TESOL End of the term assignment ( after Phase 8)

Answer any two questions from Section A. Section B is compulsory

Section A

Q2. Imagine you are working with students on the language function of ‘requesting
for information’. The authentic material that you have selected is a railway
timetable. Design a communicative game or a problem solving task in which the
timetable is used to give your students practice in requesting information. Kindly
mention time allotted for the task, language level and the age of students.

Time: 25minutes

Language level: Intermediate

Age of students: 10 – 12years

Previous knowledge: Students have learnt about

-Asking and giving personal information

-Telling time

-Question words

The game ‘information speaking’ cards using the railway timetable

Aim: Requesting information using the railway timetable.

Materials: one copy of worksheet 1 and one copy of worksheet 2 for each pair of
students , train number, map, and train timetable.

Duration: 25minutes

Language focus:

▪ What time does leave to______ depart ?

▪ What time does the train to _______ arrive?

▪ What time is the train number for the _____ Train ?

▪ What is the Platform Number for the _____ Train?
Aim of the game : The first team to submit all cards in your hand.

The game:

It is assumed that the students are aware of what “requesting information “ topic is, still
we will give a brief recap using a small demo which will lead to the game.

So for this we will Draw/ Stick the Class timetable on the board and request information
from the students.

A demo class time table is as follows:

8.00-9.00 9.00- 10.00- 11.00- 11.30- 12.30-

10.00 11.00 11.30 12.30 1.30

Monday Math English Arts Lunch Science History

Tuesday Geography Science Arts Lunch Math English

Wednesday Science History Arts Lunch English Math

Thursday Geography Science Arts Lunch History Math

Friday Math Arts Arts Lunch English Science

Let the students check the time table. Ask/ Request information such as

▪ What time do we start school?

▪ What time do we have Math class on Tuesday?

▪ When is lunch?

▪ Which days do we have Geography class?

▪ And so on…

This gives us brief idea if students are prepared for the game as we need to understand if
they ready. Plus this gives evaluation of the previous class.
Playing the game

1) Divide students into pairs as one as student A and other as Student B

2) Give each pair of students’ worksheet1 and worksheet2. Student A and Student B
one each.
3) The students look at their cards. Each student has missing information in his
worksheet i.e student A will have some information missing from his worksheet , but
Student B has it and vice a versa.
4) Now ask students to request their pair for information and fill in the information on
their worksheets.
5) The first pair to submit is the winner and gets the points.

Work Sheet 1 (demo timetable)

Destination Departing Arriving Train Number Platform No.

Mumbai 12.30 pm 207 15

Pune 1.10pm 7

Jaipur 11.30 am 6.30 pm 320

Cochi 1.50 pm 18

Kolkata 10.35 pm 2152 14

Work Sheet 2 (demo timetable)

Destination Departing Arriving Train Number Platform No.

Mumbai 10.00am 12.30 pm 15

Pune 9.45pm 1645

Jaipur 11.30 am 2

Cochi 7.45am 1.50 pm 400

Kolkata 5.15am 14
 Completed worksheet:

Destination Departing Arriving Train Number Platform No.

Mumbai 10.00am 12.30 pm 207 15

Pune 1.10pm 9.45pm 1645 7

Jaipur 11.30 am 6.30 pm 320 2

Cochi 7.45am 1.50 pm 400 18

Kolkata 10.35 pm 5.15am 2152 14

Q3. Create an outline of a lesson plan for any one grammar item from the following
list (other than what has been stated).

Lesson plan:

The name of the topic: Adjective

Time duration: 50 to 55 minutes
Objective: a. Identify adjectives in the sentence and the kinds of adjectives;

b. Use adjectives to describe persons or place;

c. Answer comprehension questions correctly;

d. Participate to the discussion attentively;

e. Show kindness to other people

Age: 8to 12 yrs old

Level: Beginners
Teaching Aids: Flash cards, pictures, body language , visuals, Students’ texts,
worksheets

Skills: Listening, writing, reading and speaking

Warmer(time: 15mins): Flash Card Charades:

Use different flash cards showing people or emoticons( which

are now a days students very familiar with) of different
expressions such as happy, sad, angry, hungry, sleepy, etc

Divide students into group of four

Hand on flash card to one student from each group and do not
let them look at it. Ask the student with flash card to hold the
flash card over his head so as visible to his other group
members. Now ask the group members to enact so that the
group member holding the flash card can guess what his card
has. Correct answer gets all students of the group 10 points.

Then the next group exhibits.

Context time: 10mins Procedure
Setting
Teacher (T) Activity Student (Ss) Purpose
Activity

1. 1. Divide into groups of 4 1. they decide on 1.Team work and leadership

each. Each group has their group leader.
leader to represent their
group
2. Ss get familiar with group discussion and how to
2. Give them worksheet1 2. Ss arrange the
and ask them to arrange letters. Arrange letters and make a word.
the scrambled letters

2. Word guessing activity provides

students with possible vocabulary
1. show them a picture on the screen. 1. Students look at the items that they can see in the text an
screen and get the it gives them a chance to understand
2. T asks students what do they see in the correct answer. the topic in general without reading
picture
2. Ss answer young boy
helping an old lady
Actual time: 20 mins Procedure
content
Teacher (T) Activity Student (Ss) Activity Purpose

3. 1.Helps them read and identify what the

passage describes. Values the passage
1. T distributes the 1.Ss read the text and fill the
reading text and asks worksheet Teaches us.
students to read and
answer the questions in
the worksheet 2 attached
2. students check for the answers
2. T now discusses the
answer 2. here we teach them definition of an
adjective. Adjective speaks about the
3. T asks students about 3. Ss say about a person’s quality quality or describes the noun or the
what are these answers
describing. pronoun.

Recapitula time: 10 mins Procedure

tion
Teacher (T) Activity Student (Ss) Activity Purpose

4.

T distributes an activity Ss try to answer them. There are different types of question
sheet (work sheet 3) on parallel to their exams and this
which there different types After they are ready enables them practice it.
of questions and ask students they share their answers
to answer them. with the whole class
and get points.

Evaluation time: 5 mins Procedure

5.

1. Distribute worksheet 3 and ask 1. Ss give their answers. 1. This task helps to evaluate.
students to answer it.
Worksheet1:

Work sheet 2:

Presentation of the Story: THE BOY WITH A KIND HEART

Once upon a time, there were two friends John and Roy who went to a farm to plant sugarcane. Each of
them carried food for their lunch and bottle of water. Roy went ahead and met an old woman.
“Please give me a food for I am hungry”, the old woman begged.” Go away, old woman, I have
no food for you!” Roy shouted the old woman. Meanwhile, his friend John was washing his face in the
stream when he saw the old woman, “Please give me food for I am hungry,” the old woman
begged. Immediately, John opens his bag where he kept his food and shares it with the old woman.
Then he gives her water, the woman thanked John for the food. Then she said, “You have a
kind heart so I will give you a reward. Go to tree with a large stone under it. Remove the stone and you
find a bag filled with money. John surprised but he thanked to the old woman and went to the tree after
she described. He found the large stone, removed it and found a bag filled with money. He was so happy
and went running back to the old woman and thanks her again. But the old woman was gone. “Thank
you the old woman, thank you Lord” John shouted to the wind. Then he went back home
and happily bought delicious food and nice clothes for himself and his family. A kind heart man always
receives a reward it may not always money, it may be admiration, respect and love from others.
Comprehension check-up:

1. What is title of the story?

2. Who are the characters of the Story

3. How would you describe John in the story?

4. What did the woman ask for?

5. Why do think John helped the old woman?

6. Is the John a good boy?

Values Infusion:

1. What have you learned from the story?

2. If you see someone begging food to you.What would you do?
Answer from the passage:

1. Women was ___

2. John has ____ heart

3. The stone was ______

Worksheet 3:
 Section B

Question: Write your past formal or informal language learning experiences. Would
you consider them to be effective or ineffective? Give reasons for your answers.
(max . Word limit 500 words)

My experience learning English might be quite different from others considering the fact
that I am born and bought up in India a country with 23 official languages, and I am
proficient with 3 official languages that is English, Hindi and Marathi. These languages
are used in all official documents, so the government/ educational policy played a great
role in my learning English as a second official language but most widely used
throughout the country. English is also taught in schools as one of the compulsory
languages. I did my schooling in English medium, but the first school took English as a
second language and thus i was not able to get proper consumption of the language at my
early learning years, so I was not confident to speak English. My father put a great deal to
make me learn the language since I was in 3rd grade as he insisted it to be the most widely
used official language around the world, for the fact he travelled to most of the countries
in Middle East and Europe, English helped him survive. So he helped me by making me
read news papers, magazines ,books, and refer the meaning in the dictionary, write own
stories page to pages, he insisted on maintaining a diary of new words I read and how I
could use those in a conversation, this was part of my informal experience.

Later by 7th grade finally I got admission to a catholic convent school which we were
trying for past 3 years. This was the time actually when my formal learning experience of
the language started. The new school changed my way of learning, the teachers the
students helped me a lot with the language and the confidence I lagged in. My teachers
were aware that I was poor in language and they helped me first by basic daily used
conversational phrases, then detailed grammar use. They asked me to participate in
elocutions, dramas, singing, debates, etc to boost my confidence.

By the time I was in college I got to Intermediate level. Even after school my lust for the
language did not stop. In college too, I participated in co-curricular activities to stay
focused to the language. I started reading novels and books written by Foreign Authors to
get new words for my vocabulary. I was interested in teaching, public speech and
presentations gave me more confidence into teaching and training.
Looking at my own experience or judging from my own experience I would say learning
English language formally was more effective because it was more school base, there was
a program as compared to the informal experience where most at times we didn’t know
our direction. My formal experience made it possible to master the different aspects of
the language like grammar, vocabulary use and more efficient in pronunciation, to be
easily aware of my shortcomings in the language and know how to correct them. But I
would admit that my informal learning experience had always made me root for more. It
helped me gain more words to my vocabulary. Both formal and informal learning helped
me grow. I don’t say I have learned everything about the language as we all are aware
that Knowledge is infinite, but at least I can speak, write, and read well enough to impart
the amassed knowledge to others.