Hello, I am currently on assignment 2 in my 150 hour certification hoping someone could review my assignment and let me know based on the questions if i have a decently written essay/Lesson Plan.
here is the instructions for the assignment:
Assignment 2 (modules 4-6): This assignment has 2 parts.
Part 1: Teaching vocabulary
Study these sections to complete this task: Module 4.2 – Lexis and Different Lexical Categories, Module 5 – Teaching Grammar and Module 6 Teaching Vocabulary.
Here is a list of 6 vocabulary items. Describe briefly how you would teach each word to a class (adults or young learners depending on the word). First, state the word and the appropriate learning level and learner you would teach the word to. Secondly, describe briefly how you would teach the word. Thirdly, provide a few concept check questions you will ask the students to check whether they have understood the meaning of the word. You do not need to restrict your method of conveying meaning to the suggestions in Module 4, Section 2.6. There are other ways it could be done. Be imaginative!
Write only 6 short paragraphs, one for each word.
Marks will be deducted for inappropriate writing style and grammar errors.
Marks will be deducted if you haven’t answered the task, e.g. provided the learning level, teaching method and concept questions.
Word limit of part 1: Not more than 600 words
Taking a selfie
here is my essay:
Yesterday: Child, Beginner.
Write on the board, “Yesterday” – the day before today. Hang posters for each day of the week with a drawing of a person doing an activity, today is Tuesday, Jesse is painting a picture, if Jesse is painting a picture today, yesterday (refer to Monday’s picture) Jesse was playing ball
will Jesse be playing ball tomorrow?
If today was Thursday would Wednesday be yesterday?
What was Jesse doing yesterday?
Keeping Fit: Teenager, Intermediate
Hand out a worksheet, split the class into groups, on the worksheet is 10 Verbs with 10 numbered pictures of people who are doing activities, from cycling, yoga, running, laying on the couch, eating potato chips or watching to much TV. Have the students match the Verbs to the Pictures?
is eating junk food a good way to keep fit?
Will you stay fit riding a bicycle?
How is the child in Picture 4 keeping fit?
Is drinking water a good way to keep fit?
Grandfather: Child, Beginner
Draw 7 squares on the top of your board in a row. Hold up a photo of yourself and ask, “Who is this?”. Prompt that it is you, stick the photo inside the middle square and write your name under the photo. Next take out another photo (e.g. your father) and again ask “Who is this?”. Prompt and teach the family vocabulary, stick the photo in one of the squares and write the word (“father”) under the photo. Do for all the following: father, mother, brother, sister, grandfather, grandmother.
Pointing to picture of the sister, is this the grandfather?
What color shirt is my grandfather wearing?
Whose picture is next to my grandfather?
Taking a Selfie: Teenager, Intermediate+
Start with a basic warm up, what is a selfie? Do you take them? Moving on to a key word association activity, have a series of fill in the blanks associated with selfies: for the final portion of the lesson have the students read a short article about “selfies” and have them answer
5-6 relevant questions pertaining to the article.
1. Taking a selfie is a picture that someone takes for you?
2. When was the first selfie taken?
3. What religious/political leader’s take selfies with fans?
4. You take a picture of just your dog and cat, is this a selfie?
Aircraft Carrier: Adult/Adolescent, intermediate+
Read aloud to the classroom an article on Aircraft Carriers in the Us Military, start an activity chat in pairs; Spend one-minute writing down all of the different words you associate with the word “Aircraft Carrier”. Share your words with your partner(s) and talk about them. Together, put the words into different categories. After this is complete have a short T/F questionnaire on the board for the whole class to answer, items pertaining Specifically to Aircraft Carriers.
Is an aircraft carrier a ship?
Can planes land and depart from an aircraft carrier?
What portion of the US army works on aircraft carrier?
What routes/areas do the aircraft carriers protect?
Household Budget: Adult, Advanced.
Write 5-7 words on the board rich, poor, budget, wealth, bills, coins. Ask the students what links these words? Money.
Creating a scenario:
Rosy has decided it would be good to keep track of her money more accurately so she can start saving. to do this, Rosy wrote down all the money coming into and going out of the household in one month; a budget. Ask if any learners write down a budget? on the whiteboard display a properly set up budget; income in, expenses out, static and non-static expenses.
Is a budget just for tracking incoming money?
Does a budget only represent static expenses to income?
Is a budget for tracking your spending habits?
Some ways to provide Delayed Vs. On the spot Feedback are as follows:
• allowed to continuously speak/Write to allow fluency and Consistency
• Voice/video record a student – ability to correct themselves, or with the help of the teacher, friend or family member
• Teachers, students or family members observe errors, take notes discuss after the student has finished their assignment or reading, done orally in groups, individually, by the class or written
• When you correct as the student is producing the language
The point of concept checking questions (CCQs) is to check whether students have understood the meaning of the target language. But many of your CCQs miss the point entirely, e.g., asking what colour shirt your grandfather is wearing does not explain the meaning of the word ‘grandfather’. A grandfather is your mother’s or father’s father – that’s what you need to get across in simple language.
Talking of which, you cannot use language above the student’s level to try and explain the word, so your CCQs for the beginners are waaaaayyyy too complex. You say you’re teaching the word ‘yesterday’ to a BEGINNER, so there’s no point using a conditional structure (“If today was Thursday would Wednesday be yesterday?”) to try and clarify the meaning! You need simple language that will help students understand the meaning of the word. Avoid confusing the matter by asking CCQs about ‘tomorrow’.
This might help too with concept questions: https://www.eslbase.com/tefl-a-z/concept-questions
Hi there, I’m wondering if you have the brief for Assignment 3 for this exact course?
Hi there, how did you know the question to the assignment – when I did my first assignment I could only view the assignment question in full when I opened the assignment attempt which only allowed me two hours to complete? Please advise? – also how did you get on with your grade on this assignment? Many thanks
I am really struggling on finding ways to teach ‘aircraft hanger’, I feel like I am only over complicating it! Can anybody help provide some inspiration?
Thanks a million!
You could try using a photo of a hangar with an aircraft inside it. Or draw one on the board. Or give a definition: “A building for aeroplanes”.
Hope that helps.
Hi guys I just started this course, I’m just wondering how difficult is assignment 1 ? What are the type of questions on the assignment? It would be great if you could let me know, thanks
Becky, I have the same question as you
Would this be an acceptable Concept Checking Question for the lexi “keeping fit”:
“Is running a good way of keeping fit?”
It’s simple and prompts a short yes/ no answer but uses the target language… of which I find hard to avoid in this example.
Any help would be really appreciated.
Using the target language when concept checking vocabulary is often necessary and can help. It’s really when teaching grammar that it needs to be avoided. So I think your example is a good one.
Hi there, does anyone have a brief for Assignment 3?
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