Monday, March 9, 2009

Unit 20

WORKSHEET – UNIT 20


Task 1 – You are about to take your first lesson with a group of monolingual students in their own country.

Write a lesson plan for the class, including introduction, warmers, an activity/exercise/test that will indicate students’ different levels, and finishing with a game or other activity that involves all the class. Use the same lesson plan format as all previous lesson plans (page 6/7 of unit 14).


Teacher:
Room: 1A
Observer: n/a
Expected numbers: 8
Date & Time: 21/04/2008
Class level: Unknown
Context:
Introductions
Focus:
Meeting and greeting
Teaching aids: Questionairres, whiteboard markers or chalk
Learner objectives:
Learn how to communicate with and become familiar with strangers
Personal aims:
Become aquainted with students' skill level in speaking English
Anticipated problems for students:
Motivation
Solution:
Use dynamic lesson plans
Anticipated problems for teacher:
Finding students' correct skill level
Solution:
Use a creative questionairre
Procedure
Phase
Timing
Interaction
First of all write your name on the board so the students don't forget who you are. As each student or group of students enter the classroom say a friendly 'hello' and maybe a 'please sit down' with body language indicating your request. Once everyone is seated introduce yourself whilst pointing to your name, i.e. My name is Adam . Ask one or two students what their name is to demonstrate and also hand out paper for every student to write their names on (as seen in the video).
Engage
5 mins
T-S
Engage in conversation with the students and attempt to get a feeling for how much (if any) English they may have learned elsewhere. Ask questions such as 'have you studied any English?' or 'have you ever been to an English speaking country'.
Engage
5 mins
T-S
Dull down the previous conversation and provide students with a tailored needs analysis as per students requirements. If they are school students simply prompt them to write down their hobbies/interests, if they are business employees then use a proper analysis (similar to the one in the previous unit). These analyses will be used to structure future classes.
Study
5 mins
S-S
Prompt several students randomly for the interests they used in the analysis and write a few on the board. If the students are only beginners who do not yet have the vocabulary then provide the translations and write them on the board too. Initiate some basic sentence structures such as 'Hello, my name is John and I like playing football'.
Study
5 mins
T-S
Ask for a student to help demonstrate a basic role-play activity. In front of the class say to the student 'Hello, my name is Adam and I like teaching English'. The student shall reply with something along the lines of 'Hi Adam, my name is Jane and I like playing guitar'. The students should understand the activity very quickly.
Activate
5 mins
T-S
Now, using sentences and vocabulary learned during the study stage, all students are to meet and greet each other in front of the class until they can reproduce an introduction comfortably whilst switching partners each time. At the end of the activity ensure the students can bid farewell in English formally and informally (goodbye, see-ya etc).
Activate
5 mins
S-S








Task 2 – Summarize what you have personally gained from this course, and how you plan to put into action what you have learned.

Although being native English speakers we have learned a great deal about the English language which had either been forgotten or never learned prior, yet most of all we have learned various teaching skills which we believe can be applied to all areas of expertise in the future and not just restricted to teaching English.

Ultimately we are planning to use our certificates to teach during our future motorcycle adventure across Middle and South America so that we can experience in-depth culture, as opposed to quickly passing through on the tourist production line. Ideally we will discover somewhere suitable and apply with any local language schools where we can settle in for an extended period of time before venturing further.

Overall we feel that the course was very well structured and covered any areas which are necessary to enter a classroom with the confidence to begin teaching right from the get-go.

Unit 19

WORKSHEET – UNIT 19


Task 1 – List the different categories of beginner students, giving a brief explanation of each:

Absolute beginner - no previous English at all
False beginner - may have been exposed but with little retained
Adult beginner - Highly motivated but no previous English
Young beginner - Learn quickly but not much motivation
Beginner without Roman alphabet - Requires a large amount of reading and writing skills

Task 2 – How would you as a teacher adapt your approach to beginner students?

We would first get to know the students, possibly asking them to write their names on a piece of paper then place it on the desk, as seen in the previous units’ video. Then we would ask some questions in English (using a large amount of body language) and attempt to see how much English they already know (if any at all). We believe it would be a good idea to ask the students questions about things which will interest them, therefore motivate them and hopefully initiate communication between the students who may not currently be familiar with one and other.

After some class discussion we would decide whether or not it’s necessary to alter the original lesson plan and then begin teaching the class making sure we are moving at the correct pace and if the students are having trouble in certain areas then repeating those as many times as necessary to get the ball rolling.

Task 3 – How can teaching individual students differ from teaching groups?

The main difference is that you will not be able to teach using the same classroom activities as normal and the only communication will be between the teacher and the individual. We have put together some pros and cons.

Pros:
Lessons can be tailored to meet the needs of the individual
Classes can be arranged at times which suit both the teacher and the individual
Can move at whichever pace necessary for the student to learn

Cons:
No student to student participation
Certain activities are no longer possible
Loss of dynamics and tiredness

Task 4 – What information would you want to obtain in a needs analysis for a group of Business English students you will be teaching in their office? How could you use this information when planning the program?

There is a great deal of information to obtain before writing lesson plans. Some examples are:
Purpose (i.e. presentations, phone support, business deals, meetings)
Current level of English
What the company does
The company roles of the people attending the lesson

We would then use this information in various ways to plan the lessons. For example, the analysis will decide which materials are used in class, which activities to choose for role-play, which people to group together or even which classes to put the students in (if conducting multiple classes at different skill levels).


Task 5 – How does the teaching of young learners differ from the teaching of adults?

Children catch on very quickly however they aren’t as motivated as adult learners as it is hard for them to see the benefits of learning another language. They also have lots of energy and are distracted easily. It is important to acknowledge any work which the child completes and to make sure the lesson moves along before the students are bored. Lots of visual aids are also important.

Another significant issue is to speak English at all times because if you speak in the students own language they will catch on and only concentrate towards the end of your lesson when you announce the answers in their native tongue.

Last but not least, it is imperative to have the correct teacher behaviour when conducting your lessons, this includes being fair, calm and disciplining the children in the appropriate manner.

Task 6 – Imagine you are going to teach a class of 7 year olds. The objective is that the learners use basic food vocabulary in English by identifying different foods and expressing their likes and dislikes.

Plan a 30 minute ESA lesson using the lesson plan form on pages 6/7 of unit 14.

Task 7 – Would you prefer to teach a monolingual or multilingual class? Give reasons for your choice.

We would personally prefer to teach in a monolingual class because it has been our experience at high school and college that students of different cultures are more likely to be shy amongst each other. We also agree with the point made in the book that it would be easier to find topics which are appreciated universally across the classroom. Another bonus would be being able to learn the students’ language outside of class time as you would obviously be in a foreign country.

Unit 18

WORKSHEET – UNIT 18


Task 1 – Why do teachers need to evaluate their students’ English?

So that the teachers can identify areas of teaching which require more or less attention, such as grammar, vocabulary and tenses.

Task 2 – List the different types of testing and evaluation tools that a teacher can use:

Tutorials
Review work
Discuss aims and any issues
Discuss student performance

Evaluation by students
Questionnaire
Guided discussion

Tests
Placement test
Diagnostic test
Progress tests
Practice tests
Achievement test
External examinations
Proficiency tests

Task 3 – Why may students wish to study for a formal test of English?

Formal testing relies heavily on memory, therefore studying is essential to get the best result.


Task 4 – What do you think are the strengths and weaknesses of the placement test in this unit?

Strengths
- Easy to comprehend
- Covers many different areas
- Difficulty level progresses smoothly


Weaknesses
- Begins at a level unsuitable for beginners
- Students may not be familiar with rare vocabulary such as 'bicentenary' which may confuse them when choosing their answer


Task 5 – What would you include in a thirty minute progress test for a group of beginners? Give a detailed outline of the test you would construct, with examples.

First of all we would highlight areas which need to be assessed in the test, such as the following:

Grammar
Vocabulary
Reading
Writing
Use
Spelling
Tenses
Tenses
Formation
Pronunciation
Reported speech/ passive voice
Reported speech/ passive speech
Meaning
Meaning
Conditionals
Conditionals
Written vs spoken
Appropriacy
Model aux. verbs
Accuracy
Model aux. verbs
Model aux. verbs

Handwriting



Spelling



Model aux. verbs




We will use the following types of questions for our test:

True / false
Tests vocabulary

A fish can drive - true / false ?
Football is a sport – true / false?

Multiple choice
- Tests vocabulary, reading & writing

Example, easy:
A footballer is a(n) __________
a. pilot b. athlete c. driver d. cleaner

More difficult:
He _______ kick a goal
a. going to b. is c. would d. will

Sentence scramble:
Tests grammar

on switch games we the can computer so play
Switch ____________________________________

Fill the gap
Tests grammar, vocabulary, reading, writing

Lets go _____ a movie
How ______ people are going?


Short answer
Tests grammar, vocabulary, reading, writing


How will learning english help you in the future?
(minimum 350 words)

Unit 17

WORKSHEET – UNIT 17



Task 1 – How can the teacher use the board to maximum effect?

Plan on paper beforehand
Start with a clean board
Write neatly
Use correct tool
Keep board clear and easy to read
Section off the board
Use different colours for different things
Write with the appropriate sized text
Only put essential information on the board
Erase what is no longer needed
Involve students in the writing process
Clean the board at the end of the lesson

Task 2 – Imagine you have a video or DVD containing several scenes or comedy sketches. You wish to use part of the third sketch in an intermediate lesson tomorrow.

a) Give an overview of the video you have in mind, and your reasons for choosing it.

Our video would be very easy to interpret as the actors would use a lot of props, it should also be something very funny for the students. There would be some interesting dialogue for students to analyze.

b) Explain what you would do in preparation for the lesson and how you would use the excerpt:

To prepare for the lesson we would insure that the classroom is fitted with a television or a projector, possibly even display the excerpt on a computer if the first two options aren’t available. We would use the excerpt as a basis for the lesson.

c) Give the lesson plan you would use:
We would play the excerpt during the engage stage and ask the students a couple of questions about it to get them involved.
In the study stage students would be required to answer exercises such as fill the gaps, find the missing words and also to answer questions relating to the excerpt (i.e what colour was Harry’s hat?).
Finally in the activate stage students should pair-up and write their own sketch followed by acting it out in front of the class.

Task 3 – Describe how you would use the following pieces of equipment and aids in the classroom:


a)OHP
We would use an OHP to display overhead transparencies or as an alternative to a whiteboard or possibly even used as a television (depending on which sort of projector). An OHP would also be very useful if the students don’t have textbooks as they can read projected material.

b)Visuals
Visual aids could be used to help students comprehend the material and also encourage involvement because classes without visuals would be boring and repetitive. We would bring to class newspapers and magazines on a regular basis (if students were at the correct level).

c)Worksheets
We believe that worksheets are essential to the study stage. We would write our own often tailored to the students needs with questions relating to the engage stage. For general exercises or common role-play we would look for material on the internet or in course books.

d)Cassette recorder
We would use a cassette recorder for playing recorded radio dialogue to the class or to practice ‘overlearning’ techniques where the same statement is repeated until students can say it with the correct pronunciation.

e)Video camera
Our main use for a video camera would be to record role-play activities then play it back to the class or group involved in the role-play whilst highlighting their errors as it plays.

f)Computer
Computers have virtually limitless functionality but ideally we would use one to access tefl material such as worksheets, exercises, lesson plans or to print documents and to store information such as notes of student progression or even wire one up to a projector or TV to play different media. Other uses would be for email (a great way to answer students’ questions) and word processing.

g)Dictionary
We would use a dictionary to access phonemic pronunciation symbols, to check for correct spelling of difficult words and to obtain word definitions.


h)Course book
A great tool for proven material, we would use it for mainly for exercises or grammar and vocabulary work

i)Resource book
We would use a resource book to seek out ideas to be used in the classroom, such as games which are proven to engage the class.

j)Photocopier
The main use would be to photocopy class material



Task 4 – If you could have only five items of equipment from Task 3 available, which five would you choose? Give reasons for your choices.

Computer
We believe a computer can do most of the things on this list by itself, such as printing out resource ideas, accessing an online dictionary (www.dictionary.com), recording sounds and video or writing worksheets.

OHP
Very handy to present material to the entire class, this will save us from having to photocopy everything or to get the attention of students during the engage stage.

Course book
A course book is necessary because students can take it home with them and if they wish, study from home. Also they are well proven and very well targeted at the correct student level.

Photocopier
Photocopiers are useful as they copy material for an entire class very quickly as opposed to using a computer with a scanner.

Visuals
Visuals are absolutely essential for any class, Neil & I have both had bad teachers throughout the years and one of the most noticeable features of bad teaching is their lack of enthusiasm to teach anything which doesn’t follow a boring, repetitive ‘by-the-book’ structure in each and every class.

Unit 16

WORKSHEET – UNIT 16


Task 1 – State the advantages and disadvantages of authentic and created materials. Which kind of materials would you favour for a class of intermediate students? Why?

Creative material is useful for English beginners as it often allows students to experiment or match words with pictures.

Authentic materials are real which helps boost the confidence of students as the students feel they can really understand English when they read a newspaper or understand a TV show.

I would favour authentic material for a class of intermediate students as they have already formed their foundations from using creative material.

Task 2 – What do you consider to be the advantages and disadvantages of using course books with a class?

Advantages
Expected by students
Easier than creating own material
Well researched to correct student level
Offers a good balance of grammar, vocabulary and skills work
Offers continuity and progression
Has been experimented with greatly
Attractive and appealing to the eye
Offers many good ideas for an inexperienced teacher

Disadvantages
Does not fit specifically with students needs
Students may disagree with the book
Lots of book work can become predictable and boring for the students
Can make the teacher lazy
A course book is almost always a compromise
Many course books can be obsolete
Course books dictate what is being taught




Task 3 – How can the teacher use the course book to maximum effect?

Use most suitable range
Do not use course book for an entire lesson
Work your way around bad course book material
Create a balanced lesson by estimating time of course book tasks
Explore ways to match the book material with the students requirements
Be critical of the material
Don’t base all lessons around the book
The course book is not the solution to everything

Task 4 – Find an authentic reading text of your choice online appropriate for an upper-intermediate class, and devise a full ESA lesson plan that revolves around the text. As always, include your aims, context, learner objectives, etc, as well as the procedure.

Include all exercises and worksheets when submitting your lesson plan.

Please see following pages

Teacher: Adam
Room: 1A
Observer: n/a
Expected numbers: 12
Date & Time: 20/4/08
Class level: Upper-intermediate
Context:
News report
Focus:
Life in 2008
Teaching aids: News source (www.news.com.au)
Learner objectives:
For students to achieve greater fluency by using authentic material
Personal aims:
Students should have a better understanding of reported speech
Anticipated problems for students:
Students will require a large vocabulary to understand article
Solution:
Read article out loud and make sure students understand in the engage stage, assist with crossword puzzle to cover various vocabulary from the story
Anticipated problems for teacher:
Students not participating in role-play activity
Solution:
Allow them to role-play in a group first
Procedure
Phase
Timing
Interaction
Read story out loud and ask students various questions about the meaning of the story
Engage
10 Mins
T-S
Hand out crossword puzzle to the students, correct it as a class
Study
10 mins
T-S
Students complete the exercises ‘true and false’ and ‘correct tense’ using the article as a guide. Again correct this as a class to be sure that all students understand the material
Study
10 mins
T-S
Students join small groups and predict things which will happen 40 years from today, then each group must present their ideas to the class
Activate
15 mins
S-S
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     

Authentic material taken from http://www.news.com.au/technology/story/0,25642,23439615-5014239,00.html

Life in 2008

CASHLESS transactions, artificial organ transplants, space tourism and newspapers you can read on a screen may sound like common fare today, but 40 years ago they were the stuff of science fiction fantasies.
A magazine article printed four decades ago containing predictions of what life would be like in 2008 has been republished online, and it holds some surprisingly accurate details.
In-car computers that can monitor traffic and navigate between destinations – similar to current-day GPS units – phones with TV screens and computer screens that can record a drawing sketched onto them and relay it across the world were some of the predictions given by James R Berry in his article "40 Years In The Future".
"Money has all but disappeared. Employers deposit salary checks directly into their employees' accounts. Credit cards are used for paying all bills," he wrote in Mechanix Illustrated in 1968.
"Each time you buy something, the card's number is fed into the store's computer station. A master computer then deducts the charge from your bank balance."
Berry's prediction that the population of the US would grow to 350 million by the year 2008 wasn't far off either. The US Census Bureau currently estimates there are 303 million people in the country.
However some of Berry's predictions remain fantastical even by today's standards, including science fiction staples such as cities contained in enormous see-through domes, underwater hotels built among ancient ruins and plastic highways.
"Dwellings for the most part are assembled from prefabricated modules which can be attached speedily in the configuration that best suits the homeowner," he wrote.
"A typical wedding present for the 21st century newlyweds is a fully equipped bedroom, kitchen or living room module."
Other wrong guesses are more poignant than amusing.
"Medical research has guaranteed that most babies born in the 21st century will live long and healthy lives. Heart disease has virtually been eliminated by drugs and diet," Berry wrote of the one of the biggest killers in contemporary Western society.
"No need to worry about failing memory or intelligence either," he wrote.
"Slow learners or people struck with forgetfulness are given pills which increase the production of enzymes controlling production of the chemicals known to control learning and memory. Everyone is able to use his full mental potential."
Exercises

True or false

a)James R Berry is the author of this story
b)There are 350 million people living in America
c)Underwater hotels do exist
d)This story was republished because it is accurate
e)The following statement is reported speech:
Berry's prediction that the population of the US would grow to 350 million by the year 2008 wasn't far off either.

Which tense are the following sentences written in?
a)"No need to worry about failing memory or intelligence either," he wrote.
b)The US Census Bureau currently estimates there are 303 million people in the country.
c)Everyone is able to use his full mental potential.
d)Employers deposit salary checks directly into their employees' accounts.
Worksheet

Crossword puzzle:
(Uses words from the article to increase students’ vocabulary)

Unit 15

WORKSHEET – UNIT 15


Task 1 – Imagine you are a student in the class on the CD-ROM. How would you have felt during:

Lesson one?
We would have felt disconnected from the material, confused, not entirely sure what the objectives are, bored as the teacher repeats the same material many times on the board. There was definitely a lack of encouragement to answer questions after the teacher had shot down several students for doing so.

Lesson two?
Lesson two definitely felt far more engaging, interesting and easier to understand.

Task 2 – Which lesson was the more effective? Why?
Lesson two was without doubt more effective than lesson one for many reasons, the teachers communication was far superior (most notably his body language) and the material was produced in a more interesting manner.

Task 3 – What main differences did you note between lesson one and two in the following areas?

The teacher’s attitude to the students:
1)Very negative, disinterested and again very negative
2)Teacher was very energetic and observant, learned the students names and progressed through the material at a suitable speed

The students’ attitude towards the teacher:
1)The students looked very confused and unsure of what the teacher was saying
2)Students were very connected to the teacher and obviously taking a lot in, they were trying much harder than in lesson one and were more open during the activities

Student participation:
1)Students weren’t really given an opportunity to do anything except listen or attempt to guess the answer to questions that weren’t taught properly in the first place
2)Students were obviously more encouraged to participate as they were in a comfortable situation and were more confident in what they had learned

The teacher’s voice (clarity, complexity, speed etc):
1)The clarity in lesson one was very bad, the teacher did not appear happy to be teaching the class. The complexity was next to none and the speed of the words was often just muttered to the class
2)The teacher seemed very friendly, receptive of students answers, of course his clarity, complexity and speed were all very good and all of the students were able to hear him properly

The teacher’s instructions and explanations:
1)Possibly the worst point of the entire lesson was the teachers explanations. He didn’t use any body language to help describe animals for the students and his instructions weren’t clearly understood by any student
2)Lesson two was very easy for students to understand what was happening as the teacher was far more engaged and the lesson seemed to flow better, especially between stages

Monitoring of the students:
1)There was definitely a lack of eye contact from the teacher and he often forgot their names, he often spoke to just one student instead of across the whole class
2)The teacher was the centre point of the class at all times, he always knew their names and was very receptive when the students had input

Engage stage
In lesson one he kept repeating himself on areas where the students didn’t understand, therefore going nowhere. Students were far more engaged in lesson two especially when they were required to give as many animals as possible

Study stage
During lesson one the students did not participate well at all because the teacher had not clearly explained what they should do. In lesson two they were clearly more comfortable and willing to involve themselves with the material

Activate stage
The teacher in lesson one began reading a book during the activate stage which we think is a big no-no, he also did not let the students have enough of a go at producing their answers to the class before cutting the lesson short. In lesson two the teacher clearly produced the material, assisted the students and allowed them the freedom to answer the questions properly

Task 4 – How would you change/adapt lesson two to make it more effective still?

We think that there was too much material for such a small period of time and the teacher should pay more attention to pronunciation as every time a student said ‘fly’ it sounded like ‘fry’

Task 5 – What level do you think the students are? Was the language point appropriate for this level?

It depends on which lesson, in lesson two the students appeared to be beginner-intermediate as they seemed to understand what the teacher was saying yet were still using basic material such as what animals can or can’t do, lesson one the students appeared to be far outside their levels. Our answer is that with suitable teacher they were at the correct level.

Unit 14

UNIT 14 WORKSHEET

WORKSHEET – UNIT 14


Task 1 – Why do teachers plan their lessons?

Often teachers lack the experience to spontaneously conduct a productive class.

Task 2 – Explain why planning is important.

Planning is important to maintain control of the lesson and continue in the right direction, allowing students too much influence can cause language problems for an inexperienced teacher.

Task 3 – Plan a straight arrow ESA lesson from the materials towards the end of unit 14 (Unit 14, task 3 materials). The materials are entitled Where have you been.

(attached to email)

Task 4 – Plan a patchwork style ESA lesson using the materials at the end of unit 14 (Unit 14, task 4 materials). The materials are entitled Possibilities.

(attached to email)

Again, include all the information at the top of the sample lesson plan form:

Teacher, observer, date/time, class level, room, expected number of students, context, focus, teaching aids, learner objectives, personal aims, anticipated problems for students, solutions, anticipated problems for teacher, solutions, procedure, phase, timing, interaction.


Plan 1: Possibilities
LESSON PLAN

Note: By using the [Tab] key or the mouse, the cursor will automatically move to the next box. On the procedure section, use one box for each phase (engage, study or activate) of your plan.

Teacher:
Room: 3B
Observer: n/a
Expected numbers: 10
Date & Time: 03/04/2008
Class level: Intermediate
Context:
Possibilities
Focus:
Might and may
Teaching aids: Pictures of football, worksheets, exercises
Learner objectives:
To understand possibilities using might and may
Personal aims:
Teach students to differentiate between might and may
Anticipated problems for students:
Similarity between might and may
Solution:
Exercises
Anticipated problems for teacher:
Students find subject to be boring
Solution:
Lots of interaction
Procedure
Phase
Timing
Interaction
     


Plan 2: Where have you been?
LESSON PLAN

Note: By using the [Tab] key or the mouse, the cursor will automatically move to the next box. On the procedure section, use one box for each phase (engage, study or activate) of your plan.

Teacher:
Room: 2F
Observer: n/a
Expected numbers: 8
Date & Time: 03/03/08
Class level: Intermediate
Context:
Travel
Focus:
Things that you have done
Teaching aids: White/blackboard, worksheets
Learner objectives:
Students should be able to tell people where they have been using the correct tense
Personal aims:
To encourage students to participate with each other
Anticipated problems for students:
Understanding the present perfect tense
Solution:
Use many different examples
Anticipated problems for teacher:
Students not participating
Solution:
Group activities, ask students many questions
Procedure
Phase
Timing
Interaction
For the introduction begin the lesson by asking the students if they have been anywhere interesting lately, then move on to other questions such as where is the favourite place they have ever been.
Engage
5 mins
T-S
To make the lesson more interesting bring to class any souvenirs you have and ask the students to pass them around. The students will most likely ask questions which will encourage conversation about traveling to various places.
Engage
10 mins
T-S
Hand out the grammar worksheet to the students and go over it as a class. Using examples from the previous procedure, write on the board various sentences which match what the students have been saying, i.e. You have traveled across Mexico. Introduce the students to some basic modal verbs such as 'shall' and 'must'. Explain clearly the formations and the way which the sentences are constructed and randomly prompt students to produce a sentence with the correct grammar.
Study
10 mins
T-S
Ask students to answer the questionnaire then swap their answers with the person next to them. Go through the answers one at a time and ask each student to correct the worksheet which they had swapped with their neighbour.
Study
5 mins
S-S
Split the class into two halves and play a game similar to Jeopardy, where students provide pre-written landmarks on cards to ask the opposing team. Ask for a volunteer from each team to demonstrate the activity and use very obvious examples during the demonstration and then hand out the cards.
An example of what a card might have written on it could be 'The Eiffel Tower' in which case the question would be 'What would you see in France?’ The question is the response students must give in order to win points. In the end the team with the most accumulated points will win.
Activate
15 mins
T-S

Unit 13

WORKSHEET – UNIT 13


Task 1 – Why is the teaching of pronunciation important, but often neglected by teachers?

Can be difficult for the teacher to notice the sounds and there is a lack of confidence to teach it methodically

Task 2 – State, with a brief description, techniques that can be used to indicate intonation and stress:

Arrows can be used to indicate pitch for either words or sentences. Another effective method is for students to listen to the news, possibly even copy down on paper what they hear in an audio tape.

Task 3 – For each of these sentences, give the meanings indicated by the
i) rise/fall intonation pattern
ii) fall/rise intonation pattern

a) I’m going to tell you a story.

i) Indicates subject wants to tell a story of importance

ii) Subject is going to tell a story to please the person listening


b) She’s not going out tonight, is she?

i) Wondering if she's going out

ii) Concerned she may be going out


c) I don’t understand.

i) Negative response, not wanting to understand

ii) Doesn't understand but implying for a repeat of information


d) Goodnight!

i) Bidding farewell to sleep

ii) Encouraging person to sleep

Task 4 – Say each of the following sentences and the underline the stressed syllables in each:

a) I know why he wanted to see you.

b) What’s the time?

c) Don’t forget to turn out the light!

d) It’s another beautiful day today.



Say each of the following sentences and the underline the unstressed syllables in each:

a) Once upon a time, there was an old woman…

b) In the light of the above statement, I shall abstain from voting.

c) Good morning. How can I help you?

d) I’m away for the rest of the week.

Task 5 – Make up a sentence similar to that in the example on page 7 of the unit, and explain its various possible meanings, when different words in it are stressed:

He drank all of the coffee – Implying he should have done something else with it
He drank all of the coffee – There must have been a lot of coffee
He drank all of the coffee – Subject really likes coffee and there is none

Task 6 – How and why can a student’s pronunciation affect the quality of his/her communication?

It is necessary to understand and reproduce pronunciation to comprehend or the full meaning of what is being said or heard. There is more to English than words, sounds are also very important and stress or intonation can both change the meaning of a word or sentence.

Task 7 – Indicate the major ways in which English sounds are joined and linked. Give your own examples:

Linking: Cross the road becomes cross throad
Sound dropping: How did you go becomes howd you go
Sound changing: Sandwich – Sand witch
Extra lettering: Do you think thats a good ideya

Task 8 – What are the benefits in students learning the phonemic alphabet?

They can universally refer to their dictionary as to how a word sounds,

Task 9 – Referring to the phonemic alphabet, transcribe the phonemic text at the end of the course unit into standard script:

Translate into normal script:

Gary: Whats the matter Pete?
Pete: My arm hurts real bad
Gary: What have you been doing?
Pete: I've been playing too much golf
Gary: Have you seen the doctor about it?
Pete: No I haven't yet, do you think I should?
Gary: I would if I were you before it drops off
Pete: Thanks for your advice
Gary: No problem mate, any time
Pete: Catchya later
Gary: See ya

Unit 12

WORKSHEET – UNIT 12

MODAL AUXILIARY VERBS

Task 1 –Answer the questions on page 4 of the unit.

i) May I use your phone

ii) You must take an english course

iii) You could see a doctor about that cut on your arm

iv) You don't have to use that door

v) I will be at your house by 6 o'clock

vi) It must be Sally

vii) It can't be Mike

viii) He had to go home

ix) Each student must have a health certificate – Differrent because it is definite, whereas question (ii) was advisory

x)

I've got to go – Prebooked, somewhere to be
I have to go – Out of time of unspecified reason
I should go – Leaving is important but not absolutely necessary
I'm supposed to go – Expected somewhere but not necessarily interested
I'd better go – Not leaving may have an unfortunate outcome
I'd rather go – Not enjoying current circumstances


Task 2 – Summarize what you learned when answering the questions on page 4.

Modal auxilliary verbs can control not only the meaning of a sentence but they can also control the power of that sentence too.
Task 3 – Identify the usage of each of the following modal verbs and give two activate stage teaching ideas for each, making sure that each teaching idea matches the usage of the example sentence. None of the teaching ideas should be the same:

a) May I use your toilet?
Usage: Polite request
Formal permission
Less than 50% certainty

Activate activities:
a. Organise a roleplay with a waiter and a diner in a restaurant
b. Charades – students each receive an question and must act it out

b) Mathew might come to see you later.
Usages: Much less than 50% certainty
Rare polight requests

Activate activities:
a. Chinese whispers – everyone sits in a circle and one person starts with 'Matthew might come to see you later', it is then whispered around the circle until it comes back to the first person

b. Jeopardy – Students join groups and answer questions in reverse, i.e: 'Matthew might come to see you later' the answer could be 'Have you seen Matthew?'.

c) You really should stop smoking.
Usages: Advisory or moral obligation
More than 90% certainty

Activate activites:
a. Bus stop – students pair up and practise what they would say to each other if they met at a bus stop

b. Signs – A sign is put on the wall and students have to role-play a few sentences in relation to it, in front of the class

d) I must do my homework.
Usages: Obligation
Prohibition
95% certainty or assumption

Activate activities:
a. Daily routine – students have to put their daily routine into sentences and jumble them up. They then give the sentences to a group member to rearrange in the correct order, i.e 'when I get home I must do my homework' then 'after my homework I get should get ready for dinner'

b. Letter to penpal – Students have to write a letter to a pretend penpal. In this letter they must include their hobbies, likes / dislikes and how they spend their time, i.e 'in the evenings I must do my homework'. The letter is written in the study stage and read to the class in the activate stage.

e) Monkeys can’t swim
Usages: Inability / impossibility
Informal denial
Assumed impossibility

Activate activities:
a. Can / can't – Students form groups and each group is given a picture. The students must then come up with a list of things which can or can't be done by whats in the picture. i.e a picture of a plane = 'planes can fly' or a monkey = 'monkey's can't swim'.

b. True or false – Done as a class, the teacher asks questions and students take it in turns to answer whether true or false by putting their hand up.

PASSIVE VOICE

Task 4 – How do we form the passive voice?

Auxillary verb 'be' + past participle

Task 5 – Change the following from the active into the passive
(the first one has been done as an example):

A crocodile eats Henry – Henry is eaten by a crocodile.
A crocodile is eating Henry – Henry is being eaten by a crocodile
A crocodile has eaten Henry – Henry has been eaten by a crocodile
A crocodile ate Henry – Henry was eaten by a crocodile
A crocodile was eating Henry – Henry was being eaten by a crocodile
A crocodile had eaten Henry – Henry had been eaten by a crocodile
A crocodile will eat Henry – Henry will be eaten by a crocodile
A crocodile is going to eat Henry – Henry will be being eaten by a crocodile
A crocodile will have eaten Henry – Henry will have been eaten by a crocodile
They have buried Henry (note that the agent isn’t important) – Henry has been buried

Task 6 – Change these active voice sentences into the passive voice. Only include the agent/doer if you think it is important or relevant to the meaning:

a) Farmers grow rice in India.

India is where rice grows

b) I will finish the report later.

The report will have been finished later

c) Scotland has never won the World Cup.

The world cup has never been won by Scotland

d) The American people elected George W. Bush.

George W. Bush was elected by the american people

e) Agatha Christie wrote ‘Murder on the Orient Express’.

'Murder on the Orient Express' was written by Agatha Christie

Task 7 – State which tense the passive sentences below use and change them into the active voice (Bear in mind that even though the form is different for active and passive voice, the tense is the same).

a) I will be questioned by the police tomorrow.

Tense used: Future simple

Active voice version: The police are going to question me tomorrow


b) ‘E.T.’ was directed by Spielberg.

Tense used: Past simple

Active voice version: Steven Spielberg was the director of 'E.T.'


c) The Band’s new song hasn’t been released yet.

Tense used: Present perfect

Active voice version: The band hasn't released the song yet


d) The report is being prepared by Mrs. Smith.

Tense used: Present continuous

Active voice version: Mrs Smith is preparing the report


e) 1,000,000 pints of beer are consumed daily in Germany.

Tense used: Present simple

Active voice version: Every day in Germany 1,000,000 pints of beer are consumed



Task 8 – How would you explain the passive voice to a low level student using language they would understand? Give as much detail as possible of the study phase of this lesson.

We would explain to the student that the passive voice is said usually from outside of the subjects perspective. We would also explain the form very clearly and demonstrate the different verb tenses used. In the study phase we would produce a work sheet with activities similar to task 5 and 6 of this worksheet but also a short story or news article which they use to mark or highlight the passive voice sentences included with the article.

PHRASAL VERBS

Task 9 – State the three types of phrasal verbs, explaining how they are different from each other. Give two example sentences of your own for each one.

a. Intransitive:
Can you ask round? = Can you ask people?

b. Transitive seperable
He filled out the form = He answered the form questions

c.Transitive inseperable
She made up with him = She forgave him

RELATIVE CLAUSES

Task 10 – State the difference between defining and non-defining relative clauses and give an example of each:

Defining relative clauses link the first and second sections of the sentence together, where as non-defining relative clauses provide additional detail to the sentence.

a. Defining relative clause:
I've been using my computer which is very slow

b. Non-defining relative clause:
My computer, which is very slow, has been used to answer these questions

Unit 11

WORKSHEET – UNIT 11


Task 1 – What are the two productive skills?

Speaking and writing


Task 2 – Give a brief description of the differences between accuracy and fluency activities:

Accuracy activities are usually conducted in the study phase and focus on understanding and using of the language in a controlled way.

The fluency activities are usually conducted in the activate stage and focus on the flow of information by experimenting and being creative with the language.

Task 3 – List 5 different speaking activities, giving an example activity of your own for each:

Drilling – Controlled activity
A basic drilling exercise to be performed in the engage stage would be reciting the words from a childrens book as this would help increase the accuracy of basic statements. We think it would be important to find material which contains sounds which are hard to reproduce in the students native language to clear those barriers early.

Prompting – Controlled activity
We think a good prompting activity would be to write a simple question on the whiteboard and ask students if they know the answer, in which case they put their hand up and are selected randomly. Then if the student pronunces it incorrectly as the teacher we would reproduce the answer for all of the students to hear the difference. Afterwards as a class we would recite the correct answers allowing everyone a chance for everyone to say it correctly.

Guided role-play – Guided activity
For guided role-play we would plan an activity for the activate stage in which the students have to re-enact an interesting situation within a certain time limit, such as a bank robbery. This will apply pressure on the students to pay particular attention to the guidance we've provided whilst still enjoying themselves enough not to let their minds wander.

Discussions – Creative communication
We would take a current news item (with respect to the age of the students and their appropriate level of fluency) and ask the students to discuss it. Using visual aids we would hope to entice students to become involved and eventually join groups to share their opinions in English.

Debates – Creative communication
Quite possibly a follow-up class from the discussions in the previous step, this would involve groups arguing their opinions with other groups, in an open environment.

Task 4 – Give examples of ways that the teacher can encourage students to speak and interact during a lesson:

- Allow shyer students to answer the easy questions
- Provide constructive criticism when correcting mistakes
- Allocate students to smaller groups
- Offer exciting lesson plans
- Be dynamic in lesson plans

Task 5 – List five ways, with short explanations, that a teacher can generate interest in a topic. Come up with ideas of your own:

Allow students to associate their language learning with their outside activities, i.e sporting events they've attended

Use activities which relate to the topic at hand, such as role-play for booking into a hotel room

Maintain a lesson plan which relates to the students criteria i.e business situations for older students

Build up to the activate stage and let students know at the beginning of class that they will have to perform in a role-play activity to increase their courage and attention

Occasionally go over old material so that the students don't fall behind and so you can ask questions which all students are capable of answering

Task 6 – Give an example of an effective free-speaking activity and how it would fit into an ESA lesson plan, with as much detail as possible:

Objective
By the end of the ESA lesson students must be able to speak freely about their opinions of a movie

Engage
Students watch an english movie (preferably something very symbolic such as a cartoon i.e. Finding Nemo).

Study
A worksheet with questions relating to the movie is handed to the students to answer. The worksheet contains q & a about the movie, grammar exercises and vocabulary exercises. After students have completed the worksheet they pair up and correct their partners work as we (the teachers) prompt students for the answers, giving them assistance if no student knows the answer.

Activate
Students join groups of 3 or 4 people and discuss the movie openly, praising the areas they enjoyed or criticising their dislikes about it. At the end of the lesson they must give the movie a review as a group presented to the class.


Task 7 – What additional issues does the teacher have to consider for a writing activity?

Handwriting, spelling, layout and punctuation can all differ greatly from the students native language so they must be addressed when teaching writing skills.


Task 8 – Think of five traditional games that could be adapted for the classroom and details of how you would use them (these games should not include any of those mentioned in the course unit):

Twenty questions (activate stage)
We would play a 'what am I' game where the class is split into two teams and a student has to pick an object, animal or item etc and the other students have to guess what it is within the 20 question limit. The students have to complete the questions with full sentences and the first team to win chooses the next 'what am I' object.

Charades (activate stage)
A very similar game to the one above however we would recommend it be played within smaller groups so that the shyer students don't withhold themselves from the activity.

Hangman (activate stage)
A game we believe is best suited for pairs, one student chooses a word using vocabulary from the current lesson and the other student has to answer the question before the man hangs. The students play several games and then have to write a short story using the words from their games of hangman, which they then read to the class. This is done as a patchwork lesson.

Crosswords (study stage)
A worksheet with a crossword puzzle is handed to the students containing gap sentences. It is to be completed during the study stage and then corrected as a class afterwards. We think it could also make a good homework item.

Wordfind (study stage)
Similar to the crossword puzzle but where students find words amongst a grid of random letters. There are clues to the words written below the wordfind to assist the students.

Sunday, March 8, 2009

Unit 10

WORKSHEET – UNIT 10


Task 1 – Identify the following conditionals, and for each one:

i) indicate whether it is a zero, first, second, third or mixed conditional
ii) state its usage
iii) give TWO activate stage teaching ideas, and
iv) give examples of sentences you would expect students to produce in your activate stage teaching ideas

a) If it rains tomorrow, I’ll buy an umbrella.

i) First

ii) A real situation in the future which is possible, probably or certain once the condition has been satisfied.

iii) Activate stage teaching ideas:
- Mix & match cards – produce premade cards to the students, each with a condition and a consequence and ask them to match them to each other.
- Role-play activity in which students progressively answer a request, i.e. 'I'll give you one dollar, if you give me two'; 'i'll give you two dollars, if you give me three'.

iv) Example sentences:
- If there is no bread, I'll buy some more
- If Jane has class tomorrow, I'll borrow her car

b) If I had studied harder, I would have passed the test

i) Third

ii) A hypothetical past result of a hypothetical action which never happened

iii) Activate Stage Teaching Ideas:
- Students join groups share their regrets on what they would have done differently if they had the chance then they swap their regrets with another group who reads them out loud.
- Students act out a role-play where one will come up with a negative situation for their partner then their partner needs to reverse the situation by laying the blame back on them.

iv) Example sentences:
- If I had saved my money, I could have bought a car
- If John had called the police, the perpetrator may have been caught.

c) If I had studied medicine, I would be a doctor.

i) Mixed

ii) A hypothetical past action resulting in a present outcome

iii)
- Students pretend to be in a bad situation (i.e. jail or a deserted island) and say what they could have done differently not to be in that situation or to make the situation more bearable.
- Students are randomly assigned an occupation and they are to say what their outcome would be if they had become that occupation.

iv)
- If I had brought water, I wouldn't be so thirsty
- If I had been an engineer, I would be wealthy

d) If I inherited a million dollars, I would buy a new house.

i) Second

ii) Creates a present or future 'unreal' or highly unlikely situation

iii)
' Complete the conditional', give students half of a conditional statement and ask them to complete the rest with their own ideas
Chain conditional – Students must continually come up with an unreal or unlikely situation by taking it in turn and continuing from the last one.

iv)
If I owned a spaceship, I would fly into space
If I flew into space, I would float around


e) If water freezes, it turns to ice.

i) Zero

ii) Refers to an irrefutable action

iii)
- 'What would happen if.... ?', Students debate conditional sentences and come up with conclusions such as: Q. What happens if you don't brush your teeth? A. If you don't brush your teeth, they become yellow.
- 'Split sentences', One student gives another the condition and the other student has to answer it correctly.

iv)
When you drop an egg, it breaks
If you don't get petrol, you will run out of fuel

Task 2 – Complete the table below with the appropriate tense changes for reported speech, when the reporting verb is in the past:

Direct speech
To
Reported speech
Present simple

Past simple
Present continuous

Past continuous
Present perfect

Past perfect
Present perfect continuous

Past perfect continuous
Past simple

Past perfect
Past continuous

Past perfect continuous
Will

Would
Past perfect

Past perfect
Past perfect continuous

Past perfect continuous


Task 3 – Use the table you completed in task 2 to change the verb tense, and re-write these sentences in reported speech:

Example:

John said “I’m going out for a few minutes”

John said he was going out for a few minutes.

a) Paul said “I go swimming on Tuesdays”.

Paul said he went swimming on Tuesday

b) Jamie said “John has never been to London”.

Jamie said that John had never been to London

c) “Do you want fish or chicken?” she asked.

She asked if you wanted fish or chicken

d) “How are you?” she asked.

She asked how I was

e) Keith said “I went fishing before lunch”.

Keith said that he had fished before lunch

f) Fred said “I will be arriving after dinner”.

Fred said that he is going to be arriving after dinner






Task 4 – Report these spoken remarks to a friend, making the necessary changes. The first one has been done for you:

1) “I love it!”
She… She said that she loved it.

2) “I am leaving in half an hour.”
He… He said he's leaving in half an hour

3) “The rain has stopped.”
You… You said the rain had stopped

4) “I’ve been playing it for 2 hours!”
He… He had been playing it for 2 hours!

5) “I had breakfast earlier”.
She… She had breakfast earlier


6) “Were you living in London in ’96?”
She… She had been living in London in 96

7) “I have bought 3 pizzas”.
He… He had bought 3 pizzas

8) “I’d been waiting for 30 minutes”.
You… You said you had been waiting for 30 minutes

9) “We’ll be in Bangkok in July”.
They… They are going to be in Bangkok in July


10) “Will you be coming back?”
She… She asked if I am going to come back


Task 5 – In part a) below, today changes to that day in reported speech. What would the following time expressions change to in reported speech? Write a sentence in direct speech followed by one in reported speech to illustrate each change. The first one has been done for you as an example.


a) today – that day

Direct speech – He said “I feel great today!”

Reported speech – He said that he felt great that day.





b) tomorrow – the next day

Direct speech – He said “I am working tomorrow”

Reported speech – He said that he was working the next day


c) yesterday – the day before

Direct speech – She said “Yesterday was great!”

Reported speech – She said she had a great time the day before

d) next week – the week after

Direct speech – Jane said 'I'm going away next week”

Reported speech – Jane said that she was going away the week after


e) last week – the week before

Direct speech – They said “we did a lot of practice last week”

Reported speech – They said that they had done a lot of practice the week before

f) this week – That week

Direct speech – Janet said “I have been very busy this week”

Reported speech – Janet said that she had been busy for that week


Task 6 – Give 3 activate stage teaching ideas for reported speech, giving examples of sentences you would expect your students to produce during each activity.


1 – A class or group exercise which involves three people, two of whom are pretending to be on the phone and a third person trying to get information from their conversation.

Example Sentences:
Jake said that he will come to the party!
Janet asked if you would like to come away the week after


2 – Ask students to group up and conduct interviews on each other to find out information such as where are they from, what they enjoy doing etc and then report them to the class. We think that this would be an excellent activity in one of the early classes so students can get to know each other (provided they are already at a sufficient level)

Example Sentences:
Jacob said that he works at a supermarket
Janet said that she lives near the central business district

3 – Request for the students to join groups then create a story using a couple of paragraphs of direct speech and hand out a copy to each group. The group is required to convert it to reported speech, followed by selecting a person from their group to read it out to the class.

Example Sentences:
Josh said he caught the train into town
Josh said that the movie he saw in town was so good he might see it the next day too

Unit 9

WORKSHEET – UNIT 9


Task 1 – What are the two receptive skills?

Reading and listening


Task 2 – Give a brief description of the different specialist skills needed for reading and listening successfully:

Predictive skills: Predicting the meaning of a phrase in a way that an unexperienced speaker of the language would not comprehend.

Specific information – scanning: Reading text but only concentrating on the parts of interest.

General idea – skimming: Quickly reading a segment of text in order to get the vague idea of what it is about.

Detailed information: A specialist skill used to get all of the information which is given, used most often for structured tasks such as directions and instructions.

Deducted from context: Understanding the meaning of a word by taking in the sentence which has put it forward.





















Task 3 – Plan a straight arrow ESA lesson for the reading text of the materials that you should have received:

Engage:
Class begins by reading the text 'What people wear' to the students and then demonstrating some of the comparisons. We would run through some of the changes of grammar between different types of comparisons such as more than, less than, as as and -er and in which situations they are suitable.

Study:
The study stage would involve completing all of the exercises provided for the students using the 'What people wear' text as a guide. The exercises include completing, correcting, changing and creating sentences.

Activate:
First of all we would correct the exercises as a class on the white/blackboard asking the students in a random order for the answers to the questions. Following this we would organise an activity where students pair up and compare each other with sentences (i.e 'My jumper is darker than yours') then finally the comparisons would be made in front of the class.

Overall this is how the lesson plan would be structured :
1.Read text 'What people wear' to the class
2.Demonstrate some comparisons
3.Provide examples of different grammar used for comparison.
4.Students study 'What people wear' text
5.Students answer exercise questions using the text as a guide
6.Teacher completes exercises with the class giving answers
7.Organise activity where students compare themselves or objects to each other
8.Students perform their comparisons in front of the class

Task 4 – What are some of the problems that students may encounter with the lesson you planned in task 3?

Students may not be at a sufficient skill level to understand their story correctly or express their opinions of the story. Shy students will not enjoy the class as much as others who are more outspoken.


Task 5 – Why is the choice of topic so important? How can the teacher generate interest in the topic?

The choice of topic is important because gaining interest will help the students learn as they will be more motivated, paying more attention and taking everything in. It would be hard to find a topic to please everyone but surely some would be far more suitable than others.

Task 6 – What does the teacher need to consider when selecting a text or dialogue?

Students age, social status, attitudes are a few which we can think of. The teacher should always select material which will motivate the students and topics which the students can relate too.

Unit 8

WORKSHEET – UNIT 8


Task 1 – Identify the following future ‘tenses’:



a) I am going to the theater later this evening.
Present continuous


b) They’re going to play basketball on Tuesday afternoon.
Be going + infinitive


c) Jane will have left her job by the end of the week.
Future perfect


d) The train leaves at 6.00 pm.
Present simple


e) At this time tomorrow I will be lying on the beach.
Future Continuous


f) Next year, Paul will have been living in Italy for 3 years.
Future perfect continuous


g) It will probably rain tomorrow.
Future simple













Task 2 – State as many usages as possible of the future tenses below and give one example sentence of your own for each usage (not a sentence from the unit!):



a) Future simple
Future facts and certainties:
We’ll fly out in September
Promises:
I’ll do the shopping
Predictions:
They’ll win by at least 10 points
Assumptions/speculations:
He’ll get a speeding fine one-day
Spontaneous decisions:
I’ll take a shower
Threats:
Do your homework or I’ll ground you!

b) Future continuous
Progressive moment in the future:
I will be partying overseas in January
Guessing a present action:
Mike won't be far away
Non-influential query towards somebody’s plans:
Will you have work tomorrow?
Future fixed or decided events:
You will be required to work tomorrow evening

c) Future perfect
To say something will be done, completed or achieved in the future:
I will have my drivers license by this time tomorrow

d) Future perfect continuous
To say how long something would have continued by a certain time:
By Friday I will done 12 hours overtime

e) ‘Going to’ future
Intentions:
I'm going to build a tree-house
Predictions based on evidence:
These tyres are going to need replacing soon
Plans:
I am going to fix the table


Task 3 – State how the tenses below are formed grammatically. Explain positive, negative and question forms:


a) Future simple
Affirmative: Subject + shall/will + verb
I will play
Negative: Subject + shall/will + not + verb
We will not play
Question: Shall/will + subject + verb
Shall we play?

b) Future continuous
Affirmative: Subject + will + be + verb + ing (present participle)
John will be coming to the party
Negative: Subject + will + not + be + verb + ing (present participle)
John will not be coming to the party
Question: Will + subject + be + verb + ing (present participle)
Will John be coming to the party?

c) Future perfect
Affirmative: Subject + will + have + past participle
Jane will have finished by five
Negative: Subject + will + not + have + past participle
Jane won't have finished by five
Question: Will + subject + have + past participle
Will Jane finish by five?

d) Future perfect continuous
Affirmative: Subject + will + have + been + verb + ing
Jake will have been exercising for an hour
Negative: Subject + will + not + have + been + verb + ing
Jake won't have been working all week
Question: Will + subject + have + been + verb + ing
Will I be able to join?

e) ‘Going to’ future
Affirmative: Subject + am/are + going to + verb (base form)
They are going to see a movie
Negative: Subject + am/are + not + going to + verb (base form)
Am I going to arrive on time?
Question: Am/are + subject + going to + verb (base form)
Are they going to join?




Task 4 – Give at least 2 activate stage teaching ideas for the tenses below and give examples of sentences that you would expect your students to produce:

a) Future simple
Teaching ideas:
a. Students pair up and tell their partner what they will be doing in 10 years
b. We would ask students to produce to the class a list of items which would help should they ever be lost.

By the end of the lessonwe would hope the students could produce sentences similar to the following examples:
I will be working as a plumber
I shall bring a water bottle with me

b) Future continuous
Teaching ideas:
a. Students collaborate a calendar week of their favourite activities
b. A pretend hotel clerk situation where the clerk is booking other group members into their requested days.

Examples of expected sentences to learn:
On Wednesday we will be playing volleyball
Can I book a room for the weekend?

c) Future perfect
Teaching ideas:
a. Students choose an important person and a year early in their career to talk about what they will have done up until either the end of their career or the current point in time.
b. Fill in future diaries – We think this is a good idea although maybe it would be more enjoyable to pair people together and have them fill out each others diaries instead.

Examples of expected sentences to learn:
By the year 1999 Nelson Mandela will have....
You will have become a lawyer by 2010

d) Future perfect continuous
a. Have the students discuss between each other how long they will have been undergoing an activity, sport or hobby by a time set in the future.
b. Ask the students how many hours they study per day, then to tell the class how many hours will have been studied by the end of year.

Examples of expected sentences to learn:
By this time next week I will have been playing guitar for ten years
In December I will have done 180 hours of study

e) ‘Going to’ future
Teaching ideas:
a. We would ask the students to play a game where one student will draw weather patterns (such as clouds) inside an outline of their country on the whiteboard then another student has to give the weather forecast
b. Request for the students to create plans for their favourite holiday, where they are going to go and what they are going to do once they're there.

Examples of expected sentences to learn:
I am going to Greece, when I am there I am going to waterski
On Tuesday it is going to be cloudy with a little rain in the afternoon

Task 5 – Give examples of each of the pairs of tenses listed below and explain the difference in usage between them as you would do to a low-level student:

a) Present continuous (with a future meaning) and the ‘going to’ future
Present continuous: I'm taking the day off tomorrow
'Going to': I am going to take the day off tomorrow

Difference: The present continous is said in a way where it feels that it is definate and has already been planned whereas 'going to' represents an event which will begin planning in the future.

b) Future simple and future continuous
Future simple: I will order pizza for dinner
Future continuous: We will be eating pizza for dinner

Difference: The future simple tense is being promised whereas this form of future continuous is predicting that pizza is what will be being eaten at dinner time.

c) Future simple and ‘going to’ future
Future simple: They'll arrive in ten minutes
'Going to': They are going to arrive in ten minutes

Difference: The future simple tense here indicates that 'they' have already left and their arrival will be a certainty however the 'going to' statement is moreso a plan of arrival.


d) Future simple and future perfect
Future simple: I will work the public holiday
Future perfect: I will be working on the public holiday

Difference: The difference here is more noticable in meaning than the previous ones as the future simple phrase indicates a person expressing what their plan is for the public holiday whereas the future perfect phrase is telling a person what they are doing on the day of the public holiday.

Unit 7

WORKSHEET – UNIT 7


Task 1 – What criteria do we need to consider when selecting vocabulary?

Are the students at the correct level to learn the vocabulary?
How appropriate it is for the students and the task at hand
Frequency and coverage (i.e. how likely are the students to require the information)
How easy it is for the students to comprehend

Task 2 – What does a student need to know about a vocabulary item?

What the word means
Where the use the word
Where the word belongs in a sentence
How it interacts and alters other words
How the word is spelled
How the word is pronounced

Task 3 – List 20 vocabulary items that relate to food:

Hungry, breakfast, lunch, dinner, knife, fork, meat, fish, pasta, bread, fruit, vegetable, sauce, salt, pepper, dessert, spicy, sour, sweet, crunchy

Task 4 – Plan a straight line ESA lesson for teaching vocabulary connected with the topic of food:

Engage:
Bring in various types of food (or pictures of food) and establish the vocabulary with the students.
Study:
Hand out worksheets with pictures of the food and ask the students to name them and/or put each of them into a sentence then correct their work.
Activate:
Set up 2 chairs and a table in front of the class, ask for two volunteers to have a pretend meal, possibly followed by the same activity in pairs.

Task 5 – What do students need to know about grammatical structures?

The meaning of what they are saying
How and when to use it
Formation and patterns of the language
The differences between spoken and written forms

Task 6 – Plan a boomerang ESA lesson for the present continuous tense:

Engage: Ask the students what they have planned for the weekend. Will they go to the beach, movies etc?
Activate: Put the students into small groups and have them invite each other to join them in that activity. The other student then replies with their response.
Study: Prompt the students to write some dialogue and then share it with the group for correction.
Activate: Group members swap their dialogues and read them to the class.

Task 7 – Plan a patchwork ESA lesson for the function of checking into a hotel:

Engage: Ask the students if they have been to a hotel before and if so what they liked about their stay
Activate: Prompt random students to write something on the white/blackboard which they remember from their stay
Study: Have the students un-jumble dialogue between the hotel clerk and a pretend patron
Activate: Inform the students to pair up and perform their dialogue between themselves
Study: Allow the partners to correct each others mistakes, offer assistance if both pairs are unsure
Activate: Request the students to perform their finished dialogue in front of the class

Unit 6

WORKSHEET - UNIT 6

Task 1 – Identify the following tenses, giving your reason for the identification:

a) I was sleeping at 2.00AM.
Past continuous: Definite past action when time is given however it continued after 2.00AM


b) Peter went to the cinema yesterday evening.
Past simple: Past action when time was given

c) He had been living there for most of his life.
Past perfect continous: Talking about an action which has been going on continually up until the current point.


d) John and Mary hadn’t been there before.
Past perfect: The past equivalent of present perfect, Subject + had + not + past participle.


Task 2 – State as many usages as possible of the past tenses below, with an example sentence for each usage (not a sentence from the unit!).



a) Past simple
For a past action when time is given:
I ate lunch at 1pm

When the time is asked about:
When did you do that?

When the action clearly took place at a definite time although the time is not mentioned:
Jake traveled to Sydney

When the time becomes definite as the result of a question and answer in present perfect:
Where did you go? – I went to get some food – Why didn’t you tell me?

b) Past continuous
For interrupted past actions:
I was riding my bike and I fell off

Used without a time expression, it can indicate gradual development that took place in the past:
It was beginning to get cold

Express an action which began before that time and probably continued afterwards:
I was driving at lunchtime yesterday

Used as the continuous tense in descriptions:
Whilst I was picking up books from the library I received a parking ticket

c) Past perfect
The past equivalent of present perfect:
When I had looked over I saw Kelly wearing my hat

d) Past perfect continuous
Longer actions or situations which have been going on until the present time:
Jake had been saving his money for well over a year

Task 3 – State how the tenses below are formed grammatically. Explain positive, negative and question forms:

a) Past simple

For regular verbs:
Affirmative: add -d or -ed to the base form of the verb
I jumped at the chance
Negative: add ‘did not’ or ‘didn’t’ to the base form
She didn’t want to play
Question: add ‘did’ plus subject to the base form
Did you borrow my pencil?

Irregular verbs have no definite rule; the best way to learn them is to memorize them.

b) Past continuous
Past tense of the auxiliary verb + the present participle

Affirmative: Subject + was/were + verb + ing
He was eating
Negative: Subject + was/were + not + verb + ing
He wasn’t eating
Question: Was were + subject + verb + ing
Was he eating?

c) Past perfect
Past in the past or past with another viewpoint

Affirmative: Subject + had + past participle
John had already eaten
Negative: Subject + had + not + past participle
James hadn’t played before
Question: Had + subject + past participle
Had Jane done her homework?

d) Past perfect continuous
Talking about actions or situations which had been going on continuously up until the current moment

Affirmative: Subject + had + been + verb + ing
Mary had been at home making dinner

Negative: Subject + had + not + been + verb + ing
Jake hasn’t been riding
Question: Had + subject + been + verb + ing
Has George been driving?

Task 4 – Give at least 2 teaching ideas for the tenses below:


a) Past simple
We would begin the class using flash cards in a game of memory, then allow the students to study the differences between them. After the students had a decent understanding then we would move into role-play to finish the lesson.

b) Past continuous
Use student diaries or newspaper journals to talk about activities either at school or in the media (depending on student age). We would open with our own to engage the students then ask the students to do theirs. Afterwards we would ask the students to tell/narrate a story from the media presented earlier.

c) Past perfect
We would first tell the students what we had done that day (as an example) then ask the students to pair up and do the same for their partner. After the students have studied the correct sentence structure they would then tell the class what their partner did that day.

d) Past perfect continuous
This would begin by asking the students what their hobbies are and how long they’ve been involved with them then studying the correct sentence structure followed by putting them in small groups to compare their hobbies.








Task 5 – Complete the past simple form of these irregular verbs:

VERB
PAST SIMPLE
VERB
PAST SIMPLE
tell
Told
hide
Hid
be
Was/were
eat
Ate
bring
Brought
find
Found
do
Did
buy
Bought
see
Saw
go
Went


Task 6 - Complete the past participle form of the same irregular verbs:

VERB
PAST PARTICIPLE
VERB
PAST PARTICIPLE
tell
Told
hide
Hidden
be
Been
eat
Eaten
bring
Brought
find
Found
do
Done
buy
Bought
see
Seen
go
Gone


Task 7 – How would you explain the difference in structure and usage between these tenses to a low-level student? Illustrate your explanations with example sentences of your own:

a) Past simple and past continuous

i) Differences in structure:
Past simple involves the subject and an irregular verb or regular verb with ‘d’ or ‘ed’ on the end whereas past continuous entails what the subject is doing, therefore is built upon the subject, was/were and the verb with ‘ing’ at the end.

ii) Differences in usage: Past simple is something which happened at a definite point in time whereas past continuous has been happening up until the current time.

iii) Example sentences:
Past simple: John saw a fox on the way to work
Past continuous: My back has been sore all day

b) Past simple and present perfect

i) Differences in structure:
Present perfect is structured ‘Subject + auxiliary verb + main verb’ whereas past simple is ‘Subject + -e or –ed + base form of the verb’ in affirmative forms.

ii) Differences in usage:
Present Perfect:
General Experience, past actions, past actions which are still true, past action with present result

Past Simple:
Past action when time is given, when the time is asked about, when the time becomes definite as the result of a question and answer in present perfect, when the action clearly took place at a definite time although the time is not mentioned

iii) Example sentences:
Present Perfect:
I’ve been at University for 5 years

Past Simple:
Once my pet dog ran into the wall

c) Present perfect and past perfect
i) Differences in structure:
Present perfect is structured ‘Subject + auxiliary verb + main verb’ whereas past perfect is ‘Subject + had + past participle’ in affirmative forms.

ii) Differences in usage:
Present Perfect:
General Experience, past actions, past actions which are still true, past action with present result
Past Perfect:
Used for past actions in the past

iii) Example sentences:
Past Perfect:
Jonathon missed his train so he was late for school

Present Perfect:
Finally! I’ve finished all my work

Unit 5

WORKSHEET – UNIT 5

When answering the tasks here please refer to any experience you have had in the classroom, or experiences you have noted while observing another teacher.


Task 1 –How can a teacher use his/her physical presence and voice in the classroom?

Eye contact
Eye contact is important because it helps to maintain focus in the classroom. With younger students I assume that eye contact helps to prevent them from drifting off whereas older students would contribute more if they feel as though they are being noticed.
It is important not to make eye contact for too long or too short as the students will not be comfortable with either. Little eye contact should be used during student focused activities.

Gestures
I believe that gesture is somewhat a subliminal means of conveying a message. Good body language is very important in communication especially if the language spoken in the classroom is not universal between teacher and student, such as teaching English overseas. Gesture can be used for indicating mistakes, organizing students, praising a student or almost any common classroom occurrence.

Voice
We use our voice as the most defined method of communication therefore it is imperative to use the correct volume, clarity and variety in order for our instructions to be understood.

Task 2 – What’s the best seating arrangement for a class? What are the advantages and disadvantages of the various seating plans?

Orderly rows
Orderly rows are most often the best seating arrangement, especially when the class is 25 people or larger. The teacher has the ability to move around the classroom quite well whilst all the students can continually focus on the teacher.

Circles and horseshoes
Often practical in a small working environment, it’s a good way for the teacher to have a less dominating approach and each student is positioned equally however I believe shyer students may not find this method as beneficial.

Separate tables
Very useful arrangement for group work and offers an informal environment to the class however the teacher will find it difficult to maintain eye contact and students may not feel part of the class causing them to become distracted.

Task 3 – List the different student groupings that a teacher can use and give advantages and disadvantages for each:

Whole-class grouping
Pros: Sense of belonging
Student interaction
Quick and easy organization
Teacher has the attention of the class as a whole
A question of one student may answer the question of another too afraid to ask
Cons: Less opportunity for students to speak
Off-putting for shy students to participate in front of the class
Students may find it easy to hide and not do work or participate

Students on their own
Pros: Allows teachers to provide individual attention
Less stress for students to perform
Student becomes more self-reliant
Cons: Low opportunity for student to student interaction or group work
Students working at their own pace may fall behind

Pair work
Pros: Increases student to student talking time and interaction
Teacher can work with pairs while other students remain working
Student can experiment before trying ideas in front of the class
Students can share ideas and thoughts
Stronger students can help the weaker ones
Students can share work responsibility
Quick and easy to organize
Cons: Can be noisy
Students may use native language
Some students don’t like student interaction
Students may not like their partner
One student may dominate to take credit

Group work
Pros: Can increase student interaction and student talking time
Less personal issues
Students encouraged to speak English
Students can choose their level of participation
Ideas can be shared
Cons: Can be very noisy
Hard to control
Exchanges of ideas can slow activities down
Some students will dominate over others

Task 4 – How can the teacher make sure all students are equally involved in the lesson and give individual attention?

Get to know all students names, not just some
Keep all students occupied even when attending to others
Don’t teach exclusively to certain students
Don’t ask questions to students in order, it’s very predictable
Do not allow students to hog all of your attention
Include students evenly in all activities
Do not pick on students who do not want to be included, ask them easy questions and praise their answers



Task 5 – When is teacher talking time important?

To explain the class outline at the beginning of the lesson
Verifying correct comprehension of the English language
Presenting, modeling, clarifying or checking
Providing language input
Establishing rapport

Task 6 – How can the teacher reduce unnecessary teacher talking time?

Carefully choose the language for explanations and instructions
Avoid TEFL jargon
Use correct body language
Don’t over-elaborate
Use language that is below the level being taught
Keep it simple

Task 7 – How can the teacher ensure instructions are clear?

Simple language, lower than the students current level of understanding
Consistency with language
Visual clues with demonstrations and examples
Verify students understand the instructions

Task 8 – What can the teacher do to help establish rapport with the students?

Seat students appropriately and ensure they’re familiar with each other
Open the course with an ice breaking activity
Use correct teaching material
Lots of pair and group work, change them often so students have more variety
Allow students to help and correct each other
Make certain all students have equal input
Give clear instructions and show enthusiasm
Be positive and show personal interest
Personalize activities to students’ surroundings
Ask for feedback from the students
Smile

Task 9 – List some of the reasons for problem behavior in the classroom. How can/should the teacher prevent it? How can the teacher deal with problem behavior should it arise?

Reasons for problem behavior
Family problems
Low self-esteem
Boredom
Peer pressure
Lack of respect
Class size
Teacher not showing authority

Preventing problem behavior
Be punctual and well prepared
Be fair, un-biased and professional
Do not make empty threats
Return homework promptly
Do not lose your temper
Show the students the same respect you expect from them
Keep the lessons interesting and varied
Show enthusiasm and establish rapport

Responding to problem behavior
Act immediately
Focus on the behavior and not the student
Alternate classroom dynamic and remain calm
Reprimand student after class in private
Don’t make empty threats or threats outside of the schools disciplinary code
Learn from colleagues
Don’t go over the top

Unit 4

WORKSHEET – UNIT 4


Task 1 – Complete the chart below with the present simple tense, using the verb ‘go’:

PERSON
POSITIVE
QUESTION
NEGATIVE
I
you
he/she/it
You go
Does it go?
It doesn’t go
we
you
they
They go
Do they go?
They don’t go



Task 2 – Identify the following tenses, and give reasons:

a) John is having a shower at the moment.
A definite event occurring at this current point in time therefore it becomes present continuous.

b) I have never met anybody famous.
This is a not an event and has never transpired during a specific time period, for that reason this becomes present perfect.


c) I have been working here for 10 years.
The 10 year duration of this sentence forms present perfect continuous.


d) I go shopping at least twice a week.
This is a habitual or routine duty therefore it forms present simple.

Task 3 – State as many usages as possible of the present tenses with an example sentence for each (not a sentence from the unit!). One of the usages for the present simple, with an example sentence, has been done for you. Bear in mind that there are more:

a) Present simple
1. Facts – “The sun sets in the west.”
2. Commentaries – “Sharapova needs to work on her serve”
3. Newspaper Headlines – “Share market collapses”
4. Directions or Instructions – “Turn left at the next corner”
5. Habitual or routine actions – “I am eating lunch”
6. Present stories – “Jason placed some paper in the printer and it still wouldn’t print!”

b) Present continuous
1. Action at time of speaking – “I am on my way to the shops”
2. Temporary action at a nonspecific time – “I am taking up a new language”
3. Emphasizing frequent actions – “The traffic is always heavy on my way to work”
4. Background events in present story – “When the car pulled up three men exited the vehicle”
5. Developing situation – “The train is coming”
6. Regular action at a point in time – “They always call at dinnertime!”

c) Present perfect
1. General Experience – “I have flown an airplane”
2. Past actions – “I have finished my homework”
3. Past action which is still true – “I have had my license for 3 years”
4. Past action with present result – “My computer has crashed!”

d) Present perfect continuous
1. Communicate incomplete and ongoing activity – “I haven’t smoked for 1 ½ years”
2. Uninterrupted activity with present result – “My eyes are sore from watching too much TV!”
Task 4 – State how the tenses below are formed grammatically. Explain positive, negative and question forms:

a) Present simple
Form: First person either does or does not have an ‘s’ at the end whereas third person is either ‘s’ or ‘es’
Affirmative – Subject (I) + base form (play) + s/es
I run
Negative – Subject (We) + aux. verb (do) + not + base form
We don’t run
Question – Aux. verb (do) + subject (they) + base form (run) + ?
Do they run?

b) Present continuous
Form: Auxiliary verb ‘to be’ with the present participle and ‘ing’
Affirmative – Subject (He) + aux. verb (is) + verb (play) + ing
He is playing
Negative – Subject (They) + aux. verb (are) + not + verb (play) + ing
They are not playing
Question – Aux. verb (Am) + subject (I) + verb (play) + ing + ?
Am I playing?

c) Present perfect
Form: Subject plus the past participle
Affirmative – Subject (It) + aux. verb (has) + past participle (sold)
It has sold
Negative – Subject (They) + aux. verb (have) + not + past participle (sold) + it
They have not sold it
Question – Aux. verb (has) + subject (it) + past participle (sold) + ?
Has it sold?

d) Present perfect continuous
Form: Formed with have and been plus the verb and ‘ing’
Affirmative – Subject (I) + aux. verb (have) + been + verb (work) + ing
I have been working
Negative – Subject (They) + aux. verb (have) + not + been + verb (work) + ing
They have not been working
Question – Aux. verb (Have) + subject (they) + been + verb (work) + ing + ?
Have they been working?





Task 5 – Consider the following student errors. After each error, state:
i) What the mistake is.
ii) Why you think it has been made.
iii) How you would explain and correct the mistake with a student.

a) I am a secretary for five years.

i) The sentence should read as ‘I have been a secretary for five years’

ii) I believe that it has been written using the present simple tense crossed with present perfect continuous

iii) I would demonstrate different examples of the two tenses to the student

b) I have eat breakfast.

i) Verb isn’t written using its past participle

ii) Student is unfamiliar with the different past participles

iii) ) I would produce a table of different past participles to revise


c) She’s liked him since six months.

i) Used ‘since’ instead of ‘for’

ii) Student isn’t aware that ‘for’ is for period of time and ‘since’ is for a point of time

iii) I would explain ii) to the student and give examples

d) When you start work?

i) Auxiliary verb wasn’t used

ii) ‘do’ probably doesn’t translate very well

iii) Go over the basics of Present Simple to the student

e) I’ve been knowing her for three months.

i) Student has used Present Continuous instead of the correct past participle from Present Perfect Continuous

ii) The student has obviously confused the two

iii) Demonstrate the differences between them for the student
Task 6 – Give at least 2 teaching ideas (suitable for the Activate stage of a lesson) for the tenses below.

a) Present simple
Questionnaires
Guess my profession

b) Present continuous
Developing situations
Telling stories

c) Present perfect
What have you done today?
Role-play

d) Present perfect continuous
Match question with the result
Student survey