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.