[ITTT TESOL] TESOL 수료증 교육작업자료 - WORKSHEET – UNIT 2

 

아래의 내용은 호주에서 테솔수료증을 준비할때 작업한 WORKSHEET 자료 입니다.

 

 

WORKSHEET – UNIT 2

 

Task 1 – Create or find a short sample piece of writing that a student might produce containing at least five of the errors mentioned in the page 18 table, and annotate the text using the codes in the table.

 

e.g. Fred has gone(t) to l(p)ondon with ^ [on] last week.

(Original sentence: Fred went to London with Jenny last week.)

 

Probably the most effective way of correcting written work is by using codes in the margin or the body of the writing.

p(p)robably  ＾most effective way of correcting written(s) work are(s/p) by using code(s/p) in the margin or the body of the writing.

 

Task 2 – ****Choose one****

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

or

Structure an ESA (boomerang pattern) based lesson for a pre-intermediate class, teaching language commonly used for shopping, so that students can ask for, find the price for and purchase everyday food and clothing items:

 

Level: Elementary

Context: To know about clothes, I am going to use flash cards and word cards. I am going to teach tense ‘be wearing/wear’

Learner Objectives: For students to be able to describe clothes using flash cards.

 

Engage

T divides class into two groups.

T introduces boy and a girl flashcards.

T puts them on the board.

T asks Ss to find hidden clothes (flash cards).

T makes Ss put the picture card on a boy and a girl.

Study

T elicits target language from Ss.

T introduces Ss target language (clothes).

e.g. shirt, trousers, dress, shoes, hat

T drills pronunciation.

T gives Ss a worksheet to match pictures and words.

T gives Ss answers and feedback.

T writes sentences on the board using boy and a girl grammar.

e.g. He is wearing a shirt.

   She is wearing a hat.

T drills sentences using the 3 by 3 drill method.

T explains about ‘wear/be wearing’

e.g He is wearing~ , She is wearing

   He wears ~, She wears ~

T gives Ss worksheet including clothing pictures, words and expressions to fill in the gaps.

T monitors and gives feedback.

 

Activate

T picks a student.

T asks Ss to describe their friend.

T takes notes and gives feedback later.

Task 3 – How, what and when would you correct mistakes/errors made during the following stages: Engage-Study-Activate

 

The engage stage needs monitoring. This phase does not need feedback for the students. The teacher just listens to students and takes notes about their mistakes/errors. Even though students have a mistake, the teacher does not give feedback. In this stage, students should be comfortable.

The study stage needs accuracy, but if the teacher finds mistakes from students, the teacher does not give them the answer. The teacher just gives them hits to find by themselves.

The activate stage has to ensure fluency. During this sequence you are trying to encourage your students to be creative with their English language knowledge. If you are not joining in the activity, you should monitor without interruption.

 

Task 4 – Give three examples of student errors and explain how you would correct each.

 

There are three examples of student errors. They are grammar, pronunciation and spelling. Grammar has two parts which are writing and speaking. When students’ writing has errors, the teacher can use codes. It is correcting writing. The other is the errors of the speaking. When students have problems with speaking, the teacher can give them examples and prompts, but keep in mind that you do not give them full answer. Just give hints.

Next is pronunciation. It is difficult for the native speaker not to pronounce English well. If you want to have good pronunciation, you should follow these ways which are 3 by 3 drill, shadowing, tongue-twister, and mouth-diagram. If you repeat these ways, you can be a good speaker.

Lastly, it is spelling. The error of spelling can be solved by using codes as well. When the students find this code on writing, they can think about mistakes and can remember a better way for the future. The other is anagrams. It is fun and easy to correct spelling.

 

 

Task 5 – Based on your understanding of the unit,

which four teaching methods do you think

have most influenced current TEFL practice?

Give a brief summary of each and give reason(s) for your choice.

 

I think that the most influential current TEFL practice are communicative language teaching, task-based learning, community language learning, and suggestopaedia.

Communicative language teaching focuses on the importance of language functions as opposed to grammar and vocabulary. In addition, this approach proposes that if students have enough disclosure to the language and opportunity to use it then language learning would really take on itself. Activities in CLT typically need students to use the language in real life situations, so role-pay and simulation have become popular with method. CLT puts far more emphasis on completion of the task than the accuracy of the language. This method helps students easily understand expressions of real life and they can instantly use it.