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niamhmcnulty · May 17, 2019 at 8:37 am

After each main activity, a short AFL technique to assess students’ progress.
Learning Cycle = Activity -> Assess -> Feedback

We can play a game called ‘Name Six’ on the topic we have just discussed. Each class building on what we have already learned.

Name Six:
Choose one student to stand in the middle of the circle. This student closes his eyes and turns around slowly, counting to ten. Meanwhile, the circle is passing the ‘hot potato’ around as fast as possible so as not to burn their hands.
When the centre student reaches ten, he or she calls out “stop,” opens his or her eyes and points at the student with the hot potato.
You will then give a category, such as
“Six words that begin with ‘p’!”, “Six colours!,”, “Six adjectives!” or “Six occupations!”.

The ‘hot potato’ begins to pass around the circle again while the chosen student has to start the six words that begin with the letter “p”. The next five people have to come up with a different word. If someone cannot think of a word or gives an incorrect answer, they have to go into the middle of the circle.

This is a good chance to see how your teaching method has worked and if the students remember the vocabulary you have discussed with them. If not, you can revise this or change your teaching methods by slowing down and putting emphasis on keywords.

hespa001 · June 6, 2019 at 6:03 pm

Activity: ask students to create a role play based off an image and then perform their role play in front of the class
Assess: whilst students are creating their role play, I would walk around and see how they were grasping the task and whether they were struggling with it.
Feedback: if students were struggling to come up with a role play or construct sentences themselves, I would give them a gap-fill script to make the task easier, whilst still allowing some creativity

jackmainwaring · June 9, 2019 at 3:28 pm

Using a role-play speaking activity to aid the teaching of ordering food and drink.

1. Teacher introduces the names of common food and drink served in the UK, along with common phrases used to order in a restaurant. Lists of food and drink names with relevant pictures, along with common phrases could be distributed to the students or displayed at the front of the room.

2. The groups of students then practise acting out a scene at a restaurant, with each student playing the role of the waiter at some stage. During this activity, the teacher conducts AFL by observing each group carrying out the role-play.

3. The teacher then assesses what the students have learned by assuming the role of the waiter themselves, while asking each group in turn to use what they have been practising to order food and drinks.

4. After this short assessment, the teacher can gauge the level of competency the students have developed concerning the ordering of food and drink. If the students are particularly struggling, focus could be directed towards the learning of the food and drink items. Alternatively, in order to still concentrate on the speaking aspect of their learning, students could just concentrate on a smaller selection of phrases to use at a restaurant.

This activity could also be integrated with maths in a CLIL manner, where the students also have to work out how much to pay for the items they order.

jla2g18 · June 10, 2019 at 6:53 pm

Activity – Playing Taboo based on content previously covered
Assessment – Use a traffic light system to see how confident people are feeling with describing the new language
Feedback – Ask students showing red or amber traffic lights to decide the word for Taboo in order to gauge the language that less confident people in the class are comfortable with, pair people up in similar abilities to play Taboo in pairs – one person will think of the word and describe it to their partner, who has to guess it. If pupils are all comfortable with the words being guessed, begin to increase the difficulty by writing more difficult or extended concepts on the board.

Sneha Lala · June 11, 2019 at 8:32 pm

Activity: Tell students a rhyming story with key animal words in it. Get them to do a group reading session each reading one sentence at a time. Then split them into small groups and get them to act out the story.

Assessment- During the role play I will get each group to perform to me specifically whilst everyone practises.

Feedback- If students were struggling I will finish the lesson with a gap fill sheet with the original story. If they are not struggling I will get the groups to perform to each other. If some are struggling and others aren’t I will get everyone to do the gap fill activity and encourage groups to perform if they want to.

Leandra Thomson · June 13, 2019 at 4:00 pm

Activity: Students will be given a “Find someone who…” worksheet filled with previously learned vocabulary. Students will be dismissed to ask their classmates if they fit the description provided. Once students have found a classmate for most/all of the descriptions, they may be seated.

Assess: The teacher will listen into the conversations to survey whether students understand the vocabulary and proper question/response structure.

Feedback: After students have completed their worksheet, the teacher will call on students and ask them questions regarding their worksheet. The teacher can use this time to correct any incorrect responses and answer any questions. If the students struggled with the activity, the teacher can go over the vocabulary and sentence structure with the students.

Evie Burrows · June 13, 2019 at 4:45 pm

This activity would be integrated into a lesson with the theme of direction and location words.
Activity: Hide and seek game. Students guide a student in finding a hidden object in the room. Encourage the use of descriptive words (adjectives etc.) and prepositions by providing scaffolding (sentences on the board). This can be played a few times with different students and objects.
Assess: I would listen to the students giving out directions to assess their confidence in using location words.
Feedback: If students struggle, I would provide more scaffolding, or alternatively review the vocabulary using picture flashcards. If the game is too easy, I would hide objects in more difficult-to-find/describe locations. If there is a problem with some students participating a lot more than others, I would encourage them to form a ‘queue’ and speak one after the other.

Patricia-Ioana Sfagau · June 19, 2019 at 8:58 am

The topic of the lesson would have been ordering food on a street market. Students would have learned the questions “what do you want to order?” / “I would like…”.
In order to practice these stuctures students would be sitting in a circle so that everyone can see everyone. Students would pass a ball between them asking the same question and waiting for a responese from their classmates who in turn have to do the same thing.
The tracher would also be part of the circle and starting the activity so that they offer an example but for the rest of the activity the teacher just follows how the students interact and only interfere with help or suggestions when observes that student are struggling or cannot keep up.

GeorgiaHarris · June 21, 2019 at 12:25 pm

The maze game is a good way of practicing giving and understanding spoken directions. It is also a good team building exercise and helps improve the confidence of the students.
The class is split in to groups of around 7 students.
One person per round is selected to give the directions.
One person has to receive the instructions and is given a blindfold.
The rest of the group line up to form a small ‘maze like’ path that the blindfolded student will then have to navigate using the directions given by the instructor.
The blindfolded student can ask questions too.
If either student is struggling to remember how to say a certain thing they can ask for help from a team mate forming the ‘maze’.
After each round the student giving and receiving instructions swaps out with someone in the maze.
During the game the teacher can walk around the class listening to the instructions given and join in, prompting and giving guidance to groups that are struggling. If there are groups that are not working very well, at the end of the round the teacher can swap people around in groups, so that the students can support each other. This can also be a good way of getting more of the class talking to each other, rather than making students feel like they’ve been swapped around because they’re struggling.
For common things the students are struggling with the game can be paused to quickly recap a sentence structure or vocab. Taking the suggestions from the class these can then be written up on the board for reference.
For higher level groups you can add the challenge of giving as few directions as possible, focusing on the clarity of the instructions.

Emma Walsh · June 22, 2019 at 2:12 pm

In a lesson topic on foods, the lesson could begin with a song from a video with images and words of different foods on the screen that students learn how to sing along to. Students could be provided with some prompt questions such as ‘What is your favourite food?’ and ‘What foods do you not like?’ and they have to sit in a circle, the student with the ball calls out a question related to food and a classmate’s name, who then catches the ball and responds with their answer. This allows the teacher to generally assess how students are doing. After this activity the teacher could ask students to raise their traffic light cards, either red, yellow, or green to assess how confident they feel on the topic, before either moving on to a more difficult task such as more detailed presentations, or doing a more basic activity such as going back to the song.

ear42 · June 22, 2019 at 5:36 pm

Activity: Throw the question. Students stand in a circle, one student is given a ball and has to ask a question, say another students name and throw the ball to that person. The person who catches the ball then has to answer the question before asking another. Topic could be ‘a day out’ and the questions would be to find out what each pupil did on a day out. This could be kept very broad for more confident students or if they are less confident they could be given a picture as a class as an aid.
Assessment: During the session assessment could be made by observing the activity.
Feedback: If the students are struggling with the activity, the teacher could ask some question of the right ability or provide some example questions and answers. The lesson could be finished with a gap fill worksheet.

Lizzie Avery · June 23, 2019 at 6:52 pm

Speaking activity: ‘Find someone who.’ This would be a great starter activity nearing the end of several lessons since it covers a wide rang of topics (hobbies, favourite food, family, travel etc.) giving the teacher the opportunity to assess what the students have learned, whether they have met the success criteria and what their weak/strong points (or topics) are. In this activity, all the students in the class are given a grid in which they must find a different person in response to each of the questions (for example: find someone whose favourite food is noodles, or find someone who’s been to Europe etc.). This activity is good for practising all tenses as well as a variety of topic-specific vocab and asking questions. There is also a fair amount of scaffolding provided since students only need to slightly re-word the sentences provided to successfully ask a question. Once students have successfully filled out the entire form they have to hand their form to the teacher. In order to maximise their learning, the teacher will then direct them to buddy up with another member of the class who is taking slightly longer to complete the task.

Assessment: This speaking activity would be assessed through listening and observing. While the activity is taking place, the teacher would walk around the class listening to the questions and answers being spoken, taking note of any common mistakes (for example, common pronunciation errors or incorrect question structures). He/she could challenge higher ability students (who are completing the table at a faster pace) by pushing them to ask follow-on questions or to create their own question and then find someone who meets it. Example sentences or scaffold sentences focusing on how to restructure the sentence into a question could be written on the board for students to refer to (if they wish) if he/she notices some are struggling.

Feedback: Teacher would go over the common mistakes he/she noted to avoid correcting a student individually in front of the rest of the class which could embarrass them and potentially lower their confidence in speaking.

Andrés López Schrader · June 25, 2019 at 9:08 am

After learning about weather conditions and seasons…
Activity: Give each student a label. Call them the sun, rain, wind, summer, spring, etc. and have them draw their own labels. Have one student leave the room and other students hide an object. When the student comes back in the room, it is the job of remaining students to direct them by calling out instructions using directional words (in front of, behind, between, etc)
Assessment: For comprehension, how quickly can the student interpret directions and react accordingly. For production, how variable are the directions provided by other students.
Feedback: How did students feel during the activity? Students can use a rating of 1-5 to determine how comfortable they were with the activity. Rotate through labels and roles and hide different objects.

Ross Moncrieff · June 25, 2019 at 11:59 am

The speaking activity we will do is a debate. The lesson shall centre around different sports. The students will be split into pairs and each given a sport which they shall have to argue is “the best” sport. Working in pairs they must come up with good things about that sport. At the same time they must also come up with reasons why the sport of the pair they are debating is not as good. At the end of the lesson, each student in the pair will have one minute to speak with the first student arguing for why their sport is the best and the second student arguing for why the other sport is bad. The class will then vote on who they thought won the debate. I will then ask a few students what they thought the BEST reason given in the debate was (i.e. the one that most convinced them). This will help assess both the speaking of the students giving the debate as well as the understanding of the students listening to it.

jsm89 · June 25, 2019 at 1:32 pm

Having learned (hopefully) the required vocabulary, the students (in small groups) will discuss the names and locations of different body parts until they can say them clearly and confidently
I will walk around and observe the discussions, occasionally asking questions if I think an individual may need to work on their pronunciation.
When I feel the groups are ready, I will invite them to present to the rest of the class the names and locations of a specified set of body parts. I will listen carefully and afterwards provide some feedback on the presentation skills, as well as the fluency and other aspects of their speaking.

mifei99 · June 25, 2019 at 10:20 pm

The students and teacher will practice pronouncing the names of different parts of superhero costumes. The teacher will say a word and the class will repeat.
The game ‘Who am I?’. Each student will have the name of a different part of a costume on their head (e.g. mask, cape). A partner will attempt to describe the word whilst the other partner guesses.
The teacher walks around assessing progress during the game. At the end of the activity they ask students whether they managed to guess successfully or not.
If many students guessed unsuccessfully then the teacher will add scaffolding or review vocab. In order to assess pronunciation, the students the ‘Who Am I?’ game a more public setting (one student has a post-it note, others compete to give them the best prompts to help them guess). Pronunciation and other speaking skills can be gently corrected at this point.

juliazlot · June 26, 2019 at 10:54 am

Lesson Topic: Holidays
Activity: “Find someone who…” – students will be given a grid relating to different types of holidays/holiday activities and will to find students to whom the boxes apply.
Assessment: listening in to the conversations happening around the room.
Feedback: once a number of students have successfully completed the grid, we could have a short class discussion about the answers where people’s answers are revealed, which would be a good opportunity to correct any mistakes and allow the students to ask questions about things they were not clear about.

caisealbeardow · June 26, 2019 at 12:59 pm

Activity: Scavenger hunt. Based on the lesson topic (e.g. family), students are given randomised grids that include a range of vocabulary. They must ask their peers questions until they find a student who matches the vocabulary criteria (e.g. ‘has a younger sister’). This encourages students to spontaneously converse and ask questions based on lesson vocabulary. Questions can be graded based on the difficulty of the vocabulary and the level of complexity involved in related questions (e.g. ‘has a brother’ vs. ‘has more than 2 older siblings’), and split into different grid worksheets accordingly, which the students can choose from. Scaffolding is also provided in the form of the question grid – students who are less confident can use a lower-level grid that includes suggested questions, whereas more confident students can challenge themselves with a higher-level grid that only includes key words. Once a student has successfully written the name of another student in every box of the grid, they hand in their grid to the teacher. The teacher may then pair them with a struggling student to encourage co-operative learning.
Assessment: The teacher moves around the classroom and listens to students’ conversations, gently correcting and suggesting phrases/vocabulary where needed. This also allows them to check that students are asking follow-up questions and not just writing down their friends’ names! If they notice common problems or issues, these could be addressed with written scaffolding on the whiteboard.
Feedback: The teacher goes over common mistakes/problems with the class as a whole, avoiding singling out any particular student. They may also share some particularly inventive or creative questions/vocabulary that more confident students used.

Stephen Grech · June 26, 2019 at 2:18 pm

The students will be split it into 3 groups and each asked to create a 3 minute play using either their own original stories or any stories from movies or books that they know of. After each play, I will randomly select students to say one thing that they liked about the play and one suggestion (constructive criticism). In the end I will give my feedback to each group and will have written down any mistakes that they made in their lines to help them improve for next time.

louisajc · June 26, 2019 at 2:20 pm

Activity: Two truths, one lie. Students take it turn to create three sentences in English, where two sentences are true stories and one sentence is a lie. The other students vote on which statement they think is the lie.
Assessment: Teacher listens to the child as the form the sentences, providing prompts and scaffolding where required. The children are free to ask the teacher questions at any point. Furthermore, if a student is particularly struggling with the task, they could opt to say one truth and one lie instead.
Feedback: Teacher revises issues that the students may have encountered in forming sentences in the past tense. Any recurring issues will be revised all together on the whiteboard. The students will not be singled out individually, however. The teacher will comment on the general fluency and accuracy of the sentences formed, and will make suggestions where improvements can be made.

SammyLappage · June 26, 2019 at 11:55 pm

Activity= Students present in small groups about a celebration they have researched e.g. Christmas, Diwali etc.
Assessment= The teacher listens to/observes the presentations and can make notes e.g. about pronunciation, tricky words etc. They can also ask questions to assess deeper understanding. Peer feedback can be given by students who could give each presentation two stars and a wish.
Feedback= Verbal feedback with a focus on praise can be given to the students after each presentation and students can share their peer feedback e.g. by writing it on post-it notes and giving it to the presentation group.

Gayatri · June 27, 2019 at 3:59 pm

Activity: students make a presentation in groups describing a city abroad, talking about local food, dress, famous landmarks etc
Assessment: the teacher makes notes on pronunciation, and delivery of the presentation
Feedback: verbal feedback in the format of 2 WWW and 1 EBI (perhaps get the whole class involved too, write their thoughts on post-its)

serenalhayes · June 27, 2019 at 5:06 pm

Activity: Find someone who…

Students will be given a vocabulary grid of food items. Students will have to ask their peers which foods they have tried, and write down the name of one student who has tried each food. Students will aim to complete the grid within a 5 minute period.

The teacher will survey the classroom and listen to the conversations to assess their understanding of vocabulary and accuracy of communication.

Students will then feed the grid back to the rest of the class with the teacher asking for examples of student’s names for each food item.

sk948 · June 27, 2019 at 6:10 pm

Speed dating – students sit in two rows opposite each other, questions appear on the board and one half of the class asks the questions and the other half answer. The students then rotate around in a speed dating fashion and at the end get to say who impressed them during the teaching.

angolanta · June 28, 2019 at 7:04 am

Activity: There will be a list on the board of new words learnt, for example on the topic of sports and hobbies. To practice and access the vocabulary Taboo will be played, where on student will describe a word in the middle and other students will raise their hand to guess.

Assessment: The assessment will be done by observing who answers (for example is it just one or two people) and assessing the description. The students can have been given traffic lights and a survey can be done after each round to establish their confidence with the described word.

Feedback: Students can give feedback to their peers after each round and suggest alternative descriptions. The teacher can collect recurring errors in grammar/structure and make a list on the board.

Laura Fantuzzi · June 29, 2019 at 10:25 am

The game Find someone who… is a great icebreaker.
The topic of the lesson is hobbies. I give them a sheet of paper with a table with a column ‘hobbies’ and a second column ‘name’. The column ‘Hobbies’ is blank, there are a certain number of rows. I show the kids pictures of different hobbies: playing football, swimming, painting, drawing, watching movies, dancing, etc. I write down on the board the new words. They have to fill up the first column with the hobbies they want from the list on the board. Then, they go around, and ask their classmates if they share their interest. They write down the names on their sheet.

SabrinaA · June 29, 2019 at 11:08 pm

Activity: A game of “What Am I?” with each child being assigned a food and having to ask questions to identify what food they are.
Assessment: I would observe the level of questions being asked. At the end of the game, ask various students what they were and ask further questions about their opinion on said food.
Feedback: If needed, can provide more scaffolding e.g. through question templates, or by making a list of all the various foods that were options in the game.

ioanadiac · July 1, 2019 at 3:17 am

Lesson topic; hotel check-in

After introducing the key vocabulary and sentence structures needed for the topic of ‘hotel check-in,’ the activity will be for students to work in pairs to develop a short drama piece of a hotel check-in. One student can be the guest and the other the receptionist. The task will require the students to include as much of the key vocabulary into the script as possible whilst also being creative and coming up with original sentences themselves. The pairs of students will then present their drama to the rest of the class, which allows the teacher to assess their level of understanding of the topic and their level of fluency. If it transpires that the lesson objectives were not fully met, I could adapt this activity by providing extra scaffolding in writing out some example sentences on the board that students could refer to when writing their script. Additionally, I could get the students to complete some worksheet exercises such as filling in the blank so that they consolidate the key vocab they have learnt on the topic of ‘hotel check-in.’

RebeccaRM · July 1, 2019 at 2:26 pm

Activity: Hide and seek. Having learnt direction words, the teacher hides an object in the room and students must direct classmate to it
Assessment: Listen to their words to see if struggling, can tell if correct and find object
Feedback: If many students can’t find their way, add scaffold words and arrows to the board. If finding it easy then add complexity by numbers of steps or turning at described landmarks.

lun3rzhu · July 2, 2019 at 12:23 am

Lesson topic: Household items

Activity: ‘Who am I?’ With everyday household items.The post-it note is stuck to an individual’s head and the class is organised into a circle. The individual goes around the circle trying to guess the item, until they manage to.

Assessment: Listen and observe the student as they try to guess the object. Assess if they are struggling, gently aid and prompt if needed.

Feedback: If needed, can use scaffolding by adding key vocabulary and descriptions onto whiteboard

Alec · July 2, 2019 at 7:34 am

Topic: Market Stall- centered around food
Activity: Ask students to do a roleplay of a market stall, practicing buying items and maybe even some haggling
Assessment: While students prepare their roleplay, I would go round the class checking to see whether they were coping well with the task. When performing the roleplay I will note down any inaccuracies and go over them after the roleplay is finished.
Feedback: I will assess how well the students did from my own opinions on their roleplays and also use the traffic light system to get the students to indicate how they felt the task went. If it’s clear the task did not go well, I might go over some key phrases and next time include greater scaffolding with set phrases on the board.

ciaran duncan · July 2, 2019 at 4:23 pm

Activity: A ‘throw the question’ circle where one student is given a ball and has to ask a question, say another student’s name and then throw them the ball. They catch the ball, answer, then ask their own question and throw the ball to another student. The questions will be on the topic of ‘Travel and Holidays’. This could be an opportunity to practise constructions in the past and future tense and engage students by talking about holidays they loved.
Assessment: Assessment will be conducted by observing the exercise
Feedback: The students will be given traffic lights to say how well they understood. Potentially then there could be different circles for the reds, ambers and greens, and scaffolding sentences could be provided on the board to improve the exercise.

Issy · July 3, 2019 at 1:37 pm

Topic- animals and habitats
Activity: Who am I? Students each have an animal and walk around the classroom asking questions about the animal and habitat to figure out which animal they are.
Assessment: When each pupil has correctly discovered which animal they are, they come to the teacher and recount the questions they asked. The teacher can ask some extension questions about the animal.
Feedback: The teacher can afterwards then correct any important grammar mistakes with the student, and go over common grammar mistakes with the class as a whole after.

laiq.nagi · July 3, 2019 at 2:21 pm

Activity: Students can do a roleplay of ordering tickets at the cinema as well as refreshments, popcorn, drinks, etc.
Assessment: I will try to make sure that the students are aware of relevant vocabulary. They will do the task in pairs and I will walk around and listen to how they are getting on. I may join in with a few of them and ask them extra questions to see how they cope on the spot.
Feedback: I will ask them some pairs to do it to me and in front of the class so I can see the fluency. I will then ask them how it went using thumbs up and down. We could then go over some extra vocab or some questions if they are comfortable. If they aren’t so confident we can go back over it.

AhmedImam · July 4, 2019 at 12:46 am

The speaking activity will be a who/what am I orientated activity. Each student will have an object/person label stuck onto their head and will have to ask questions to find out what object that is. This activity will be particularly useful for a lesson based around learning about questions or a topic that the students can be labelled as e.g. animals. Differentiation can be done most successfully through scaffolding by giving potential questions students can use to weaker students. The teacher can introduce new types of questions to stronger students so that they can get their answers more quickly or get more information about them. If a student completes the task much more quickly they can be given another object with a more difficult description.
Assessment should mostly be done through assessment conversations as the teacher moves around the room and listens to students in their conversations. Checking that all the students have been able to work out there object also acts as a good check to see if everyone is able to use the language taught.
Feedback: having a discussion on which questions worked well for the students and how they approached the task will allow a greater diffusion for the techniques between students. As a class we could test different approaches in finding out what object we were labelled as which can be assisted through a hands down choosing of students to give good questions.

dkatsanos · July 7, 2019 at 2:00 am

Activity: The activity will be bases on role play. At the beginning of the lesson, the students will be paired up and given a sheet with information. The situation that they will have to pretend to be in is that of a customer booking flight tickets, a hotel and a car for his/her vacation. One student will pretend to be the employee while the other will pretend to be a customer. The sheet that will be given to the students will not contain a full speech but rather some information that the students can use.
Assessment: The teacher will be going around listening to each pair and noting down any significant mistakes and gently offering advice while not interrupting the speech.
Feedback: Have 2-3 pairs ( depending on how much time is left) to repeat the activity in front of the class. However, while they are talking to each other, the teacher will now be allowed to interrupt and correct any (important) mistakes that they make.

keyasajip · July 7, 2019 at 8:17 pm

Topic: festivals
Activity: After introducing key vocabulary to do with celebrating various festivals, I would hand out sheets with the basic outline of stories relating to the festival. After showing them a video of the story I would give them statements in a jumbled up order which they would have to sort into the correct order as they have seen in the video. I would then ask them in groups to do a role play of the story.
Assessment: I would walk around and see which groups are struggling. The story is likely to be in the third person whilst acting in a role play would require translation into the first/ second person, therefore I would aim to correct some technical accuracy as well as encouraging them to be confident.
Feedback: I would ask for groups to volunteer to perform to the rest of the class and the class could give feedback as to what they thought they did well and what could make it even better.

cbourne · July 8, 2019 at 6:36 pm

Activity: ‘Who am I?/twenty questions’ game. This would work best for a small class. Students are given a topic e.g. famous athletes and asked to choose one and write it on a post-it note. They then pass the post-it note to the person on their right. Students can ask up to 20 yes/no questions, and must work out which character they have been assigned.
Assessment: I would observe which students were struggling with constructing sentences.
Feedback: I would write down particularly well-constructed sentences on the board for weaker students to use if they got stuck.

ld557 · July 8, 2019 at 9:00 pm

Activity – playing a game of taboo where a student must guess an animal which is written behind them on the board, using the descriptions of other students.
Assessment – ask students to display a traffic light colour after the animal has been written on the board which demonstrates how confident they are with answering the question. Randomly choose amber and green students to describe the animal to the student using subect-related vocabulary and scaffolding (e.g the animals colour, size and habitat), and assess whether these descriptions are correct.
Feedback – if a majority of students are confident and accurate in their speech, move on to a more complicated task, perhaps with less scaffolding, such as explaining to the class which is their favourite animal and why. Alternatively, if there are lots of red card and inaccurate answers, it may be necessary to do a more simple group based spoken task, such as students asking each other questions in pairs from a pre-set list (e.g ‘what colour is a tiger’) which their partner then answers.

Jenni.Visuri · July 9, 2019 at 1:41 pm

Activity: do a role play of a supermarket where students have to ask for different items on a shopping list from a different student who is pretending to be someone working in a supermarket.
Assessment: Go around the classroom listening to how students are coping in their small groups
Feedback: give feedback on how well they are doing. If they are confident they can present to the classroom. For less confident students, help them by giving them a few phrases to get them started.

philippakirby · July 10, 2019 at 10:42 am

Activity: the class will be split into small groups after learning to speak about the seasons/ birthdays. The students will be tasked with organizing themselves according to who’s the oldest/ which month of the year they were born etc with a slightly competitive element.
Assessment: I would walk round while the activity was going on to make sure everyone understood what was going on and if I felt people were struggling would use a traffic light system to see how confident they felt
Feedback: I would use a categorizing game for the weaker students where they could sort months into various seasons or question the weaker students on when their birthday is etc

gskaza · July 10, 2019 at 3:48 pm

Activity: The students will be asked to play taboo about certain aspects of the weather, with one student sitting in a hot seat at the front of the class with the word written above and behind them on the board.
Assess: Each student will get take it in turns to guess the taboo word, and will be encouraged to ask questions to the class (like in the ‘who am I?’ game) as well as listening to the rest of the students in the class as they offer clues.
Feedback: After one round all of the children would respond with a traffic light to signal how confident they feel about the vocabulary, and the students would be divided into a team of green lights, and a team of yellow and red lights. The less confident students will play the game again, with additional prompts from the teacher, while the more confident students will have more words added alongside the taboo word to make it more challenging. For example, if the taboo word was ‘cloudy’, the additional words ‘white’ and ‘fluffy’ could be placed alongside this. The student in the hot seat would not need to guess these words but the students giving clues would not be allowed to use them.

christianmadla · July 10, 2019 at 5:51 pm

Activity – ‘Who Am I?’, each students will have a word on their head in relation to the theme ‘animals’. One students must describe the word on their head, whilst the other student must guess what they’re describing.

Assessment – The teacher can observe the interactions happening during the course of the activity. Then the teacher can gauge the students’ capability in the topic. The teacher can also help facilitate discussion for students if struggling.

Feedback – The teacher can correct any grammar mistakes commonly made with students. Furthermore, the teacher can provide good sentences to aid the weaker students, and the weaker students can repeat the game.

SDH · July 10, 2019 at 5:51 pm

Activity: provide students with an idea from say a drawing or video to role play based off. Stronger students may be asked to perform in front of the class at the end
Assessment: walk around the classroom as students are working and listen to how well the understand the content. In some instances I may intervene to help or assist
Feedback: weaker students maybe be provided with limited helper resources to save some time and keep the class working at the same rate. This would still allow for exploration of the content and creativity

Hayley Hilson · July 11, 2019 at 12:34 am

Activity: Presentation – each student is given a part of the world/a city, and the students work in small groups to prepare a weather report for that place
Assessment: Listen and observe their presentation
Feedback: Verbal feedback, and after all the presentations can go over some problems which were common, students can also give peer feedback eg. by asking questions at the end to encourage them to engage and listen or by writing feedback on post-its

AliceKennedy · July 11, 2019 at 11:43 am

Topic of study: extracurriculars
Activity: role play – split students into small groups and ask them to create a short skit to do with extra curricular activities (sports, clubs etc)
Assessment: pair groups and have them present to each other, listen in to various presentation as you move around the classroom and ask for volunteers to present their skit to the whole class
Feedback: As a class, ask students what they thought was good/could be improved about their own and others performances. Add in your own observations for strengths and areas for improvement

leahparry · July 27, 2019 at 1:49 am

Introduce directions to class. Hand out simple maps. Give examples of directions to places so they know how to correctly structure, and ask them to shout out where you’ve directed them. Split into partners and get them to ask ‘How do I get to xx’, and give a response. Walk around and assess using listening and observing. Get the class together and ask a child to give directions to a secret location, and see if the class can choose the right place.

Adilah Hameed · October 2, 2019 at 8:50 pm

Activity: Ask each student to stand up and tell me what their name is, how old they are and what their favourite and least favourite animal is
Assess: I can monitor how each student is able to complete the task and can ‘scaffold’ if needed.
Feedback: if students are struggling to come up with any sentences then make it simpler for them so they know the language. For those who find it easier, get them to use adjectives to describe it so its more of a complex sentence.

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