The TEFL Academy (Level 5 TEFL Course). Assignment A complete. [Correctly Passed] A+ Grade.

The TEFL Academy (Level 5 TEFL Course). Assignment A complete. [Correctly Passed] A+ Grade. Assignment A Text 1 – Elementary  This part of the assignment focuses on stage 5 of an elementary reading lesson.  You should plan a 15-minute follow-on stage consisting of two short communicative speaking tasks, which will require the use of some of the vocabulary in the text for the final stage of the lesson.  Include any necessary references in the bibliography template. See 'Referencing' document for advice on what is required.  Read 'Advice on Approaching Assignment A' before you begin work on this template.  Class: Elementary (A1) 12 adults (6M, 6F), age range 25-56. Most of the students want to learn English because they feel it will improve their job prospects. Three are learning for recreational reasons. 21st Century Dad Bobbie and Moira Fernandez got married 6 years ago when they were 24 years old. Their daughter, Addison, was born 3 years later. Their baby son, Remy, is 15 months old. Bobbie worked in a library, and Moira is an engineer. Moira loves her work, so Bobbie left his job. He stays at home with the children. We asked Bobbie about his day. “Well, we get up when Remy wakes us up, which is usually at about half past six in the morning. Moira takes a shower and has breakfast while I look after the children. Moira leaves the house at 7.30. Addison's kindergarten is close to our house. Usually Addison walks, and I carry the baby. When we are late, I put them in the buggy, or take them on my bike. After that, I often take Remy to the park by the river. He loves to see the boats and ducks on the river. We sometimes take some food for the ducks. He likes the swings in the children's playground. I usually meet other parents and babies there, so I can have a chat with them. On Wednesdays I collect Addison from kindergarten at 12.30. Then we go to the market to buy food. Moira always goes to the supermarket on Saturday morning. We don't have a car, so we can't do all the shopping on one day. In the afternoons the children have a nap, and I clean and tidy the house. I cook the evening meal every day except Friday. On Fridays my wife normally cooks, but occasionally we go out for a meal or get a takeaway. I enjoy being a stay-at-home dad. It's hard work, and sometimes it's boring. But it's great fun to watch your children grow up. We are very happy.” Lesson Outline: Your lesson follows this procedure, and you have allocated these timings: 1. Lead into topic (warmer) - 10 mins 2. Vocabulary pre-teaching - 15 mins 3. First reading - 5 mins 4. Second reading - 15 mins 5. Follow-on activities (two communicative speaking tasks) - 15 mins You need to show what you would do for stage 5 of the lesson. Lesson Aims:  Enable students to skim for gist, scan for detail and read a text intensively to achieve a thorough understanding.  To reinforce the use of present simple for routines and frequency adverbs through seeing them in context.  Extend and practise productive spoken use of vocabulary related to family and daily routines. 1. Follow-on Activities – Materials  In this space, insert any materials you would use: e.g., visual aids, worksheets, what you would write on the board, etc.  If you use images, do not use more than 6. These do not need to be the actual size you would use in the classroom.  If you prefer, you can submit the images in a separate document, but please label them clearly IMAGES FOR FOLLOW-ON. To start the follow-on activities, the teacher will write “My day” in the middle of the board and divide the space below the title into three parts writing in the morning/ in the afternoon/in the evening (creating the similar speaking card that the students will be working with). Then, in order to model the activity, the teacher tells the students that she is going to tell them something about her personal experience, about her normal weekday and what she usually does during the day. The goal is to show the students that this activity has meaning by presenting it in meaningful context and connect it to real life situations. That is to say, the teacher tries to make students realize that this activity is meaningful as well as functional. 2. Describe and Justify  Complete all the white parts of the lesson plan template to show the procedure for your TWO follow-on activities.  In the space below the plan, explain why you have selected these TWO activities and why they are appropriate for this lesson with this class. Aim Timing Inter- action Teacher Activity Student Activity  Cut out the cards and place them face down on the table.  Take turns to pick up a card. Follow on Stage To extend and practise productive spoken use of vocabulary related to family and daily routines: T 1 min T-C  Give instructions and model the activity by showing the example on the board.  Make sure they understand the task  Listen to instructions and make any clarification they need. 1) Role play  Monitor to see how each pair is doing and help if necessary.  Note errors but do not correct while students are talking.  Praise what students are doing well.  Pretend they are people on the card and, using the prompts, tell their partner about their daily routines.