6 action verbs for children using specific guide line ESL specialist

I will send specific guide lines.

MODULE 10

This is the basis of module 10 and I failed it in my lesson plan.

The following quiz will be marked by the system, which means you will know immediately after submitting your answers whether you have passed or not.

To pass you need to answer at least 80% of the questions correctly. Once you have passed, you will be able to progress to the next part of the course. Should you not achieve a score of 80% don’t worry; you have an unlimited amount of attempts to pass.

When you have answered every question, click on “submit all and finish” to submit your answers.

Question 1

Marks: 1

Some key principles of effective lessons are:
What option doesn’t belong?

Choose one answer.

a. inflexibility

b. variety

c. timing

d. interaction

Correct

Marks for this submission: 1/1.

Question 2

Marks: 1

Lesson plans are important because they ensure you have calculated:
What option doesn’t belong?

Choose one answer.

a. the length of each activity

b. the balance of

presentatio

n , practice and production

c. the amount of STT vs. TTT

d. the number of questions your students will ask you

Correct
Marks for this submission: 1/1.

Question 3

Marks: 1

The aim of the ‘production’ stage is to:

Choose one answer.

a. use the new language in a meaningful, lifelike situation

b. produce the new language accurately

c. write the new language

d. learn how to pronounce the new language

Correct
Marks for this submission: 1/1.

Question 4

Marks: 1

A course

syllabus

Choose one answer.

a. contains the title of the course and two or three major themes covered in the course

b. lists all the topics to be studied in the course

c. is a progression of books

d. is a collection of detailed lesson plans

Incorrect

Marks for this submission: 0/1.

Question 5

Marks: 1

Three of the following examples are points of a lesson plan, and one example has been taken from a course syllabus. Identify the one which is part of a syllabus.

Choose one answer.

a. Discuss the most interesting thing students saw on TV last week.

b. Drilling. Drill the present continuous using picture cards as prompts.

c. Lexical set: vocabulary of instructions, linking words.

d. Homework: Complete the exercises on the worksheet.

Correct
Marks for this submission: 1/1.

Question 6

Marks: 1

Even though teachers aim to practise all the four skills in the classroom, one of the following skills is usually practised for homework more than in class. Which one?

Choose one answer.

a. speaking

b. listening

c. writing

d. reading

Correct
Marks for this submission: 1/1.

Question 7

Marks: 1

Anna has been planning to review the rules of reported speech in today’s class with an upper-intermediate group. She has prepared some practice activities to improve her students’ grammatical skills. However, from the very start of the lesson the students get engaged in an animated discussion of the English film they saw in the previous class. What should Anna do?

Choose one answer.

a. Tell her students that grammar is very important, and therefore they should concentrate on the subject of the new lesson.

b. As long as the discussion is animated, involves everyone and is in English, allow it to go on even if it requires adjusting her lesson plan.

c. Interrupt the discussion and get her students to change what they have just said into reported speech.

d. Let her students discuss what they want to discuss and not plan any grammar-focused classes in the future.

Correct
Marks for this submission: 1/1.

Question 8

Marks: 1

If you see that your class is tired earlier than you expected, what is the best thing to do?

Choose one answer.

a. Play a fun game and then carry on with your plan.

b. End the lesson immediately.

c. Speak in a louder voice to keep them concentrated.

d. Pretend you don’t notice it and carry on with your plan.

Correct
Marks for this submission: 1/1.

Question 9

Marks: 1

Which of the following is not a suitable objective for a lesson plan?

Choose one answer.

a. Students learn and practise vocabulary related to parts of the body.

b. Students do chapter 6.

c. Students learn and practise ‘going to’ for future plans.

d. Students feel relaxed; they identify their language needs.

Correct
Marks for this submission: 1/1.

Question 10

Marks: 1

During the controlled practice stage of your lesson, you name an action (e.g. ‘to climb a mountain’) and then a student. The student has to form a present perfect question with ‘ever’ about the action (such as ‘Have you ever climbed a mountain?’) and direct the question to another student in the class. Once the second student has answered the question, you name another action and get the second student to use it in their question to a third student, and so on. What type of interaction will be written in your lesson plan next to this activity?

Choose one answer.

a. S-S

b. T-S-S

c. S-T

d. T

Correct
Marks for this submission: 1/1.

Question 11

Marks: 1

What is to be put in the ‘Target Language’ section of your plan?

Choose one answer.

a. The language you intend to teach, for example English, French, or Russian.

b. All the new vocabulary and/or structures you are going to teach in your lesson.

c. The vocabulary and/or structures which your students have learned in previous lessons and which relate to the topic of your present lesson.

d. The aim of your lesson.

Correct
Marks for this submission: 1/1.

Question 12

Marks: 1

Which part of the lesson is the most teacher-centred?

Choose one answer.

a. revision

b. presentation

c. practice

d. production

Correct
Marks for this submission: 1/1.

Question 13

Marks: 1

How many stages should a lesson plan have?

Choose one answer.

a. Fewer than 8.

b. As few as possible.

c. More than 10.

d. Any number depending on the length of the lesson, the age of the students and other factors.

Correct
Marks for this submission: 1/1.

Question 14

Marks: 1

Which of the following statements is true?

Choose one answer.

a. In a lesson with intermediate students, free practice (production) activities usually take more time than presentation/drilling or controlled practice.

b. Pre-intermediate students require more drilling and controlled practice than beginners.

c. The more repetition students do, the less controlled their work is.

d. There is more TTT at the advanced level than at other levels.

Incorrect
Marks for this submission: 0/1.

Question 15

Marks: 1

A good homework assignment should:

Choose one answer.

a. be written

b. provide further practice of what has been taught in the lesson.

c. be based on the target language of the next lesson

d. be optional for students

Correct
Marks for this submission: 1/1.

Questions 16-20 are based on one of the example lesson plans from the module. Click

here

to view the plan.

Question 16

Marks: 1

Most of the anticipated problems in the plan relate to

Choose one answer.

a. potential vocabulary problems

b. potential pronunciation problems.

c. potential stylistic problems

d. potential grammar mistakes

Correct
Marks for this submission: 1/1.

Question 17

Marks: 1

How can stages 1-3 of the lesson plan be labeled?

Choose one answer.

a. 1. Warmer 2. Presentation 3. Plenary.

b. 1. Practice 2. Production 3. Introduction.

c. 1. Games 2. Presentation 3. Lead-in.

d. 1. Warmer 2. Lead-in 3. Presentation.

Correct
Marks for this submission: 1/1.

Question 18

Marks: 1

Which stages of the plan can be labeled ‘Production’?

Choose one answer.

	a. 3, 4 & 5
	b. 6 & 7
		c. 9 & 10
		d. 11 & 12

Correct
Marks for this submission: 1/1.

Question 19

Marks: 1

Which stages of the plan can be labeled ‘Controlled practice’?

Choose one answer.

a. 3, 4 & 5

c. 9 & 10

d. 11 & 12

b. 6 & 7

Correct
Marks for this submission: 1/1.

Question 20

Marks: 1

Which stages of the plan can be labeled ‘Presentation’?

Choose one answer.

b. 6 & 7

c. 9 & 10

d. 11 & 12

a. 3, 4 & 5

Correct
Marks for this submission: 1/1.

Based on the information in the module, key in the missing word or words. Sometimes more than one option is possible.

Question 21

Marks: 1

The stage of a PPP lesson is when students are introduced to new grammar, vocabulary or functional language.

Correct
Marks for this submission: 1/1.

Question 22

Marks: 1

The stages of a PPP lesson give students the opportunity to use new language they’ve been taught.

Incorrect
Marks for this submission: 0/1.

Question 23

Marks: 1

A sets out the language items a student will learn during a course.

Correct
Marks for this submission: 1/1.

Question 24

Marks: 1

, for as much of a lesson as possible, should be S-S rather than T-S or S-T.

Incorrect
Marks for this submission: 0/1.

Question 25

Marks: 1

Lower levels will require more drilling and other forms of practice of new language.

Incorrect
Marks for this submission: 0/1.

Comment: You have activities for children, but are no longer following the lesson plan format that you learned in module 10. For me to be able to pass this you would need to demonstrate that you can use the PPP Approach to teach the five verbs to children. I am afraid this does not do that.
Thanks,
Alex

These were my lesson plans can you please help me

Think of a game or activity which could help young learners develop their speaking skills (do not use those already mentioned in the module) and describe, step 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. The class is beginner or elementary level.
(Please write a minimum of 100 words)

Answer:

Teaching Elementary Game,Activity to young learners. Vocabulary: banana, apple, pear, peach, orange, broccoli, sprout, sweet corn, sausage. “This is a …‘I like to eat….I don’t like to eat………..I like to drink ….and eat …….. Activity: Food and Drink? I will have various coloured pictures of food and drinks on the white board. I will place the children in a circle and have realia plastic fruit and vegetables. I will sit at 12 O’çlock and organise the children in a circle to play the game. I will ask the class while miming and holding up the fruit or vegetable, “What is this?”. ‘What food do you like?’ I will hold up a picture or realia of a piece of fruit, ‘Banana’, and ask for the circle class to repeat. Then, ‘Apple’ and ask for the class to repeat. I go back to the banana and ask them what is it?. ‘Banana’ and then hold up the apple, and ask for what is it?. I will show lots more fruit then vegetables, then drink. I will then show the banana picture and say with my thumbs up and nodding my head, ‘I like to ‘eat’ bananas’ and elicit a repetition. ‘I don’t like to eat pears’ holding my thumbs down and shaking my head. I ask for them to repeat. (Drilling) I will get the students to tell each other in pairs what they like and don’t like to eat and drink. I will reassemble the circle and go around asking again. What is this holding up realia?. I will pass the object clockwise to next student and they ask their friend and , “What is this to reinforce and drill the lesson and vocabulary. The final student I will ask to hold up realia and I will answer clearly and precisely. If during the activity I hear incorrect vocabulary I will illicit help.

Comment: .

Question 2

You are teaching a mono lingual class of 8 year olds. There are 20 students in the class. This is the beginning of their second year of learning English. Write a 45 minute lesson plan with the following objective:
Objective: For students to learn and practise 6 new action verbs
Please include the following information:
Target language (list the action verbs you will teach)
Assumed knowledge (for example, list some vocabulary and grammatical structures the students already know, 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 and activity.
(Please write a minimum of 200 words).

Answer:

English Lesson plan on action verbs for a monolingual class 8years old Teaching aids include pictures, balls, fruits and board 45 min lesson Activity 1 Introduce the students to the English lesson by showing them some pictures of common nouns like a ball, a book, an athlete, fruits, water, a pop singer etc. Then engage the pupils in speaking out the words loudly. Evaluation: T-S 3 minutes Activity 2 Show the pupils how to pronounce the verbs below; read, kick, run, eat, sing and wash Let them read the words loudly in chorus. Evaluation; T-S 4 min Activity 3 Let the pupils sing songs they are familiar with and in groups they sing as they identify some verbs in the song. Let each group identify and award the group with more verbs fruits. Evaluation: T-S 5min Activity 4 Still in groups let the pupils identify to themselves some verbs they have learned. Lastly compare them with those of other groups. Evaluation: 3min Activity 5 Engage the pupils in reading some the sentences below; Peter runs like a lion. My mother is washing clothes. He likes reading. She is eating the fruit. Kick the ball. Ensure they understand the verbs in bold. Evaluation: T-S 6 min Activity 6 Engage the learners in oral narratives and tongue twisters telling especially in chorus manner, then pick some pupils narrate the some stories in language common to them as others identify some verbs. Evaluation: T-S-S 10 min Activity 7 Let them sleep then as they wake up ask them, what action were they doing? Answer is sleeping an action verb. Evaluation: S-T-S 3 min Activity 8 Engage in sport activities like; dancing, running, exercising, and singing. This they can have fun and at least get to know more verbs Evaluation: T-S-S 8 min Activity 9 In class let them read loudly these verbs; read, ran, wash, eat, and kick Then show the pictures describing the action verbs. Evaluation: T-S 2 min Activity 10 Pupils sing a short song live before the class. Or an old game of apples tied on strings mouth height children are blindfolded the first child to be able to catch and take a bite of his apple is the winner. Evaluation: S-S 1min End of lesson Challenges may include; understanding vocabulary, reading problem, attention distracted

Comment: You have activities for children, but are no longer following the lesson plan format that you learned in module 10. For me to be able to pass this you would need to demonstrate that you can use the PPP Approach to teach the five verbs to children. I am afraid this does not do that.
Thanks,
Alex

presentatio

lexical

syllabus

Focus