module 1 - tesol in madrid university · module 1 workbook © 2015 tefl academy. all rights...

MODULE 1 WORKBOOK

© 2015 TEFL Academy. All Rights reserved.

The TEFL Academy TEFL Course (120 Hours)

Module 1

WORKBOOK

An Introduction to the Teaching of English as a Foreign Language

MODULE 1 WORKBOOK


Work your way through the online learning course and then complete the activities below, as they are presented to you on screen. Once you have completed an activity go back to where you left the online course, reveal the model answers, and compare your ideas and answers with ours

ACTIVITY 1 Make a list of the different things these people can probably do and understand in English, Arabic and Italian. Try to include as many different ideas as possible. Probably these people....

ACTIVITY 1 ANSWER

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ACTIVITY 2

Separate the nine items in the list below into two broad groups.

Group 1 consists of knowing the actual components of the language (words, etc.) and group 2 of things we can do with the

language.

Someone who knows a foreign language well... 1. can speak quite fluently. 2. knows the grammar rules. 3. can follow what native speakers are saying in different situations, e.g. informal conversations, listening to the news, college lectures. 4. uses grammar rules accurately when they speak or write. 5. can read a range of different types of text and understand them without difficulty. 6. has a wide vocabulary knowledge, including advanced and idiomatic vocabulary. 7. can use vocabulary appropriately. 8. has pronunciation that makes them easy to understand. 9. can write different types of text in the foreign language.

ACTIVITY 2 ANSWER Language (components of the language) 1. 2. 3. 4. 5.

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Skills (things we can do with the language) 1. 2. 3. 4.

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ACTIVITY 3 Label the four skills R or P according to whether they are receptive or productive

listening R / P

writing R / P

speaking R / P

reading R / P

ACTIVITY 3 ANSWER

listening

writing

speaking

reading

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ACTIVITY 4 Make a list of all the qualities and behaviours that you feel make someone a good teacher.

Try to be specific. Don’t, for example, just write ‘teaches well’ or ‘gives interesting lessons’ – think about what it is that makes you

feel some teaches ‘well’, or what it is that makes a lesson ‘interesting’.

There are no right or wrong answers – this is just an activity to help you think about what good teaching involves.

ACTIVITY 4 ANSWER

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ACTIVITY 5 As when we looked at what knowing a language involves, we can divide the list below into separate categories. Put the items into these three groups in the Answer box below Think about whether any other ideas you listed fit into these categories.

explains new ideas clearly

confident

'in control' of students

not too strict

friendly

doesn't just 'tell' students things - gives them the chance to try out and practise new ideas and skills

patient

varied lessons with different types of activity

sense of humour

students feel they have learned something at the end of a lesson

uses teaching materials students find interesting

interested in students

interested in what s/he's teaching

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treats students with respect

fair

knows what s/he's talking about

well-organised

esson links together logically

students can see the point of what teacher makes them do

students make good progress

class gets good results

You might feel that some items could go in more than one box. E.g. ‘confident’ could perhaps go under all three headings.

ACTIVITY 5 Answers

How teacher relates to the students Quality of the lessons/teaching Teacher’s knowledge of subject

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ACTIVITY 6 Below is a typical lesson plan format for a foreign language lesson.

What do you think you would find in each part of the plan?

Type your notes and ideas in the appropriate columns.

Lesson Aims (B)

Level of Class

Number of students

Lesson length (H)

Lesson type (B)

Materials (C)

Stage (D) Stage Aim (E) Timing (H)

Inter- action (G)

Procedure (F): Teacher activity Procedure (F): Student activity

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ACTIVITY 7

In Section What does 'knowing a foreign language mean'? Activities 1 and 2, we looked at what we mean when we talk about knowing a language. We divided this into two aspects; language and skills. Type the key words you remember under the headings in the answer box below.

ACTIVITY 7 ANSWER Language (components of the language)

1. 2. 3.

Skills (things we can do with the language) Receptive skills 1. 2. Productive skills 3.

4.

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ACTIVITY 8

Tick the boxes in the chart below according to whether the lesson aim is sufficiently focussed or too broad to be useful.

Clear focussed aim

Too general

√ A) Listening

B) Present simple (this is the name of one the 12 main tenses in English)

C) Reading through a text quickly to find specific information

D) Introduce and practise vocabulary related to transport

E) New vocabulary

F) Watching a weather forecast to find out what the weather will be like tonight and tomorrow

G) Reading some texts

H) Using present simple (see B) to talk about personal routines and habits

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ACTIVITY 9

Rewrite D, F and H beginning with ‘Students will....’

D) Introduce and practise vocabulary related to transport

F) Watching a weather forecast to find out what the weather will be like tonight and tomorrow

H) Using present simple to talk about personal routines and habits

ACTIVITY 9 ANSWER

Students will

Students will

Students will

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ACTIVITY 10

Make a list of authentic listening (including video, TV, etc.) and reading materials that you might be able to use in your lessons.

ACTIVITY 10 ANSWER

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ACTIVITY 11 Which of these materials would be suitable for the following five classes?

Put the suitable material next to the class in the table below.

Some items might suit more than one group, some might not be suitable for any of these classes.

Application form to register with a GP (General Practice doctor)

Short video of an exchange between a shop assistant and customer

The song ‘Heads, shoulders, knees and toes’ – to learn body parts

An article about the economic crisis

A problem page from a magazine for teenage girls

An article about ‘Islamic State’

An extract from a TV documentary about clubbing in the UK

An extract from a Harry Potter book

London Underground (metro) map and tickets

CLASS SUITABLE MATERIAL

A class of 10-year-old beginners learning English in Spain

A class of pre-intermediate Japanese 13-year-olds on a short holiday course in London

A mixed nationality group of new immigrants with very little English living in Southampton

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(in the UK)

A class of upper-intermediate adult male professionals in Saudi Arabia who need English for business purposes

An advanced class of teenagers (male and female) in Italy

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ACTIVITY 12 Think back to classes you have attended and imagine the sort of lesson you’d like to give. Think about what materials you might need to bring to your lessons.

Write down all the possibilities you can think of in the answer box below

ACTIVITY 12 ANSWER

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ACTIVITY 13 Listed below are some possible aims for warmers and plenaries. Put each one under the appropriate heading in the answer box below.

to allow students to work independently so teacher can deal with individual student issues at the start of the lesson

to get students talking and thinking in English from the start

to ensure students understand what the lesson has been about

to create a relaxed, fun atmosphere

to introduce topics or language that will be looked at in that lesson

to remind students of what they have learned in previous lessons

to keep students busy while latecomers are still arriving

to make the lesson feel complete and give students a sense of achievement

to get students working together

to help students see how what they have done in this lesson relates to the rest of the course

to give the teacher an opportunity to assess how well the students have understood/learned the content of the lesson

to get students interested in what the lesson is going to be about

to find out what students already know about the language you are going to teach

to encourage the students to get into the habit of reflecting on what they have learne

ACTIVITY 13 ANSWER

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Warmer/Starter/Lead-in (9 items) Plenaries (5 items)

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ACTIVITY 14

The aims for the third stage have been put in. Re-read all of section D and then write in aims for stages 1 and 2.

STAGE AIM

1. Warmer – brainstorm vocabulary

To

2. Introduce new vocabulary

To

3. First Listening

To help students get a general understanding of the text.

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ACTIVITY 15

If you had 20 students, how many teams would you divide the class into? – You want the teams to be small enough for all the students to talk to each other.

ACTIVITY 15 Answers

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ACTIVITY 16

Think about different ways you could organise your lessons and list all the different types of interaction that might happen, in the answer box below.

ACTIVITY 16 Answers

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ACTIVITY 17 What other activities like I-spy can you think of that would be suitable to use if you got through your lesson more quickly than you expected.?

ACTIVITY 17 Answers

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ACTIVITY 18

Look again at the lesson plan for the first stage of the weather forecast lesson. Try to fill in the timing and interaction columns.

Notice that although this is only one stage, there is more than one interaction.

There are 20 students. Look at everything the teacher and the students are going to do – remember that the ‘mechanics’ of the lesson – giving instructions, writing on the whiteboard, giving out handouts, getting students to move into new groups. etc. – all take time. It is often because teachers have forgotten to allow time for this sort of thing that they run out of time.

Look very carefully through the procedure for the warmer shown below, thinking about how long each part will take. Try to work out exactly what words the teacher would use for the instructions in this stage. Say the instructions out loud to see how long it takes. The whole stage takes 10 minutes.

Look back at what we have said about this lesson in Section D2 in order to complete the top part of the lesson plan (Lesson aims, Level of class, etc.).

Lesson Aims

Level of Class

Number of students

Lesson length

Lesson type

Materials

Stage Stage Aim Timing

Inter- action

Procedure: Teacher activity Procedure: Student activity


To introduce the topic and revise weather vocabulary. Find out what students already

T-C Greet students. Tell them today we’re going to watch a weather forecast. Divide class into 4 teams of 5. Hand out papers with weather and directions

Students listen to teacher

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know.

[10 mins total]

picture. Tell them each team must write down as many weather and direction words as they can. Longest list will be the winners. Monitor to see how each group is doing. Stop them. Ask them to count how many items. Ask group with longest list to read out their list. Correct pronunciation mistakes. Ask another group to read out any different items. If other groups have any more items, they read them out.

Students get into teams of five. Race to make list. Count items in list. One student from group 1 reads out list. Others cross off anything they have on their list and add anything they don’t have. Student from group 2 reads out any different items. (Then groups 3 and 4, if appropriate).

ACTIVITY 18 Answers

Lesson Aims

Students will have practised listening to a

weather forecast to find out what the weather

will be like in our region tomorrow.

Level

of

Class

Number of

Students

Lesson

Length

Lesson Type

Listening, Vocabulary and speaking

Materials

Handouts with weather and compass picture for

warmer, weather forecast on USB stick

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Stage Stage Aim

Timing Inter-

action

Procedure Teacher Activity Procedure Teacher Activity


To introduce the topic and revise weather vocabulary. Find out what students already know.

T-C Greet students. Tell them today we’re going to watch a weather forecast.

Students listen to teacher

Find out what students already know.

Divide class into 4 teams of 5. Hand out papers with weather and directions picture. Tell them each team must write down as many weather and direction words as they can. Longest list will be the winners.

Students get into teams of five.

Race to make list.

Ask group with longest list to read out their list. (Correct pronunciation mistakes as appropriate).

Others cross of anything they

have on their list and add

anything they don't have.

Ask another group to read out any different items.

Students from group 2 reads out

any different items.

If other groups have any more items, they read them out.

(Then group 3 and 4, if

appropriate).

[10 mins total]

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module 1 - tesol in madrid university · module 1 workbook © 2015 tefl academy. all rights...

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