1.Think of some questions you could ask your one-to-one students about their specific needs in your first class, e.g. 'What are your hobbies or interests?' (Write approx. 100 words)
2.Imagine you are giving a lesson on a particular subject (e.g. vocabulary of animals, or 1st conditional, or any other) and describe an activity that you would plan for each type of learner – visual, auditory and kinaesthetic – to practise the subject. (50 words each)
3.Here are four reasons why a student may be unresponsive. Write below what solutions you would use to deal with this. (50-100 words each)
a.The student feels uncomfortable or shy in a one to one situation.
b.Your student has had a bad day at work/school/home and is finding it hard to concentrate. He/she wants to tell you all his/her .
problems. You are starting to feel more like a counsellor.
c.Your student has poor listening skills.
d.Your student expects you to dominate the lesson and do all the talking.
4.- .Think of an activity/game that can be used in a one-to-one lesson and describe how you would use it. The level is upper-intermediate, the topic of the lesson is Travelling. Your student has fluency problems and she tends to be reluctant to speak, so think of an activity which would encourage her to do a lot of talking. (Write about 150 words)
5.- Look at the student’s profile below:
Level: Pre-intermediate, has been learning English for 2 years
Interests: Action movies, extreme sports, rock music, travelling
Needs English for: Working on assignments abroad, meeting with
foreign colleagues, socialising, writing e-mails, telephoning.
Skills he wants to improve most: Speaking and listening
(Note: the information about interests and needs is given to help you ‘get to know’ the student better; you don’t have to use it all in your lesson)
Based on the information above, write a lesson plan for a 45-minute lesson with this student. The topic is Telephoning, and the objective is to prepare the student to communicate over the phone. At present, he finds it difficult to speak with someone without seeing the person and he needs to learn the standard language of telephone conversations (e.g. “I’d like to speak to …, please?”, etc).
Please include the following information:
Target language (list the specific vocabulary/phrases/structures you will teach)
Assumed knowledge (for example, list some grammatical structures the student already knows, which can be of use during the lesson)
Preparations and aids
A step-by-step plan of the entire lesson including the timing of each stage. Remember to follow the PPP sequence: from Presentation, through Controlled Practice to Freer Practice (Production).
1.- What techniques would you use in your first lesson to hold the attention of a large class and to get your students interested in the course? Please describe one or two ideas in detail rather than list many ideas. (Write 150 words)
2.- Look at this worksheet prepared for students of the C-level of the Common European Framework and adapt it for the B-level and the A-level. (Prepare two separate worksheets). You do not have to change every question or phrase but if you decide to keep something unchanged, make sure it is manageable for the corresponding level. You can adapt the questions for discussion but consider role-play as another option. Remember to include some useful vocabulary and phrases for the corresponding level. Your class of 60 students is split into groups of six.
Topic: The role of television in everyday life.
Questions to discuss:
1. How important is television for you? Why do you watch TV?
2. Name one or several TV channels that you think are the best and explain why.
3. Name a really awful TV show and explain why it’s awful.
4. Think of a new original TV show. Explain who will host it, who will be the target audience, at what time of the day and how frequently it will be broadcast, and why you think it will be a success. Write a brief script of your first night. Complete your answer in writing.
Some useful vocabulary and phrases:
• I think the... channel is by far the best.
• I suppose the... channel is slightly better than the rest.
• It has a well-balanced mix of...
• It shows a great variety of...
• It annoys me to see...
• It infuriates me when...
• I’m bored stiff by...
A.- Enter your worksheet for B-level below:
B.- Enter your worksheet for A-level below
3.- Write a question for discussion that you would ask your class (write it word for word as you would ask it, rather than state the general topic). Think of a subject which can be discussed by students of both higher and lower levels and which can be interesting to many people. How would you organise the discussion? How would you group the students? (Write 150-200 words)
4.-Think of a game or activity for a multilevel class of 50 students (not one of those described in the module). Explain what language point or skill is practised, what the timing is, and how you will organize the game. (Write 150-200 words)
5.- Prepare a plan for a 45-minute lesson on vocabulary of character traits. You have a class of 60 students of different levels. Think how you will generate and sustain student interest, how you will group the students and how you will cater for different learner levels. Note: you need to focus on familiarising your class with character/personality traits such as honest, stubborn or level-headed, not moods and feelings such as happy or sad. (Include the full list of words you plan to teach under 'Target language'). When considering presentation techniques bear in mind that the target vocabulary is non-visual (i.e. you cannot draw 'honest', etc). Remind yourself of the rules of lesson planning and include the following information:
• Target language
• Assumed knowledge
• Anticipated problems
• Preparations and aids
Then write a step-by-step lesson plan including timing and interaction for each stage.
This question was asked on Mar 16, 2011.
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