Question 10: Task
Prepare a diagnostic test for a class of students you are about to take over. You should specify the age and approximate suspected level of the students. Briefly explain the purpose of each section of the test. State any time limits imposed; if none, state the expected duration.
Diagnostic Test for a Class of 10-Year-Old Students Suspected to Be at an Intermediate Level
Section 1: Reading Comprehension (Time Limit: 30 minutes)
The purpose of this section is to evaluate the students' ability to understand written texts. The test will consist of a reading passage followed by multiple-choice questions about the content.
Section 2: Vocabulary (Expected Duration: 20 minutes)
The purpose of this section is to assess the students' understanding of the meanings and usage of various words. The test will consist of multiple-choice questions where students will need to select the correct definition of a given word or provide synonyms and antonyms.
Section 3: Grammar (Expected Duration: 30 minutes)
The purpose of this section is to evaluate the students' knowledge of basic grammar rules and their ability to apply them in sentences. The test will consist of multiple-choice and fill-in-the-blank questions covering topics such as verb conjugation, pronouns, articles, and sentence structure.
Section 4: Writing (Time Limit: 45 minutes)
The purpose of this section is to evaluate the students' writing skills, including their ability to organize their thoughts coherently and use proper grammar and spelling. Students will be instructed to write a short essay or paragraph on a given topic.
Overall, this diagnostic test aims to provide insight into the students' strengths and weaknesses in different language areas to adjust the curriculum and teaching methods accordingly.
Question 11: Task
a) Write lesson plans for three of the situations i - viii.
i To introduce and practise the present simple tense to a class whose age you may choose.
Grade level: Elementary (4th grade)
Lesson Plan : Introduction to Present Simple Tense
Objective: Students will be able to identify and use the present simple tense correctly in sentences.
Materials:
Whiteboard and markers
Handout with examples of present simple tense sentences
Flashcards with present simple tense verbs
Worksheet for practice
Introduction (5 minutes):
The teacher will write a sentence on the board in present simple tense and ask students to identify the verb and what tense it is in.
Instruction (15 minutes):
The teacher will introduce the concept of present simple tense and give examples of sentences in the present simple tense. The teacher will explain that this tense is used to describe things that are always true, habits, and routines.
Example sentences:
- I eat breakfast every morning.
- The sun rises in the east.
- She watches TV every day.
Practice (20 minutes):
Using the flashcards with present simple tense verbs, the teacher will ask students to create sentences with the verb on the card. Students will take turns coming to the front of the class to make a sentence.
Worksheet (10 minutes):
Students will complete a worksheet with exercises to practice the present simple tense.
Closure (5 minutes):
The teacher will review the lesson and ask students to create one more sentence in present simple tense.
ii To introduce and practise too + adjective, as in It's too high to reach, to a class of under 11 years whose age otherwise you may choose.
iii To introduce and practise adverbs of frequency - sometimes, always etc. - to a class under 15 years old.
Lesson Plan: Adverbs of Frequency
Grade Level: Under 15 years old
Objectives:
- To introduce adverbs of frequency sometimes, always, rarely, never and occasionally
- To help students identify the adverbs of frequency in a given sentence
- To enable students to use adverbs of frequency accurately in their own writing and speakingMaterials:
- Whiteboard and markers
- Handouts with examples of sentences containing adverbs of frequency
- A worksheet for practice exercises
Procedure:
1. Warm-up activity (5 minutes)
- Ask students to brainstorm adverbs of frequency they know or have heard of
- Write the adverbs on the whiteboard
2. Presentation (15 minutes)
- Introduce adverbs of frequency to the class
- Explain the meaning of each adverb and provide examples (sometimes, always, rarely, never, occasionally)
- Write sample sentences containing adverbs of frequency on the board
- Read and discuss the sentences with the class
3. Practice activity (20 minutes)
- Hand out worksheets with exercises containing sentences with blanks to be filled in with the correct adverb of frequency
- Ask students to work in pairs or small groups to complete the worksheet
- Provide support and instruction as needed
4. Review (10 minutes)
- Collect the completed worksheets and review the answers
- Ask students to make their own sentences using the adverbs of frequency they learned
5. Conclusion (5 minutes)
- Recap the main points of the lesson
- Offer feedback and encourage students to practise using adverbs of frequency in their writing and speaking
Assessment:
- Students’ participation in the warm-up activity
- Completion of the practice exercise worksheet
- Correct use of adverbs of frequency in the students’ own sentences during the review and conclusion activities
iv To contrast a use of the present simple and present continuous tenses with a class of adults.
Lesson Plan: Present Simple vs Present Continuous Tenses
Objective: By the end of the lesson, students will be able to differentiate between the usage of present simple and present continuous tenses in sentences.
Materials:
- Whiteboard and markers
- Present Simple vs Present Continuous Worksheet
- Handouts for the Worksheet
Introduction (5 minutes):
- Greet the students
- Ask the following questions: “What is your typical routine during the day?”, “What are you doing now?”
- Write the forms of present simple and present continuous tenses on the board
Presentation (20 minutes):
- Present the usages of present simple and present continuous tenses
- Use the examples to illustrate the differences between the two tenses
- Encourage students to ask questions
Guided Practice (10 minutes):
- Distribute handouts of Present Simple vs Present Continuous Worksheet
- Provide examples in the worksheet and let them fill in the blanks with the suitable tense
- Monitor and assist the students in this task
Independent Practice (15 minutes):
- Give students a list of sentences and let them identify which tense should be used in each sentence
- Check and discuss the answers
Closure (5 minutes):
- Summarize the usage and the differences between present simple and present continuous tenses
- Encourage students to practice using the tenses out of the class
Assessment:
- Observe the students’ participation and understanding of the difference between present simple and present continuous tenses during the lesson
- Review their worksheets and correct their sentences
v To teach describing motion, using some new verbs of motion and some already known, to a class under 11 years old.
vi To teach for the first time the function of making suggestions, to a class under 15 years old.
vii To teach the function of expressing disagreement, with varying degrees of politeness, to a class of adults.
viii To teach the language of a specific social situation to a class of adults, e.g.
at a dinner party, in a pub, at a school open day, at the theatre.
b) Write three lesson plans of your choice. (Number them ix, x, xi.)
ix).Lesson Plan: Future Simple
Subject: English
Grade Level: 6th-8th grades
Objectives:
1.Students will be able to understand and use the future simple tense to communicate a prediction or a future action.
2.Students will be able to identify and differentiate the future simple tense from other tenses.
Materials:
Worksheets on future simple tense.
Whiteboard Markers,Chart paper,Textbooks,Computers (optional)
Introduction:
Begin the lesson by asking the students if they have ever heard someone say, “What will you do tomorrow?”. This is a simple example of the future simple tense. Tell them that in this lesson they will learn how to use this tense in their writing and speaking.
Lesson:
Introduce the identifying features of the future simple tense. Explain that the future simple tense can be identified by using “will” or “shall” + base form of the verb.
Use examples to explain the prediction and promise aspects of the future simple tense. For example, “It will rain tonight”, “I will call you tomorrow,” “She will go to the party.”
Now demonstrate to the class how to form sentences in the future simple tense. Write some example sentences on the board and ask the students to identify the tense.
Provide students with worksheets and ask them to identify sentences that are in the future simple tense. Encourage them to practice using the future simple in their responses too.
Play interactive games to help reinforce the future simple tense. Use online games such as jeopardy or hive, or create your own games.
As a class, create a shared writing activity and have the students practice using the future simple tense with each other.
For homework, ask students to write 5-10 sentences in the future simple tense, using any verbs they want.
Assessment:
To evaluate the learning of the students, collect their homework and worksheets, and assess their use of the future simple tense. You can also randomly call out sentences in class and ask students to identify the tense used. Another assessment method is to ask students to write a paragraph using at least 5-6 future simple tense sentences.
Conclusion:
In conclusion, make sure to review all of the key concepts of the future simple tense, including its identifying features, prediction, and promise aspects. Before ending, ask students if they have any questions, and provide them with the necessary resources to help them continue practicing the future simple tense.
x) Title: Exploring the World of Books
Grade Level: 4th-6th
Objective: To motivate students to develop a love of reading and enrich their reading comprehension skills.
Materials:
1. A variety of books at an appropriate reading level for the students
2. Chart paper and markers
3. Poster board and art supplies
4. Computer or tablet with internet access
Introduction (10 minutes):
1. Begin the lesson by engaging the students in a brief discussion about the importance of reading books.
2. Ask the students if they enjoy reading and what books they have read recently.
3. Explain to the students that in today’s lesson, they will explore different types of books and what makes them unique.
Exploration (30 minutes):
1. Divide the students into small groups and provide them with a selection of books to explore.
2. Distribute the KWL (Know, Want to Know, Learned) chart and have the students fill out the first two sections:
- What do you know about this book?
- What do you want to learn from reading this book?
3. Give the students 15-20 minutes to skim through their assigned books and gather information for the chart.
4. Come together as a group and have each group share their findings.
Analysis (30 minutes):
1. On the chart paper, create two columns: Fiction and Nonfiction.
2. Have the students classify the books they read into the appropriate category.
3. Discuss the differences between fiction and nonfiction books, and ask students to share why they prefer one over the other.
4. Assign each student to create a poster that depicts a favorite book that they have read. They should include the title, author, genre, and a brief summary of the book.
Conclusion (10 minutes):
1. Allow time for each student to present their book poster to the class and explain why they enjoyed the book.
2. Recap the importance of reading and why books are valuable sources of knowledge and entertainment.
Assessment:
The posters created by the students will serve as an assessment of the lesson. The posters should demonstrate that the student comprehends the genre and content of the book and can articulate what they have learned.
Xi) Grade Level: 6-8
Students will be able to identify and analyze themes in various forms of media, including literature, music, and film.
Materials:
- Short stories, poems, or excerpts from novels with clear themes
- Song lyrics with clear themes
- Movie or TV show clips with clear themes
- Writing utensils
- Chart paper or whiteboard
Introduction:
Engage students in a class discussion about the meaning of “theme”. Ask students to brainstorm different themes that can be found in literature, film, and music.
Explain to students that they will be practicing their theme listening skills today. Explain that they will be reading, listening to, and watching various forms of media to identify and analyze themes.
Activity:
Divide students into small groups, with each group receiving a different form of media (short story, poem, song lyrics, or movie/TV clip). Instruct students to read or watch their media closely, looking for any recurring ideas or messages that are present throughout.
Once students have analyzed their respective media, bring the class back together for a large group discussion. Ask each group to share their findings, including the theme(s) they identified and why they think that theme is present.
Write down the themes identified by each group on chart paper or the whiteboard. Discuss whether any themes overlap or if there are any themes that appear in multiple forms of media.
As a class, choose one theme to focus on and analyze in more depth. Discuss any nuances or complexities within the theme, and ask students to think about whether the theme is explicitly stated or if it is more subtle.
As a culminating activity, have students write a short reflection on how their understanding of theme has changed or developed throughout the lesson.
Assessment:
Assess students’ understanding of theme through their participation in the class discussion and their written reflection. You can also give a formative assessment in the middle of the class to assess how well students are identifying and analyzing themes in their individual media.
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