BUCUR EMANUELA

WORKSHEET – UNIT 3

Task 1 – 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.
Grammar-translation- a very accessible method because it allows
teachers to make the best use of the students’ native language grammar
knowledge. When using this technique the teacher makes parallels
between the grammatical structures of the two languages. For some
teachers it may be considered the easiest way to teach English because
students have to follow a certain path imposed by the teacher.
Presentation,practice,production- the teacher becomes a source of
information when presenting the context and the situation for the
language then he/she allows the students to practice making sentences
under his/her supervision and guidance. After this students are allowed to
take some distance and produce structures themselves. This method is
convenient at lower levels of English because more advanced students
may consider the method too controlling and monotonous.
Task-based learning- useful when teaching students who already
have a certain level of knowledge and whose vocabulary is quite rich. The
teacher gives students a task, corrects them and offers additional
information only after the task is completed. The teacher is here mainly
an organizer and the method gives students confidence in themselves.
The lexical approach-offers students vocabulary rather than
grammatical structures and involves them in using the vocabulary in
certain real-life situations. It is also useful for students above beginner
level and it is interesting because it may create bonds between students in
class or may lead to unpredictable, funny situations during role-play or
mime activities.
Task 2 – State five ‘engage’, five ‘study’ and five ‘activate’ stage
activities (also give the probable language level of the students):

Engage –Teacher brings a poster, displays it on the board and starts

asking questions about it: who and where the people are, the
season,etc with the purpose of teaching the present continuous
(elementary level.)
Teacher brings a box covered with a scarf, rumbles its
content (a pen, a ruler, an eraser) and asks students to guess what
objects are inside for introducing vocabulary on classroom items.
(beginner level.)
Students organize in teams of four and are asked to draw a
portrait and make a description of a modern hero (teaching the
adjective-upper intermediate level.)
Teacher writes on the board a writer’s name (when teaching
literature) and makes a web with information the students give about
him/her (advanced level.)
Teacher announces the new topic, e.g the present simple,
and initializes a game: he/she begins a sentence and the students finish
it but corrections are not made at this stage of the lesson(intermediate
level.)
T :Every day I ……
St:…come to school.

Study – Students know the theme of the lesson (e.g. means of

transport) and Teacher displays a crossword puzzle on which
definitions are replaced by pictures (beginner level).
Teacher gives students worksheets with gap-fill exercises (any
level)
Hangman (all levels).
Word search (intermediate and above)
Robots game: in turns students give each other orders and
have to perform the activities they hear.(beginner level.)

Activate –“Who are you? “: one student gets out of the classroom and
the rest decide that he/she is a famous person. When the student
returns, the classmates make sentences to make him/her guess who he
is (intermediate and above).
 “Journalists”: students in groups make a newspaper page
and then present it. All final works are displayed in an exhibition on
the classroom walls (upper-intermediate and above)
Role-play (intermediate and above)
“What happens next in my story?” Teacher reads a story and
stops from time to time. Students have to continue from that point
with what they think happens in the story, read it to the class, and then
get the real episode from the teacher (advanced level)
If-chains: one student writes an if-clause on the board and
starting from this every student has to make an if-clause using the last
half of sentence the student before him made (upper intermediate and
above)

Task 3 – 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:

Engage- teacher displays four blank posters and gives students markers.
Four students will write the four seasons, each on a separate poster.
Teacher asks one student at a time to draw a piece of clothing on a poster,
each named by the teacher.

Study- when students finish drawing teacher will engage them in

remembering the clothes drawn: students and teacher name the clothes,
and write them in bubbles attached to each season.
Teacher shows students cards with pictures of clothes and the
student who can name what he/she sees wins the card. If necessary the
first drill will be performed by the teacher and only later will the students
perform the activity themselves.

Activate- a fashion show. In groups students create an outfit for a fashion

show and present it to the class.
Task 4 – 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:

Engage- teacher brings to class a poster of cartoon city (Penguin City)

and involves students in a conversation on the types of shops they see and
also on what they buy there.

Activate 1- Teacher gives students “money” and “merchandise”.

Some students become shop assistants, give a name to their shop, write it
and hang it from their desk. Other students go to these and “buy” things
from their shops, ask for the price and negotiate for some products, return
other products and ask for their money back. During all these activities
teacher makes notes of the mistakes they make, the vocabulary they do
not know or use incorrectly.

Study- teacher presents his notes to the class, makes the necessary
correction and students take notes and do some controlled practice of the
language.

Activate2- shop on-line. Some students become operators and receive

phone calls from customers who order products they see in catalogues on-
line. They discuss about price, size, color , warranty, delivery of products,
etc.

Task 5 – How, what and when would you correct mistakes/errors made
during the following stages:

Engage stage – since my main interest during this stage is to encourage

students into getting involved and interested in the lesson I would try not
to correct too much. I would make sure the students remain focused on
the task and I would gently correct any errors.

Study stage – I would focus on correcting, or drawing attention to and

asking students to correct, the mistakes connected with the topic of the
lesson. The mistakes will be corrected more severely when it is repeated
several times and proves to be an error of learning. Other mistakes will be
gently corrected.

Activate stage –During this stage students become more confident and
more willing to use their knowledge. I would only make corrections at the
end of an activity in order not to make the students shy and hesitating.
My intervention would only be absolutely necessary if students didn’t
follow instructions, didn’t take part in activities or missed the goal of the
lesson.

Task 6 – 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
23 table, and annotate the text using the codes in the table.

(Here is an example of how a student may write “Fred went to London

with Jenny last week” and how you should correct it:

Fred has gone(t) to l(p)ondon with ^ last week.)

The[][ Jane is American and she is coming(t) from ^United States.^ You
know she(pr)?