TESOL Mid-Term Assignment ( after phase 5)

Attempt both questions:

A. Design a lesson plan for enhancing either listening skills. The

duration of the lesson needs to be 40-45minutes.

Final objective of the lesson

By developing their ability to listen well we develop our students' ability to

become more independent learners, as by hearing accurately they are much
more likely to be able to reproduce accurately, refine their understanding of
grammar and develop their own vocabulary. The students will acquire
necessary listening skills in order to follow and comprehend discourse such as
lectures, conversations, interviews, and discussions. The students will develop
the skills to communicate effectively to follow academic courses at university
level.The more bifurcated objective list is as follows:-

 Students will learn to use pre listening strategies (e.g., obtaining

background information, having discussions to activate prior knowledge,
determining contexts), during listening strategies (e.g., note taking,
paraphrasing, circumlocution, making inferences, predicting, getting
 main ideas, getting details), and post listening strategies (e.g., reviewing
notes, having group/class discussions for listening comprehension of
academic lectures.

 Students will become aware of the nature of academic lectures

(e.g., discourse markers used in academic lectures, emphasis of important
points, use of visual aids)

 Students will learn how to effectively take notes during lectures.

 Students will become familiar with English pronunciation system for

comprehension purposes
 Students will develop general speaking fluency and vocabulary.
  Students will learn to speak in English in wider contexts (not limited to
academic contexts) with less difficulty.

 Students will learn to initiate a topic of conversation.

 Students will learn to take long turns (extended turns) to have a two
way, rather than one way conversation.

 Students will develop their confidence in speaking.

 Students will develop skills needed as a presenter individually or as a

group (on either academic or non academic topics)

 Students will be given opportunities to speak in front of the audience.

 Students will be introduced how to catch and keep attention of the

audience.

 Students will be introduced how to orally present information in a

coherent and logical manner.

 Students will learn useful expressions to be used in presentations.

Age :- 12 to 18 years

Language level :- Easy

WARMER ACTIVITY

Activities and Materials used (15 min)

a) We will provide students with a small sheet of writing paper. Then let
them know that the activity you are about to do will prove how well they
listen and follow directions. We let them know that they will perform
each instruction, then pause, then repeat the instruction.
b) The following instruction is added with much pressure.,

“But I will not repeat any instruction a third time, so you must listen
very carefully”
 c) Then we proceed to give students the instructions below.

1. Write your second name in the middle of the paper at the left-hand
margin.
2. On the first line on the paper write the numbers 20 through 29
horizontally
3. Start at the left and small letters a to z. Leave a space between each
letter.
4. Circle the number 6.
5. Draw a star in the upper left-hand corner of the page.
6. Fold your paper in half the long way.
7. Open up your paper, then fold it the opposite way.
8. Use the tip of your pencil to poke a hole in the center of the paper (the
place where the two folds meet).
9. Draw a heart around the hole you made in your paper.
10. Write the first initial of your last name in the upper right-hand corner
of the page.
11. On the last line on the page, write the word done near the right margin.

This assignment requires a lot of listening skills..

Activity one

Applying the framework (Lesson plan for song activity)

Here is an example of how we could use this framework to exploit a song:

Pre-listening(5 min)

o Students brainstorm kinds of songs

o Students see some Bollywood songs in youtube
o Students describe one of their favourite songs
o What they like about the chosen song
o Students predict some word or expressions that might be in a love song

While listening(10 min)

o Students listen and decide if the song is happy or sad

o Students listen again and order the lines or verses of the song
o Students write the lyrics of the song
o Students will be asked few questions based on song
o Students listen again to check their answers
o Students read a summary of the song with errors in and correct them.

Post-listening(20 min)

o Focus on content
 Discuss what they liked / didn't like about the song
 Decide whether they would buy it / who they would buy it for
 Write a review of the song for a newspaper or website
 Write another verse for the song
o Focus on form
 Students look at the lyrics from the song and identify the verb forms
 Students find new words in the song and find out what they mean
 Students make notes of common collocations within the song

Activity Two

Applying the framework (Lesson plan for group word activity)

Here is an example of how we could use this framework to exploit group
activity:

Pre-listening(5 min)

o Students are given one coloured card.

o They need to write one word in it.
o On our instruction same card colour students will form a group
o They read the words one by one.
o Why they chose this word
o Students guess some rhyming words related to the word written by them.
 While listening(10 min)

o Students listen and decide if the word is noun or not

o Students listen again and make sentence of it.
o Students will be asked few questions based on word
o Students listen again to check their answers
o Students listen other students’ words form pairs of words as described by the
teacher.

Post-listening(20 min)

o Focus on content
 Discuss what activity they did.
 Decide whether they want to play again same activity with other set of words.
 Write a review of the activity.
 Discuss some other activity for listening
Design the lesson plan by referring to the guideline. You need to
address all of the parameters mentioned in the question.

The name of the Topic: Here you need to mention the topic
based
on the skill ( listening/reading
/comprehension)
Time Duration: Specify the time taken to execute
the lesson.
Objective: Objective is what the students
would achieve and how (this is the
long term objective). The short
term objective will be the micro
steps involved the lesson
implementation.
Age: The age of the students that you
would cater to.
Level: The level would be beginner/
intermediate/ advanced.
Warmer: Quick activity to set the tone of
Time :(5-7 minutes) the class. Ideally games make good
warmers – especially those using
known language.
Context setting or Pre listening or Activating the Prior knowledge by
Pre reading/ Time :(5-7 minutes) using the visual audio any aids to
make the students guess the topic
thereby eliciting responses.
Actual content or While listening or Activities based on the topic using
While the listening/ reading strategies
Reading that will reflect the ability to
Time : (18-20 minutes) comprehend the topic. The
activities would be specific age and
level appropriate.
Recapitulation or Post listening or Activities based on the topic that
Post would help the students to
Reading reinforce what they have listened/
Time: ( 10 minutes) read. It can be fun induced activity
and can use games.
 B. Consider any 3 of the following situations and discuss how you
might handle them.

A group of students come into the classroom after the lesson has
begun

Latecomers disrupt the learning of the rest of the class, give negative attention to the
latecomer, disrupt the teacher's train of thought, often become disruptive talkers after
they sit down, and then ask questions about what you just explained. How can we curtail
those problems?

Following are few opinions for handling latecomers:-

1. I will leave one or two empty chairs by the front or back door for latecomers. Students
who are late are not to walk in front of the room or to go to their regular seats. They must
take one of the "late seats" by the door. This will prevent latecomers from disturbing the
class already in progress.
2. I won’t accept a late pass or an explanation during class.
3. I will present "latecomer policy" from the first day of school: If you come in late -- after
I've taken attendance -- you have been marked absent. If you want me to change your
"absent" record to a "late," you must see me after class.
4. I will give a "do-now!" activity on the board or a sheet of chart paper; this is a quick
activity that students do each day at the start of the class period. The assignment is
always collected 5 minutes after attendance is taken. If a student comes in late and can't
complete the "do-now!" activity, he or she doesn't get credit for it.
5. I may give few tests at the beginning of the period.
6. Students Set Clear Expectations. Make it clear right up front that prompt attendance is
expected of them during their education. From admissions to orientation to the first day in
your classroom, be clear on what is expected of them. Always set high expectations for
your students, they will usually rise to the occasion.
7. I always begin my class on time. We can’t start late and ask the students to show up on
time. When we start class late you encourage students to do the same in return.
8. We may begin with a fun activity or game to engage the students. As the late students
come walking in, they will have to wait until it is over and miss out on the fun. This may help
motivate them to arrive on time the next day.
9. I say a simple “thank you” to the students who arrived on time? Positive reinforcement and
praising the students who do things right is a powerful tactic. Remember, what gets
praised and rewarded will get repeated.
10. I reward those who arrive early and are prepared for class by having a short assignment on
the board before class begins and receive 5 extra credit points on their test.

The beginning of the class is delayed because two students are

fighting

 I will play a song in the class so that the two children are distracted and forget
what for they are fighting.
 The children who are fighting must be separated first giving the order
 As soon as possible we should start the class
 Let them sit in two opposite sides of the class
 I will give two different topics related to class to them and tell them to say few
words.
 I will tell them to read the chapter and write it on the board
 I will tell them to apologize with each other
 I won’t scold them but try to teach them a lesson by story telling activity.

One student is causing disruption (acting out)

Fortunately, there are some simple and effective ways to deal with classroom disruptions.

All behavior happens for a reason . Although children may not be able to clearly express
what is happening in their lives, there is usually some sort of payoff for a negative
behavior.

Avoid becoming defensive about a child’s behavior. Rarely does a student plot to make a
teacher’s life miserable. He or she usually doesn’t enter the classroom with a plan to cause
chaos or disrupt the lesson.

Change the mindset. If children came to us as they should be, there would be no reason to
have teachers in the first place. We can learn a great deal from our most challenging
students, and finding solutions may take a different way of thinking about difficult
students.

Maintain student dignity. For some students, it is more honorable to act bad than appear
stupid. Maintaining student dignity involves valuing the child and addressing his or her
behavior without making judgments about character, background or personality.

Avoid Questions: In the middle of a conflict, tense situation or redirection, we should

avoid asking students questions such as, “Why aren’t you working on the assignment?” Such
quesitons often lead the student to respond negatively or outright lie. This is especially
true if the student feels like s/he is trapped or being accused of wrongdoing.
Be Brief, Be Positive, Be Gone: When redirecting a disruptive student, keep verbal
interactions and directions brief in nature. Use as few words as possible to convey the
message and avoid lecturing or scolding. Use positive words and body language that conveys
a belief in the student and in his/her ability to act appropriately. Then, be gone.
Use "Start" Statements: Some challenging students are given numerous directives and
commands throughout the day. Many of them begin with stop: stop running, stop talking,
stop fooling around, stop texting, etc. Although these statements get the point across,
they may come across as negative and harsh in tone. In contrast, "start" statements are
short, positive reminders of the expectations and serve as a clear directive about what
students should begin doing.
Provide Photographic Evidence: Many students respond well to visual images that provide
examples and evidence of appropriate behavior. Gather images and pictures that
demonstrate expected classroom behaviors such as taking turns, sharing materials, getting
attention, etc. When providing direction or guidance to students, refer to the photographic
evidence in addition to providing verbal redirections or reminders.