Unit 7 Tesol Tasks

Unit 7
WORKSHEET – UNIT 7
Task 1 – What criteria do we need to consider when selecting

vocabulary?
When selecting vocabulary to teach, we need to consider the following:

- Appropriateness to the students
- Appropriateness to the task or lesson
- Frequency of use and coverage
- teachability
Task 2 – What does a student need to know about a vocabulary item?
Give examples to clarify your ideas.
Meaning – what the word means
Use – how and when it is appropriate to use the word
Pronunciation – how the word is pronounced correctly

Ex: Students need to know that the placing of stress in a word can affect
its meaning (REcord – noun; reCORD – verb)
Grammar – where it belongs
Spelling – how the word is written

Ex: Students need to understand that some words are spelled differently
in American English and British English (color- AE; colour-BRE).
Interaction – how it relates to other words
Task 3 – List 20 vocabulary items that relate to food:
1. Fruit
2. Vegetables
3. eat
4. Banana
5. Tomato
6. Potato
7. Boil
8. Bake
9. Fry
10. Breakfast
11. Lunch
12. healthy
13. Food pyramid
14. Junk food
15. Pasta
16. Rice
17. Mango
18. bread
19. chocolate
20. diet
Task 4 – Plan a straight line ESA lesson for a language level of your
choice, to cover vocabulary connected with the topic of food:
Target students: 5-6 year-old kindergarten students
Engage:
Bring fruit flashcards to class and plastic fruit if available. Ask students
what their favorite fruit is. Show the flashcards or plastic fruit one at a
time and have the students identify them. Elicit other kinds of fruit that
are not covered.
Study:
Set up a small group activity using sets of small cards prepared
beforehand. Have the students match the correct picture with the correct
word.
Put up the flashcards on the board and go over the correct pronunciation
of each word. Have the students repeat after the teacher. Drill as a group
and individually.
Show one picture and ask the students “Do you like apples?” Students
answer with sentences like “Yes, I do” or “No, I don’t”. Check that the
students are using the correct structure and pronouncing words
correctly.
Activate:
Using a simplified worksheet with pictures and text, have the students do
a survey. They go around the class and ask and answer questions about
the fruit they like and dislike. In the end, have the students choose one of
their classmates and tell the class what kind of fruit this person likes and
dislikes.
Task 5 – What do students need to know about grammatical structures?

Give examples to clarify your ideas.
Meaning – what the language means
Use – how and when it is used
Forms and patterns – how the language is formed or structured
Spoken and written forms – if there are any differences in the spoken
and written forms.
Ex: use of contractions – in formal written English, we use “I do not
want to see a movie’ and in spoken English, we usually say ‘I don’t want
…’ or ‘I don’t wanna…’
Task 6 – Plan a boomerang ESA lesson, for a language level of your
choice, for the present continuous tense:
Target students: Elementary level, 10 students
Engage:
Sentence prompt and sentence chain – Write a prompt on the board. It
can be a question or half a sentence. For example, ‘I am ______.” The
first student will give his/her sentence (ex: I am sitting down.) and the
next student will say ‘Peter is sitting down. I am holding a pen.’ The
activity continues until the sentence chain has been completed.
Activate 1:
Have the students complete a word order activity in small groups. They
need to unscramble jumbled sentences and arrange the words in order.
Study:
Go over the answers with the class. Write down any mistakes on the
board. Have the students correct the mistakes and provide additional
explanations.
Activate 2:
Put the students in pairs. Have them complete a spot the differences
activity. Each pair, student A and B, gets the same picture but with some
differences. They have to talk about what they see happening in their
picture without showing their own picture to their partner. The objective
is to find all the differences.
Task 7 – Plan a patchwork ESA lesson for the function of checking into
a hotel. Be sure that the function is appropriate for the language level
you choose:
Target students –Upper Intermediate

Engage:
Ask the students to give their first thoughts or first words that cross their
mind when they hear the word ‘hotel’. Ask them to name the best hotel
in their town, city, or country and say why.
Activate:
Have the students role-play a hotel situation based on role cards given by
the teacher. Give them time to read through their role and encourage
them to ad lib as much as they can. Take note of student
errors/mistakes.
Study:
Write the mistakes on the board. Give the students some time to correct
their mistakes. Go over the language of checking into a hotel. Ensure
correct pronunciation of words.
Activate:
Have another role-play but let the students write out their conversations
first then present in front of the class. They should incorporate the
corrections and suggestions from the prior role play.
Engage:
Show flashcards showing typical problems at a hotel. Ask students what
they hate about staying in hotels and what problems they are likely to
encounter in a hotel.
Study:
Students analyze the language structures for complaining, apologizing,
offering solutions, and conducting a meeting.
Activate:
Students pretend to be the management team of a big hotel. They
conduct a meeting to discuss the problems and guests’ complaints that
are hounding the hotel. The meeting comes to an end after they agree on
a set of guidelines to address the problems and complaints from hotel
guests.

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Unit 7

Task 1 – What criteria do we need to consider when selecting

When selecting vocabulary to teach, we need to consider the following:

Meaning – what the word means

Use – how and when it is appropriate to use the word

Pronunciation – how the word is pronounced correctly

Grammar – where it belongs

Spelling – how the word is written

Interaction – how it relates to other words

Task 3 – List 20 vocabulary items that relate to food:

Target students: 5-6 year-old kindergarten students

Task 5 – What do students need to know about grammatical structures?

Meaning – what the language means

Use – how and when it is used

Forms and patterns – how the language is formed or structured

Target students: Elementary level, 10 students

Target students –Upper Intermediate

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