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 go
go
goes I don’t go
You don’t go
he doesn’t go Do I go
Do you go
Does he go
we
you
they We go
You go
They go We don’t go
You don’t go
They don’t go Do we go
Do you go
Do they go
Task 2 – Identify the following tenses, and give reasons for the identification:
a) I have never met anybody famous.
Present simple, (Subject + base form verb + complement)
b) John is having a shower at the moment.
Present continuous, action that is happening NOW. (Subject + verb with the termination ING + complement)
c) I go shopping at least twice a week.
Present simple: habit, routine, or repeated action (Subject + base form verb + complement)
d) I have been working here for 10 years.
Present perfect continuous, relates past activities to the present (Subject + aux verb “have”+ been + with the termination ING + complement)
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. Routine: I eat lunch every day at 1:00 PM sharp.
3. Commentaries: Daisy Duke is one fine girl.
4. Instructions: Charlie take route 90 to Worcester.
b) Present continuous
1. Action in progress – Jeff Gordon in the number 24 car is passing Earnheart to take the lead
2. Action in no necessary in progress: I am trying to work.
3. Frequent actions: I running every day.
4. Background events: Charlie is driving when he got a call.
5. Developing situation: He is going right passed the red light.
c) Present perfect
1. Finished action with indefinite time: I have been drunk a couple of times.
2. Completed passed action in an unfinished time period: she has cried all morning.
3. Something that has been in the past and that is still true: I have been very responsible.
4. Past actions with present results: I have called the police.
d) Present perfect continuous
1. Communicate an ongoing action with a definite time: I have been sitting in from of my PC for the last 3 hours a couple of times.
2. I am depressed because I have been losing money all day.
Task 4 – State how the tenses below are formed grammatically. Explain positive, negative and question forms:
a) Present simple
Affirmative: {sub + base form (+s/ es)}
I work for Bank of America.
Negative :{ sub + aux. verb” do” +not + base form}
I don’t like tofu in my soup.
Question: {aux. verb + Do +sub+ base form}
Do you like some wine?
b) Present continuous
Affirmative: (Sub + aux. verb + main verb +verb+ ing)
I am sitting in from of my PC.
Negative: (Sub + aux. verb +be + subject +verb +ing)
I am not having fun anymore.
Question: (Aux. verb +is + sub + verb +ing)
Are you stopping in the bank on the way back?
c) Present perfect
Affirmative :(sub+ aux. verb + have + past participle)
I have eaten all my food
Negative: (sub+ aux. verb +have +not+ past participle)
I have never owned a Ferrari.
Question: (Aux. verb ’have’+ sub + past participle.)
Have you ever been in Paris
d) Present perfect continuous
Affirmative: (sub+ aux. verb ‘have ‘+ been+ verb + ing)
Tom has been in bed for two days.
Negative: (sub +aux. verb “have”+ not + been + verb + ing)
I have not been in the mood for drinks.
Question: (aux. verb ‘have’+ sub + been +verb +ing)
Has he been going to work?
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 indicates the action has ended.
ii) The sentence indicates the action has ended but the action probably is still going on.
iii) Tell the student to clarify if the action stopped or is it still going on.
b) I have eat breakfast.
i) The verb in not in past participle.
ii) The student doesn’t know well the correct for of the present perfect.
iii) Explain to him the correct form of the sentence in this tense (sub+ aux. verb + have + past participle) and give him examples.
c) She’s liked him since six months.
i) Incorrect form, it should be “for” instead of “since”. “for” is used for periods of time, “since” indicates a more or less exact beginning point.
ii) Confusion by the part of the student on how to link the proper word usage to the correct expression of time.
iii) Explain the simple “for” and “since” rule. (“for” is used for periods of time, “since” indicates a more or less exact beginning point) and give examples.
d) When you start work?
i) The sentence is missing the Verb. In this case “to be”.
ii) The student has trouble in the structure of sentence formation.
iii) In the case of this “wh” question. He has to learn the structure and not omit any single part of it since it would affect the meaning of the sentence.
e) I’ve been knowing her for three months.
i) the sentence indicates that the action is still taking place. Since you only know somebody once it distorts the meaning of the sentence.
ii) the student is confused the present perfect and the present perfect continuous, their structure and their usage.
iii) Explain to him again both tenses, their structure, their usage, give him examples and compare both examples side by side to see the differences.
Task 6 – Give at least 2 teaching ideas (suitable for the Activate stage of a lesson) for the tenses below and give examples of sentences that you would expect your students to produce:
a) Present simple
1. Make students interview each other.
2. Make students report on the activity of other fellow students.
b) Present continuous
1. Describe orally action portrayed in film or pictures.
2. Dive the class in teams, create a theme, for example movies, make the teams act the activities portrayed in the picture and then have the other students guess the name the activity an then the picture.
c) Present perfect
1. Tell the student about past things you have done, the student then will tell if he/she has also done this activity, he will then say an activity of his own, the student next to him will tell if he/she has also done this activity, an so on and so on until somebody says NO, in that case he will get a penalty.
2. Divide the class in two teams; give each team a group of elements from their current vocabulary turn them around so they can’t see each other. Make both teams arrange their elements the way they see fit. Then have the opposite team asked questions to see how they arranged the elements.
d) Present perfect continuous
1. Students write down a bunch of activities and other students have to guess the future consequence of those activities.
2. Students can write bunch different activities in pieces of paper, mixed them all up and the match the correct activity to it consequence.
Thursday, May 28, 2009
Unit 3
WORKSHEET – UNIT 3
Task 1 – Based on your understanding of the unit, which four teaching methods do you think have most influenced current TEFL practice? Give a brief summary of each and give reason(s) for your choice.
Presentation, practice production: the teacher presents the subject of the day, then explains and demonstrates the subject. The students then practice in a controlled situation before moving on to the production stage were they used the language more freely
Suggestopaedia: method focused on making the students comfortable and relaxed to make the learning process more effective. It’s a parent – child relationship. Has three parts, it begins with a review of the lesson from the previous class, and then moves to the new subject and its presentation by the students, it finally ends with a relaxing activity.
Task based learning: more task than language. Students are given a task and after completed the teacher will provide some clarifying only if necessary.
Audio: learning is based on habit formation. It consist on long repetition drills.
Task 2 – State five ‘engage’, five ‘study’ and five ‘activate’ stage activities (also give the probable language level of the students):
Intermediate
Engage – Games, music, pictures, anecdotes, memory games.
Study – Spelling, word order, pronunciation, teacher explanations, grammar analysis.
Activate - role play, open discussion, producing material, debating, team work in language related activities.
Task 3 – Structure an ESA (straight arrow pattern) based lesson for an elementary level class in which the learners would learn the vocabulary of clothes and be able to use it when describing what people wear and are wearing:
Intermediate level
Task 4 – Structure an ESA (boomerang pattern) based lesson for a pre-intermediate class, teaching language commonly used for shopping, so that students can ask for, find the price for and purchase everyday food and clothing items:
Intermediate level
Task 5 – How, what and when would you correct mistakes/errors made during the following stages:
Engage stage –
Try to correct the least possible, especially if the student in participating orally. Correcting is OK if the student asks or if all the class is practicing pronunciation.
Study stage – the student has to be corrected especially if the corrections involve a recurring error from a previous lesson or the current lesson. A Correction is also OK if the student enters a subject not familiar to him.
Activate stage – just as the engage stage try to correct the least possible, especially if the student in participating orally. Correcting is OK if the student asks or if all the class is practicing pronunciation. Try to correct as a last resort, usually other student will correct first. If it becomes a recurring error correct in the most subtle way possible and complement the student on his class participation.
Task 6 – Create or find a short sample piece of writing that a student might produce containing at least five of the errors mentioned in the page 23 table, and annotate the text using the codes in the table.
(Here is an example of how a student may write “Fred went to London with Jenny last week” and how you should correct it:
Fred has gone(t) to l(p)ondon with ^ last week.)
Ex/:
Jenny (t) have to take 2 bus (p), (t) going [] to the (s) franklin park.
Correction:
Jenny has to take 2 busses to go to Franklin Park.
Task 1 – Based on your understanding of the unit, which four teaching methods do you think have most influenced current TEFL practice? Give a brief summary of each and give reason(s) for your choice.
Presentation, practice production: the teacher presents the subject of the day, then explains and demonstrates the subject. The students then practice in a controlled situation before moving on to the production stage were they used the language more freely
Suggestopaedia: method focused on making the students comfortable and relaxed to make the learning process more effective. It’s a parent – child relationship. Has three parts, it begins with a review of the lesson from the previous class, and then moves to the new subject and its presentation by the students, it finally ends with a relaxing activity.
Task based learning: more task than language. Students are given a task and after completed the teacher will provide some clarifying only if necessary.
Audio: learning is based on habit formation. It consist on long repetition drills.
Task 2 – State five ‘engage’, five ‘study’ and five ‘activate’ stage activities (also give the probable language level of the students):
Intermediate
Engage – Games, music, pictures, anecdotes, memory games.
Study – Spelling, word order, pronunciation, teacher explanations, grammar analysis.
Activate - role play, open discussion, producing material, debating, team work in language related activities.
Task 3 – Structure an ESA (straight arrow pattern) based lesson for an elementary level class in which the learners would learn the vocabulary of clothes and be able to use it when describing what people wear and are wearing:
Intermediate level
Task 4 – Structure an ESA (boomerang pattern) based lesson for a pre-intermediate class, teaching language commonly used for shopping, so that students can ask for, find the price for and purchase everyday food and clothing items:
Intermediate level
Task 5 – How, what and when would you correct mistakes/errors made during the following stages:
Engage stage –
Try to correct the least possible, especially if the student in participating orally. Correcting is OK if the student asks or if all the class is practicing pronunciation.
Study stage – the student has to be corrected especially if the corrections involve a recurring error from a previous lesson or the current lesson. A Correction is also OK if the student enters a subject not familiar to him.
Activate stage – just as the engage stage try to correct the least possible, especially if the student in participating orally. Correcting is OK if the student asks or if all the class is practicing pronunciation. Try to correct as a last resort, usually other student will correct first. If it becomes a recurring error correct in the most subtle way possible and complement the student on his class participation.
Task 6 – Create or find a short sample piece of writing that a student might produce containing at least five of the errors mentioned in the page 23 table, and annotate the text using the codes in the table.
(Here is an example of how a student may write “Fred went to London with Jenny last week” and how you should correct it:
Fred has gone(t) to l(p)ondon with ^ last week.)
Ex/:
Jenny (t) have to take 2 bus (p), (t) going [] to the (s) franklin park.
Correction:
Jenny has to take 2 busses to go to Franklin Park.
Unit 2
WORKSHEET – UNIT 2
Task 1 - Write 5 examples of each of the following:
Countable noun: Car, apple, table, cat, phone
Uncountable noun: poultry, beef, pork, veal, love.
Adjective: red, long, thick, wet, hard.
Adverb: quickly, silently, high, once, either.
Preposition: by, over, under, besides, since.
Verb: work, sleep, eat, cook, clean.
Pronoun: I, we, you, he, she, it
Infinitive: to run, to walk, to go, to sleep, to drive.
Gerund: Running, walking, going, sleeping, driving.
Comparative adjective: taller, smaller, lighter, bigger, better.
Superlative adjective: tallest, smallest, lightest, biggest, best.
Article (3 only): a, an, the.
Conjunction: as, until, and, or, yet.
Task 2 – Identify the parts of speech in the following sentence:
I usually go swimming with my best friend and his rather unusual girlfriend.
a) I - pronoun
b) usually - Adverb
c) go - verb
d) swimming - gerund
e) with - preposition
f) my - possessive pronoun
g) best - adjective
h) friend - noun
i) and - conjunction
j) his - possessive pronoun
k) rather - adverb
l) unusual - adjective
m) girlfriend - noun
Task 3 – State the differences between the following, and give an example of each:
a) Adjectives and adverbs
Adjectives: used to describe person place or things.
Ex/: the car is RED. The word “RED” is and adjective describing the noun “car”.
Adverb: modifies any other part of language verbs, adjectives (including numbers), clauses, sentences and other adverbs. EXEPT NOUNS!!!
Ex/: the red car is QUICKLY approaching. The word “QUICKLY” is and adverb describing the verb “approaching”.
b) Nouns and pronouns
Noun: a noun is a person, place, thing or idea.
Ex/: Dorchester is located in Boston. The word “Dorchester” is a noun.
Pronoun: a pronoun substitutes a NOUN or NOUN phrase.
Mary and Tony went to San Tarpio’s for pizza. The words “Mary and Tony” are people so they are NOUNS. You can replace these NOUNS with a pronoun.
Ex/: THEY went to San Tarpio’s for pizza. The word “THEY” is the PRONOUN replacing the nouns Mary and Tony.
Task 4 – Explain the following parts of speech as you would to a student. An example sentence would help to clarify your explanation:
a) Conjunctions – is a part of speech that connects two words, phrases or clauses together. When you have a sentence that needs another part in order to give it more sense, you use a conjunction to unite them.
Ex/: I open the wine bottle WITH the wine opener.
b) Gerunds – is the verb’s action noun. It indicates that the action or verb is happening NOW.
Ex/: I am WALKING. This means that the action (walk) is happening NOW.
c) Verbs – a verb is an action or a state. Any action is a verb. Words that indications actions are verbs, run, walk, swim are all verbs.
The are two kinds:
Transitive: is a verb that is followed directly by the object.
Ex/: we SWIM in the pool. Swim is located right before the object of the sentence “in the pool”.
Intransitive: is a verb that isn’t followed directly by the object of the sentence.
Ex/: the animals sleep. Sleep, the action in the sentence isn’t followed by object.
d) Comparative adjectives – is the form of an adjective which denotes the degree by which a noun has a quality greater or than another noun. It is used with a conjunction.
The form is simple; add the termination ER to the end of the adjective, ADJECTIVE + ER + Conjunction
Ex/: Carl is smaller than Tom. Small is the adjective. You add the termination ER and finished the comparison by linking it to the object with a conjunction.
e) Prepositions – Show the relationship between a noun or a pronoun and some other word in the sentence.
There are three major categories:
Time: an, at, on, before, in etc…
Movement: out, in, by, through, over, etc…
Place: on top of, besides, next, under, etc…
f) Superlative adjectives – is the form of an adjective which denotes that a noun is greater than any other noun.
The form is simple; add the termination EST to the end of the adjective, ADJECTIVE + EST
Ex/: Carl is the smallest. Small is the adjective. You add the termination EST, indicating that nobody is smaller than Carl.
Task 5 – What do articles do in a sentence? Give examples of your own.
An article is a word you combine with a noun to indicate the type of reference made by the noun.
Definite article: (English the):
Is used before singular and plural nouns that refer to a particular member of a group.
Ex/: The dog is sleeping in THE sofa.
In general do not use THE before NAMES!!
Ex/: The Sarah is a good person.
The china is a big country.
Indefinite article (English a, an):
Indefinite article is used before singular nouns. A in used for nouns that start with consonants. AN in used for nouns that start with vowels.
Ex/:
The cat is a Persian
The player is an amateur.
Task 1 - Write 5 examples of each of the following:
Countable noun: Car, apple, table, cat, phone
Uncountable noun: poultry, beef, pork, veal, love.
Adjective: red, long, thick, wet, hard.
Adverb: quickly, silently, high, once, either.
Preposition: by, over, under, besides, since.
Verb: work, sleep, eat, cook, clean.
Pronoun: I, we, you, he, she, it
Infinitive: to run, to walk, to go, to sleep, to drive.
Gerund: Running, walking, going, sleeping, driving.
Comparative adjective: taller, smaller, lighter, bigger, better.
Superlative adjective: tallest, smallest, lightest, biggest, best.
Article (3 only): a, an, the.
Conjunction: as, until, and, or, yet.
Task 2 – Identify the parts of speech in the following sentence:
I usually go swimming with my best friend and his rather unusual girlfriend.
a) I - pronoun
b) usually - Adverb
c) go - verb
d) swimming - gerund
e) with - preposition
f) my - possessive pronoun
g) best - adjective
h) friend - noun
i) and - conjunction
j) his - possessive pronoun
k) rather - adverb
l) unusual - adjective
m) girlfriend - noun
Task 3 – State the differences between the following, and give an example of each:
a) Adjectives and adverbs
Adjectives: used to describe person place or things.
Ex/: the car is RED. The word “RED” is and adjective describing the noun “car”.
Adverb: modifies any other part of language verbs, adjectives (including numbers), clauses, sentences and other adverbs. EXEPT NOUNS!!!
Ex/: the red car is QUICKLY approaching. The word “QUICKLY” is and adverb describing the verb “approaching”.
b) Nouns and pronouns
Noun: a noun is a person, place, thing or idea.
Ex/: Dorchester is located in Boston. The word “Dorchester” is a noun.
Pronoun: a pronoun substitutes a NOUN or NOUN phrase.
Mary and Tony went to San Tarpio’s for pizza. The words “Mary and Tony” are people so they are NOUNS. You can replace these NOUNS with a pronoun.
Ex/: THEY went to San Tarpio’s for pizza. The word “THEY” is the PRONOUN replacing the nouns Mary and Tony.
Task 4 – Explain the following parts of speech as you would to a student. An example sentence would help to clarify your explanation:
a) Conjunctions – is a part of speech that connects two words, phrases or clauses together. When you have a sentence that needs another part in order to give it more sense, you use a conjunction to unite them.
Ex/: I open the wine bottle WITH the wine opener.
b) Gerunds – is the verb’s action noun. It indicates that the action or verb is happening NOW.
Ex/: I am WALKING. This means that the action (walk) is happening NOW.
c) Verbs – a verb is an action or a state. Any action is a verb. Words that indications actions are verbs, run, walk, swim are all verbs.
The are two kinds:
Transitive: is a verb that is followed directly by the object.
Ex/: we SWIM in the pool. Swim is located right before the object of the sentence “in the pool”.
Intransitive: is a verb that isn’t followed directly by the object of the sentence.
Ex/: the animals sleep. Sleep, the action in the sentence isn’t followed by object.
d) Comparative adjectives – is the form of an adjective which denotes the degree by which a noun has a quality greater or than another noun. It is used with a conjunction.
The form is simple; add the termination ER to the end of the adjective, ADJECTIVE + ER + Conjunction
Ex/: Carl is smaller than Tom. Small is the adjective. You add the termination ER and finished the comparison by linking it to the object with a conjunction.
e) Prepositions – Show the relationship between a noun or a pronoun and some other word in the sentence.
There are three major categories:
Time: an, at, on, before, in etc…
Movement: out, in, by, through, over, etc…
Place: on top of, besides, next, under, etc…
f) Superlative adjectives – is the form of an adjective which denotes that a noun is greater than any other noun.
The form is simple; add the termination EST to the end of the adjective, ADJECTIVE + EST
Ex/: Carl is the smallest. Small is the adjective. You add the termination EST, indicating that nobody is smaller than Carl.
Task 5 – What do articles do in a sentence? Give examples of your own.
An article is a word you combine with a noun to indicate the type of reference made by the noun.
Definite article: (English the):
Is used before singular and plural nouns that refer to a particular member of a group.
Ex/: The dog is sleeping in THE sofa.
In general do not use THE before NAMES!!
Ex/: The Sarah is a good person.
The china is a big country.
Indefinite article (English a, an):
Indefinite article is used before singular nouns. A in used for nouns that start with consonants. AN in used for nouns that start with vowels.
Ex/:
The cat is a Persian
The player is an amateur.
Unit 1
WORKSHEET – UNIT 1
Task 1 – List 5 qualities that a ‘good’ teacher should have and give reasons for your choices. Which of these qualities do you consider to be more important, and why?
Kindness and patience: I good teacher must always be willing to help his/hers student as well as colleagues. He must always remain calm, and have the patience to help those students who fall behind or start late.
Entertaining/involving: a good teacher must always be entertaining in order to maintain his students focused. Part of making a class entertaining for the students is getting them involved in the learning process.
Know his students weaknesses: I good teacher has to quickly identify his student’s weaknesses so he can attack them early and not let the student fall behind.
Involve all students: some students will always move ahead of other in different subjects. The teacher has to make sure that all students participate in the development of every subject so they fall behind.
Be polite: students can get frustrated or obnoxious sometimes so the teacher has to be very polite in correcting the student’s behavior or in correcting them without offending them
Task 2 – State what you consider to be the five most important roles of a teacher. Describe each role and say why you think it is important.
Manager: The teacher has to be in control in his always, a loss in control will imply in loss in attention or even worse a loss in credibility.
Organizer: the teacher always has to clear goals and objectives for his class and he has to organize himself and his students in the best way he sees fit in order to get there.
Participant: the teacher has to be an integral part of the learning process, sometimes this implies changing roles and participating in his own class as would a student.
Tutor: some student can and will need extra help in some subjects and the teacher has to be there for some 1 on 1 lesson to help them catch up with the rest of the class.
Resource: the teacher has to be always on the look for new and creative teaching ideas and methods as well as coming up with his own.
Task 3 – List 5 qualities you would expect to find in a ‘good’ learner. Which of these qualities do you consider to be more important, and why?
Desire to learn: this always has to be the first step in the process of learning any subject.
Listening: the learning process always starts with listening; being a good listener and concentrating are key factors for learning any subject successfully.
Asking questions: student cant be afraid of asking questions, asking questions is the only way to solve any doubts the student has or correcting any miss interpreted concepts.
Accepting mistakes: a good learner ahs to accept his mistakes is just as basic as listening.
Experimenting: willing to go that extra mile and experimenting show motivation and desire to learn.
Task 4 – What are some of the major differences you would expect to find between adult and young learners?
Nervousness: adults are usually more nervous that younger people, they have a lot of anxiety about success.
Language awareness: adults tend to match the new language to their native tongue. Young learners absorb the new language more easily.
Behavior problems: Adults are usually more motivated and have longer attentions spans than kids.
Life Experience: adults have more experience they can bring to the classroom which make teaching more interesting.
Task 5 – List the levels of language ability that learners are often grouped into and give a brief summation of each level:
Beginner: zero to very basic knowledge.
Elementary: able to build sentences and communicate ideas.
Low/pre – intermediary: able to understand and communicate many topics but lack fluency.
Intermediate: able to communicate a wide array of topics using only limited vocabulary and lacking fluency and accuracy.
Upper intermediate: able to communicate almost all topics but lacking accuracy.
Advanced: ample knowledge of the language.
Task 6 – Give as many reasons as possible why students are motivated to study English. The reasons that you give do not have to be in the unit reading material.
Career prospects
General usefulness, it’s the language of science, finance and education.
Study or live abroad.
Task 1 – List 5 qualities that a ‘good’ teacher should have and give reasons for your choices. Which of these qualities do you consider to be more important, and why?
Kindness and patience: I good teacher must always be willing to help his/hers student as well as colleagues. He must always remain calm, and have the patience to help those students who fall behind or start late.
Entertaining/involving: a good teacher must always be entertaining in order to maintain his students focused. Part of making a class entertaining for the students is getting them involved in the learning process.
Know his students weaknesses: I good teacher has to quickly identify his student’s weaknesses so he can attack them early and not let the student fall behind.
Involve all students: some students will always move ahead of other in different subjects. The teacher has to make sure that all students participate in the development of every subject so they fall behind.
Be polite: students can get frustrated or obnoxious sometimes so the teacher has to be very polite in correcting the student’s behavior or in correcting them without offending them
Task 2 – State what you consider to be the five most important roles of a teacher. Describe each role and say why you think it is important.
Manager: The teacher has to be in control in his always, a loss in control will imply in loss in attention or even worse a loss in credibility.
Organizer: the teacher always has to clear goals and objectives for his class and he has to organize himself and his students in the best way he sees fit in order to get there.
Participant: the teacher has to be an integral part of the learning process, sometimes this implies changing roles and participating in his own class as would a student.
Tutor: some student can and will need extra help in some subjects and the teacher has to be there for some 1 on 1 lesson to help them catch up with the rest of the class.
Resource: the teacher has to be always on the look for new and creative teaching ideas and methods as well as coming up with his own.
Task 3 – List 5 qualities you would expect to find in a ‘good’ learner. Which of these qualities do you consider to be more important, and why?
Desire to learn: this always has to be the first step in the process of learning any subject.
Listening: the learning process always starts with listening; being a good listener and concentrating are key factors for learning any subject successfully.
Asking questions: student cant be afraid of asking questions, asking questions is the only way to solve any doubts the student has or correcting any miss interpreted concepts.
Accepting mistakes: a good learner ahs to accept his mistakes is just as basic as listening.
Experimenting: willing to go that extra mile and experimenting show motivation and desire to learn.
Task 4 – What are some of the major differences you would expect to find between adult and young learners?
Nervousness: adults are usually more nervous that younger people, they have a lot of anxiety about success.
Language awareness: adults tend to match the new language to their native tongue. Young learners absorb the new language more easily.
Behavior problems: Adults are usually more motivated and have longer attentions spans than kids.
Life Experience: adults have more experience they can bring to the classroom which make teaching more interesting.
Task 5 – List the levels of language ability that learners are often grouped into and give a brief summation of each level:
Beginner: zero to very basic knowledge.
Elementary: able to build sentences and communicate ideas.
Low/pre – intermediary: able to understand and communicate many topics but lack fluency.
Intermediate: able to communicate a wide array of topics using only limited vocabulary and lacking fluency and accuracy.
Upper intermediate: able to communicate almost all topics but lacking accuracy.
Advanced: ample knowledge of the language.
Task 6 – Give as many reasons as possible why students are motivated to study English. The reasons that you give do not have to be in the unit reading material.
Career prospects
General usefulness, it’s the language of science, finance and education.
Study or live abroad.
Wednesday, May 27, 2009
Introduction
For some time I been exploring the possibility of moving to Asia. I seen to be attracted by the culture, the way of life. I honestly just want the experience of living in Asia, in a place so different than America. since I'm poor, I just cant go a buy an airplane ticket a catch the next flight. I have to get there and have job waiting for me. The only option I had to get to Asia with a secured job was as an ESL teacher. I'm fond of teaching, I enjoy it, Ive done it before in my native country of Colombia were I taught ESL at a local government facility.
while I was in my previous job I spoke to one of the guys there who happened to be exploring the same possibility as me and he told me about this great website called:
http://eslcafe.com/
through this site I managed to get contacted my few potential employers. Nothing went on to the next level and I was left high and dry. I wasnt gonna give up that easy, so I decided to take a course and get the TEFL certificate. This piece of paper claims that I am a certified ESL teacher.
So as I write this, I havent finished the course, I halfway done and I would love to share my work with whom ever is interested...
Hope somebody else finds it useful, please dont copy my material, you will get caught and that will be very unpleasant. Anybody is free to use the material as the basis for their own work, beware the material isnt perfect and there are plenty of mistakes...
Thanks...
while I was in my previous job I spoke to one of the guys there who happened to be exploring the same possibility as me and he told me about this great website called:
http://eslcafe.com/
through this site I managed to get contacted my few potential employers. Nothing went on to the next level and I was left high and dry. I wasnt gonna give up that easy, so I decided to take a course and get the TEFL certificate. This piece of paper claims that I am a certified ESL teacher.
So as I write this, I havent finished the course, I halfway done and I would love to share my work with whom ever is interested...
Hope somebody else finds it useful, please dont copy my material, you will get caught and that will be very unpleasant. Anybody is free to use the material as the basis for their own work, beware the material isnt perfect and there are plenty of mistakes...
Thanks...
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