Unit3 Mod4

TASKS FOR SUBMISSION TO YOUR TUTOR

TASK 1

Prepare a set of cue cards for use with a beginners class. Each card is to show a different nationality. Either make a simple line drawing of a face on each of 8 cards and write a typical name to go with each face eg French - Pierre, Japanese - Sho OR If you cannot show the nationality (or it could be confusing or cause offence) by your drawing, draw the national flag on the card instead. Your set of 8 may consist of French, Spanish, Chinese, American, English, Greek, Italian, German or any interesting and useful combination of other nationalities. Illustrations taken from textbooks or from the Internet are acceptable. You are NOT required to send in the set of cue cards, we need to see the designs on paper. Good presentation will gain better marks.

TASK 2

Prepare a lesson in which you could USEFULLY include the set of cue cards which you have prepared in Task 1. Please indicate the level, the aim, the length of lesson and write a plan. For this you will need to refer to Lesson Planning elsewhere in the course.

In this module you should focus on the visual aids and how you use them to develop language. Whereas in the Lesson Stages and Plans you should focus on the planning of an integrated lesson in which you use texts, listenings, activities, visual aids and so on.

Please note we need to see the designs of your cue cards, do NOT send any materials through the post.

INTESOL TEACHING PRACTICE

Lesson Plan

Name of trainee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Class name (or number) . . . . . . . . . . . . . . . . . . . . . . Level . Beginners

Number of students: 6-12

Date . . . . . . . . . . . . . . . . . . . . . . . . . . Duration of lesson . . 45 minutes

Aims:
Students will:
- get new vocabulary;
- practice useful phrases of this topic;
- know how to use their vocabulary and skills;
- pronounce names of countries and nationalities properly;
- be self-confident during the conversation;
- be more fluent in conversation

Assumptions
Students should:
- have interest in the topic;
- know how to use verb “ to be”;
- know grammar for asking a questions (Wh-questions, choice questions);
- answer the questions on the spot;
- take part in the conversation;
- have some knowledge about countries and nationalities (in native language)

Expected problems
- lack of vocabulary;
- cultural differences and taboos;
- mistakes in grammar;
- smb may be too shy to take part in role-playing;

Materials: white board, visual aids, audio, printer/copier

Warm up

(T <-> S) 4 min Ask the students to introduce themselves and where are they from. Have they ever been abroad and where?

Input/Presentation

Task1 (T<->S) (S<->S)

The teacher distributes cue cards with flags of different countries; 7 min posters with named people with typical national things are in white board. Students have to match flags with the people; fill the gaps with the name of country or nationality. Checking answers in open class through the discussion; the teacher gives feedback.

. Task2 Listening (T<->S)

10 min Students are listening to the recording with the names of countries and nationalities and repeat after each pair of words, the teacher provides feedback, corrects the pronunciation immediately.

Production

Task 3 Playing roles (T<->S) (S<->S) The teacher distributes sheets of paper with the name of the nationality 10 min (one per two students), each pair of students is presenting the role in the middle of the classroom. (S<->S)One student introduces his country to his partner and takes part in the conversation. Another student has to guess, from which country his partner is. (T<->S) Teacher monitors students` conversation and gives feedback after each pair.

Task 4 Post-it notes (T<->S) (S<->S) 10 min - the teacher writes the nationality on post its and sticks it on student`s back; - students ask close questions to find out what nationality they are;(S<>S) - students have to move around the class; - the teacher monitors, supervises the activity carefully and provides help if necessary. (T<->S)

Plenary (T<->S)

2 min Point out student’s mistakes and ask to pay attention on it.

Homework (T->S)

2 min Ask students to fill the table and make a dialogs (Worksheet 1).

Worksheet 1

Example

Hi! I’m Fernando.
I’m Su Jong.
Where are you from, Su Jong?
I’m from Korea. Where are you from?
I’m from Brazil.
What language do you speak at home?
I speak Portuguese. How about you?
I speak Korean.

Fill in the chart.
Name
Country
Language

Arabic

Chinese

English

French

Spanish

America France Japan Russia Argentina Germany Saudi Arabia Australia Greece Korea Scotland Austria Holland Mexico Belgium Morocco Brazil India Spain Canada New Zealand Sweden Chile Norway Switzerland China Iraq Pakistan Thailand Cuba Ireland Peru Turkey Egypt Israel Vietnam England Italy Poland Finland Portugal

References:

1. http://www.eflclub.com/9resourcebox/levels/level3/Find_someone.pdf
2. http://steshka.ru/wp-content/uploads/2013/02/narodymiradlyadetey3.jpg

Copyright INTESOL Worldwide 2014

References: 1. http://www.eflclub.com/9resourcebox/levels/level3/Find_someone.pdf 2. http://steshka.ru/wp-content/uploads/2013/02/narodymiradlyadetey3.jpg Copyright INTESOL Worldwide 2014