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Completed package----I-TO-I Academy TEFL Level 5 Diploma - Assignments 1-5 2022-2023 ALL THE BEST!!!!!!
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I-TO-I Academy Level 5 - Business English Assignment
Name of the Teacher Date Level of the class Length of lesson Tanya Marais 16 November 2022 Advanced (C1) 60 minutes Lesson Type: Skills Lesson - Speak... [Show More] ing Lesson Topic: Negotiating Language Lesson Aims: By the end of the lesson, students will be better able to… Use the Target Language with more confidence Know when to use the Target Language during the negotiation process. Understand the meaning of the Target Language Lesson Outcomes: By the end of the lesson, students will have… Learnt new Target Language to help with the negotiation process Gained confidence in using the Target Language. Used the Target Language in various activities in relation to negotiations Anticipated difficulties: 1. Students might be unmotivated due to the fact that that their company has mandated that they have to attend – the lessons are not voluntary. 2. Some students might feel that negotiation skills are not relevant to what they do 3. Many Japanese speakers have difficulty pronouncing the English consonant sounds /l/,/r/, /f/,/v/ & ‘th’. Japanese has only 5 vowel sounds. English has 20. English long & double vowels are often challenging. Word stress is often flatter and more even than an English native speaker. Suggested solutions: 1. Try to make sure that there are several engaging activities to keep them interested and motivated. 2. Explain to them that negotiation skills are important in all aspects of their lives – Negotiating a salary increase, requesting leave and even in their private lives like negotiating the costs for a holiday package or even negotiating the cost of something at the local market. 3. Make a suggestion that the student go to the following page to practice their English pronunciation – they can record themselves to hear how they pronounce the words that they are having problems with: https://www.speechactive.com/english-pronunciation-accent- 4. Due to the different departments and more than likely structure levels some students might be more confident and might try to dominate the lesson, making it difficult for the shy students to contribute reduction-japanese/ • The above site can be used to practice their English after hours – they can compare their pronunciation with that of Native English speakers 4. Make sure to involve the shy students more – but not forcing them to make contribution Target Language Analysis Include an analysis of the target language you will present in order for your learners to complete the ‘real-life’ task you have chosen. ● Choose your set phrases (8-12 is appropriate) ● Analyse them in a paragraph or table ● Include meaning, function/use, features of pronunciation (speaking) or spelling and punctuation (writing), plus anything else you think is interesting of you? What do you think about our offer? (our proposal? The plan I’ve presented/ the schedule…) To ask what your client thinks about your offer (Proposals / Suggestions) To ask your client their opinion 1. Are you asking if the client likes your offer? 2. Is the client asking you if you are happy with the offer? 3. Are you asking them for their input? wɒt duː juː θɪŋk ə ˈbaʊt ˈaʊər ˈɒfə? What would it take for this proposal to work for you? If your client is hesitating, and you want them to make a suggestion ask this. This expression isn’t in the dialogue, but you might need it someday. Maybe you can see that the negotiations are not moving forward as you’d like. You’d like your client to be clear about what he or she would need to work with you 1. Would you use this if everybody was happy with the proposal? 2. Are you asking the client if there is something more you can do to close the deal? wɒt wʊd ɪt teɪk fɔː ðɪs prəˈpəʊzəl tuː wɜːk fɔː juː? I would like to clarify our position How to close the negotiations (Clarifying / Agree / Ending negotiations) To make sure everyone understands your agreement 1. Are you asking the client to make the points clearer? 2. Are you closing the deal? 3. Are you making sure that everyone understands? aɪ wʊd laɪk tuː ˈklærɪfaɪ ˈaʊə pə ˈzɪʃən That’s a fair suggestion. We could To show your client you understand his or her point and you agree with their suggestion 1. Are you agreeing to a compromise so that you can close the deal? 2. Do you use this when they have asked something extra? ðæts ə feə sə ˈʤɛsʧən. wiː kʊd I think we have a To close your negotiation 1. Is this used at the beginning or aɪ θɪŋk wiː hæv ə diːl deal the end of the negotiation? 2. What else can you use at this stage of the negotiation? [Show Less]
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I-TO-I Academy Level 5 - One to One Assignment
Student’s Name Alberto Muzo Minguez Gender and age Male, 31 Nationality Spanish Education High School, Industrial Engineer Language Level Intermedi... [Show More] ate Motivation He has both intrinsic and extrinsic motivations. Extrinsic: • He is currently in the UK and does not have a job but needs to better his English to either find employment or to progress with his current employment at an Automotive Company in Spain. • Improve his English for travel. Intrinsic: • Enjoys learning new languages • To be able to watch films in English and to be able to better understand them (Listening) • To be able to converse with his English friends and to understand them better. Perceived Strengths • He feels confident with his overall writing skills Perceived Weaknesses • Problems with listening to native English speakers • He doesn’t have confidence in speaking English – poor conversational skills • He has problems with pronunciation (fluency and accuracy) Learning Preferences • He prefers one on one lessons with the teacher focusing on his listening, speaking and pronunciation skills • He prefers authentic activities • Likes to engage in fun and interesting activities • According to the analysis technical vocabulary would be more useful for him • He wants to improve his speaking, listening and pronunciation skills • He would like to have homework to revise and practise what he has learnt Teacher’s Role • He prefers a teacher with good pronunciation and conversational skills • He would like the teacher to make the lessons fun and interesting • Student would like to review any speaking error at the end of the lesson Topics of Interest Main topics to discuss in class: Technology / Environment / Current Affairs /Science He also likes listening to all types of music and watching movies. THE COURSE PLAN Name of the Teacher Name of the Student Level of the student Tanya Marais Alberto Muzo Minguez Intermediate (B1) Syllabus Type: Multi-syllabus Course Aims: By the end of the course, the student will be better able to… • Will have improved and built confidence in his listening skills – E.g., listening for Gist and Specific information from various listening activities • Speak with more confidence and fluency in casual and business settings • Will have practiced his writing and reading skills as well Course Rationale: (700 – 1000 words) Here you need to include: • why you have chosen this syllabus type • why you have chosen the topic(s) covered • why you have chosen this target language/skill • the rationale behind the structure of the course, e.g., why is it in this order? • how the course will meet the learner’s needs I have chosen the multi-syllabus as according to his Analysis questionnaire he would like help with several skills, and this allows me to tailor the course around what he wants. It gives both Teacher and student the opportunity to re-evaluate the lessons during the course and make any changes that might be needed according to the students’ progress as we go along (maybe decrease or increase difficulty as we progress). This also allows me to focus on the areas that he is struggling and make any necessary adjustments. According to his Analysis his main weaknesses are listening and speaking (pronunciation) so I have started the course by spending most of the time with Listening and speaking lessons. I have used several listening methods – Audio, videos and songs and the speaking practice is to allow him to have free discussions with me (the Teacher) where he can practice both formal and informal conversations and I can pick up where he is struggling and can adjust the lessons. I have tried to structure his lessons around his interests and hobbies to keep his interest in learning and as per his request to make them fun and interesting. I have chosen a multi-Skills Syllabus according to his Analysis – in his analysis he mentions that he finds it difficult when listening to Native English speakers and then to have a conversation with them. He then expressed his wish to improve his listening and speaking skills therefore the bulk of the course has been set around improving these skills. The activities and tasks and homework that I have chosen in the first 5 lessons will give the student ample opportunity to practice his listening and speaking skills and I wanted him to become comfortable with casual conversation before moving onto the more formal conversation needed in the working environment. [Show Less]
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I-TO-I Academy Level 5 - Assignment 1 - Vocabulary Lesson Plan
Name of the Teacher Date Level of the class Length of lesson Senzo Mtyingizane 08-12-2020 Elementary 60 minutes Lesson Type: Vocabulary Lesson Topic: Pl... [Show More] aces in town Lesson Aims: By the end of the lesson, students will be better able to… Identify 10 new places in town (bus station, cinema, playground, city centre, library, museum, hotel, post office, restaurant, supermarket) and be able to construct sentences using the names of the places, Target vocabulary: bus station, cinema, playground, city centre, library, museum, hotel, post office, restaurant, supermarket Lesson Outcomes: By the end of the lesson, students will have… 1. Had a conversation about the places they regularly go to using the targeted vocabulary. Students will also share their experiences in these places using their existing vocabulary combined with the target vocabulary. Anticipated difficulties: Suggested solutions: 1. Difficulty pronouncing words with the sound of “r” in them, including library, restaurant and playground since the students are Chinese 1. Chorus the pronunciation of the words and stress the “r” sound with the shape of my mouth to ensure students are paying attention. I will also circle the “r” sounds I want the students to be able to pronounce 2. Difficulty understanding what a city centre is due to the fact it consists of buildings and people moving around and has no particular/exact label. 2. Provide multiple pictures of different city centres from around China and around the world so they can establish a pattern 3. Due to age differences (18-37) personalities may clash and older students may take a backseat as they may fear embarrassing themselves in front of younger students. 3. During class activities I will call out different names of people to answer questions, and during group activities I will ensure that groups consist of different age groups and personality types Language analysis: Language Item Meaning of the item How you will present meaning Concept Checking Questions Grammatical form Pronunciation Example: huge Example: very big, enormous Example: using a picture of a mouse and an elephant to show large size Example: What’s the opposite of huge? Name a huge mountain. Example: Strong adjective Example: / hjuːdʒ/ 1. Bus station a place in a town where buses arrive and depart. Show pictures of bus stations, including local bus stations. 1. Where do you catch a bus? 2. Where do busses arrive? Noun /bʌs/ /ˈsteɪʃ(ə)n/ 2. Cinema a theatre where films are shown for public entertainment. Show pictures of a cinema as well pictures of people watching films in a cinema. 1. Where does the public watch films? Noun /ˈsɪnɪmə,ˈsɪnɪmɑː/ 3. Playground an outdoor area provided for children to play in, especially at a school or public park. Show pictures of playgrounds with kids playing in them. Find pictures of local playgrounds students may be familiar with. 1. Where do children play outdoor games? 2. Is it inside or outside? Noun /ˈpleɪɡraʊnd/ 4. City centre the central part or main business and commercial area of a city. Show the picture of the local city centre, as well as pictures of other city centres around the world. 1. Is it the central location of the town? 2. Is it one of the busy areas in the city? Noun /ˈsɪti/ /ˈsɛntə/ 5. Library a building or room containing collections of books, periodicals, and sometimes films and recorded music for use or borrowing by the public or the members of an institution. Show pictures of local libraries to help students know what is using familiarity. 1. Are books stored in the room/building? 2. Is it open for the public? Noun /ˈlʌɪbrəri,ˈlʌɪbri/ 6. Museum a building in which objects of historical, scientific, artistic, or cultural interest are stored and exhibited. Show pictures of different museums, including pictures of local museums that students may be familiar with. 1. Is it educational? 2. Are the objects stored shown in a particular way? Noun /mjuːˈzɪəm/ 7. Hotel an establishment providing accommodation, meals, and other services for travellers and tourists. Show pictures of different hotels, including local hotels that students may be familiar with. 1. Is it for temporary or permanent accommodation? 2. Is it primarily used by locals or tourists? Noun /həʊˈtɛl/ 8. Post office the public department or corporation responsible for postal services Show pictures of local post offices that students are aware of, and also show other ones from English dominant countries. 1. Where do you do your postal services? 2. Does it accept and send letters and parcels? Noun /pəʊst/ /ˈɒfɪs/ 9. Restaurant a place where people pay to sit and eat meals that are cooked and served on the premises. Show pictures of different restaurants, including local restaurants that students may be familiar with. 1. Are meals prepared in a different location? Noun /ˈrɛst(ə)rɒnt,ˈrɛst(ə )r(ə)nt,ˈrɛst(ə)rɒ̃/ 10. Supermarket a large self-service shop selling foods and household goods. Show pictures of supermarkets that are popular in the area 1. Where do you buy groceries? 2. Is it for luxury goods or household necessities? Noun /ˈsuːpəmɑːkɪt/ Stage Name Stage Aim Time Interaction Pattern Teacher’s procedure Students will… Example: Warmer Example: To engage the learners in the lesson, to activate the learner’s prior knowledge of the topic Example: 10 minutes Example: T-S S-S Example: Show pictures of 3 different sports – football (team), tennis (one vs one), marathon running (individual) Ask students to discuss the advantages and disadvantages of each type of sport Example: Students will identify the lesson topic Learners will use their previous knowledge to make links to the topic Warmer To engage students and get them thinking about different places they went to and get them thinking about these places in English 10 minutes T-S/OCFB S-S 1. Tell students about my busy weekend. I currently stay in a hotel in the city centre, this weekend I decided to check out the town. I went to the bus station and took a bus to the museum, and after that I passed by the library to pick up a book and then later went on to watch a movie at the cinema. Ask students to tell me the places I visited this past weekend 2. Setup five groups of 3 students per group and ask them to discuss with each the places they visited this weekend Start to pick up the names of the places I visited and it will have them thinking about what they did over the weekend and the places they visited. Based on what they did, it will bring up more vocabulary than the targeted, helping students to produce vocabulary too. Have a conversation about the places they visited and produce a list, each group present their own list Presentation: Meaning 1 Begin teaching the target vocabulary focussing on definitions 10 minutes T-S Ss-Ss 1. Re-group students again in set 3 and give each group a list of words of target vocabulary. 2. Have students discuss what they think the words are referring to looking at definitions on the board and pictures 3. Each group to put a word in the target vocabulary next to the definition, and make corrections thereafter Discuss which words go with what definitions. Will draw from their own vocabulary to enable them to correctly pair the words and definitions. Will make educated guesses drawing from the knowledge they already have of the English language. Presentation: Meaning 2 To allow the students to understand the meaning of the target vocabulary and memorize it through visual association. 5 minutes T-S Ss-Ss 1. Students will be the given pictures of the places and will be in the same groups 2. In the same groups of 3, students will then be asked to place the pictures in the next to the names and definition of places of the places 3. Corrections where need will be made Students will begin to correctly make associations between the target vocabulary and its counterpart definition and visual aid. Presentation: Form To establish the correct spelling of the words 10 S-S 1. This will be an individual assessment where students are given word scrambles to put the letters to put on the correct spelling Students will manipulate the letters in many different ways in order to discover the hidden word. OCFB 2. At the end of the assessment, answers will be discussed in class Presentation: Pronunciation To enable students to correctly enunciate all the target vocabulary 10 minutes T-S 1. Chorus the pronunciations to the class and have the students repeat after the teacher until they get it right 2. Chorus the words with the sound “r” which students may struggle with and drill them in See the stressed syllables denoted on the board. Practice: Controlled Practice 1 To connect the spoken definition or description with the written target vocabulary on the board. 5 minutes T-S 1. Remove all definitions of the target from sight and write the target vocabulary scattered across the board 2. Read out the descriptions to students and by raise of hands, students will answer by the name of place read Students will compete to make the quickest cognitive association with the definitions and the target vocabulary Production: Freer practice To help students become confident in using the target language and find discover vocabulary of other places not in the target vocabulary 5 minutes S-S 1. Students regroup in groups of 3 and discuss places they visited over the weekend. 2. Students in groups will then present places they visited, for the places they do not know in English, they will present a picture of drawing 3. As the teacher I will walk around to listen to the discussions to see who is on the right page and assist struggling groups. Students will begin to understand the context to which they should use the target vocabulary and will develop more vocabulary and know places in English Cooler To finally consolidate the new vocabulary and make students aware of the progress they have made/what they have learned. 5 minutes T-S/OCFB Wrap up the lesson by asking students individually the easy questions to ensure basics are understood. Questions to include randomly selecting a picture and asking students individually what is on the picture Students will show by a raise of hands if they want to answer questions. To avoid the same students answering all the questions, no student will answer more than 1 question. [Show Less]
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I-TO-I Academy Level 5 - Assignment 2 - Grammar Lesson Plan
Name of the Teacher Date Level of the class Length of lesson Annamique Tyler 15 November 2021 Pre-Intermediate 60 minutes Lesson Type: Grammar Lesson L... [Show More] esson Topic: Giving Advice (Should and Shouldn’t) Lesson Aims: By the end of the lesson, students will be better able to… • Use modal verb should and shouldn’t to give advice in a positive or negative way. Example sentence: 1. You should brush your teeth everyday. (Positive advice) 2. She shouldn’t watch violent TV shows. (Negative advice) Lesson Outcomes: By the end of the lesson, students will have… • Expanded their ability to give positive and negative advice using modal verb should and shouldn’t. • Talked in pairs and gave each other advice on different aspects such as health. • Practiced the accuracy and fluency of using should and shouldn’t for giving advice by playing games such as the spinning wheel where a student goes up to the interactive board and clicks to spin the wheel on which a problematic sentence is displayed and reads the sentence aloud, other students will try to give him or her advice using should and shouldn’t. Anticipated difficulties: 1. Topic related difficulties • Young learners at the age of 11 and 12 may lack interest in the topic and find grammar boring. 2. Language related difficulties • Students are all from different countries (Russia, France and Italy ) with different languages hence their first language might have different grammatical rules to English and this may confuse the student, such as in French it is common and acceptable to use a double negative yet in English it is considered to be slang. • The presence of multiple languages in the classroom may lead to a lot of confusion among the students. 3. Cultural differences. • Cultural differences may cause confusion and misunderstandings as learners may have problems communicating with each other and this may put learning at risk during a lesson. 4. Class management difficulties • Some of the students might be at the International Summer school because of the decision made by their Suggested solutions: 1. Make the lesson interesting by incorporating a lot of fun games and level appropriate charts that explain grammar in a clear ,highly visual way so the students can readily understand and be engaged . 2. Incorporate learning activities that help learners to process the correct and relevant grammatical forms and these activities need to take into account the degree of similarity between the target L2 and first language. A rule should be put in place at the beginning of the lesson that forbids the use of any other language other than the target language during lesson. This will reduce chances of confusion during lesson and as a bonus reinforce the use of English. 3. Create a physical environment that affirms differences, an emotionally positive classroom climate, this type of setting enables learners to feel worthwhile and cared for despite their cultural differences let them relax and focus on learning. Promote positive peer to peer interactions among students and maintain high expectations for all students. 4. Closely monitor the students and give leadership roles to the ones that seem to lack attention such as being the leader of a parents not because of their own volition and this may lead to lack of attention that may disrupt the class. group or in charge of distributing and collecting worksheets from students, this might motivate the learner to pay more attention and be less disruptive during the lesson. Target language analysis: 1. What is the use or function of this language? (include a timeline if appropriate) The modal verb should and shouldn’t are used to give advice to someone. Should is used to give positive advice (affirmative form). Example: Mark: I have a toothache. Jane: You should see a dentist. (Jane is advising Mark to go and see a dentist for his toothache. ) Shouldn’t is used to give advice in a negative form. Example: You shouldn’t smoke ,it’s bad for you. 2. In which context are you introducing the language? I am introducing the language in the context of giving health advice to someone. An example drawn from the current Covid 19 situation: 1. You should wear a mask in public 2. You shouldn’t touch your face and eyes. 3. Which concept checking questions will you ask to ensure students understand the meaning? Fig 1 Examples of CCQs • Is it a good idea or a bad idea? (Good idea) • Does he have a choice? (Yes) • Have you ever visited a dentist? (Yes /No + Extra information) Fig 2 Examples of CCQs • Is it healthy to eat sweets? (No) • Does he have a choice? (Yes) • Do you like eating sweets? (Yes /No + Extra information) 4. What is the form of the target language? (include positive, negative and question forms if appropriate) Positive or affirmative form: Subject + should + infinitive form( base form) + complement Fig 3 Negative form: Full Form: Subject + should not + infinitive (base) form + complement Contacted Form: Subject + shouldn’t + infinitive (base) form + complement Fig 4 Question form: Should + subject + base form...? 5. How will your students work out the rules for the structure? In order for the students to work out the rules for the structure I will make use of the inductive approach also known as the guided discovery whereby I recite problematic health sentences such as “I have a headache” and ask learners to give advice using the target language. This requires learners to figure out the rules of usage for themselves. I will also ask guided questions to help them along without explaining the rules explicitly such as “What should I do?”. I will use the board as my main prop when attempting to elicit the structure and my own voice to prompt the students awareness of the grammatical forms 6. What will you teach about the pronunciation of the structure? To teach the pronunciation of the structure I will have to break down the target language such as should [SHUUD] and shouldn’t [SHUUD] + [UHNT] and say it out loud while exaggerating the sounds until students can consistently produce them. I will also make use of the phonetic chart to encourage a natural pronunciation, Should - /ʃʊd/ Shouldn’t - /ˈʃʊd(ə)nt/ I will teach the learners about the letter “o” being a silent letter , help the Italian students with the pronunciation of a schwa in shouldn’t since the is no schwa in Italian by making use of YouTube videos as a way to strengthen their rhythm and stress to give a natural sounding pronunciation. https://m.youtube.com/watch?v=5U2HyipXeMQ&t=3s Stage Name Stage Aim Time Interaction Pattern Teacher’s procedure Students will… Warmer To engage the student’s interest in the lesson, raising the energy levels in the room involving all 10 minutes T-S S-S For this stage play the Race for the Truth game where Teacher draws a straight line and have each student stand on the starting line while a leader lists off general health facts such as “I Students will identify the lesson topic and will use their previous knowledge to make links to the topic. This activity will loosen tension and students get to know some health facts about students and activating their prior knowledge of the topic. wash my hands before eating.” And if the stated fact is true for any of the students , that student moves forward with one step and whoever crosses the finish line first wins. each other. Their confidence level will rise and feel more comfortable around their classmates after such an active game. Presentation: Meaning This stage is aimed at enabling learners to deduce the meaning of the target grammar using their own analysing skills. 8 minutes T-S OCFB Ss- 1. Present a Should and shouldn’t worksheet for health advice to the students (Fig. 5). 2. Recite all the sentences on the worksheet to the students and get the students to discuss in pairs which statement matches the correct picture of a sick person. 3. Draw a table with two columns on the board and in the first column write should and in the second write shouldn’t. The students will actively think about the grammar meaning and structure and after reviewing some examples presented to them by the teacher ,they will figure out the rules of usage and derive their own understanding of the target language. 4. Next ask the learners questions about each of the person on the picture such as “What is he doing wrong?”, “How can he be helped?”. Eliciting correct answers from the class and writing it into the respective column on the table. 5. Use questions such as “What should she do?” to help the students who are still not sure until you elicit correct grammatical sentences from the class. 6. Now give the student an example of a giving advice scenario (Fig 1) and ask the CCQs related to the example. Use visual representation of the target structure to consolidate and reinforce their understanding of the grammar. Students will also answer the CCQs demonstrating their comprehension to the target language. Presentation: Form This stage is aimed at allowing the learners to correctly establish the written structure of the grammatical form. 7 minutes T - S Present the target structure on the board in the form of: Positive form: Subject + should + infinitive form( base form) + complement. Negative form: Full Form: Subject + should not + infinitive (base) form + complement. Contacted Form: Subject + shouldn’t + infinitive (base) form +complement. Question form: Should + subject + base form...? Using the correct grammatical structure of the target language that is displayed on the board, students will apply that knowledge and produce meaningful sentences from the words on the worksheet Present the students with a worksheet (Fig 6) to put words in the correct order so as to make a meaningful sentence using the target language. Presentation: Pronunciation To enable students to identify the contractions used in the target structure and making sure they can be able to pronounce the target structure correctly and naturally. 5 minutes T-S 1. Using the chorus drilling technique, chorus example sentences using the displayed form already on the board. 2. Pay special attention to the contractions within the structure, that is should + not = shouldn’t. 3. After choruses use CIC to isolate sounds and contractions and ensure the students sounds natural. During CIC students will have to reproduce the sounds chorused by the teacher and sound more natural. Practice: Controlled Practice To strengthen the student’s knowledge of the target structure and be able to say , listen and use it. 15 minutes Ss-Ss 1. Divide the class in to two groups of six and give each group a target structure such group A (should) and group B (shouldn’t). 2. Using an interactive wheel like Fig 7, a student from group A goes and click the wheel on which problematic health sentences are displayed. 3. The student reads the sentence that is pointed after spinning and one student from the opposite group should come up with advice for the problem using the right form of their group such as “She is thirsty.” Group A responds “She Practice to give advice in both negative and positive form using the target structure. Each student will also get a chance to physically produce advice using both forms. should drink water.” And if Group B responds “She shouldn’t play in the sun.” 4. Repeat until each student in each group has given advice and record a score table for each group. 5. Switch the target structure, group A use shouldn’t group B uses should and repeat till each student has used the other target structure. Practice: Freer practice To build and boost the student’s confidence to use and experiment with the target structure with minimal support. 10 minutes Ss-Ss 1. Write on the board five problematic statements which require advice as an illustrative example for this activity. 2. Put students into pairs and ask each of the student to write down five problematic statements. Students will talk freely with a partner using pre-existing vocabulary, grammar and utilising the newly learnt target structure. They will develop confidence which will allow them to execute it in the real world. 3. Each student will then read out loud one statement at a time to his partner and the partner will give appropriate advice . 4. The partners will then exchange roles and repeat the same process. 5. Move around the classroom and monitor for struggling students. 6. Prompt and elicit correct vocabulary, pronunciation and target structure for struggling students followed by a sounding praise when they eventually get it right [Show Less]
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I-TO-I Academy Level 5 - Assignment 3 - Reading Lesson Plan
i-to-i TEFL, level 5, Assignment 3 - skills lesson plan: reading lesson. passed first time with perfect feedback! ... [Show More] Name of the Teacher Date Level of the class Length of lesson Kristen Folpini 25 March 2021 Upper-intermediate (B2) 60 minutes Lesson Type: Skills lesson - reading Lesson Topic: Enrique Iglesias Lesson Aims: By the end of the lesson, students will be better able to… To gain a better understanding of a piece of writing through using reading techniques which increase in levels of focus e.g. 'reading for gist ' to 'reading for detail’. Lesson Outcomes: By the end of the lesson, students will have… Demonstrated their comprehension of the text by working in pairs to identify summaries of the text and answering and discussing questions related to the text individually. Anticipated difficulties: Suggested solutions: 1. Some students may become frustrated or unmotivated when they cannot fully understand every word or grammar structure in the text. 1. I will make sure to pair stronger students with weaker ones so that the stronger students in the class can help those whom struggle. I will also emphasize that the focus of the lesson is to improve their reading skills and so it is not necessary to understand every aspect of the text. 2. Students might get stuck with some new words or grammar while reading the text and be unable to find answers to detailed questions 2. I will allow enough time for students to complete each reading activity, to ensure all students have enough time to finish. If some students are really struggling, I will pair 3. Students might want to understand/memorize every word at the stage of gist listening and therefor get lost. 4. Students may be inclined to communicate in Spanish as this is all student’s L1 5. Some students may lack confidence to speak in front of their peers and feel reluctant to participate students up and allow them to work in pairs. This way the stronger students can help the weaker ones. 3. Before the reading for gist activity I will carefully explain to students that they do not have to understand each word in the text in order to complete the activity. I will monitor the students closely while they do the activity and remind them, if necessary, of the focus of the activity. 4. Together with the class we will create class rules which limit the use of their L1 during lesson time. 5. Getting students to work in groups or pairs will help them feel more comfortable participating and less judged by their peers. Authentic Text (insert reading text here or link to the listening recording) Enrique Iglesias: Artist Bio The multi-platinum pop icon, Enrique Iglesias is a global superstar recognized for his musical versatility across pop and urban genres in Spanish and English. He has sold more than 180 million albums worldwide, released 10 studio albums and 3 greatest hits compilations. He has headlined 10 sold-out world tours and performed in front of 10+ million fans. He’s undeniably the biggest Latin recording artist in music history achieving 154 #1 single’s across Billboard charts with a total of 27 #1 singles on the Billboard’s Hot Latin Songs Chart. He currently holds the record for most number ones in the chart’s history. Enrique Iglesias is known as pop music’s most influential singer/songwriters of our time with the highest success in English/Spanish crossover. He has collaborated with megastars such as Pitbull, Whitney Houston, Lionel Richie, Juan Luis Guerra, Marco Antonio Solis and more. Enrique has been celebrated with countless awards as a singer and songwriter that include multiple GRAMMYs, Billboard Awards, ASCAP and more. He remains as one of the most streamed and viewed artists with over 14 billion views on YouTube/VEVO and 14 billion in streams. Please include a rationale for why you have chosen this authentic material (approximately 100 words): I chose to use this passage mainly due to its direct relevance to the nationality of my students (Enrique Iglesias is a Spanish musical artist). Not only does Enrique Iglesias sing in Spanish, the student’s first language, but also English which is the target language. I believe this is a perfect fit as the students can relate themselves to him leading to the students focusing on the passage and striving to understand the fundamental meaning of the text all the while improving their English reading skills. Furthermore, this passage is suitable for their level, with a number of target vocabulary which will require presentation. Stage Name Stage Aim Time Interaction Pattern Teacher’s procedure Students will… Introduction To get the students engaged with the topic of the lesson and gets them thinking about the potential vocab that will appear throughout the 7 minutes T-S OCFB Figure. 1 will be presented on the board and students will be encouraged to discuss and propose ideas of what the lesson topic is likely to be about. If students are struggling T will elicit answers for each picture e.g. “Who is this?” (Pointing at the middle picture) Establish and engage with the lesson topic and the vocab that is likely to come up throughout the lesson. Students will also develop some excitement for the topic of the lesson as it is related to their country of origin and heritage and is relevant to their age range. lesson. and “what are these?” (pointing at the awards in his hands) T will also do some CCQs for each picture to ensure they understand the concept e.g. “what does Enrique Iglesias do?” Warmer to introduce the text To engage the learners in the lesson, to activate the learner’s prior knowledge of the topic 5 minutes OCFB T will introduce the title of the text and ask students to make a prediction on what the text will be about. T will then ask students to share what they already know about the topic. Each student will then have the opportunity to share with the class a brief insight of their personal favourite artist/band. Identify the topic of the lesson and discuss their existing knowledge of the topic and personal music interests. Presentation of relevant vocabulary To allow the students to become familiar with and develop an understanding of the target vocabulary in preparation for them to further delve into the text. 10 minutes T-S T will present the relevant target vocab needed for comprehension of the text and work through Meaning, Form and Pronunciation of the target vocab on the board. • Meaning: T will provide the definition and an example sentence of each word. E.g. Versatility: ability to adapt or be adapted to many different functions or activities. “He has the versatility to play any position on the court.” Gain an understanding of the target vocab and acquire confidence in preparation for reading the entire passage. T will then ask students to provide a synonym for the word. E.g. adaptable • Form: T will elicit letters for the students to eventually spell the target vocab • Pronunciation: T will provide the phonemic alphabet of the word. (vˌɜːsətˈɪlɪti) T will then chorus the word and do CIC with the word in an example sentence. This process is repeated for all the target vocab Practical activity exploring the text. “reading for gist” This gives the students an opportunity to further their reading skills by employing ‘Reading for gist’ to gain a general understanding of the text. 10 minutes Ss-Ss 1. T will divide the students into pairs and ask them to discuss the following questions: What is the purpose of the text? What is the text about? 2. T will provide the students with a copy of the text, and 4 alternative summary sentences for each paragraph. Students will work in pairs with a time limit to match each of the given summaries with the relevant paragraph. Skim read the text and answer the questions. Students will then identify summaries of paragraphs in the text to show their general understanding of the text. Activity focusing on detailed understandin g of the text To practise reading for specific information This will be ensured by asking harder questions. 15 minutes Ss-Ss 1. T will then provide the students with a worksheet (Figure 3) which will ask the students questions requiring a more detailed understanding of the text. 2. The students will remain in their pairs and T will encourage them to discuss the answers to the questions. Scan the text and prove they have a good understanding by answering the questions. Discuss the questions in pairs and analyse the text in depth in order to derive the correct answer. Review of vocabulary To allow students to see the vocab in a different context fully establishing its meaning in their memory. 5 minutes S-S T will hand out the worksheets (Figure 4) and get the students to complete them individually. T will assist any learners who are struggling by eliciting the answers. Use the knowledge they have gained throughout this lesson to determine which target vocab is needed in the blanks. Consolidate the meaning of the new vocab to memory. [Show Less]
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