Key Activities

TESL - 120

Speaking Activity

   The speaking activity I have chosen is called "Causative Speaking Warm-up (pair work). I found the exercise online at https://www.englishcurrent.com/speaking/, the exercise focuses on speaking and grammar via sentence transformation.

Causative – make / have / get / let / help + verb

Ask your partner to rephrase the below sentences with a causative verb. Use a dialogue similar to the one below to rephrase the statements.

A: Yesterday, I forced my husband to clean the bathtub.

B: So you’re saying that you made him clean the bathtub?

A: Exactly!

*note: the auxiliary verbs have and get are similar in meaning.

ESL Level: Intermediate and Upper-intermediate

Materials needed: one worksheet (folded) for each pair.

Time Required: 15 Minutes. 

Sources:

www.englishcurrent.com (Retrieved Oct. 5th, 2018.)

TESL - 120

Listening Activity

  J.J. Wilson's book How to teach listening is where I found many good ideas for different sorts of listening activities. The activity that stood out for me was 'Monitor performance while listening' Wilson claims that teachers should "Pause at regular intervals (while teaching) to check comprehension of the students, whether this is in pairs, groups or the whole class." (Wilson, 2008, p.36.) Wilson argues that the strategy works best by asking the students questions like, "Who said X? Why? What is the topic?" (Wilson, 2008, p.36.)  I think the activity is very well suited to keep the students engaged in the martial at hand and it is also good because it gives the students the chance to talk about what it is that they were learning. 

References:

Wilson, J. J. (2008). How to teach listening (pp.25 -39). Harlow, Essex: Pearson Education Ltd.

TESL - 120

Pronunciation Corrective Feedback Script 

A conversation between the teacher and the student is a great exercise for finding out where the student is on his or her track to speaking English fluently.

SCENE 

INT. INSIDE CLASSROOM

A student and a teacher are having a friendly conversation, while other students in the classroom are busy doing school work.

                                     Teacher

            So, John how is your day good? Have you finished all your homework?

                                  Student (John)

          Yes, Mrs Apple, I've finished all my homework and my day is going good thanks for asking.

                               Mrs Apple

       Oh, well I am glad to hear that your day is going good John and even happier to hear that you have finished all of your homework. 

      Do you have any plans for this evening?

                              John 

       Yeah, I had to go to work once school is over. 

                        Mrs Apple

         What I think you are trying to say is "have" to go to work tonight once school is finished?

                     John
     Yes, Mrs Apple, you are correct. I meant to say I "have" to go to work once school is over.

        Mrs Apple
  Well done John, and what is it that you do?

                     John

     I a line cook at one of the restaurant downtown, I doon think you will know of it. But, Mrs Apple is it okay if I step ou of class fo a moment I just have to make a quick phone call to my boss to let him know that I can't close tonight?

                Mrs Apple
     Of course John, by all means, please feel free. But before you do, it's pronounced step "out" of class "for" a moment. If can John, please repeat after me, "out".

             John
      "Out".

            Mrs Apple
   Very good! Now, how about "for"?

            John
        "For".

        Mrs Apple
   Excellent John! You may be excused.

        John
     Thank you.

Mrs. Apple knows John didn’t pronounce “don’t” correctly either what don’t want to overload him with too much to take in.

        

TESL - 120

Assessment, Lesson Planning and Differentiation

  Activities for assessment, lesson planning and differentiation and come in forms of "small talk", have students conversate with one another. Activities such as the "small talk" activity are apart of a teachers lesson planning, teachers must be prepared to give lessons to students at different stages in their English teaching successions. (Mathews-Aydinli & Horne, 2006, p.2.) In Mathews-Aydinli and Horne's article, they discuss that the "planning should include strategies for managing a variety of groups, pair, and individual activities." (Mathews-Aydinli & Horne, 2006, p.2.) Activities such as "small talk" allows every student to participate in the activity, which is crucial in the classroom dynamic.

References:
Mathews-Aydinli, J. & Van Horne. (April 2006-02). Promoting success of multilevel ESL classes: What teachers and administrators can do. Retrieved from http://www.cal.org/caela/esl_resources/briefs/multilevel.pdf

                       

Unit #4 

Activity – Literature

Lesson Plan

Theme: English

Level: Beginner-Intermediate

Materials: Classroom Projector & Copy of Harry Potter and the Goblet of Fire

Objective: Students will:

            -Be asked questions throughout readings and film about the martial at hand.

-Answer the questions to the best of their ability. Answers will all vary between students.  But all students should be able to voice their opinion when answering.  

Activating, Acquiring, and Applying (duration of scheduled class time)

            Students:

-Ask students to follow along in their copies of the selected novel while the teacher reads it.

            -Ask students to watch and pay attention to the selected in-class film.

            -Pause and ask students questions about the novel during readings.

            -Pause movie to ask students questions about the film while watching.

            -Ask students what they thought of the novel before beginning the film session.

            -Open discussion of student’s thoughts of the novel for all different perspectives.  

-Ask students after the film has ended if they noticed any differences between film and novel.

            -Ask each student who their favourite character of the story is, and why?

-Ask students whether they liked the story or not, have them explain why they did or didn’t.

 -Have the students make lists of things that stuck out, in either the novel or film.

Teacher:

-The teacher (myself) will give positive feedback throughout this entire time.

-It is a good strategy for assessing students

-Helping students with understanding unknown words.

-Helping the students with pronunciation.

-Helping the students to start to begin enjoying English

-Helping the student describe what they are trying to convey about novel or film.

-Acknowledge when the student or students do something well.

-Have a fun and respectful environment for student learning, while encouraging students to do their best.

-Show the students that learning and can more fun than difficult.

-Be a good role model.