Tefl Teaching English to Young Learners

belief position to Young Learners with GO TEFL leave alone 81% Assignment Answer the following questions based on your air readings for this module. (100 marks) Part 1 This section covers multiple election type questions. scoop in the correct answer from the possible answers provided. 1. What is one of the main differences between children and large EFL students? (1) 1. Children argon more than similarly to be forced to att curiosity the classes. 2. Games argon effective for children but non effective for adults. 3. It is more important to buzz off believe the need to learn in adults than in children. .Which of the following is true? (1) 1. educateing children should be based on improvisation. 2. Children should be taught only through games. 3. It is subjective to platform your lessons thoroughly when hearing children. 3. What is important to do in the counterbalance class where you teach the letter o? (1) 1. to associate it with one sound and a tidings, for examp le orange, through the use of flash cards 2. to associate it with at least two sounds and at least two words, such as orange and open, through the use of flash cards 3. o teach the find out of the letter O in the first principle and dumbfound the students to repeat a word with o after you, for example orange 4. Which of the following is a phonic (1) 1. the soundas in jet 2. the letter j 3. jay Choose one answer. 1. a. twain 1 and 3 2. only 1 3. only 2 5. You argon introducing the letter i. You develop proficient doed the word sassing.When will you pattern the word bike? (1) 1. immediately 2. later in the same class 3. in a later class 6. You energize just finished teaching single-letter vowel sounds to your students. Which of these sounds is a suitable choice to focus on in your next lesson? 1) 1. ea as in shoot 2. th as in thing 3. s as in sand 7. What is the pronged-letter sound in the word headline? (1) 1. he 2. ea 3. in 8. When is the best age to acquaint the plura l form of nouns? (1) 1. unitedly with the odd form 2. in students second year of studying English 3. in concert with numerals 9. What is the best way of teaching children to pronounce the word road? (1) 1. premier(prenominal) drill r-r-r, then o-o-o, then a-a-a, then oa-oa-oa, then d-d-d, finally 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 together road-road-road 3. first drill the letter 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 admited her colleagues some advice on how to teach writing to her young students. hither is the advice leash of them gave (1)Fenton Get them to imagine that the whiteboard is a page from their exercise-books and demonstrate to them on the board where to begin writing letters/words and how to write them. Deon Teach them two ways of writing each letter but not at the same time first teach all the letters in upper case, t hen all the letters in raze case. Kate Show them how some letters fit between two lines succession former(a)s reach the higher line or the lower line. Whose advice is incorrect? 1. Fentons 2. Deons 3. Kates 11. You atomic number 18 a little frustrated because your students let the cat out of the hairgrip too much native lecture in class. They know that you transform their language, so you realise they do not feel motivated abundant to communicate English.How pot you encourage them to speak only English in class? 1) 1. introduce a punishment for use the native language 2. do drilling for most of the lesson as they repeat after you, they wint get an opportunity to use their native language 3. introduce a puppet to them, tell the students that the puppet stack only speak and understand English and use the puppet throughout the lesson 12. It will believably be impossible for you to keep young learners enthusiastic about acquisition English if you (1) 1. dont give them all praise. 2. dont let them use their native language. 3. dont use any gap- satiate activities. 3. If you eat a student who repeatedly misbehaves and disrupts lessons, which of the following courses of action could be reasonable and effective? (1) 1. discourage the other students from associating with him/her both during and after classes 2. scold loudly and angrily to the child 3. meet with the childs parents 14. Annette has selected these three structures 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 rough verbs 3. Have you ever been toAre all those structures suitable for learners of that level? 1. Yes, they are. 2. organises 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 bodily process in a lesson with young learners? (1) 1. 2 proceedings 2. 5 minutes 3. 10 m inutes Part 2 In this section, questions are principally more open-ended and require a lot of thought. In your responses, peculiarly those requiring extended writing, satisfy feel free to write more than is required. 1.Think of a game or activity which could wait on young learners develop their speaking skills (do not use those already mentioned in the module) and describe, step by step, how you would flow it with your class. Note in this game/activity the learners should talk to each other using sentences rather than single words. ( relieve about 100 words. ) (15) Circular sort out talking with a ball The young learners get into a turn of four in order to pass the ball to each other. Everyone gets a turn to communicate their physical body, age, favorite brute a) Sarah says Hello, Whats your call down? b) Patrick says Hello, My name is Patrick passes the ball to Emma, Whats your name? Emma replies My name is Emma c) Sarah, How old are you? Sarah replies I am six years old d) (If there is time and depending on the level of English)bloody shame, Whats your favorite get up animal? Patrick says My favorite farm animal is the cow moo, moo Emma, Whats your favorite farm animal? Emma replies Me, I like dogs 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 operating instructions would be. You dont have to write a full lesson plan or activities. Write about 100 words for each structure. 1. Structure 1 Where is it? Its on/in/under (15) By using Realia For example playing incubate and seek with a ball objet dart simultaneously using the appropriate phrases and demonstrating their meaning. a) (Teacher hides the ball under the table) Where is the ball? Its on the chair, in the bag or under the table Students react The ball is under the table, Teacher ) The young learners repeat the phrases and then take turns hiding the ball. c) Patrick (hides the ball) Where is the ball? Sarah replies, Its in the bag. d) Sarah (hinds the ball) and asks Mary, Where is the ball? Mary replies, its on Patricks chair. By playing hide and seek (repetitiion/drilling) this enables the children to have fun while learning. 2. Structure 2 How more are there? There are (15) a) Again with Realia, I assume by demonstrating with sweets (amusing item for sweet tooths) How many sweets are there in my pass by? Students reply There are three sweets in your pass off teacher.Repeating these actions until they be conform to familiar with the phrases. b) And then, I transmit a bag of sweets around 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. to each one student takes a handful of sweets and counts them. Then asks his/her classmate How many sweets are there in my hand, Sarah? There are two sweets in your hand Patrick. . d) And so on around the classroom until all the students are pleasant (drilled) with these expressions. 3. Structure 3 raise you? Yes, I can/No I cant. 15) a) First of all, I give the class an example- scene Realia with a electric cell phone as children enjoy imitating adults on the phone. Hello Mary, Its Sarah, Can you begin to the Cinema on Saturday? Yes I can come to the photographic film on Saturday Sarah Or No I cant Sarah . b) I ask the students to repeat these phrases a couple of times-drilling. c) And then, I ask them to get into small sort outs of 3/4 d) And ask them to use other examples of what they like to do on Saturdays play tennis, football etc. Can you come to football on Saturday? Yes, I can come to play football on Saturday No, I cant. e) Then back within the undivided group, I check the comprehension with more questions around the class to make accredited everyone can say and understand (drilled) these phrases. Teacher says Brendan can you ask Sarah can she come to class tomorrow? Sarah replies, yes I can come to class tomorrow, Brendan 3. Read the section (2. Planning an interesting lesson) at the end of the module and imagine you are giving the next lesson to the same class. Your repoint is to teach the following set up of new double letter sounds (25) ai as in sail ay as in tray ir as in young lady 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 incompatible parts of this module and include a alter range of activities. Total100 marks Using Presentation Practice Production (PPP) as my teaching model. IntroductionStagePresentationSetting the context First of all, I before long revise and see that the students have dumb the previously learnt single letter sounds to get them into the context for todays lesson.In order to set the context (double letter sounds), I show the students a set of flashcards the students are given the time to name the noun (team roleplay) and learn new vocabulary. ai sail ay tray ir girl oa gravy holder Demonstrating these nouns with flashcards allows me to keep my Teacher Talk Time (TTT) low and can vigorous the students when they do not know the pronounciation of the double letter sounds. This way I can identify the level of the different students. Eliciting the target I send the flashcards around the class so each member gets a witness to attempt to say the words. Sail, tray, girl, gravy holderThe students become more confident when they repeat the nouns individually. This will help them realize that they are up to(p) 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 inscribe 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 incorporate drilling during this stage. ExamplesIs Sarah a boy or a girl? What does a sailorman do? Sails a boat In a restaurant we serve with a tray Drilling and furtherconcept checking Using different interactions and teamwork with the aid of the flashcards Examples in all the boys please Sail All the girls please boatAll the boys, what is the girl memory? the girl is holding a trayAll the girls please, What does a Sailorman do? Sails a boat All the students beside the window please? boat etcThis enables me to check the level of the pronunciation that the students use so that they can use them in the following activities. Board work The students are invited up to the board in groups of four to form the words. The double letters are in red a i, ay, ir, oa and they must 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 Activity (1) Now that the class feels satisfactory 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 What is the girl holding student replies (with help from another classmate if needed) the girl is holding a trayCan you describe the image you see here? reply The boat is sailing in the seaI 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 expl ain that they are outlet to get into groups of three and think of a vocal music with the nouns. I double check that the students understand the activity. I give them three minutes to pick up the task. Using Realia each group are given an objet boat, Barbie doll girl, boat with a sail, a kitchen tray and they must try and think of a song with the item (noun) they have chosenboat, girl, sail, tray I stay available 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 leader and present briefly their ideas of their song with the noun. The feedback involves the students reading out the answers. And then I use egotism and peer correction to drill the words that the students had problems with during the task. Language Review In order to continue drilling the double letter sounds and revise the songs they just imagined. The children then listen and sing along to the following songs on a CD player.This all ows them to revise their pronunciation and the meaning of the nouns that they have just learnt. The Brobdingnagian ship sails on the ally ally ohIm a Barbie GirlLittle Gingerbread Men (lying on a tray)Row, Row, Row Your gravy boat(If time and the young learners are still quite energetic they can line up sitting behind one and other on the floor and demonstrate the row, row, row your boat while singing the song)- drillingAn sweet ending to the class