Unit 18

WORKSHEET – UNIT 18

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

Keep track of the progress made by students; determine which areas need more work and what students need improvement.

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

Tutorials
Evaluation by students
Review work
Discussions
Questionnaires
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?

A formal test usually comprised of a single subject and some tests rely too much on memory. A test captures just a moment in the students learning process.

Task 4 – What do you think are the strengths and weaknesses of the example placement test on pages 4 and 5 of this unit?

Pros:

- Clear and simple methodology
- Covers many topics
- God difficulty level.
Cons:
- Big Words, some student may not know some words in the test.
- Not for the lower level students.

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.

 

1. Vocabulary list: have an image with a blank space next to it so that the student can write down the name of the object

Ex/:

2. Fill in the blank section using the present simple and choosing words also with the present simple

Ex/:

2.1

• I __________ Anthony
• He ___________ in the car
• We ___________ a team
• You __________ Russian

2.2

• I ________ in a big house.
• My cat ________ a ________ .
• I __________ a new car.
• I __________ a new job
• I want ________ an English teacher.

live	Is
need	To be
bought	female

3. Reading comprehension:

Select a short and simple text and ask questions about it.

Hans Christian Andersen

[1]The Princess and the Pea
Once upon a time there was a prince who wanted to marry a princess; but she would have to be a real princess. He travelled all over the world to find one, but nowhere could he get what he wanted. There were princesses enough, but it was difficult to find out whether they were real ones. There was always something about them that was not as it should be. So he came home again and was sad, for he would have liked very much to have a real princess.
     One evening a terrible storm came on; there was thunder and lightning, and the rain poured down in torrents. Suddenly a knocking was heard at the city gate, and the old king went to open it.
     It was a princess standing out there in front of the gate. But, good gracious! what a sight the rain and the wind had made her look. The water ran down from her hair and clothes; it ran down into the toes of her shoes and out again at the heels. And yet she said that she was a real princess.
     Well, we'll soon find that out, thought the old queen. But she said nothing, went into the bed-room, took all the bedding off the bedstead, and laid a pea on the bottom; then she took twenty mattresses and laid them on the pea, and then twenty eider-down beds on top of the mattresses.
     On this the princess had to lie all night. In the morning she was asked how she had slept.
     "Oh, very badly!" said she. "I have scarcely closed my eyes all night. Heaven only knows what was in the bed, but I was lying on something hard, so that I am black and blue all over my body. It's horrible!"
     Now they knew that she was a real princess because she had felt the pea right through the twenty mattresses and the twenty eider-down beds.
     Nobody but a real princess could be as sensitive as that.
     So the prince took her for his wife, for now he knew that he had a real princess; and the pea was put in the museum, where it may still be seen, if no one has stolen it.
     There, that is a true story.

• How many characters are in the story?
• What are the characters trying to find?
• Did the characters find what they were looking for?
• Why was the prince sad?

4. Writing:

Write a short six line paragraph describing something about you.

5. Interviews:

Sit with the student and ask him simple direct questions to test his vocabulary, pronunciation and general knowledge of the language.

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[1] http://www.eastoftheweb.com/short-stories/UBooks/PriPea.shtml

Unit 17

WORKSHEET – UNIT 17

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

• Have a good plan and a clear direction on were to take the class.
• Start with a clean board.
• Write large and clear.
• Correct using an eraser or similar to keep the board orderly.
• Divide in sections.
• Use different colors and graphical aids.
• Only put essential information on the board.
• Erase what is no longer needed.
  
  

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

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

The video has to have:

• The appropriate vocabulary level.
• The dialogue has to loud and clear and at a space according to the students English level.
• Has to be an interesting subject.
• Has to be related to the class.
• There has to be clear purpose for using the video.

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

The classroom has to have:

• A TV set.
• DVD/VCR equipment.
• Enough volume for the whole class to hear.
• The video has to have a clear purpose for helping the students with the lesson.

c) Devise an intermediate ESA lesson plan that revolves around the scene or sketch you have chosen. As always, include your aims, context, learner objectives, etc, as well as the procedure, as per the lesson plan outline on pages 6 and 7 of unit 14.

Date - time	June 27, 2009
Teacher:	Marcos Blass	Room:	212
Number of students	16	Level	Intermediate
Names of Lesson	Distortions of pronunciation in English in everyday use
Teaching aids	Video – Jerry Seinfeld comedy sketch.
Objectives	Give the students a view of how the language is used in everyday situations, the changes in pronunciation from formal to common use
Personal Aims	Encourage students to verbally participate in class. Full understanding of the story and differences. Learn new vocabulary.
Anticipated Problems (students)	Lack of interest, lack of participation. Lack of understanding of the story.	Solutions	Use as many aids as possible. Make the students feel confident.
Anticipated Problems (teacher)	Lack of interest, lack of participation.	Solutions	Use as many aids as possible. Make the students feel confident.
Procedure			Phase	Timing	Interaction
Start conversation by greeting the class and discussing their activities the day before.			Engage	5 min	T  - S
Give a short briefing on the importance of verbal comprehension of English in the real word and explain that the language is distorted in its spoken form.			Engage	2 min	T
Give each student a copy of the scrip of the sketch and explain the activity until all students fully comprehend			Engage	3 min	T
Students read the story by themselves.			Study	5 min	T - S
Students read the story again and pick any vocabulary words and verb tenses they don’t know.			Study	5 min	T - S
Students write a brief summary of the main idea of the text.			Study	5 min	S
Students watch the sketch.			Engage	5 min	T - S
The sketch is discussed in class, it meaning is explained and questions are answered.			Engage	10 min	T  - S
A game is played using the lesson learned and changing proper written English into common spoken.			Activate	5 min	T - S

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

a)      OHP – display transparencies, written material and lessons that would take to long to re-write in the board.

b)      Visuals – help student associate the lesson and the vocabulary with images and concepts they already know in their own language.

c)      Worksheets – custom made lesson designed for the proper English level, with the new vocabulary and for the purpose of the day’s class. Easy to grade and keep track of progress.

d)    Cassette recorder – Practice listening comprehension exercises with recorded dialogue.

e)      Video camera – record role play activities for discussing in class.

f)        Computer – EVERYTHING can replace all others and can be used for surfing the web in search of material.

g)      Dictionary - looking for the meaning,  part speech and the verbal pronunciation of new word.

h)      Course book – well thought and carefully selected lesson plan. Easy to grade. Provides plenty of material. Offers a clear path towards progress.

i)       Resource book – complement text book.

j)       Photocopier – copy and distribute 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: can be used for EVERYTHING, can replace all others and can be used for surfing the web in search of material.
• Course book – well thought and carefully selected lesson plan. Easy to grade. Provides plenty of material. Offers a clear path towards progress.
• Worksheets – custom made lesson designed for the proper English level, with the new vocabulary and for the purpose of the day’s class. Easy to grade and keep track of progress.
• Visuals – help student associate the lesson and the vocabulary with images and concepts they already know in their own language.
• OHP – can be used to display worksheets, visuals, transparencies, written material and lessons that would take to long to re-write in the board.

Unit 16

WORKSHEET – UNIT 16

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

Authentic:

Pros: use real language, gives the student a clear picture of how the English language is used on a daily basis. Endless supply of material for all levels of English.

Cons: material is not classified according to the students English level.  There is to much vocabulary. The most elemental material may be boring to students.

Creative:

Pros: designed and picked carefully by the teacher for the class. Has the appropriate vocabulary level. The teacher can use interesting subjects and adapt them with simpler vocabulary so the lower level students find it interesting.

Cons: limited supply.

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

Course books:

Pros: well thought and carefully selected lesson plan. Easy to grade the students. Provides plenty of material. Offers a clear path towards progress.

Cons: Predictive, boring. Some units might not be as well thought as others. Can make teacher lazy.

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

• Use the book as a guide, the book is based on years of accumulated knowledge by many experience teachers so it provides a good path towards progress.
• Complement the material in the book with fun and creative activities developed by you.
• Complement the book itself with additional issues you find pertinent for the subject.
• Don’t take it so seriously.
• Use it as a syllabus for the course but add or remove what you don’t consider pertinent. Use it as a guide not a script.

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.

Date - time	June 27, 2009
Teacher:	Marcos Blass	Room:	212
Number of students	16	Level	Intermediate
Teaching aids	Short story – The princess and the pea.
Objectives	Read the story by themselves, Identify new vocabulary and word tenses. Write a brief summary with the main idea.  Class discussion
Personal Aims	Encourage students to verbally participate in class. Full understanding of the story. Learn new vocabulary.
Anticipated Problems (students)	Lack of interest, lack of participation. Lack of understanding of the story.	Solutions	Use as many aids as possible. Make the students feel confident.
Anticipated Problems (teacher)	Lack of interest, lack of participation.	Solutions	Use as many aids as possible. Make the students feel confident
Procedure			Phase	Timing	Interaction
Start conversation by greeting the class and discussing their activities the day before.			Engage	5 min	T  - S
Give a short briefing on the importance of reading comprehension of English in the real word for person and how practicing is the only way to learn the skill.			Engage	2 min	T
Give each student a copy of the story and explain the activity until all students fully comprehend			Engage	3 min	T
Students read the story by themselves.			Study	5 min	T - S
Students read the story again and pick any vocabulary words they don’t know.			Study	3 min	T - S
Students identify any verb tenses they don’t know.			Study	2 min	T
Students write a brief summary of the main idea of the text.			Study	5 min	S
Students practice orally			Engage	5 min	S
The story is read out loud in class by the teacher, it meaning is explained and questions are answered.			Engage	10 min	T  - S
A game is played giving the student “clues” about sentences in the text they have to find.			Activate	5 min	T - S

Hans Christian Andersen

The Princess and the Pea

Once upon a time there was a prince who wanted to marry a princess; but she would have to be a real princess. He travelled all over the world to find one, but nowhere could he get what he wanted. There were princesses enough, but it was difficult to find out whether they were real ones. There was always something about them that was not as it should be. So he came home again and was sad, for he would have liked very much to have a real princess.
     One evening a terrible storm came on; there was thunder and lightning, and the rain poured down in torrents. Suddenly a knocking was heard at the city gate, and the old king went to open it.
     It was a princess standing out there in front of the gate. But, good gracious! what a sight the rain and the wind had made her look. The water ran down from her hair and clothes; it ran down into the toes of her shoes and out again at the heels. And yet she said that she was a real princess.
     Well, we'll soon find that out, thought the old queen. But she said nothing, went into the bed-room, took all the bedding off the bedstead, and laid a pea on the bottom; then she took twenty mattresses and laid them on the pea, and then twenty eider-down beds on top of the mattresses.
     On this the princess had to lie all night. In the morning she was asked how she had slept.
     "Oh, very badly!" said she. "I have scarcely closed my eyes all night. Heaven only knows what was in the bed, but I was lying on something hard, so that I am black and blue all over my body. It's horrible!"
     Now they knew that she was a real princess because she had felt the pea right through the twenty mattresses and the twenty eider-down beds.
     Nobody but a real princess could be as sensitive as that.
     So the prince took her for his wife, for now he knew that he had a real princess; and the pea was put in the museum, where it may still be seen, if no one has stolen it.
     There, that is a true story.

http://www.eastoftheweb.com/short-stories/UBooks/PriPea.shtml