Think of a game or activity which could help young learners develop their speaking skills (do not use those already mentioned in the module) and describe, step by step, how you would play it with your class. Note: in this game/activity the learners should talk to each other using sentences rather than single words. The class is beginner or elementary level. (prepare about 100 words.)

2.Describe, step by step, how you would teach the following structures. Include any visual aids you would use, what drilling (repetition) you would do and what your instructions would be. You don't have to prepare a full lesson plan or activities. prepare about 100 words for each structure.
problem 2
Structure 1: Where is it? It's on/in/under...

Structure 2: How many... are there? There are...

Structure 3: Can you...? Yes, I can/No, I can't (used to talk about a person's ability)

Click here to read a lesson plan for a class of young learners and imagine you are giving the next lesson to the same class. Your aim is to teach the following set of new double letter sounds:

ai as in sail 
ay as in tray 
ir as in girl 
oa as in boat

5.prepare a lesson plan according to the same model. The time and level are the same and your aims will be to teach a new set of double letter sounds. Please use as much as you can from the different parts of this module and include a varied range of activities."


1.Think of some problems you could ask your one-to-one students about their specific needs in your first class, e.g. 'What are your hobbies or interests?' (prepare approx. 100 words)

2.Imagine you are giving a lesson on a particular subject (e.g. vocabulary of animals, or 1st conditional, or any other) and describe an activity that you would plan for each type of learner - visual, auditory and kinaesthetic - to practise the subject. (50 words each)
1.Visual
2.Auditory
3.Kinaesthetic

3.Here are four reasons why a student may be unresponsive. prepare below what solutions you would use to deal with this. (50-100 words each)

a.The student feels uncomfortable or shy in a one to one situation.

b.Your student has had a bad day at work/school/home and is finding it hard to concentrate. He/she wants to tell you all his/her .
problems. You are starting to feel more like a counsellor.

c.Your student has poor listening skills.

d.Your student expects you to dominate the lesson and do all the talking.

Q3.Think of an activity/game that can be used in a one-to-one lesson and describe how you would use it. The level is upper-intermediate, the topic of the lesson is Travelling. Your student has fluency problems and she tends to be reluctant to speak, so think of an activity which would encourage her to do a lot of talking. (prepare about 150 words)

Look at the student's profile below:

Level:

Pre-intermediate, has been learning English for 2 years

Age:

26

Job:

Journalist

Interests:

Action movies, extreme sports, rock music, travelling

Needs English for:

Working on assignments abroad, meeting with

foreign colleagues, socialising, writing e-mails, telephoning.

Skills he wants to improve most: Speaking and listening
Learner style:

Visual

(Note: the information about interests and needs is given to help you 'get to know' the student better; you don't have to use it all in your lesson)

Based on the information above, prepare a lesson plan for a 45-minute lesson with this student. The topic is Telephoning, and the objective is to prepare the student to communicate over the phone. At present, he finds it difficult to speak with someone without seeing the person and he needs to learn the standard language of telephone conversations (e.g. "I'd like to speak to ..., please?", etc).

Please include the following information:

Target language (list the specific vocabulary/phrases/structures you will teach)
Assumed knowledge (for ex, list some grammatical structures the student already knows, which can be of use during the lesson)
Anticipated problems
Solutions
Preparations and aids
A step-by-step plan of the entire lesson including the timing of each stage. Remember to follow the PPP sequence: from Presentation, through Controlled Practice to Freer Practice (Production).