TESOL End of the term assignment module 1 PDF

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TESOL End of the term assignment ( after Phase 8) Answer any two questions from Section A. Section B is compulsory Section A Q2. Imagine you are working with students on the language function of ‘requesting for information’. The authentic material that you have selected is a railway timetable. Desig...

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TESOL End of the term assignment module 1 Saaema Wadkar

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TESOL End of the term assignment ( after Phase 8) Answer any two questions from Section A. Section B is compulsory

Section A Q2. Imagine you are working with students on the language function of ‘requesting for information’. The authentic material that you have selected is a railway timetable. Design a communicative game or a problem solving task in which the timetable is used to give your students practice in requesting information. Kindly mention time allotted for the task, language level and the age of students. Time: 25minutes Language level: Intermediate Age of students: 10 – 12years Previous knowledge: Students have learnt about -Asking and giving personal information -Telling time -Question words The game ‘information speaking’ cards using the railway timetable Aim: Requesting information using the railway timetable. Materials: one copy of worksheet 1 and one copy of worksheet 2 for each pair of students , train number, map, and train timetable. Duration: 25minutes Language focus: ▪

▪

▪ ▪

What time does leave to______ depart ? What time does the train to _______ arrive? What time is the train number for the _____ Train ? What is the Platform Number for the _____ Train?

Aim of the game : The first team to submit all cards in your hand. The game: It is assumed that the students are aware of what “requesting information “ topic is, still we will give a brief recap using a small demo which will lead to the game. So for this we will Draw/ Stick the Class timetable on the board and request information from the students. A demo class time table is as follows: 8.00-9.00

9.0010.00

10.0011.00

11.0011.30

11.3012.30

12.301.30

Monday

Math

English

Arts

Lunch

Science

History

Tuesday

Geography Science

Arts

Lunch

Math

English

History

Arts

Lunch

English

Math

Thursday

Geography Science

Arts

Lunch

History

Math

Friday

Math

Arts

Lunch

English

Science

Wednesday Science

Arts

Let the students check the time table. Ask/ Request information such as ▪

▪

▪

▪

▪

What time do we start school? What time do we have Math class on Tuesday? When is lunch? Which days do we have Geography class? And so on…

This gives us brief idea if students are prepared for the game as we need to understand if they ready. Plus this gives evaluation of the previous class.

Playing the game 1) Divide students into pairs as one as student A and other as Student B 2) Give each pair of students’ worksheet1 and worksheet2. Student A and Student B one each. 3) The students look at their cards. Each student has missing information in his worksheet i.e student A will have some information missing from his worksheet , but Student B has it and vice a versa. 4) Now ask students to request their pair for information and fill in the information on their worksheets. 5) The first pair to submit is the winner and gets the points. Work Sheet 1 (demo timetable) Destination

Departing

Mumbai Pune

1.10pm

Jaipur

11.30 am

Cochi Kolkata

Arriving

Train Number

Platform No.

12.30 pm

207

15 7

6.30 pm

320

1.50 pm 10.35 pm

18 2152

14

Train Number

Platform No.

Work Sheet 2 (demo timetable) Destination Mumbai

Departing

Arriving

10.00am

12.30 pm

Pune

9.45pm

Jaipur

11.30 am

Cochi

7.45am

Kolkata

15 1645 2

1.50 pm 5.15am

400 14

Completed worksheet: Destination

Departing

Arriving

Train Number

Platform No.

Mumbai

10.00am

12.30 pm

207

15

Pune

1.10pm

9.45pm

1645

7

Jaipur

11.30 am

6.30 pm

320

2

Cochi

7.45am

1.50 pm

400

18

Kolkata

10.35 pm

5.15am

2152

14

Q3. Create an outline of a lesson plan for any one grammar item from the following list (other than what has been stated). Lesson plan: The name of the topic: Time duration: Objective:

Adjective 50 to 55 minutes a. Identify adjectives in the sentence and the kinds of adjectives; b. Use adjectives to describe persons or place; c. Answer comprehension questions correctly; d. Participate to the discussion attentively; e. Show kindness to other people

Age: Level: Teaching Aids:

Skills:

8to 12 yrs old Beginners Flash cards, pictures, body language , visuals, Students’ texts, worksheets Listening, writing, reading and speaking

Warmer(time: 15mins):

Flash Card Charades: Use different flash cards showing people or emoticons( which are now a days students very familiar with) of different expressions such as happy, sad, angry, hungry, sleepy, etc Divide students into group of four Hand on flash card to one student from each group and do not let them look at it. Ask the student with flash card to hold the flash card over his head so as visible to his other group members. Now ask the group members to enact so that the group member holding the flash card can guess what his card has. Correct answer gets all students of the group 10 points.

Context Setting

1.

Then the next group exhibits. Procedure

time: 10mins Teacher (T) Activity

Student (Ss) Activity

Purpose

1. Divide into groups of 4 each. Each group has leader to represent their group

1. they decide on their group leader.

1.Team work and leadership

2. Ss get familiar with group discussion and how to

2. Give them worksheet1 and ask them to arrange the scrambled letters

2. Ss arrange the letters.

Arrange letters and make a word.

2. 1. show them a picture on the screen. 2. T asks students what do they see in the picture

1. Students look at the screen and get the correct answer. 2. Ss answer young boy helping an old lady

Word guessing activity provides students with possible vocabulary items that they can see in the text an it gives them a chance to understand the topic in general without reading

Actual content

time: 20 mins

Procedure

Teacher (T) Activity

Student (Ss) Activity

3.

Purpose

1.Helps them read and identify what the passage describes. Values the passage

1. T distributes the reading text and asks students to read and answer the questions in the worksheet 2 attached

1.Ss read the text and fill the worksheet

Teaches us.

2. students check for the answers 2. T now discusses the answer 3. T asks students about what are these answers describing.

3. Ss say about a person’s quality

Recapitula time: 10 mins tion

2. here we teach them definition of an adjective. Adjective speaks about the quality or describes the noun or the pronoun.

Procedure

Teacher (T) Activity

Student (Ss) Activity

Purpose

T distributes an activity sheet (work sheet 3) on which there different types of questions and ask students to answer them.

Ss try to answer them.

There are different types of question parallel to their exams and this enables them practice it.

4.

Evaluation

time: 5 mins

After they are ready they share their answers with the whole class and get points.

Procedure

5. 1.

Distribute worksheet 3 and ask students to answer it.

1. Ss give their answers.

1. This task helps to evaluate.

Worksheet1:

Work sheet 2: Presentation of the Story: THE BOY WITH A KIND HEART Once upon a time, there were two friends John and Roy who went to a farm to plant sugarcane. Each of them carried food for their lunch and bottle of water. Roy went ahead and met an old woman. “Please give me a food for I am hungry”, the old woman begged.” Go away, old woman, I have no food for you!” Roy shouted the old woman. Meanwhile, his friend John was washing his face in the stream when he saw the old woman, “Please give me food for I am hungry,” the old woman begged. Immediately, John opens his bag where he kept his food and shares it with the old woman. Then he gives her water, the woman thanked John for the food. Then she said, “You have a kind heart so I will give you a reward. Go to tree with a large stone under it. Remove the stone and you find a bag filled with money. John surprised but he thanked to the old woman and went to the tree after she described. He found the large stone, removed it and found a bag filled with money. He was so happy and went running back to the old woman and thanks her again. But the old woman was gone. “Thank you the old woman, thank you Lord” John shouted to the wind. Then he went back home and happily bought delicious food and nice clothes for himself and his family. A kind heart man always receives a reward it may not always money, it may be admiration, respect and love from others.

Comprehension check-up: 1. What is title of the story? 2. Who are the characters of the Story 3. How would you describe John in the story? 4. What did the woman ask for? 5. Why do think John helped the old woman? 6. Is the John a good boy? Values Infusion: 1. What have you learned from the story? 2. If you see someone begging food to you.What would you do? Answer from the passage: 1. Women was ___ 2. John has ____ heart 3. The stone was ______

Worksheet 3:

Section B Question: Write your past formal or informal language learning experiences. Would you consider them to be effective or ineffective? Give reasons for your answers. (max . Word limit 500 words) My experience learning English might be quite different from others considering the fact that I am born and bought up in India a country with 23 official languages, and I am proficient with 3 official languages that is English, Hindi and Marathi. These languages are used in all official documents, so the government/ educational policy played a great role in my learning English as a second official language but most widely used throughout the country. English is also taught in schools as one of the compulsory languages. I did my schooling in English medium, but the first school took English as a second language and thus i was not able to get proper consumption of the language at my early learning years, so I was not confident to speak English. My father put a great deal to make me learn the language since I was in 3rd grade as he insisted it to be the most widely used official language around the world, for the fact he travelled to most of the countries in Middle East and Europe, English helped him survive. So he helped me by making me read news papers, magazines ,books, and refer the meaning in the dictionary, write own stories page to pages, he insisted on maintaining a diary of new words I read and how I could use those in a conversation, this was part of my informal experience. Later by 7th grade finally I got admission to a catholic convent school which we were trying for past 3 years. This was the time actually when my formal learning experience of the language started. The new school changed my way of learning, the teachers the students helped me a lot with the language and the confidence I lagged in. My teachers were aware that I was poor in language and they helped me first by basic daily used conversational phrases, then detailed grammar use. They asked me to participate in elocutions, dramas, singing, debates, etc to boost my confidence. By the time I was in college I got to Intermediate level. Even after school my lust for the language did not stop. In college too, I participated in co-curricular activities to stay focused to the language. I started reading novels and books written by Foreign Authors to get new words for my vocabulary. I was interested in teaching, public speech and presentations gave me more confidence into teaching and training.

Looking at my own experience or judging from my own experience I would say learning English language formally was more effective because it was more school base, there was a program as compared to the informal experience where most at times we didn’t know our direction. My formal experience made it possible to master the different aspects of the language like grammar, vocabulary use and more efficient in pronunciation, to be easily aware of my shortcomings in the language and know how to correct them. But I would admit that my informal learning experience had always made me root for more. It helped me gain more words to my vocabulary. Both formal and informal learning helped me grow. I don’t say I have learned everything about the language as we all are aware that Knowledge is infinite, but at least I can speak, write, and read well enough to impart the amassed knowledge to others....