TESOL MODULE:1

ASSIGNMENT

A) Design a conversation activity (Speaking Skill) based on the topic

“Planning a trip to any holiday destination”

B) Consider any 3 of the following situations and discuss how you

might handle them.

Lesson Model: Conversation Skills

– Listening and Speaking
Trainer’s Name: Payel Mukherjee
Date:01/10/24
 Topic Planning a Trip to any holiday
destination
No.of students 15
Language Level Intermediate
Language(s) spoken/nationality(ies) Asian
of students
Average age of students 12 years

Duration 1hr 30 mins

At the end of the lesson students will
be able to learn:

 New vocabularies and their

correct pronunciation.
Terminal Objective
 Speak confidently through role
play based on planning a trip.
 Develop fluency through
speaking activities.
 Develop interaction skills.
 Collaborate with other
students.
 Express their idea confidently

At the end of each stage of the

lesson students will be able to: -

(Warmer): Feel comfortable and

energised.

(Context Setting): Respond to visual

aid predict the topic.

Enabling Objectives (Pre-listening): Follow the bridge

dialogue by listening to the teacher
and respond to the teacher or repeat
the dialogue.

(While listening): Answer ‘Wh’

questions after listening to the
audio.

(Post listening): Speak the dialogue

with about 80% accuracy.
 The class starts with exchanging pleasantries. As a warmer activity I’ll
play a Chinese whisper game with the students, which can be a fun and
engaging way to introduce the students to the topic of holidays and travel.
I will prepare a list of holiday-related sentences like: -

 “Emma and Luke are planning a holiday to Barcelona.”

 “They want to relax on the beach and explore the city.”
 “Luke is excited to see the Sagrada Familia.”
Warmer  “Emma loves sunbathing by the sea.”
(10 miniutes)
Explaining the rules of the game to the students:

Students will form a line or a circle.

The first student will be given a sentence to whisper to the next student.

Each student will whisper the sentence to the next until it reaches the last
student.

The last student will say the sentence out loud to see how much it has
changed.

Playing the Game:

Divide the class into small groups (5-6 students per group).

Give the first student in each group a different sentence to start with.

Allow the students to whisper the sentence down the line.

Once the sentence reaches the last student, have them say it out loud.

Compare the final sentence with the original to see how it changed.

Discussion:

Discuss with the students why the sentences changed.

Talk about the importance of clear communication and listening skills.

Relate the activity to the topic of holidays and travel, emphasizing how
miscommunication can affect travel plans.

Wrap-Up:

Summarize the activity and highlight any funny or interesting changes in

the sentences.

Ask students how they felt about the game and what they learned from it.

I will start by asking students about their favourite holiday. Questions

like:
 What was the best holiday you’ve ever had?

Where did you go and what did you do?

What made it special?

I’ll show pictures of different holiday destinations

Ask students to describe what they see and discuss which destinations
appeal to them and why.

Context Setting
(15 Minutes)

The question will encourage students to speak. I will ask them what they
like to do when they are on holiday and write up those
ideas on board. If they need help with ideas. I can suggest them some,
1. Going sightseeing and photography
2.Tasting a local food
3. Buying locally made handcrafts
4. Enjoying beach activities and other sports activities
5. Visiting a place of historical importance such as place of worship or
palace.
I will check whether they understand each activity they have written on
the
board.
Teacher also highlights some key vocabularies by emphasizing on the
correct pronunciation:
List of vocabularies:

Holiday, Vacation, Beach, City Break, Relaxing, Unwinding, Laid-

back, Buzz, Exploring, Nightlife.

Bridge dialogue

Emma: Hey, Luke! Have you thought about where we should go for our
holiday this year?
Pre-Listening Luke: Hi, Emma! I have, actually. I’m torn between a beach vacation and
(15 minutes) a city break. What’s your preference?
Emma: I was leaning towards a beach holiday. Imagine relaxing by the
sea, sunbathing, and just unwinding.

Luke: That does sound tempting. I love the idea of a laid-back vacation.
But a part of me also craves the buzz of a city – exploring museums,
trying new foods, and experiencing the nightlife.
 Steps for Practice:

Introduction
Teacher: “Today, we will practice a short dialogue about planning a
holiday. Listen carefully and repeat after me.”

Modeling

Teacher: Reads the dialogue aloud, emphasizing pronunciation and

intonation.

Students: Listen attentively.

Choral Repetition

Teacher: Reads each line of the dialogue, pausing for students to repeat
in unison.

Students: Repeat each line after the teacher.

Pair Practice

Teacher: “Now, practice the dialogue with your partner. Take turns
being Emma and Luke.”

Students: Pair up and practice the dialogue, switching roles after each
round.

Feedback

Teacher: Observes pairs and provides feedback on pronunciation,

fluency, and use of vocabulary.

Students: Listen to feedback and make necessary adjustments.

Transcript Excerpt:
Emma: Hey, Luke! Have you thought about where we should
go for our holiday this year?
Luke: Hi, Emma! I have, actually. I’m torn between a beach
vacation and a city break. What’s your preference?
Emma: I was leaning towards a beach holiday. Imagine relaxing
by the sea, sunbathing, and just unwinding.
Luke: That does sound tempting. I love the idea of a laid-back
vacation. But a part of me also craves the buzz of a city –
exploring museums, trying new foods, and experiencing the
While-Listening nightlife.
(20 minutes)
I will tell the students that they are going to listen to a
conversation between two friends and that they have to answer
the questions given in their activity sheet, based on what they
hear.
I will then distribute the below activity sheet amongst the
students.

 Play the audio of the conversation between Emma

and Luke.
 Allow students to listen and complete the activity
sheet.
 Go through the answers as a class.
 Discuss any difficult parts and clarify any
misunderstandings.
  Finally ask the students how they felt about the
activity.

Conversation Script:

Emma: Hey, Luke! Have you thought about where we should go

for our holiday this year?
Luke: Hi, Emma! I have, actually. I’m torn between a beach
vacation and a city break. What’s your preference?
Emma: I was leaning towards a beach holiday. Imagine relaxing
by the sea, sunbathing, and just unwinding.
Luke: That does sound tempting. I love the idea of a laid-back
vacation. But a part of me also craves the buzz of a city –
exploring museums, trying new foods, and experiencing the
nightlife.
Emma: I get that. How about we find a place that offers both?
Post-Listening Maybe a coastal city?
Luke: That’s a great compromise. We could spend some days
(15 minutes) lounging on the beach and others exploring the city. Have you got
any destinations in mind?
Emma: What about Barcelona? It has beautiful beaches and a
vibrant city life.
Luke: Barcelona sounds perfect. I’ve always wanted to see the
Sagrada Familia and try authentic Spanish cuisine.

 I will distribute the printed copies of the above

conversation transcript.
 Then I will conduct a group discussion

 Divide students into small groups.

 Provide each group with the following discussion
questions:
 What were the main points of the
conversation between Emma and
Luke?
 Do you agree with their decision to
choose a coastal city? Why or why
not?
 Have you ever had to compromise on
holiday plans? Share your experience.
 What are the advantages and
disadvantages of a beach holiday
versus a city break?

Finally, there will be role-play extension activity for a better

understanding.

 Ask students to role-play a similar conversation but

with different destinations. For example:
 One student prefers a mountain retreat, while the other
prefers a cultural city tour.
 They must discuss their preferences and reach a
compromise.
 Encourage students to use phrases and vocabulary from
 the original conversation.

I will ask the students to create a storyboard or visual plan for the chosen
vacation destination. Include activities, places to visit, and a brief
itinerary.

Present the storyboard to the class, explaining why this destination is a

great choice.

This activity not only reinforces the dialogue but also encourages students
to use their creativity and practice their speaking and listening skills in a
fun and interactive way.

Recapitulation
(15 mins)
B. Consider any 3 of the following situations and discuss
how you might handle them.

One or more students is/are not participating or engage in lesson:

Engaging all students in a lesson can be challenging, especially when some students are not
participating or showing interest. This lack of engagement can stem from various factors, such as
difficulty understanding the material, personal issues, or simply a lack of interest in the topic. As a
teacher, it’s crucial to identify these underlying reasons and address them effectively to create an
inclusive and dynamic learning environment. When faced with students who are not participating or
engaged in a lesson, it’s important to address the issue with a combination of empathy and strategic
intervention.

First, I would observe the students to identify any patterns or specific reasons for their disengagement,
such as lack of interest, difficulty understanding the material, or personal issues. Building a personal
connection is crucial, so I would take time to speak with them individually to understand their
perspectives and interests. Incorporating their interests into the lesson can make the content more
relatable and engaging. Additionally, I would use interactive and varied teaching methods, such as
group activities, role-plays, and multimedia resources, to cater to different learning styles and keep the
lesson dynamic. Positive reinforcement for even small contributions can boost their confidence and
encourage more active participation. Creating a supportive classroom environment where students feel
safe to express themselves and make mistakes is also essential. If a student is struggling academically,
providing additional support through differentiated instruction or peer tutoring can help them catch up
and feel more confident in participating. By addressing the root causes of disengagement and
employing a range of engagement strategies, I can foster a more inclusive and active learning

You have assigned a task and some of the students have already completed
it, but others are still working:

Managing a classroom where students complete tasks at different paces can be challenging, but it also
offers an opportunity to create a dynamic and inclusive learning environment. When some students
finish their work early while others are still engaged, it’s essential to keep everyone productive and
focused.

For the early finishers, I would provide extension activities that are related to the original task but offer
a deeper level of challenge or exploration. These could include advanced questions, creative projects, or
peer review opportunities where they can help classmates by providing constructive feedback. This not
only keeps them occupied but also reinforces their learning. Additionally, I might set up a “challenge
corner” with optional activities that students can choose from once they finish their main task. This
approach ensures that early finishers remain engaged and continue to learn without disrupting those
who are still working. For the students still working, I would circulate around the room to offer support
and encouragement, ensuring they understand the task and have the resources they need to complete
it. It’s crucial to maintain a calm and focused environment, so I would remind early finishers to work
quietly and respect their peers’ need for concentration. To foster a collaborative atmosphere, I might
also pair early finishers with those who need a bit more help, promoting peer learning and support. By
balancing the needs of both groups, I can create a classroom environment where all students feel
supported and motivated to learn at their own pace. This approach not only addresses the immediate
situation but also builds a culture of continuous learning and mutual respect.
 One student is causing disruption (acting out).

Dealing with a disruptive student in the classroom is a common challenge that

requires a thoughtful and strategic approach. Disruptive behaviour can stem from
various sources, such as personal issues, a need for attention, or difficulties with
the lesson material. When a student is causing disruption in the classroom, it’s
essential to address the behaviour promptly and constructively.

First, I would remain calm and composed, using non-verbal cues like eye contact
or moving closer to the student to signal that their behaviour is noticed. I would
then address the student by name and describe the disruptive behaviour clearly
and respectfully, reminding them of the classroom rules and the importance of
maintaining a positive learning environment. For example, I might say, “Alex, I see
you’re having trouble staying focused. Let’s try to get back on track so everyone
can learn.” If the behaviour continues, I would redirect the student’s attention by
involving them in the lesson, perhaps by asking a question or assigning a specific
task. After class, I would have a private conversation with the student to
understand the underlying reasons for their behaviour, approaching the discussion
with empathy and a willingness to listen. Together, we would develop strategies to
prevent future disruptions, such as setting personal goals or adjusting seating
arrangements. Consistent follow-up and positive reinforcement for improved
behaviour would help reinforce expectations and support the student’s growth. By
handling the situation calmly and constructively, I can maintain a respectful and
productive classroom environment.