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    Online TESOL - Online TEFL ITTT Answers - Unit 3

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    helina.kasturi
    This document provides guidance for completing an online TEFL/TESOL certificate. It includes sample answers to various test questions covering topics like teaching models that have influenced current practices, example activities for different stages of a lesson, and how to structure and correct mistakes during lessons. Sample activities include using pictures to engage students on clothing vocabulary and role-plays for shopping dialogues. Correction techniques depend on the lesson stage, such as self-correction during engagement or coding mistakes for students to find during study.

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    Online TESOL - Online TEFL ITTT Answers - Unit 3

    Uploaded by

    helina.kasturi
    114 views3 pages
    This document provides guidance for completing an online TEFL/TESOL certificate. It includes sample answers to various test questions covering topics like teaching models that have influenced current practices, example activities for different stages of a lesson, and how to structure and correct mistakes during lessons. Sample activities include using pictures to engage students on clothing vocabulary and role-plays for shopping dialogues. Correction techniques depend on the lesson stage, such as self-correction during engagement or coding mistakes for students to find during study.

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    Online TESOL _ Online TEFL ITTT Answers_ Unit 3

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    This document provides guidance for completing an online TEFL/TESOL certificate. It includes sample answers to various test questions covering topics like teaching models that have influenced current practices, example activities for different stages of a lesson, and how to structure and correct mistakes during lessons. Sample activities include using pictures to engage students on clothing vocabulary and role-plays for shopping dialogues. Correction techniques depend on the lesson stage, such as self-correction during engagement or coding mistakes for students to find during study.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    114 views3 pages

    Online TESOL - Online TEFL ITTT Answers - Unit 3

    Uploaded by

    helina.kasturi
    This document provides guidance for completing an online TEFL/TESOL certificate. It includes sample answers to various test questions covering topics like teaching models that have influenced current practices, example activities for different stages of a lesson, and how to structure and correct mistakes during lessons. Sample activities include using pictures to engage students on clothing vocabulary and role-plays for shopping dialogues. Correction techniques depend on the lesson stage, such as self-correction during engagement or coding mistakes for students to find during study.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
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    Online TESOL / Online TEFL ITTT Answers


    Assistance for people completing their TESOL / TEFL certificate online. Please use my notes only to help you
    understand the questions.

    S U N D A Y, M A R C H 8 , 2 0 0 9 Blog Archive

    ► 2010 (1)
    Unit 3
    ▼ 2009 (20)
    WORKSHEET – UNIT 3
    ▼ March (20)
    Unit 20
    Task 1 – Which teaching models have influenced current teaching Unit 19
    practices? Give a brief summary of each. Unit 18
    Unit 17
    Grammar – translation
    Converting words between languages Unit 16
    Unit 15
    Audio – lingualism Unit 14
    Over learning of the language
    Unit 13

    Presentation, Practice and Production (PPP) Unit 12


    Teacher explains the context, situation and form of the English language Unit 11
    Unit 10
    Task-Based learning
    Unit 9
    Students are issued a task to complete in English
    Unit 8
    Communicative Language Teaching Unit 7
    Structure less method of practicing real life situations Unit 6
    Unit 5
    Community Language Learning
    Students teach each other using their own topics Unit 4
    Unit 3
    The silent way
    Unit 2
    Teacher remains silent whilst students discover English for themselves
    Unit 1

    Suggestopaedia
    Relaxation routine which increases intake of information About Me

    The Lexical Approach Adam


    Practicing words and phrases to build a dialogue of information
    Task 2 – State five ‘engage’, five ‘study’ and five ‘activate’ stage
    activities (also give the probable language level of the students):

    Engage – Completed the TEFL course


    Pictures – Beginners to Intermediate successfully in 2008 and after
    Games – Beginners to Intermediate receiving many requests for
    Video – Beginners to Advanced assistance I have decided to
    upload my TEFL notes. Please use
    Radio – Intermediate to Advanced
    them only for guidance only as you
    Short texts – Intermediate to Advanced
    will FAIL if you copy them. I do not
    guarantee my answers are correct
    Study –
    however feel free to use them to
    Word order scrambling – Pre / Lower Intermediate to Upper gather ideas. Also no, the profile
    Intermediate picture isn't me :) Regards, Adam
    Teacher explains sentence structure – Beginners to Upper Intermediate View my complete profile
    Pronunciation practice – Beginners to Intermediate
    Teach spelling using puzzles and games – Beginners to Upper Followers
    Intermediate
    Followers (34) Next
    Analyze English text samples – Pre / Lower Intermediate to Advanced

    Activate -
    Role-play – Intermediate to Advanced Spiros
    Surveys – Intermediate to Advanced
    Communication games – Beginners to Upper Intermediate
    Debate discussion – Intermediate to Advanced
    Story building – Elementary to Advanced

    Midori "MIDZ" Sinkiewicz


    Task 3 – Structure an ESA (straight arrow pattern) based lesson for an
    elementary level class in which the learners would learn the vocabulary Rajanish Roxanne
    of clothes and be able to use it when describing what people wear and
    are wearing:

    Engage Follow
    Show some pictures of famous people out of a magazine and then match
    the English names to the clothes people are wearing in the pictures or
    ask the students to pair up and declare what their partner is wearing.

    Study
    Explain some basic sentence structures and pronunciation and then
    demonstrate some word scrambling on the white/blackboard whilst
    letting the students put the scrambled words together.

    Activate
    Role-play a situation in which someone is buying some new clothes from
    a store and correct their pronunciation and sentence structure errors.

    Task 4 – Structure an ESA (boomerang pattern) based lesson for teaching


    language commonly used for shopping, so that students can ask for, find
    the price for and purchase everyday food and clothing items:

    Engage
    Ask students what they would most likely be shopping for if they were in
    another country.

    Activate 1
    Perform a role-play where the student is the customer purchasing
    products relating to the previous step.

    Study
    Assess where students made errors, correct these errors and explain
    them to the students the reasons why they were incorrect.

    Activate 2
    Conduct another role-play activity which uses the corrected dialogue.
    Task 5 – How, what and when would you correct mistakes/errors made
    during the following stages. Also give an example of a typical
    anticipated error for each:

    Engage stage –
    How: Self correction or put the error on the board or ask if anyone has
    noticed an error.
    When: After the student who made the error has finished speaking.
    What: Mispronunciation, incorrect sentence structures.
    E.g. a student says ‘I is riding a bicycle’ instead of ‘I am riding a
    bicycle’.

    Study stage -
    How: Correct the students’ mistakes using a code to hint the error and
    allow self correction.
    When: After the student has completed the assigned task.
    What: Misspelling, incorrect sentence structure.
    E.g. student spells ‘Happy’ like ‘Hapy’.

    Activate stage -
    How: Ask if students noticed something wrong any of the performances.
    When: At the end of the activity.
    What: Incorrect speech, pronunciation, translation, grammar.
    E.g. Student asks during role-play activity ‘Could I please buy
    eleventeen apples’.

    Posted by Adam at 2:38 PM

    1 comment:

    @cr0cus by Henry Ulep May 3, 2012 at 7:10 AM

    thanks. this'll be a great reference.

    Reply

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