'Tefl Teaching English to Young Learners\r'

' memorizeing slope to Young Learners with GO TEFL Result: 81% Assignment Answer the hobby questions base on your course readings for this staff. (100 marks) sever 1: This section covers multiple choice type questions. require the correct answer from the possible answers provided. 1. What is compeerless of the principal(prenominal) differences between children and adult EFL educatees? (1) 1. Children argon to a greater extent than believably to be forced to attend the variantes. 2. Games be utile for children but not effective for adults. 3. It is more than historic to create the need to learn in adults than in children. .Which of the pursuit is true? (1) 1. T apieceing children should be based on improvisation. 2. Children should be taught bargonly through halts. 3. It is primal to plan your lessons thoroughly when educateing children. 3. What is important to do in the first class where you t all(prenominal) the earn ‘o? (1) 1. to associate it with on e sound and a intelligence service, for character ‘orange, through the wasting disease of flash cards 2. to associate it with at least(prenominal) twain sounds and at least two dustup, such as ‘orange and ‘open, through the use of flash cards 3. o t distributively the break of the garner ‘O in the alphabet and get the students to go back a word with ‘o after you, for example ‘orange 4. Which of the spargon- term activity is a phonic: (1) 1. the sound as in ‘jet’; 2. the garner ‘j’; 3. ‘jay’ Choose one answer. 1. a. both 1 and 3 2. only 1 3. only 2 5. You ar introducing the garner ‘i’. You shake up on the nose exercisinged the word ‘ backtalk’.When will you drill the word ‘bike’? (1) 1. direct 2. later in the same class 3. in a later class 6. You curb on the dot finished t on an individual basising single-letter vowel sounds to your students. Which of these sounds is a institute together choice to focus on in your adjoining lesson? 1) 1. ‘ea’ as in ‘eagle’ 2. ‘th’ as in ‘thing’ 3. ‘s’ as in ‘sand’ 7. What is the fork-like-letter sound in the word ‘headline’? (1) 1. he 2. ea 3. in 8. When is the best meacertain(p) to stash away the plural ca-ca of nouns? (1) 1. in cin one casert with the singular form 2. in students’ second category of studying English 3. together with numerals 9. What is the best way of teaching children to vocalise the word ‘road? (1) 1. first drill ‘r-r-r’, accordingly(prenominal) ‘o-o-o’, then ‘a-a-a’, then ‘oa-oa-oa’, then ‘d-d-d’, fin every last(predicate)y 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 t ogether ‘road-road-road’  3. first drill the letters ‘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 occupyed her colleagues some advice on how to teach writing to her puppylike students. Here is the advice trinity of them gave: (1)Fenton: â€Å"Get them to imagine that the whiteboard is a page from their exercise- nurses and demonstrate to them on the board where to fix writing letters/words and how to indite them. Deon: â€Å"Teach them two ways of writing each letter but not at the same eon †first teach all the letters in upper case, then all the letters in upseter case. ” Kate: â€Å"Show them how some letters fit between two lines spell some differents reach the higher(prenominal) line or the lower line. ” Whose advice is incorrect? 1. Fenton’s 2. Deon’s 3. Kate’s 11. You argon a dinky frustrated because your students evanesce too lots autochthonous speech communication in class. They be that you infra(a)stand their language, so you realise they do not feel propel enough to speak English.How nooky you come on them to speak only English in class? 1) 1. break in a punishment for using the native language 2. do drilling for most of the lesson; as they seize after you, they won’t get an opportunity to use their native language 3. introduce a beast to them, tell the students that the puppet end only speak and extrapolate English and use the puppet through expose the lesson  12. It will probably be unimaginable for you to keep small learners enthusiastic about knowledge English if you: (1) 1. don’t ingest them whatsoever praise. 2. don’t let them use their native language. 3. don’t use any gap-fill activities. 3. If you concord a student who repeatedly misbehaves and disrupts lessons, which of the following courses of run could be reasonable and effective? (1) 1. discourage the other students from associating with him/her both during and after classes 2. talk loudly and angrily to the child 3. meet with the child’s parents 14. Annette has selected these common chord grammatical constructions 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 irregular verbs 3. ‘ defecate you ever been to…Are all those structures suitable for learners of that level? 1. Yes, they are. 2. constructions 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 natural process in a lesson with young learners? (1) 1. 2 proceeding 2. 5 minutes 3. 10 minutes Part 2: In this section, questions are gener coadjutor more open-ended and require a lot of thou ght. In your responses, particularly those requiring extended writing, please feel disengage to write more than is required. 1.Think of a game or activity which could help young learners develop their intercommunicate skills (do not use those already mentioned in the module) and describe, quality 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. ( pull through about 100 words. ) (15) government note sort out talking with a freak The young learners get into a circle of four in order to pass the ball to each other. Everyone gets a turn to communicate their touch on, age, favorite zoology… a) Sarah learns Hello, What’s your name? b) Patrick says; â€Å"Hello, My name is Patrick! passes the ball to Emma, â€Å"What’s your name? ” Emma replies; â€Å"My name is Emma! ” c) â€Å"Sarah, How old are you? ” Sarah replies; â€Å"I am six years old! ” d) (If there is time and depending on the level of English)â€Å"Mary, What’s your favorite nurture animal? ” Patrick says â€Å"My favorite farm animal is the awe moo, moo! Emma, What’s your favorite farm animal? ” Emma replies; â€Å"Me, I like dogs â€Å"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 don’t have to write a full lesson plan or activities. preserve about 100 words for each structure. 1. coordinate 1: Where is it? It’s on/in/under… (15) By using Realia For example: playing fur and desire with a ball while simultaneously using the appropriate phrases and demonstrating their meaning. a) (Teacher hides the ball und er the table) â€Å"Where is the ball? It‘s on the chair, in the foot or under the table…” Students reply; â€Å"The ball is under the table, Teacher” ) The young learners repeat the phrases and then fool turns hiding the ball. c) Patrick (hides the ball); â€Å"Where is the ball? ” Sarah replies, â€Å"It’s in the bag”. d) Sarah (hinds the ball) and conveys â€Å"Mary, Where is the ball? ” Mary replies, â€Å"it’s on Patrick’s chair”. By playing hide and seek (repetitiion/drilling) this enables the children to have fun while learning. 2. Structure 2: How many… are there? There are… (15) a) Again with Realia, I start by demonstrating with sweets (amusing distributor point for sweet tooths) â€Å"How many sweets are there in my hand? Students reply â€Å"There are three sweets in your hand teacher”.Repeating these actions until they be progress well-known(prenominal) with the phrases. b) And then, I send a bag of sweets close to the class so each young learner gets a turn (to correct themselves). c) Every student offers some sweets from the bag to his/her classmate. Each student takes a handful of sweets and counts them. Then subscribe tos his/her classmate: â€Å"How many sweets are there in my hand, Sarah? ” â€Å"There are two sweets in your hand Patrick. .” d) And so on near the classroom until all the students are comfortable (drilled) with these expressions. 3. Structure 3: seat you…? Yes, I female genital organ/No I can’t. 15) a) First of all, I give the class an example-context: Realia with a cell phone as children enjoy imitating adults on the phone. â€Å"Hello Mary, It’s Sarah, Can you discern to the Cinema on Saturday? ” â€Å"Yes I can decrease to the cinema on Saturday Sarah” Or â€Å"No I can’t Sarah” . b) I take on the students to repeat these phrases a couple of times-drilling . c) And then, I ask them to get into small groups of 3/4 d) And ask them to use other examples of what they like to do on Saturdays: play tennis, football etc. â€Å"Can you make love to football on Saturday? ”â€Å"Yes, I can come to play football on Saturday” No, I can’t. ” e) Then back within the whole group, I check the comprehension with more questions around the class to make indisputable everyone can say and visualise (drilled) these phrases. Teacher says; â€Å"Brendan can you ask Sarah can she come to class tomorrow? ” â€Å"Sarah replies, yes I can come to class tomorrow, Brendan! ” 3. Read the section (2. Planning an raise 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 set of refreshful paradigm letter sounds: (25) ai as  in sail ay as in tray ir as in fille a as in ride 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 parts of this module and include a varied range of activities. good [100 marks] Using Presentation Practice Production (PPP) as my teaching model. IntroductionStagePresentationSetting the context| First of all, I concisely revise and verify that the students have understood the previously learnt single letter sounds to get them into the context for directly’s lesson.In order to set the context (double letter sounds), I show the students a set of flashcards â€the students are tending(p) the time to name the noun (teamwork) and learn new vocabulary. ai †sail ay †tray ir †daughter oa †ride Demonstrating these nouns with flashcards allows me to keep my Teacher Talk Time (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 diff erent students. | Eliciting the target| I send the flashcards around the class so each member gets a chance to attempt to say the words. Sail”, â€Å"tray”, â€Å"girl”, â€Å"sauceboat”The students become more confident when they repeat the nouns individually. This will help them visualise 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 in 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 be drilling during this stage. Examples:Is Sarah a boy or a â€Å"girl”? What does a sailorman do? â€Å"Sails a boat” In a restaurant we serve with a â€Å" tray”| Drilling and furtherconc ept checking| Using different interactions and teamwork with the aid of the flashcards Examples: every last(predicate) the boys please : â€Å"Sail” All the girls please: â€Å" boat”All the boys, what is the girl belongings? â€Å"the girl is place a tray”All the girls please, What does a Sailorman do? â€Å"Sails a boat”â€Å" All the students beside the window please? boat â€Å"etcThis enables me to check the level of the pronunciation that the students use so that they can use them in the following activities. | carte 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 they must(prenominal) find 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 act (1)| Now that t he 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 â€Å"What is the girl holding student replies (with help from another classmate if needed): â€Å"the girl is holding a tray”â€Å"Can you describe the catch you see here? ”Reply: â€Å"The boat is slide in the sea”I 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 going to get into groups of three and think 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 g irl, boat with a sail, a kitchen tray and they must try and think of a song with the circumstance (noun) they have chosen:boat, girl, sail, tray I stay forthcoming 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 attractor 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 and peer correction to drill the words that the students had problems with during the task. | Language review article| In order to continue drilling the double letter sounds and revise the songs they just imagined. The children then hark 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. â€Å"The big ship sails on the ally ally oh”â€Å"I’m a Barbie misfire”â€Å"Little Gingerbread Men (lying on a tray)†Ã¢â‚¬Å" class, Row, Row Your Boat”(If time and the young learners are facilitate quite energetic they can line up sitting behind one and other on the floor and demonstrate â€Å"the row, row, row your boat” while singing the song)- drillingAn enjoyable ending to the class! |\r\n'