ESL 6 short writings

6 short writins

Large class ONE?

Marks: 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.
(Please write a minimum of 100 words)

LARGE CLASS TWO?

Prepare a plan for a 45-minute lesson on vocabulary of character traits. You have a class of 60 students. While the class is labeled ‘intermediate’ there are different levels within the group. 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 teach vocabulary of character/personality traits such as ‘honest’, ‘stubborn’ or ‘sensible’, not moods and feelings such as ‘happy’ or ‘sad’. When considering presentation techniques, bear in mind that the target vocabulary is non-visual (i.e. you cannot draw ‘honest’, etc), so think of other techniques of conveying the meaning.
Please include the following information:
Target language (list the words you will teach)
Assumed knowledge (list vocabulary/structures you expect all your students to know)
Anticipated problems
Solutions
Preparations and aids
A step-by-step plan of the entire lesson including the timing of each stage.
(Please write a minimum of 200 words)

Limited resources

QUESTION 1 Marks: 1

Imagine you’re teaching in an empty classroom. There are only four walls, your students and yourself (there isn’t even a white/blackboard). Think of a game which would keep the students engaged for 15 minutes. Indicate the level and what language point you would practise. Describe how you would play the game. Do not use the games already described in the module.
(Please write a minimum of 100 words).

Question 2 Marks: 1

Imagine you are going to teach the vocabulary of kitchen items to a pre-intermediate class of young adults. The classroom has minimal furniture, rows of desks fixed to the floor and a blackboard. All students have pens and paper. There are no textbooks or technical equipment available. The only materials you can use are those which you and your students own or which you have created with your own hands. Printers or photocopiers are not avaiable. Plan a 45 minute lesson.
Please include the following information:
Target language (list the words you will teach)
Assumed knowledge (list vocabulary/structures you expect your students to know)
Anticipated problems
Solutions
Preparations and aids
A step-by-step plan of the entire lesson including the timing of each stage.
Note: This will be a vocabulary lesson as you will be teaching a set of words.
(Please write a minimum of 200 words)

ONE ON ONE NUMBER 1 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.
(Please write a minimum of 150 words)

NUMBER 2 Look at the student’s profile below:

Level:	Pre-intermediate, has been learning English for 2 years
Age:	26
Job:	Journalist
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
Learner style:	Visual

(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 phrases you will teach)

· Assumed knowledge (for example, list some grammatical structures the student already knows, which can be of use during the lesson)

· Anticipated problems

· Solutions

· 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 Free Practice (Production).

Note: This will be a functional lesson as you will be teaching a language function.