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WORKSHEET – UNIT 10

Task 1 – Why do teachers need to evaluate their students’ English?

  Teachers need to evaluate their students English so they can check students’ understanding at the end of the lesson. It reviews what they have learned and can chase up their study progress. It gives the students a reason to be motivated, knowing that the teacher is analyzing them to see if they are improving.

Task 2 – What reasons might students have for studying for formal or external tests of English?

There are many reasons to study for formal or external tests of English. These tests are TOEFL, TOEIC, IELTS. People who want to get a grade in TOEIC and IELTS generally need to have communication skills for employers or immigration authorities. People who want to get a grade in TOEFL and IELTS academy want to enter universities. Most students have to give the universities in the U.S. a TOEFL score and the universities in England and Australia need a score from IELTS academy.

Task 3 – List the different types of testing and evaluation tools that a teacher can use:

1.     Placement tests – These tests have to list questions from easy to difficult ones in order. This way teacher can check their language ability and progress.

2.     Progress tests – It has to be done frequently and includes a balance of all four skills which are reading, writing, speaking, and listening. Grammar and vocabulary as well. Regular tests check progress and levels.

3.     Diagnostic tests – These tests are similar in content to placement tests, but are more extensive. They are often used to evaluate existing knowledge.

4.     Practice tests - These are like the format and the structure of external examinations.

5.     Tutorials – They can be with the whole group or with individual students. These include discussion at the end of the lesson. So they know and understand the lesson well.

6.     Evaluation by the students – To allow the students to evaluate the course is very useful. They can give the teacher feedback about their course and advise improvements.

Task 4 – What would you include in a thirty minute progress test for a group of beginners, making sure that you were testing all four skills (speaking, reading, writing and listening)? Give a detailed outline of the test you would construct, with examples.

아래의 내용은 호주에서 테솔수료증을 준비할때 작업한 WORKSHEET 자료 입니다.

WORKSHEET – UNIT 9

Task 1 – State the advantages and disadvantages of authentic and created materials. Which kind of materials would you favour for a class of intermediate students? Why?

Authentic materials are real materials, such as programs, magazines, newspapers, songs, poems, brochures, menus and more. They are able to give the students confidence and use real life situations. On the other hand, they cannot focus on detailed grammar for the lesson.

Non-authentic materials are designed by the teacher for the level of the students. For example, there are crosswords, word searches, puzzles, gap fills activities and so on. The students can understand well using these materials. However, they cannot use them in real life and they may be bored. This type of material depends on the creative skill of the teacher.

For intermediate students the lesson needs to use authentic and non-authentic materials, because these levels of students are able to understand a large range of issues. They have a lack of vocabulary and grammar, so the teacher needs to use authentic materials for basic learning, at the same time when the teacher finds weaknesses of the student. This part needs to use non-authentic materials to improve their ability.

Task 2 – What do you consider to be the advantages and disadvantages of using course books with a class?

Using course books with a class has advantages. It lets the students and the teacher be comfortable in a class, because the students expect course books. The course books allow continuity and progression in a class. It has a balanced mix of grammar, vocabulary and skill work as well. Books provide a lot of ideas for the inexperienced teacher, and they can consume their lesson easily. On the other hand, it has disadvantages. It has a lack of specific needs for all the class members. The students could get bored and might be unwilling to use it. In addition, it makes the teachers lazy, and there is no opening for creativity.

Task 3 – How can the teacher use the course book to maximum effect?

To use a course book to maximum effect teachers should not use the book for the whole lesson. Teachers have to think about looking at a range of methods that could be used for their group, and see which is the most suitable, or which items will motivate their students. Also teachers should judge the book critically, the teacher has to find the differences and difficulties from the course book so that teacher is able to make the lesson good for the students. Therefore, when using the course book, teachers need to use supporting materials in the lesson. The book does not have all the solutions for the lesson.

아래의 내용은 호주에서 테솔수료증을 준비할때 작업한 WORKSHEET 자료 입니다.

WORKSHEET – UNIT 8

Task 1 –Give a brief description of the differences between accuracy and

fluency activities:

Accuracy activities are focused on producing correct language, whereas fluency activities are focused on allowing the student to be creative with the language. The importance of accuracy and fluency are equal. The controlled activities focus on accuracy in the study stage. There is drilling which is a 3 by 3 drill and also prompting. This method can reduce mistakes by repeating.

Creative communication activities concentrate on fluency in the activate stage. There are many methods which are; free role-play, discussion, information gap, debates, simulations and communication games. It lets the students be more creative.

The guided activities focus on accuracy and fluency in the study stage. The accuracy is larger than the fluency, because of the study sequence. It has model dialogues and guided role-plays for example.

Task 2 – Give examples of ways that the teacher can encourage students to speak and interact during a lesson:

A lot of students can appear unwilling to speak in the classroom. There are a variety of reasons for this, such as lack of confidence, fear of making mistakes, peer intimidation, lack of interest in the topic, previous learning experiences and cultural reasons. To overcome these reasons teachers have ways to encourage students to take part. One of the ways is grouping, such as pair or group work. It can help students get over fear or low confidence. The next is to change the classroom dynamics, if the students are uninterested in the class, making a change can engage and change from low to high interest in a topic from the students. I think a good is for the teacher to allow students time to think about what they are going to say. It can give the students confidence, encouragement and elicit interest. They will then focus on the lesson.

Task 3 – What additional issues does the teacher have to consider for a writing activity?

A teacher should consider handwriting, spelling, layout punctuation, and creative writing for a writing activity. Handwriting is a personal issue but may influence the reader so the students should try to improve handwriting so that it is understood. If the spelling is wrong often, the reader will think that the writer has a low education. Some languages have completely different punctuation and layout due to these students have to learn from the teacher. Creative writing allows students to show their own style and write something spectacular.

Task 4 – Think of two traditional games that could be adapted for the classroom and details of how you would use them (these games should not include any of those mentioned in the course unit):

- King Simon game

If you become king, you can order anything from anyone. People will follow your order. For example, if King Simon says bark like a dog then everyone else must bark like a dog. When the teacher finds the last person to do what Simon said, the last person is out.

- Two letter game

After making a circle, when the teacher says two letters, the students have to make a word and put their hand on the center table or floor at the same time. The letters can be placed anywhere on the word. The last student to place hand will be out. For example, when the teacher said ‘ab’, all students speak together to make a word, such as ‘abstract’, ‘about’ and put a hand on the table or floor. The last speaker is out.

아래의 내용은 호주에서 테솔수료증을 준비할때 작업한 WORKSHEET 자료 입니다.

WORKSHEET – UNIT 6

Task 1 –  Imagine you are a student in the class on the CD-ROM.  How would you have felt during:

1)    Lesson one?

If I was a student in lesson one, I would feel bored. It didn’t look fun, and the teacher wasn’t interested in teaching. He didn’t give the students praise or feedback in his class. Therefore, I wouldn’t want to study English in his class.

2)    Lesson two?

If I was a student in lesson two, I would feel interested in learning English and I would think learning English is fun. The teacher was relaxed and the class had a good atmosphere.

Task 2 – Which lesson was the more effective?  Why?

I would like to choose lesson two as being more effective. There are many good ways which show the teachers good behavior such as pair work, worksheets and interesting activities, it is better than lesson one. At the beginning of the lesson the teacher started with a smile and introductions between the teacher and the students. During the lesson he used pair work to solve worksheets and at the end of the lesson he gave them an interesting activity to review expressions and vocabulary that had been learned.

Task 3 – What main differences did you note between lesson one and two in the following areas?

1)    The teacher’s attitude to the students:

The teacher’s attitude is not approachable in the lesson one. However, the teacher in lesson two is active, enthusiastic and approachable so the class is more active.

2)    The students’ attitude towards the teacher:

The students’ attitude is nice and respectful in lesson two and the students are concentrating on the teacher, because he is lively and fun. Otherwise in lesson one the students are not interested in what he has to say and do not respect the teacher, as he looks bored and uninterested in what he is teaching.

3)    Student participation:

In lesson one the teacher didn’t give the students any talking time, they are just listening to him. In lesson two the teacher elicits answers from the students and they feel comfortable during class time.

4)    The teacher’s voice (clarity, complexity, speed etc.):

In lesson one the teacher’s voice is not clear. He mumbles and speaks quietly. There is no complexity and the speed was slow and boring. However, the clarity of his voice in lesson two is good and friendly. The complexity and the speed are very good as well so the class pay attention to what he is saying.

5)    The teacher’s instructions and explanations:

In lesson one the teacher’s explanations are not good enough and are not detailed. His instructions were not clear. Some students did not understand. Lesson two had clear instructions and explanations so the students understood what to do and participated.

6)    Monitoring of the students:

There was little monitoring of student, such as eye contact in lesson one and he did not pay attention or give feedback, but in lesson two he monitored and stood in front of the class. He kept eye contact and gave feedback to the students. He also elicited answers from students for interaction, and class participation.

Task 4 – Using the blank lesson plan that you should have received, create the lesson

plan that you think the teacher followed in the second lesson on the CD.

Please include your aims, context, expected number of students, and all the other

boxes at the top of the blank lesson plan form, as well as the full procedure.

Task 5 – How would you change/adapt lesson two to make it more effective still?

I think lesson two has too much teacher talking time. I would like to allow more student talking time. Although there was pair work in the lesson, there was no group work. During the activate stage if the teacher includes group work, it would be better. I also think that there should be more stimulating materials such as audio-visual equipment.

Task 6 – What level do you think the students are?

               Was the language point appropriate for this level?

I think both of the lessons are elementary. In both lessons students understood what they are being taught in their lesson, but language point is not appropriate because it looks like the students in the lessons knew about modal verbs already. During the lesson the teacher should have taught another expression such as ‘could’, as a level higher would have been more appropriate for them.

아래의 내용은 호주에서 테솔수료증을 준비할때 작업한 WORKSHEET 자료 입니다.

WORKSHEET – UNIT 5

Task 1 – Why do teachers plan their lessons? Why is planning important?

Lesson planning is important for inexperienced and experienced teachers. Especially, a new teacher, who needs to advise a formal lesson plan because it is difficult for a first teacher to remember everything. Lesson plans can give direction and allow a teacher to follow steps.

  A lesson plan can be supportive information about what the students achieve and get at the end of the lesson, and it assists you to carry on and gives you something to mention during the lesson. In addition, a lesson plan can be recorded as evidence of what has been done and which materials have been used, or if you cannot teach, it will help another teacher to cover your classes.

Task 2 – *** Choose 1 ***

Using the blank lesson plan that you should have received, plan a straight arrow ESA lesson from the materials towards the end of unit 5 (Unit 5, task 2 materials).  The materials are entitled Where have you been.

or

Using the second blank lesson plan that you should have received, plan a patchwork style ESA lesson using the materials at the end of unit 5 (Unit 5, task 3 materials).  The materials are entitled Possibilities.

Please include your aims, context, expected number of students, and all the other boxes at the top of the blank lesson plan form, as well as the procedure.

아래의 내용은 호주에서 테솔수료증을 준비할때 작업한 WORKSHEET 자료 입니다.

WORKSHEET – UNIT 4

Task 1 – What criteria do we need to consider when selecting vocabulary?

When a teacher selects vocabulary they need to consider how appropriate the students and to the tasks are, and the teacher should choose the words that the students frequently use including coverage and if they will use them in their daily life.

Task 2 – What does a student need to know about a vocabulary item?

Give examples to clarify your ideas.

Students need to know about ‘meaning’, ‘use’, ‘word grammar’, ‘interaction, ‘spelling’ and ‘ pronunciation’ of vocabulary.

Vocabulary item: important.

- Meaning: of great significance or value.

- Use: e.g. It is important to understand this situation.

- Word grammar: Adjective.

- Interaction: It is used after a verb

             e. g. Trees are important to us all, wherever we live around the world

                       Before a noun and it modifies nouns.

               e. g. an important official

 - Spelling: I.M.P.O.R.T.A.N.T

 - Pronunciation: [ɪm^|pɔ:rtnt]  It sounds like ‘important’

Task 3 – What do students need to know about grammatical structures?

Give examples to clarify your ideas.

Students need to know about ‘meaning’, ‘use’, ‘forms & patterns’ and ‘spoken and written form’ of grammatical structures.

 Grammar item: past used to (do)

 - Meaning: It happened regularly in the past but it no longer happens

 - Use: For something that was true but is not true anymore.

 - Forms & patterns: There is no present form.

                                  You cannot say “I use to do.”

                                  To talk about the present, use simple present (I do)

 - Spoken & written form: It uses the same in spoken & written form.

Task 4 – *** Choose 1 ***

Choose one topic below and plan any ESA lesson for a language level

of your choice

1.      to cover vocabulary connected with the topic of food

2.      for the present continuous tense:

3.      be sure that the function is appropriate for the language level you choose

Level: Beginner

Context: To know about food, I am going to use flash cards and words and expression of how to order food.

Learner Objectives: For students to be able to order food and know the names in a restaurant.

Engage

T asks Ss their favourite foods.

T writes names of foods on board.

Study

T elicits names of foods using flash cards from Ss.

T introduces target language using flash cards and word cards.

e.g. fish & chips, noodles, sandwich, pizza, pasta, sushi.

T drills words by 3 by 3 method.

T gives the worksheet including pictures and words.

T asks Ss to match pictures and words.

e.g. picture ------- word

T monitors and gives feedback.

T gives Ss instructions about the whisper game.

- Make two lines up and put flash cards on the board.

The first students take stick. The last students show a word. The last student start to whisper to next student and it keeps going down line. The first student points to answer. Faster pointer will get one point.

Activate

T makes pairs.

T writes expressions of how to order in a restaurant on the board.

e.g. A: May I help you?

       B: Can I have noodles!

T drills sentences.

T asks Ss to talk to each other for some time.

T monitors and gives students feedback.