to someone. An example drawn from the current Covid 19 situation: 1. You should wear a mask in public 2. You shouldn’t touch your face and eyes. 3. Which concept checking questions will you ask to ensure students understand the meaning? Fig 1 Examples of CCQs • Is it a good idea or a bad idea? (Good idea) • Does he have a choice? (Yes) • Have you ever visited a dentist? (Yes /No + Extra information) 6 i-to-i LOVE TEFL Lesson Plan Fig 2 Examples of CCQs • Is it healthy to eat sweets? (No) • Does he have a choice? (Yes) • Do you like eating sweets? (Yes /No + Extra information) 9 i-to-i LOVE TEFL Lesson Plan 6. What will you teach about the pronunciation of the structure? To teach the pronunciation of the structure I will have to break down the target language such as should [SHUUD] and shouldn’t [SHUUD] + [UHNT] and say it out loud while exaggerating the sounds until students can consistently produce them. I will also make use of the phonetic chart to encourage a natural pronunciation, Should - /ʃʊd/ Shouldn’t - /ˈʃʊd(ə)nt/ I will teach the learners about the letter “o” being a silent letter , help the Italian students with the pronunciation of a schwa in shouldn’t since the is no schwa in Italian by making use of YouTube videos as a way to strengthen their rhythm and stress to give a natural sounding pronunciation. https://m.youtube.com/watch?v=5U2HyipXeMQ&t=3s Stage Name Stage Aim Time Interaction Pattern Teacher’s procedure Students will… Warmer To engage the student’s interest in the lesson, raising the energy levels in the room involving all 10 minutes T-S S-S For this stage play the Race for the Truth game where Teacher draws a straight line and have each student stand on the starting line while a leader lists off general health facts such as “I Students will identify the lesson topic and will use their previous knowledge to make links to the topic. This activity will loosen tension and students get to know some health facts about 10 i-to-i LOVE TEFL Lesson Plan students and activating their prior knowledge of the topic. wash my hands before eating.” And if the stated fact is true for any of the students , that student moves forward with one step and whoever crosses the finish line first wins. each other. Their confidence level will rise and feel more comfortable around their classmates after such an active game. Presentation: Meaning This stage is aimed at enabling learners to deduce the meaning of the target grammar using their own analysing skills. 8 minutes T-S OCFB Ss- 1. Present a Should and shouldn’t worksheet for health advice to the students (Fig. 5). 2. Recite all the sentences on the worksheet to the students and get the students to discuss in pairs which statement matches the correct picture of a sick person. 3. Draw a table with two columns on the board and in the first column write should and in the second write shouldn’t. The students will actively think about the grammar meaning and structure and after reviewing some examples presented to them by the teacher ,they will figure out the rules of usage and derive their own understanding of the target language. 11 i-to-i LOVE TEFL Lesson Plan 4. Next ask the learners questions about each of the person on the picture such as “What is he doing wrong?”, “How can he be helped?”. Eliciting correct answers from the class and writing it into the respective column on the table. 5. Use questions such as “What should she do?” to help the students who are still not sure until you elicit correct grammatical sentences from the class. 6. Now give the student an example of a giving advice scenario (Fig 1) and ask the CCQs related to the example. Use visual representation of the target structure to consolidate and reinforce their understanding of the grammar. Students will also answer the CCQs demonstrating their comprehension to the target language. 14 i-to-i LOVE TEFL Lesson Plan Practice: Controlled Practice To strengthen the student’s knowledge of the target structure and be able to say , listen and use it. 15 minutes Ss-Ss 1. Divide the class in to two groups of six and give each group a target structure such group A (should) and group B (shouldn’t). 2. Using an interactive wheel like Fig 7, a student from group A goes and click the wheel on which problematic health sentences are displayed. 3. The student reads the sentence that is pointed after spinning and one student from the opposite group should come up with advice for the problem using the right form of their group such as “She is thirsty.” Group A responds “She Practice to give advice in both negative and positive form using the target structure. Each student will also get a chance to physically produce advice using both forms. 15 i-to-i LOVE TEFL Lesson Plan should drink water.” And if Group B responds “She shouldn’t play in the sun.” 4. Repeat until each student in each group has given advice and record a score table for each group. 5. Switch the target structure, group A use shouldn’t group B uses should and repeat till each student has used the other target structure. Practice: Freer practice To build and boost the student’s confidence to use and experiment with the target structure with minimal support. 10 minutes Ss-Ss 1. Write on the board five problematic statements which require advice as an illustrative example for this activity. 2. Put students into pairsand ask each of the student to write down five problematic statements. Students will talk freely with a partner using pre-existing vocabulary, grammar and utilising the newly learnt target structure. They will develop confidence which will allow them to execute it in the real world. 16 i-to-i LOVE TEFL Lesson Plan 3. Each student will then read out loud one statement at a time to his partner and the partner will give appropriate advice . 4. The partners will then exchange roles and repeat the same process. 5. Move around the classroom and monitor for struggling students. 6. Prompt and elicit correct vocabulary, pronunciation and target structure for struggling students followed by a sounding praise when they eventually get it right Cooler To consolidate and round off the lesson allowing students to reflect on the 5 minutes T-S 1. Put students into two groups the same from practice with one group using should and theother using shouldn’t. Feel confident and empowered with the new grammar that they have learnt and be able to witness their improved knowledge of 19 i-to-i LOVE TEFL Lesson Plan positive and negative form for themselves. This, along with the CCQ’s, provides the teacher reassurance that the students comprehension of the grammar is full proof. Form gives the students an opportunity to establish the correct written sentence structure along with the potential grammatical contractions (e.g. shouldn’t). This stage highlights the potential difficulties which may arise due to the varying forms (positive, negative and question).To give a good and vivid understanding of the different form I presented the students with a formula like structure including visual information (Fig 3 and 4) giving them a step by step procedure of how the sentences is put together using the target structure. Pronunciation focuses mainly on the contractions in the target structure. The students being a Pre-Intermediate class their existing pronunciation ability might prevent major issues with the vocabulary and also putting into consideration the fact that they are from three different countries, pose as a challenge to get them all producing a natural sounding pronunciation. Contractions and sentence fluency will come from chorus drilling, CICing and presenting the target words in their phonemic form on the board. Controlled Practice is when the student’s knowledge of the new target structure is strengthen. Considering the age of the students and that we are at a Summer school, It requires that I keep this lesson fun, engaging and game focused so as to keep the students engaged as they have a short concentration life span and for the reason I chose to play a game called wheel decide. The beauty of the game is that it targets various aspects of the language including pronunciation , listening, speaking and form! The students are motivated by a point system to reproduce the sentence as accurately as possible using the target structure. Production finally witnesses our students achieving the aim – identifying and using the modal verbs should and shouldn’t to give positive and negative advice to each other for the scenario they have each written down. I understand that with freer practices such as this one, some students actually struggle with the creative aspect of it, hence the provision of three example scenarios to follow. 20 i-to-i LOVE TEFL Lesson Plan During this activity I will take a back seat and monitor the paired conversations, giving help quietly as not to disturb the rest of the class. The cooler is another game as this lesson’s content will have been quite taxing on our young learners. Here I want to focus on when to apply certain advice, for student to be able to identify where negative advice is appropriate and where positive advice is required. I want the students to enjoy themselves here but also reflect on how much new information they have taken on board over the past hour. They should leave the lesson feeling like the class was very fun! I would have like to use more worksheet during this lesson but due to the age range of the students I decided on making use of more games so as to encourage peer to peer interactions and also to keep the students engaged and avoid them losing interest in the lesson due to a lot of text. Bibliography (if needed): https://elt.oup.com/feature/us/elements_of_success/?cc=global&selLanguage=en https://www.crownacademyenglish.com/modal-verb-should/ Wheel decide http://www.angielskipodrodze.pl/2018/03/should-and-shouldnt-for-a1-students/ Alexopoulou,Theodora.2020.‘Grammatical Errors: What Can We Do About Them?’, Languages, Society and Policy. http://doi.org/10.17863/CAM.60255 https://www.theteflacademy.com/blog/2018/02/anticipating-english-language-learner-problems/ 21 i-to-i LOVE TEFL Lesson Plan https://www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Should_or_shouldn't/MODAL_VERB_- should-shouldn't-_hv108100hz https://www.perfect-english-grammar.com/modal-verbs-of-obligation.html Thornbury, S. (1999). How to teach grammar. Edinburgh: Pearson Education Limited. pp.34 All Images taken from ‘Google – Images’. Materials (include all physical copies of the materials you plan to use in your lesson, referenced): bi Fig 7 THE ADVICE WHEEL 24 i-to-i LOVE TEFL Lesson Plan i-t-i Tach English Abend 25 i-to-i LOVE TEFL Lesson Plan 11:3203C > NEA all € ob : Hooray — you've passed your second L5 Assignment! | inbox Peter Bowdery 11:15 “~~ tome, Academic v YOU'VE PASSED YOUR 2'N° ASSIGNMENT! Hi Annamique, Great news - I'm excited to let you know that you've passed your second Level 5 course assignment! You can now access unit 9 of your 180-hour course. Your assignment feedback is attached to this email - please have a read through this before continuing your studies. Good luck with the rest of your TEFL training - and please feel free to get in touch if you need any help. Contact details are below. Best wishes, Peter Bowdery TEFL Tutor Il O < 6