TEFL.org-Methodology-Unit 6 Assignment
Lead-in
Introduce the theme of the skills lesson here. I would engage students by
maybe asking about experiences with worry in their everyday lives. I would
read the lyrics of the song, “Don’t Worry, Be Happy.”
Pre-teach vocabulary
I would pre-teach the following words:
worry (uneasiness)
happy (content)
landlord (someone you pay rent to)
litigate (go to court)
I would then write the words on the board and ask some concept checking
questions that would focus on meaning and pronunciation.
Predictive Skills
I would ask the students to predict the song’s theme or content.
I would also create a fill-in-the-gap activity to see if students understand the
words.
For example:
Don’t _________, be __________.
The ________ say your rent is late.
He may have to ____________.
Listening for gist
I would play the song for the students. They would have about two minutes
to listen. Students would listen for the general idea of the song. We would
then discuss student predictions.
Feedback
Students would share their ideas in pairs before we did a class review. I
would tell the students if their answers were correct or not and then provide
conversational alternatives for certain words.
Listening for Specific Information
I would play the song a second time, and a third time if needed. Here,
students would be listening for specific pieces of language within the song
and for the detailed meaning of the song. In all, this activity could take up to
ten minutes. I would also provide a fill-in-the-gap worksheet containing some
of the lyrics.
Feedback
Students would compare answers in pairs before we did a class review. I
would let them know if their answers were correct or not. I would then
provide conversational alternatives for certain words.
Lead-in
Introduce the theme of the skills lesson here. I would engage students by
maybe asking about experiences with worry in their everyday lives. I would
read the lyrics of the song, “Don’t Worry, Be Happy.”
Pre-teach vocabulary
I would pre-teach the following words:
worry (uneasiness)
happy (content)
landlord (someone you pay rent to)
litigate (go to court)
I would then write the words on the board and ask some concept checking
questions that would focus on meaning and pronunciation.
Predictive Skills
I would ask the students to predict the song’s theme or content.
I would also create a fill-in-the-gap activity to see if students understand the
words.
For example:
Don’t _________, be __________.
The ________ say your rent is late.
He may have to ____________.
Listening for gist
I would play the song for the students. They would have about two minutes
to listen. Students would listen for the general idea of the song. We would
then discuss student predictions.
Feedback
Students would share their ideas in pairs before we did a class review. I
would tell the students if their answers were correct or not and then provide
conversational alternatives for certain words.
Listening for Specific Information
I would play the song a second time, and a third time if needed. Here,
students would be listening for specific pieces of language within the song
and for the detailed meaning of the song. In all, this activity could take up to
ten minutes. I would also provide a fill-in-the-gap worksheet containing some
of the lyrics.
Feedback
Students would compare answers in pairs before we did a class review. I
would let them know if their answers were correct or not. I would then
provide conversational alternatives for certain words.
