TEFL/ TESOL MID TERM ASSIGNMENTS

A. A conversation activity (speaking skill) based on “Planning a

trip to any holiday destination”

Name of the Planning a trip to any holiday destination

Topic
Time Duration 60 minutes
Objective Students will be able to:
 Learn new vocabulary
 Frame sentences
 Active Listening and answering
 Remove hesitation to start communicating
 Learn about different places
 Learn Grammar to improve language proficiency
 Able to present travel information in front of the
 class

Age 8 – 12 years
Level Elementary to Intermediate level
Warmer Crisscross is a great warmer activity for practicing
(10 mins) questions and answers and it’s good for large groups.

 Before starting the class make a list of questions

and answers to ask the students. They can be on
any general topic.
 Make the students lined up in rows and tell all of
them to stand up.
 The main aim of this game is to have all the
students in the class sitting down.
 Start by asking a question.
 Any student can raise their hand to answer and the
one who answers correctly can choose his row or
column to sit down.
 continue by asking another question.
 The game ends when everyone is sitting down.

You can also add a twist if there are a lot of questions you
want to review with the class. Have just the first row of
students stand up and when a student gives the correct
answer, make him sit down and ask his team member. Ask
the student sitting directly behind him, to stand up.

The number of students in each group should be even for

this activity.

Context setting The Teacher need to brief the student about what they
or Pre-speaking have to do. Firstly, the students will read the conversation
(7-10 minutes) activity provided to them as a conversation among 2
people about their holiday trip. For this, they have to be
divided in pairs. Then, assign each pair a role play activity
(from the Transcript). Tell them that one student will act
as John and Other as Kerry.
Give them time to read information given in the
Transcript. On the basis of it, the students need to answer
 the question understanding the correct vocabulary.

Sample questions to understand the Vocabulary:

Tick the right answer: -

 How about go/to go/going to a café?

 Let’s meeting/meet/to meet at the club?
 Would/could/will you prefer to eat pizza or pasta?
 Let’s go to/for/from shopping?
 Did/do/does you like to watch football match?

You can use the present perfect to talk about a place, city,

or country they are planning to visit. The vocabulary which
can be used for this activity is:

Yes, …
I have!
I’ve been to Paris (once, twice, etc.).
I’ve been there (once, twice, etc.).

No, …
I haven’t!
I haven’t been to Switzerland.
I haven’t been there.
I’ve never been to Switzerland.
I’ve never been there.

Actual content Introduction of the lesson to the students:

or While-
speaking activity Ask students what they would prefer to do when they are
(10 mins) on holiday, and make notes of the ideas on the board.
If required any assistance while making notes of their
ideas, you can suggest some ideas from your side - some
suggestions could be:

 Eating local food

 Going for shopping

  Going for sightseeing

 Relaxing at the beach

 Doing some sport activities

 Playing a game

 Watching a movie

 Going to a Football Match

 Going to a museum

Make sure that you should have approximately 8 to 9

ideas on the board. Just check if they can understand each
activity and rank them in order from 1 (most interesting
for them) to 8 (least interesting) individually.
After 5 minutes, put students in pairs to compare the
answers, and get the reviews about which activities are
the most popular among the class.

Listening for Inform the students that they will be seeing many tourists
Understanding going to watch football match as part of their trip. They
need to take suggestions for all those activities which
could be done along with the match. First, they will be
listening to (or read the dialogues) 2 people planning a
weekend trip to Manchester. Students have to understand
which activities are mentioned in the audio, while
listening to the recording. Simultaneously, provide the
transcript to them to continue this as a reading activity
working in pairs.
Being a Teacher Review the activities and inform the
students if they have skipped or not mentioned any of
them while role playing.

Keys: Eating local food, going shopping, going sightseeing,

going to an art gallery or a museum, going to a football
match.
https://premierskillsenglish.britishcouncil.org/sites/default/files/learning/
5807/downloads/weekendtrip.mp3
Listening Revise the content provided in Activity 1 on the
Activity 1 worksheet. Students have to listen (or read) again, to
(10 minutes) recognise the name of the character spoken in the audio.
Inform them to write K for Kerry, J for John, or N if it is not
mentioned.

Answers:
Going to a local pub - K
Getting up early - J
Practising English - N
Going to independent shops - K
Going to a football museum - K
Going to see some paintings - N
Visiting a famous building - K
Doing a cooking class - N
Staying out late – J

Pronunciation Now play the Audio in the class and pause after each
Activity 2 sentence.
(10 minutes) Ask individual student to stand in front of the class and
repeat the dialogue with the same intonations, after
listening to the audio (completely based on the
transcript)
For example:
Do you think we should get up early to make the most of
the day?
Why don't we check out some of the nightlife?
I wouldn't mind that at all.
What do you think about the football museum?
What do you think?
Do you think we should go for a curry?
That is a typical dish in Manchester.
We can have something to eat before the match starts.
I can't wait to see the match.

Recapitulation After completing the activity 1 and 2, Students will be

or Post speaking practising the usage of phrases to communicate about the
Time: (10 likes and dislikes. The teacher will write down 2 activities
minutes) on board. Students in pairs will explain which one they
would prefer and why. Give them a minute to talk about
 it, then ask for the feedback. Motivate them to use the
phrases from Activity 3 and ask them why they like one
activity more than the other or why do they dislike it.
Sample:
I would prefer to visit the stadium to watch the football
match, as I am a big fan of it. I also like the big crowd in
the stadium and waving my hand to the sports person.

After that, erase the activities written on the board and

write the next two.

Sample questions:
Would you like to - Be in the crowd or stay at home to
watch the match?
Would you prefer to - Go out for dinner or cook at home?
Would you like to - Go on a holiday to another country or
your own country?
Would you prefer to – Make food at home or order from
outside?
Do you want to travel with family members or with
friends?
Would you like to - Eat pasta or tortillas?
Does it rain a lot where you are going, or it is sunny all the
time?
Would you like to - visit café to have a cup of coffee or
prefer to make it at home?

Transcript:
John: So, we're getting into Manchester at around 6pm, so I suppose we'll just
go straight to the hotel.
Kerry: Yes, it's pretty central, so we can take a taxi. Shall we just go to a local
cafe for a drink and something to eat, maybe? I think we'll be pretty tired.
John: OK, so on Saturday - we should get up early to make the most of the day.
I'd like to go for a nice breakfast - a full English? What do you think?
Kerry: I need to buy a present for my sister, so I'd definitely like to go shopping
- apparently the Northern Quarter is good - lots of independent shops. It
shouldn't take too long. What do you think about the football museum? It says
here it's free entry and there's lots of interactive games - sounds like your kind
of thing.
John: Yeah, I wouldn't mind that at all - as long as the queues aren't too long.
I'd also be up for going to the Whitworth Gallery - there's a good photography
exhibition on at the moment. We can't just do football stuff all weekend!
Kerry: I'm not that into art, but I suppose I could go and check out the
cathedral while you do that - people say it's nice- and then we could meet up
later. Do you think we should go for a curry on Saturday night? - that's a very
typical dish in Manchester!
John: Yep, I'd love to. If we aren't too tired, why don't we check out some of
the nightlife after too - maybe one of the big clubs?
Kerry: (laughs) I'm not sure I'll still be awake after all that, I think I'd prefer an
early night! We need to be up quite early on Sunday to check out of the hotel
and then head to Old Trafford - let's get there early so we can enjoy the
atmosphere before the match. We can get the train and have something to eat
before the match starts.
John: I can't wait to see the match! I just hope Man-U win - it'll be the perfect
end to the weekend before heading home on Sunday night!
Kerry: Definitely! Just make sure you pack some warm clothes and an umbrella
- the weather in Manchester is awful!

Activity 1:
Activity 1 You are going to listen to two people, John and Kerry, planning a
weekend trip to Manchester to watch a football match. Which activities do
they mention on your list? Listen again and decide who suggests each activity.
Write J for John and K for Kerry or N if the activity is not mentioned.
Going to a local pub
Getting up early Practising English
Going to independent shops
Going to a football museum
Going to see some paintings
Visiting a building
Doing a cooking class
Staying out late

B. Consider any 3 of the following situations and discuss how you might
handle them. (word limit for each situation should be within 200 to 300
words).

1. One or more student/s is/are not participating or engaged in the

lesson.
There are always some students who do not pay attention in the class. There
could be different reasons for this situation but there are always some
solutions to tackle such problems and few of them are mentioned below:
1. The student might be having some personal problem going at the back
of his/her head which could be the cause of distraction for him/her
during the class. For such situation a teacher should personally speak to
the student after the class to help him with his problem. This way the
whole class will not get disturbed.
2. As most parents would prefer to know what is the status of their child in
the class, the teacher should call the parents of that student and inform
about the engagement of their ward. While working as a team with
parent and their coordination, a teacher can help the student to show
the participation in the class.
3. Ask other teachers about the participation of the student in their classes
to know whether the student is interested in the subject or not. If the
reason is only the interest in your subject, then try to engage the
student in the class by asking him different types of questions regarding
the subject topic.
 4. To develop the interest, introduce different type of group activities in
the class while putting a compulsion for all the students to participate.
Involve some games during such sessions and try to add humour in the
class for each student’s involvement. This way, those who do not engage
in the class will also show up their participation and get involved.

2. A group of students come into the classroom after the lesson has
begun.

Latecomers often cause a lot of disruption in the class and breaks the flow of
teaching and learning. To handle such students there are following
suggestions:

1. The late comers should not be allowed to sit on their regular seats or
walk in the class to take any chair. There should be few empty seats kept
by the front or back door of the class. Those coming late in the class
should be given those seats assigned especially for them. This will
prevent latecomers from disturbing the class.
2. Ignorance is very important for such latecomers. Do not give them any
attention or even take explanations for arriving late. Just ask them to
take the late seats.
3. There should be a latecomer policy published at the first day of school.
According to the policy: “NO STUDENT IS ALLOWED TO DISRUPT THE
CLASS AFTER THE ATTENDANCE IS TAKEN – THEY WILL BE MARKED
ABSENT (‘A’) BESIDES THEIR NAME IN THE REGISTER – TO CHANGE IT TO
PRESENT (‘P’) STUDENT SHOULD MEET THE TEACHER AFTER THE CLASS –
FORGETTING THE SAME WOULD REMAIN ‘A’ IN THE REGISTER FOR THAT
PARTICULAR DAY – AFTER 5 A’s IN THE CLASS, A CALL WILL BE GIVEN TO
THE PARENTS TO INFORM ABOUT THE REGULARITY OF THE
STUDENT." Such policy will make the student responsible and punctual.
4. Make few regulations that if a student is late for more than 5 days then
those 5 days will take away their 5 points from the grades. That will
motivate students to be on time.
5. There should be certain policies implemented in coordination of an
entire school on lateness. This could be the best strategy to overcome
the problem. There should be a detention room for the latecomers
where the proper record of their late arrivals can be kept and Each
record would have a consequence:
  If the student is late for the first time, they will get a warning.
 After the third lateness in one day the student's ID card will be taken till
the time parents arrive at the school.
By following the above suggestions, students will realize the importance of
time and fear of arriving late to the school.

3. The beginning of the class is delayed because two students are fighting.

Aggressive behaviour should be strictly intolerable in the class. There are many
ways of settling disputes with peers. A teacher should avoid Harsh punishment
or humiliation, as it can increase the anger of the aggressive child which might
act as a fuel in their behaviour. The Following actions could be taken to handle
such situations in the class:

1. When 2 students are fighting in the class, first try to use a loud voice to
stop them and if that doesn’t work then say something unusual to
distract their attention. If they still don’t stop, just ask any student to get
help from the office or call the guard.
2. Stay calm and firmly handle the aggressive students. Even if he/she yells
at you while you try to stop them, just stay calm. Allow him/her to
express what is disturbing them and acknowledge their feelings. Avoid
pointing at them or giving them any kind of threats to stop the fight.
3. Counsel the students personally once they cool down. They might expect
you to punish them, however you can surprise them by handling the
issue positively in a supportive way. Do not favour the student but don’t
make them feel that you are against as well. Just handle them with care
and confidence. Explain to them that violence is not the right way of
expressing the anger, instead they can use words to express it.
4. Make the student realize their mistake, if not at the same time, then
later. But they must accept that their behaviour was wrong and should
apologise for the same. Such apologetic behaviour will sooth hurt feeling
and avoid future conflicts.