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AssignmentB Step1 Model4TeacherLanguage ModelAnswer

This document provides instructions for part of an assignment assessing a teacher's ability to elicit grammar concepts, check understanding, and provide activity instructions. It includes an example dialogue where the teacher elicits the target grammar of the past simple tense. The teacher is then to show sample language they would use to: (1) elicit the target language from a given context, (2) elicit grammatical forms, and (3) concept check student understanding. An example is given of instructing a freer practice activity where students write one-word answers to sentence prompts in a randomized order.

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Ockert Davis
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
1K views

AssignmentB Step1 Model4TeacherLanguage ModelAnswer

This document provides instructions for part of an assignment assessing a teacher's ability to elicit grammar concepts, check understanding, and provide activity instructions. It includes an example dialogue where the teacher elicits the target grammar of the past simple tense. The teacher is then to show sample language they would use to: (1) elicit the target language from a given context, (2) elicit grammatical forms, and (3) concept check student understanding. An example is given of instructing a freer practice activity where students write one-word answers to sentence prompts in a randomized order.

Uploaded by

Ockert Davis
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Assignment B – Teacher Language

Instructions
 This part of the assignment is set to enable us to assess your language grading, eliciting and
concept checking for grammar.
 You must show:
A) some of the language you would use in the presentation.
B) the instructions you would give for one activity.
 Use direct speech and present in a dialogue form showing predicted student contributions.

Example of Eliciting

T = Teacher S= Student
- T: So everyone, look at this picture, please. What can you see?
- S1: Man and woman
- T: A man and a woman, yes, can anyone say a bit more?
- S2: They're riding their bikes.
- T: Excellent. Good. What are their names do you think?
- S3: Donald and Melania.
- T:
Great idea! – So I'm putting that on the board (Teacher writes on the board 'Donald and
Melania are riding their bikes.')

Check the examples in Unit 7 to make sure you understand what is required.

N.B. If you do not use direct speech, you will be required to resubmit the whole assignment.

© 2020 The TEFL Academy. All rights reserved. 1


Assignment B – Teacher Language
This document should not be more than 3 pages long, including this page; approximately 700-1000
words in total.
a) Presentation
You do not need to show the entire presentation, but show us some of the language you would use to
elicit the target language from the context you have chosen, elicit the form, and concept check.

Show the Actual Words you would use for:

i) Eliciting the Target Language from the Context


T: (Referring to examples from warmer)What tense are all these examples on the board?
S: Past simple.
T: Good. Past simple. Do we know when these things happened?
S: Yes – we have times.
T: That's right. So let's look at one example. Idrissi, which do you think is the most interesting experience?'
Idrissi: 'Last summer I went to Paris.'
T: Good, yes I agree. I love Paris. Who wrote this? Who went to Paris last summer?
Rafat: Me
T: Lucky you, Rafat! Did you like it?
S: Yes, it very good. I love.
T: Now, I want to know if Rafat is the only person with this experience. How can we ask someone about this –
about going to Paris? Anyone?
S: Did you go to Paris?
T: Now that's good - a good past simple question, but when we are asking about general experience – we don't
know exactly when, we use a different tense. Does anyone know it?
Students look blank T: It begins with have. 'Have you...' Anyone?* (Wait for response if none, prompt them.)
'Have you ever mmm to Paris?' (Writes Have you ever ______ to Paris? On board.) Does anyone know what
goes in this space?
S: been?*
T: That's it! Have you ever been to Paris? (fills in gap on board). Everyone repeat: Have you ever been to Paris?
Ss: Have you ever been to Paris? Have you ever been to Paris?
T: Does anyone know the name of this tense?
S: Present perfect*
T: Well done! (Writes the name of tense at the top of the board).

* If I cannot elicit these answers from the students, I will tell them.

© 2020 The TEFL Academy. All rights reserved. 2


ii) Eliciting the Form
T: Let's look at the form then. (Points at I and Rafat in the affirmative examples.) These are the subject (Writes
'subject' in another colour). What comes after the subject?
S: have
T: Yes, have - or for he and she? (Points at Rafat example.)
S: has
T: Good (writes have/has on the board). That's the auxiliary verb. Have. And what comes after that? Does
anyone know what this is (points at been).
You remember when we first learned about past simple we looked at irregular verbs? Can you look at the
irregular verbs chart in your books? Page one hundred and nineteen -1-1-9.
Students open books.
T: Look for been – where is that? Can you find it? What's the name of the words in that category?
S: Past participle.
T: Excellent – well done. See everyone it's here in the third column (holds up book at points). This is called the
past participle or the third form. (Writes + past participle on board so it now says S+have/has + past participle)
T: I'm going to clean the board now, but don't worry I will give you a copy of this soon.

iii) Concept Checking


T: OK now, what's the name of this tense again?
S: Present perfect.
T: That's right and today we are looking at how to use the present perfect to talk about general experience.
(Writes Present perfect for talking about general experience on the board (Board plan 2).
Draws timeline showing now and illustration of e.g., Eiffel tower. )
T: Now we know I've been to Paris, and Rafat's been to Paris. We've been to Paris. Who else has been Paris?
Some students raise hands.
OK let's take Selma.
(Writes Selma's been to Paris under the timeline).
What are we talking about? Past, present or future?
S: Past.
T: Yes. It happened in the past. (Writes some question marks on timeline.) Do we know exactly when in the past?
S: Did it happen before Selma was born?
Ss: No!
T: So we know it happened before now, but after Selma was born. It happened some time in her life. (writes and
marks 'born' on timeline and draws arc to encase the question marks).
(Writes: Past/It happened some time in Selma's life before now/We don't know exactly when on board under
timeline.)

© 2020 The TEFL Academy. All rights reserved. 3


B) Instructions to ONE of the Activities in your Lesson

Freer Practice Activity


Project a copy of the worksheet on to whiteboard.
Teacher: OK everyone, I'm going to give you a copy of this in a minute, but let's make sure you all understand
what to do. Can you read the instructions on the screen, please?
Give students a minute to read
So Saffiya, what will you write in the boxes? (pointing at boxes in table)
Saffiya: Answers to questions
Teacher: That's right – the answers to these sentences (pointing). Selma, how many words should you write in
each box?
Selma: Only one
Teacher: Good. Just one word in each box. And change the order. So, for example, you might put the answer for
this one (pointing to sentences and boxes in the table) in this box. And the answer for this one could go here.
OK (writes in one of the boxes on the whiteboard). Look, I've written cat in this box. Why do you think I've
written cat? Which sentence is it for?
Student: Very expensive?
Teacher: (Laughing) No. Good idea, but she wasn't a very expensive cat. Any other ideas?
Student: Have you lost it?
Teacher: Yes, well done! That cat is something I've lost. She lived with us for 10 years, but now she has
disappeared.
OK so now I'll give you all a worksheet (hand them out). You have two minutes to think about the experiences
and write your answers in the boxes.

899 words (excluding headings)

© 2020 The TEFL Academy. All rights reserved. 4

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