Tefl Teaching English to Young Learners

T from from all(prenominal) one oneing English to materialization Learners with GO TEFL Result 81% Assignment Answer the interest questions based on your course readings for this module. (100 marks) deviate 1 This section covers multiple choice type questions. Choose the correct answer from the possible answers provided. 1. What is iodin of the main differences between children and adult EFL disciples? (1) 1. Children argon more likely to be forced to attend the fleshes. 2. Games argon effective for children barely not effective for adults. 3. It is more important to create the need to happen upon in adults than in children. .Which of the following is true? (1) 1. T distributivelying children should be based on improvisation. 2. Children should be taught unaccompanied by plot of lands. 3. It is essential to plan your lessons thoroughly when educateing children. 3. What is important to do in the low gear variety where you inform the letter o? (1) 1. to associate it wi th one sound and a intelligence information, for example orange, by means of the put on of flash tease 2. to associate it with at least two sounds and at least two intelligence agencys, such as orange and open, through the delectation of flash cards 3. o teach the name of the letter O in the alphabet and clear the students to repeat a word with o after you, for example orange 4. Which of the following is a phonic (1) 1. the soundas in jet 2. the letter j 3. jay Choose one answer. 1. a. both 1 and 3 2. only 1 3. only 2 5. You are introducing the letter i. You shake just occupationed the word lip.When will you drill the word bike? (1) 1. immediately 2. later in the same class 3. in a later class 6. You establish just finished principle single-letter vowel sounds to your students. Which of these sounds is a suitable choice to focus on in your next lesson? 1) 1. ea as in eagle 2. th as in thing 3. s as in sand 7. What is the parallel-letter sound in the word head note of ha nd? (1) 1. he 2. ea 3. in 8. When is the best time to insert the plural form of nouns? (1) 1. in concert with the fantastic form 2. in students second year of studying English 3. together with numerals 9. What is the best way of teaching children to pronounce the word road? (1) 1. first drill r-r-r, then o-o-o, then a-a-a, then oa-oa-oa, then d-d-d, finally drill the sounds together road-road-road 2. irst drill r-r-r, then oa-oa-oa, then d-d-d, then drill the sounds together road-road-road 3. first drill the garner ar-ar-ar, then ou-ou-ou, then ei-ei-ei, then dee-dee-dee, then drill the word road-road-road. 10. Francis has asked her colleagues some advice on how to teach paper to her teenage students. Here is the advice three of them gave (1)Fenton Get them to theorise that the white circuit card is a page from their exercise-books and demonstrate to them on the add-in where to begin writing earn/words and how to write them. Deon Teach them two ways of writing each letter bu t not at the same time first teach all the garner in upper case, then all the letters in lower case. Kate Show them how some letters fit between two lines while separates reach the higher line or the lower line. Whose advice is ridiculous? 1. Fentons 2. Deons 3. Kates 11. You are a little frustrated beca part your students speak too a good deal native language in class. They know that you down the stairsstand their language, so you realise they do not tactile property motivated enough to speak English.How basin you encourage them to speak only English in class? 1) 1. introduce a punishment for using the native language 2. do oil production for most of the lesson as they repeat after you, they wont get an opportunity to use their native language 3. introduce a puppet to them, tell the students that the puppet burn down only speak and understand English and use the puppet throughout the lesson 12. It will probably be impossible for you to keep young learners enthusiastic about learning English if you (1) 1. dont engender them any praise. 2. dont let them use their native language. 3. dont use any gap-fill activities. 3. If you have a student who repeatedly misbehaves and disrupts lessons, which of the following courses of action could be reasonable and effective? (1) 1. discourage the other students from associating with him/her both during and after classes 2. talk clamorously and angrily to the child 3. meet with the childs parents 14. Annette has selected these three structures to teach 5 year-old children in their first year of learning English (1) 1. Which do you like better, or ? 2. The past simple of regular and temporary verbs 3. Have you ever been toAre all those structures suitable for learners of that level? 1. Yes, they are. 2. Structures 1 and 3 are suitable but structure 2 is not. 3. None of the structures are suitable as they are above the students level. 15. What is the recommended duration of each action mechanism in a lesson w ith young learners? (1) 1. 2 legal proceeding 2. 5 minutes 3. 10 minutes Part 2 In this section, questions are generally more open-ended and require a commode of thought. In your responses, particularly those requiring extended writing, please feel free to write more than is required. 1.Think of a game or activity which could help young learners develop their speaking skills (do not use those already mentioned in the module) and describe, step by step, how you would play it with your class. Note in this game/activity the learners should talk to each other using sentences rather than single words. (Write about 100 words. ) (15) Circular group talking with a puffiness The young learners get into a circle of four in order to pass the cluster to each other. Everyone gets a turn to communicate their name, age, favorite beast a) Sarah ordinates Hello, Whats your name? b) Patrick says Hello, My name is Patrick passes the ball to Emma, Whats your name? Emma replies My name is Emma c) Sarah, How old are you? Sarah replies I am six years old d) (If at that place is time and depending on the level of English)Mary, Whats your favorite farm animal? Patrick says My favorite farm animal is the cow moo, moo Emma, Whats your favorite farm animal? Emma replies Me, I like dogs woof, woof This activity gets all the young learners actively involved. They practically sing the sentences to each other (drilling). 2. Describe, step by step, how you would teach the following structures.Include any visual aids you would use, what drilling (repetition) you would do and what your instructions would be. You dont have to write a full lesson plan or activities. Write about 100 words for each structure. 1. Structure 1 Where is it? Its on/in/under (15) By using Realia For example play get over and seek with a ball while simultaneously using the appropriate phrases and demonstrating their meaning. a) (Teacher hides the ball under the table) Where is the ball? Its on the chair, in the bag or under the table Students reply The ball is under the table, Teacher ) The young learners repeat the phrases and then take turns hiding the ball. c) Patrick (hides the ball) Where is the ball? Sarah replies, Its in the bag. d) Sarah (hinds the ball) and asks Mary, Where is the ball? Mary replies, its on Patricks chair. By playing hide and seek (repetitiion/drilling) this enables the children to have fun while learning. 2. Structure 2 How many are at that place? on that point are (15) a) Again with Realia, I start by demonstrating with sweets (amusing item for sweet tooths) How many sweets are there in my hand? Students reply There are three sweets in your hand teacher.Repeating these actions until they hold up familiar with the phrases. b) And then, I send a bag of sweets around the class so each young learner gets a turn (to correct themselves). c) Every student offers some sweets from the bag to his/her schoolmate. Each student takes a handful of sweets and coun ts them. Then asks his/her classmate How many sweets are there in my hand, Sarah? There are two sweets in your hand Patrick. . d) And so on around the classroom until all the students are commodious (drilled) with these expressions. 3. Structure 3 Can you? Yes, I can/No I cant. 15) a) First of all, I give the class an example- mise en scene Realia with a cell phone as children enjoy imitating adults on the phone. Hello Mary, Its Sarah, Can you come to the Cinema on Saturday? Yes I can come to the cinema on Saturday Sarah Or No I cant Sarah . b) I ask the students to repeat these phrases a couple of times-drilling. c) And then, I ask them to get into slim groups of 3/4 d) And ask them to use other examples of what they like to do on Saturdays play tennis, football etc. Can you come to football on Saturday? Yes, I can come to play football on Saturday No, I cant. e) Then back within the all told group, I check the comprehension with more questions around the class to sustain su re everyone can say and understand (drilled) these phrases. Teacher says Brendan can you ask Sarah can she come to class tomorrow? Sarah replies, yes I can come to class tomorrow, Brendan 3. Read the section (2. Planning an interesting lesson) at the end of the module and imagine you are giving the next lesson to the same class. Your aim is to teach the following fate of new double letter sounds (25) ai as in sail ay as in tray ir as in girl a as in sauce boat Write a lesson plan according to the same model. The time and level are the same and your aims will be to teach a new set of double letter sounds. Please use as much as you can from the different move of this module and include a varied range of activities. Total100 marks Using Presentation Practice deed (PPP) as my teaching model. IntroductionStagePresentationSetting the context First of all, I briefly revise and verify that the students have still the previously learnt single letter sounds to get them into the context for todays lesson.In order to set the context (double letter sounds), I show the students a set of flashcards the students are given the time to name the noun ( police squad spend a penny) and learn new vocabulary. ai sail ay tray ir girl oa boat Demonstrating these nouns with flashcards allows me to keep my Teacher Talk sequence (TTT) low and can prompt the students when they do not know the pronounciation of the double letter sounds. This way I can identify the level of the different students. Eliciting the target I send the flashcards around the class so each member gets a chance to attempt to say the words. Sail, tray, girl, boatThe students scram more confident when they repeat the nouns individually. This will help them realize that they are capable of pronouncing double letter sounds and encourage them to learn new vocabulary. And then as a whole class we repeat together once again. I encourage the students to feel free to communicate within the group and participate i n each others learning. Concept checking Once the double letter sounds have been drilled, I ask Concept Checking Questions (CCQs) to make sure that the students have understood the targeted word meaning.I continue to incorporate drilling during this stage. ExamplesIs Sarah a boy or a girl? What does a sailorman do? Sails a boat In a restaurant we deal out with a tray Drilling and furtherconcept checking Using different interactions and teamwork with the aid of the flashcards Examples All the boys please Sail All the girls please boatAll the boys, what is the girl holding? the girl is holding a trayAll the girls please, What does a Sailorman do? Sails a boat All the students beside the window please? boat etcThis enables me to check the level of the pronunciation that the students use so that they can use them in the following activities. Board work The students are invited up to the board in groups of four to form the words. The double letters are in red ai, ay, ir, oa and the y must get wind the other letters (previously learnt) from the alphabet to build the spelling of the words sail, girl, tray and boat. We all correct the board work together as a class and then, I add the phonetic script next to the noun on the board. PracticePractice Activity (1) Now that the class feels comfortable with these double letter sounds, the students can work in small groups. I randomly ask members of the class that need more practice to fill in the gaps. Pictures from a book shown to the class, randomly the teacher asks questions like What is the girl holding student replies (with help from another classmate if needed) the girl is holding a trayCan you describe the image you see here? Reply The boat is sailing in the seaI make sure to praise the students that make efforts to communicate.I then give each person a page from the book and individually ask them to describe the image with the nouns they have just learnt. Practice Activity (2) First, I explain that they are g oing to get into groups of three and echo of a song with the nouns. I double check that the students understand the activity. I give them three minutes to complete the task. Using Realia each group are given an objet boat, Barbie doll girl, boat with a sail, a kitchen tray and they must try and think of a song with the item (noun) they have chosenboat, girl, sail, tray I adhere available to help each group if they need more motivation or ideas.When time is up, I ask one person out of each group if they want to be a team leader and present briefly their ideas of their song with the noun. The feedback involves the students reading out the answers. And then I use self-importance and peer correction to drill the words that the students had problems with during the task. Language Review In order to continue drilling the double letter sounds and revise the songs they just imagined. The children then listen and sing along to the following songs on a CD player.This allows them to revise their pronunciation and the meaning of the nouns that they have just learnt. The big ship sails on the ally ally ohIm a Barbie GirlLittle Gingerbread Men (lying on a tray)Row, Row, Row Your Boat(If time and the young learners are still quite energetic they can line up sitting behind one and other on the floor and demonstrate the row, row, row your boat while singing the song)- drillingAn enjoyable ending to the class