Hi Giles. Liam here. My corrections are in blue. Hi Liam, I will be working in green. Hi Giles. My new comments are in orange.

Hi Liam, I'll work in purple. Hi Giles. My comments are in turquoise.

XN1DE5 Giles Mod 1 v3 PART 1

Points to consider number 4. Hello, is a word that is being shouted by the old man, therefore, this word would need to go in quotation marks ( placed before, after and slightly above the word ) as a way of showing something being spoken, the first letter of 'hello' would also need to be a capital. The exclamation mark is placed directly after the word to show an assertion, this would go within the quotation marks. The first letter of the next word would be a capital letter and comma needed. The sentence would need to be ended with a full stop. Your explanation here is good, however, you described the correct sentence but you did not actually write the original sentence or correct sentence. It is important to include both, so that they can be compared. hello! shouted the old, man "Hello!" Shouted the old man. Good.

Points to consider number 2. I would explain faith to an intermediate class in a religious context, believing in something whole heartedly without proof, I would also try singing George Michael's song 'Faith'. Give example of a sentence using the word. 'I have faith in God' or 'I have faith that one day you will all speak perfect English'. I would teach banana to a beginners class by explaining that it is a yellow curved fruit, I would mime the peeling of a banana and perhaps draw it on the board.

Good. A drawing or picture would be fast and effective. You could also bring one to class.

I would try to explain irony by describing an ironic situation. e.g. Pills to promote hair growth that have a side effect of making your hair fall out. Good example.

I would describe iron as a metal, and an iron as a tool that heats up and is used to take creases out of clothes. I would draw a picture of the iron, mime the way it is used and point to something within the classroom that was made from iron. Good use of drawings. You could also mime ironing.

I would describe great using the adjective form, to express something large in size or dimension 'The Great Lake'. Maybe also using the noun form, people who have achieved importance 'The greats of Philosophy or music'. Good examples. For set, I would use the meaning, since there are numerous, of a set of golf clubs or a set of knives. I would try to explain things that could be a 'set of' and things that would not normally be called a 'set of'. Good. There are also several other meanings which you could teach. I could talk about, and bring pictures of a sun rise and a sun set, maybe also, how if you make jelly you have to wait for it to set. These are some good examples. I like the one about jelly.

Points to consider number 3 I would describe a poppy to a beginners class as a type of red flower, then, draw a picture as well as I could to resemble a poppy. To an advanced class I would add that opium is extracted from the poppy seed pod. (not sure if I should tell students that) To beginners, I would not mention more than the poppy being a red flower, This is because anything more may be confusing and or irrelevant . To the advanced class the explanation of opium being extracted from the flower, would increase their understanding of which red flower a poppy is.

This answer is okay, however, there are many different types of flower and if you simply drew a flower and didn't tell ss. it was red, they would not know what a poppy is. Instead, show a them a picture of a poppy. This applies to both levels. You could discuss the poppy with an advanced class, such as what it is used to symbolise etc. You should have made changes here.

PART 2 Question 1 A Russian speaker may say: * She nice. *I a. * You abig man. * You from Russia? Good. You could also have included a question to add variety. Good. Good.

Question 2 One of the most common verbs in English, 'to be', is omitted in Russian, in the present tense. Good. However, you also omitted 2 articles. The question asked you to write about a single error, therefore, you should have included the articles.

Question 3 Examples of exercises; Exercise 1

A few sentences, some with correct verb tenses and some with incorrect verb tenses, the students could decide which were right and which were wrong. e.g. 'She are very nice'. 'You are a big man'. Good. You could also ask ss. to correct the incorrect sentences. Exercise 2 A selection of sentences could be written on one half of the board, a mixture of the verb 'to be' in different tenses on the other half. The student would have to read out the sentence with a fitting verb tense, in the correct place. e.g. matchShe small. are I hungry. is you beautiful. am Good. You could also not include the verb "to be", so that ss. will have to choose and form the correct word, making the activity more challenging. Exercise 3 I could go around the class asking questions using the verb 'to be', to see if the class could change the tense to answer the question. e.g. "Are you hungry?" "Yes, I am hungry" "Am I young?" "No, you are old" This is another good suggestion for an activity. Please label each activity with a title and number. Good.

PART 3 Question 1 I would explain to the class that fast is an Irregular adverb, I would write regular adverbs on the board then write the irregular to show the difference. Soft Softly Slow Slowly Fast Fast I could then put these in to sentence from.

This Is a slow car, it drives slowly. This is a fast car , it drives fast." This explanation is too short. You need to explain step by step, use simple language and give examples. You also need to describe exactly what you would do and say e.g. write He drives fast on board. Ss. need plenty of examples, as well as thinking time. In order to explain the two sentences, I would review adjectives in paragraph 1 (do not include fast and give several examples), review adverbs in paragraph 2 (do not include fast and give several examples).

In paragraph 3 I would look at the sentence: He has a fast car. (Draw a man on the board standing beside a fast car. Write the sentence on the board. Explain step by step. Link words to pictures.). In paragraph 4 I would explain the sentence: He drives fast. (Draw a man in a car, driving. Draw a speedometer at 200mph beside the car. Explain step by step. Link words to pictures.) In my comments, I suggested that you rewrite your explanation of the two sentences. You did not do this. ???

PART 3 Question 1 First, I would write up the two sentences on the board. He has a fast car. He drives fast Next, I would write up some adjectives on the board, then, explain how to change them in to adverbs by adding 'ly'. Slow Soft Brave Loud Quiet Slowly Softly Bravely Loudly Quietly

I would then explain how fast is irregular and does not go along with adding 'ly'.

Fast Hard Well

Fast Hard Well

I would then explain the two sentences on the board by drawing a picture of a man standing next to a sports car. I would then draw a picture of a man driving a car and a picture of a speedometer at 200mph. Using these two pictures, I would try to explain to the class, that the first picture relates to the first sentence, 'he has a fast car' meaning, that the car is capable of driving fast. The second picture relates to the second sentence 'he drives fast' which is talking about the way he drives the car. I would then use slow instead of fast in the same sentences to show how a regular adverb would act. He has a slow car He drives slowly Your explanation here is good and I like your use of pictures. I would however, explain adverbs and adverbs step by step, as it is important to check the ss. know what they are before looking at the sentences.

Question 2 Please label all activities i.e. Activity 1, Activity 2 etc. Activity 1 I could draw different animals on the board and encourage dialogue about the pictures: "Does a cheetah run fast?" " Yes, a cheetah runs fast" Snail - " Does a snail move fast?" "No, a snail moves slowly" These are yes/ no questions. If a ss. is asked a yes/ no question, generally, the answer will be either "yes" or "no", i.e. the shortest answer. Instead, ask a question that requires ss. to practice the TL. e.g. Teacher: How does a cheetah run? Student: Fast Teacher: Can you say that as a sentence? Student: A cheetah runs fast. Teacher: Good. This type of questioning requires ss. to use the TL and checks they understand the concept. Yes/ no questions could be guesses.

http://teflworldwiki.com/index.php/Concept_Checking You need to make changes to your suggested activity. Activity 1 I could draw various animals on the board and encourage dialogue about the pictures; Teacher: How does a cheetah run? Student: Fast Teacher: Can you say that as a sentence? Student: A cheetah runs fast. Teacher: Good. Teacher: How fast does a snail move? Student: Slowly (a ss. may say A snail does not move fast. Instead, you could say A snail moves _____ and ask the ss. to fill in the blank)(Also, fast and slow are opposites, so it would be incorrect to ask how fast a snail moves and expect an answer of slowly, as you cannot use slowly to describe fast) Teacher: Can you say that as a sentence? Student: A snail moves slowly. Teacher: Good. This is good, however, you need to be a bit more careful about how you phrase things when asking questions.

Activity 2 I could write sentences with missing words, then give options to fill them in.

A Racing car has a powerful engine allowing it to drive ______. ( Fastly, Fast) Good. You could also simply leave a blank and not give the ss. the answer, thus further challenging them. If you give the ss. options, they may simply guess the answer and you will not know if the ss. know how to form the TL. Activity 3 I could call out the adjective and have the class change it to the adverb form for me. "Soft" "Softly"

"Loud" "Loudly" "Hard" "Hard" "Fast" "Fast" Good. You could also ask the ss. to write a sentence using each word. Overall, this is a good first assignment. You gave some good answers to the Points to Consider. Part Two was well answered however, you will need to read my comments on all questions and make all the suggested changes. I would certainly recommend that you add more detail to several of your answers and include a lot more answers. You also need to be careful when suggesting activities, that you ask ss. to do activities that check they understand the concept being checked. Please read all my comments and make the necessary changes in a different color font. Also, label all activities/ exercises. Overall, you made some good changes to a number of questions. However, I suggested that you make some changes to Part Three Question 1, which you did not do. This is an important question which carries a lot of marks, so please read my comments and make the necessary changes. Also, you will need to make some changes to Part Three, Question 2, Activity One. It is important that you read all of my comments carefully and make all of the necessary changes. Overall, this is a good first assignment. You made a number of changes to some of your answers, which were good. It is always important to explain simply, step by step and give examples, so that ss. can easily follow what you are saying, as in part 3. It is also useful to use pictures. You can draw pictures, use flashcards, show pictures on the internet etc. This often gives ss. an image of what you are illustrating. You suggested a number of good activities in Part Three, however, you need to be a bit more careful when asking ss. questions, as the question you asks dictates the question you will receive. Grade: 16.5 [As with all ICAL assignments, a pass mark is 16/20. If you grade less than this then you are allowed to re-work and re-submit the assignment as many times as you wish to reach a pass mark. If you grade 16 or above then you move automatically on to the next Module.]