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MODULE 2 ASSIGNMENT
Young Learners Midterm Assignment (after phase 5)
01. Which do you think is the best form of error correction? Why?
(Word limit 300)
It is important to note that praising and motivating students is as important as
correcting them. Correction requires another level of experience. There is a
difference between a mistake done by students and an error and the major issue
is an error where a student feels what he/she has done is correct unlike a
mistake which can be rectified by themselves or the teacher.
Benefits of correction-
- Gives students a self of confidence and independence from the teachers
by taking responsibilities for their own learning.
- This tells that at least the students are trying and learning is taking place.
- Making errors is a part of learning hence making space for growth and
development in language and skills.
- The teacher understands which area requires improvement for particular
student.
It can be difficult to decide on what and how to correct a student on. If all their
errors are being corrected by the teacher the students may create negative
attitude towards this.
The different types of correction are: -
Self-correction, Peer-correction and Teacher correction.
The best form of error correcting according to me would be Self-correction. In
the case of language learning the classic saying “You learn from your mistake”
is a perfect virtue to this question. It is the most preferable goal. This includes
giving the student sufficient time to correct themselves. This leads to student
experimenting, learning and inventing. This is a sign of learning and growth
giving the students a chance to self-correct.
Highlight:
-Point to the student that there is an error but also wait for the students to correct
in future.
-Being corrected constantly can be really de-motivating.
-Proper verbiage for hints, clues and correction is important while also giving
time to students to self-evaluate and correct.
-Self-correction provides pause to prepare students for a response.
-Supporting students with cues/hints.
Peer-correction can lead to brainstorming within the group and writing incorrect
statements. The teacher correction needs careful observation, proper usage of
words while highlighting the mistakes also this can be sometimes demotivating
for students. The sense of what is the error, why the student has made the error,
when to correct the error comes in the picture. Teacher correction however is
the last resort for a better knowledge and examples that they might not be aware
about while correcting themselves.
Hence self-correction is the best forms of error correction as it is giving students
the opportunity to grow and somehow a positive sign for teacher is that learning
is taking place for them.
The answer is apt. The teacher needs to create the language awareness of
the students and the teacher needs to make the students feel confident
hence the teacher can implement the self-correction. I have marked the
pertinent aspects of the answer in blue.
Q2. Plan a theme-based lesson from the following list of contexts:
• Water
• Rain
• Food
• Trees
• Colours
• Pets
• Sports
The lesson should be designed for 6- to 8-year-old beginner level language
learners and must incorporate either a song or art/ craft work. Kindly
mention the
• Time duration
• Language skill being enhanced
• Final objective
• Warmer activity
• Context setting
• Language presentation
• Practice Activity
• Finally, any other school subject that this context or theme might be
linked to and how.
In this lesson the learners will be introduced to FOOD items. The purpose of
this lesson is just to introduce these beginner students about existing knowledge
about food and food vocabulary. It would be great to teach them that eating
breakfast, lunch, snacks and dinner (all four courses meal) is important and they
should never skip it. By the end of this lesson, they will think about food groups
and how to eat healthy.
Small contribution to the class can start with this short video. The link of which
is attached.
https://www.youtube.com/watch?v=4qy9WxkWVUs
TOPIC
FOOD
AGE
6- 8 YEARS OLD
LEVEL
Beginners
TIME DURATION
45 MINUTES
LANGUAGE SKILLS BEING ENHANCED

- To develop knowledge about Food
- Understanding nouns, pronunciation, new words
- Learn food vocabulary
- Skills like- Listening, speaking, reading and writing
- Understand why food is important
TEACHING AIDS
Video songs, worksheets, Flash cards, Grocery Ads, Craft items such as glue,
paper plate, coloured papers, scissors.
WARMER ACTIVITY (5-10 min)

Introduce the topic showing flashcards of some food items.
Flash the food picture to the class by covering it with a blank sheet and
slightly slide it for them to keep the guessing game on. This will excite the
students to find out about the food. This exercise tells the teacher that students
are aware about what is food and what is eatable.
Keep this image open on the projector while you begin the introductory. Ask
students to dictate what all food is shown in the picture.
CONTEXT SETTING- 20 MINUTES
1- A lesson can start where teacher asks students about their favourite
food. Once everyone shares their answers the teacher then can
distinguish between the healthy and the unhealthy food. The food chain
groups can be taught to them. Diving into vegetables, fruits, grains,
protein and dairy products.
This will inform the students about the categories of food that they eat.
This activity prepares them well to be able to learn the difference
between healthy and unhealthy, for example: - French fries, chocolate,
candies are unhealthy while milk, chicken, apple, banana, brinjal is
healthy.
2- Divide the students in groups of 4 and ask them to make a table of four
with headlines Breakfast, Lunch, Snacks and dinner. Allow them
sometime and let them work in together and segregate which food
comes under each category.
This activity helps the cognitive skills and also students try to recollect
from the memories on what they are sometimes urged to eat at home.
This activity also helps increase the interaction among students. It
would be great to teach them that eating breakfast, lunch, snacks and
dinner (all four courses meal) is important and they should never skip
it.
3- The teacher speaks about healthy food and tells them its benefits.
Which food they think gives them energy and helps them grow. After
this the teacher shows students videos. The video should be educational
but also colourful and enjoyable.
This activity tells students that Vegetables, diary products, grains and
meat help body to grow.
4- Provide students with two sheets of white and black, and ask them to
stick healthy food on white chart paper and junk food on black chart
paper.
This activity shows whether the students have learned and understood
the topic or not. A discussion after the activity will help clarify
students doubts, if any.
PRACTISE ACTIVITY
Craft activities can be done in the class. Students can create a craft shown in
the picture as an example in various models, designs or shapes and size.
In the main activity mention that the students are going to sing and make
them use gestures as they are beginners with very low language
competency skill. I have marked the pertinent aspects of the answer in
blue.
Grade A
Links to watch at leisure time at home or in class:
https://www.youtube.com/watch?v=MEiJYpKMgmQ
https://www.youtube.com/watch?v=kTYd6htPpcw

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MODULE 2 ASSIGNMENT

Young Learners Midterm Assignment (after phase 5)

LANGUAGE SKILLS BEING ENHANCED

WARMER ACTIVITY (5-10 min)

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