MODULE 6 TEFL NOTES FOR
EXAMINATION PREPARATION WITH
KEY CONCEPTS
When you are doing your presentation, use visual aids to demonstrate the examples to
your students. Use these in addition to using eliciting questions.
We know there are many different types of learners in the classroom: auditory learners
(learn by listening), kinaesthetic (learn by doing something), and visual learners (learn
by seeing something visually displayed), so use a variety of techniques.
Here are some examples of visual aids:
Flashcards: a flashcard is a card with an image on the front with a definition below the
picture or on the back. You can elicit information by showing a student the card and
asking: 'What's this?' You can use it for just about anything like jobs, food, animals, etc.
Games: Miming jobs or an animal is an excellent way to start a lesson.
Drawing on the board: Drawing on the board is huge fun and it really doesn't matter how
good you are because bad drawings sometimes create more fun. Stick men are good.
Photos: taken from a magazine and can be used to create context to the Presentation of
your lesson.
Videos: YouTube has lots of materials for engaging students in the Presentation stage
of the course.
Realia: Real objects are
Unit 6: Controlled Practice Stage - Answer-We now know that most of your lessons will
follow the Presentation-Practice-Production path. Let's look at the initial practice part of
the lesson where controlled activities will take place. We can call this stage the
Controlled Practice Stage.
During the Presentation Stage, the students generally listen more and this segment is
mainly teacher-led as you introduce new language.
In the Controlled Practice Stage, students get a chance to practise new items in a
controlled manner. During the last stage of the lesson, the Production Stage or second
practice section, students can be more creative with the new item.
,The Controlled Practice part of the lesson allows you to check the progress of your
students as they are completing controlled activities. This helps you to help them as you
check, for example, understanding and accuracy.
Some excellent Controlled Practice activities are as follows.
Worksheets offer you a controlled way to practise what you have presented in the first
part of the lesson. Normally, you would offer students a finite number of questions,
which get progressively harder so that you can challenge stronger students. Good
worksheets will include a variety of different types of activity:
Gap Fill questions where students have to fill in the missing information.
Anagrams where students have to rearrange words or sentences.
Scrambled sentences so that they can practise word order.
Transforming tenses where students have to complete the correct tense.
Matching activities where students have to match a definition with a statement.
Drilling, individual or choral drilling, can be used to practise new items and
pronunciation on the worksheet.
Controlled practice activities can also be varied using individual, pair or group work.
Unit 7: Production Stage - Answer-A Written Paragraph:
This is where the students have to write their own version of a story. For example,
students might have to finish the following scary story: 'The last thing I remember before
the loud explosion was ...'
Alternatively, you could mime a story and use the board to describe a sequence of
events and your students have to finish the story or come to the front of the class and
act it out.
Group or pair work writing a speech or giving a presentation.
A role play they can write themselves in pairs.
Write a question to the answer in the target tense or language. For example: 'Spicy Thai
food.'
Write a question in the past simple.
Interviews and Questionnaires: students can walk around the classroom and ask
questions.
Drama: this is one of the most fun ways to learn. Get the students to act out a scene.
You could help them by giving them a role or job and explain they are visiting a hospital
or a doctor to have an interview. They could also be at a dinner party and each person
is arguing a case.
, Debates: This is a super activity for stronger students. Pick a subject that is fun like:
Who is the best superhero, and why?
Surveys: Surveys on, for example, musical tastes can incorporate the use of the past,
present and future tenses. Students can go around the class as part of a controlled
activity, i.e. this needs to be structured and you would give them a template they can
use. Once they have finished they can go back and write a freer report. The topic can
include just about anything.
Question games: The student must write quiz questions.
Predictions in the future
In the next few modules, we will give you more great activities to use in the Controlled
and the Production parts of the lesson.
Right now, it's important that you understand the different stages that go together to
make up a soun
Unit 8: End of the Lesson - Answer-It's crucial to end the lesson well and for you and the
students to be reflective.
If students can be reflective, they will be practising metacognitive skills, which create
deeper learning for students.
Using Warmers and Coolers - Answer-Last Letter, First Letter:
This is an excellent game which can be played using any topic at all. It's very good for
vocabulary and spelling. Let's use the names of countries as an example.
A student will start with the name of a country and the next person has to think of the
name of another country beginning with the last letter of the previous country. It can be
used with any topic at all or just for the introduction of new words.
The Shopping game:
The aim of the game is to build a shopping list, which gets longer and longer as it goes
around the room. The first person will think of an item, for example 'milk', and then the
next person will say 'milk and eggs' and the next will add another item to list.
By the time it gets to the tenth person or so, it starts to get hard. Let the students help
each other if it gets too difficult.
To make the game more difficult, students can add an adjective to their sentence. For
example: I went to the supermarket and bought some smelly cheese.
EXAMINATION PREPARATION WITH
KEY CONCEPTS
When you are doing your presentation, use visual aids to demonstrate the examples to
your students. Use these in addition to using eliciting questions.
We know there are many different types of learners in the classroom: auditory learners
(learn by listening), kinaesthetic (learn by doing something), and visual learners (learn
by seeing something visually displayed), so use a variety of techniques.
Here are some examples of visual aids:
Flashcards: a flashcard is a card with an image on the front with a definition below the
picture or on the back. You can elicit information by showing a student the card and
asking: 'What's this?' You can use it for just about anything like jobs, food, animals, etc.
Games: Miming jobs or an animal is an excellent way to start a lesson.
Drawing on the board: Drawing on the board is huge fun and it really doesn't matter how
good you are because bad drawings sometimes create more fun. Stick men are good.
Photos: taken from a magazine and can be used to create context to the Presentation of
your lesson.
Videos: YouTube has lots of materials for engaging students in the Presentation stage
of the course.
Realia: Real objects are
Unit 6: Controlled Practice Stage - Answer-We now know that most of your lessons will
follow the Presentation-Practice-Production path. Let's look at the initial practice part of
the lesson where controlled activities will take place. We can call this stage the
Controlled Practice Stage.
During the Presentation Stage, the students generally listen more and this segment is
mainly teacher-led as you introduce new language.
In the Controlled Practice Stage, students get a chance to practise new items in a
controlled manner. During the last stage of the lesson, the Production Stage or second
practice section, students can be more creative with the new item.
,The Controlled Practice part of the lesson allows you to check the progress of your
students as they are completing controlled activities. This helps you to help them as you
check, for example, understanding and accuracy.
Some excellent Controlled Practice activities are as follows.
Worksheets offer you a controlled way to practise what you have presented in the first
part of the lesson. Normally, you would offer students a finite number of questions,
which get progressively harder so that you can challenge stronger students. Good
worksheets will include a variety of different types of activity:
Gap Fill questions where students have to fill in the missing information.
Anagrams where students have to rearrange words or sentences.
Scrambled sentences so that they can practise word order.
Transforming tenses where students have to complete the correct tense.
Matching activities where students have to match a definition with a statement.
Drilling, individual or choral drilling, can be used to practise new items and
pronunciation on the worksheet.
Controlled practice activities can also be varied using individual, pair or group work.
Unit 7: Production Stage - Answer-A Written Paragraph:
This is where the students have to write their own version of a story. For example,
students might have to finish the following scary story: 'The last thing I remember before
the loud explosion was ...'
Alternatively, you could mime a story and use the board to describe a sequence of
events and your students have to finish the story or come to the front of the class and
act it out.
Group or pair work writing a speech or giving a presentation.
A role play they can write themselves in pairs.
Write a question to the answer in the target tense or language. For example: 'Spicy Thai
food.'
Write a question in the past simple.
Interviews and Questionnaires: students can walk around the classroom and ask
questions.
Drama: this is one of the most fun ways to learn. Get the students to act out a scene.
You could help them by giving them a role or job and explain they are visiting a hospital
or a doctor to have an interview. They could also be at a dinner party and each person
is arguing a case.
, Debates: This is a super activity for stronger students. Pick a subject that is fun like:
Who is the best superhero, and why?
Surveys: Surveys on, for example, musical tastes can incorporate the use of the past,
present and future tenses. Students can go around the class as part of a controlled
activity, i.e. this needs to be structured and you would give them a template they can
use. Once they have finished they can go back and write a freer report. The topic can
include just about anything.
Question games: The student must write quiz questions.
Predictions in the future
In the next few modules, we will give you more great activities to use in the Controlled
and the Production parts of the lesson.
Right now, it's important that you understand the different stages that go together to
make up a soun
Unit 8: End of the Lesson - Answer-It's crucial to end the lesson well and for you and the
students to be reflective.
If students can be reflective, they will be practising metacognitive skills, which create
deeper learning for students.
Using Warmers and Coolers - Answer-Last Letter, First Letter:
This is an excellent game which can be played using any topic at all. It's very good for
vocabulary and spelling. Let's use the names of countries as an example.
A student will start with the name of a country and the next person has to think of the
name of another country beginning with the last letter of the previous country. It can be
used with any topic at all or just for the introduction of new words.
The Shopping game:
The aim of the game is to build a shopping list, which gets longer and longer as it goes
around the room. The first person will think of an item, for example 'milk', and then the
next person will say 'milk and eggs' and the next will add another item to list.
By the time it gets to the tenth person or so, it starts to get hard. Let the students help
each other if it gets too difficult.
To make the game more difficult, students can add an adjective to their sentence. For
example: I went to the supermarket and bought some smelly cheese.
