WORKSHEET: Chapter 3

Task 1: Based on your understanding of the unit, which four teaching methods do you think
have most influenced current TEFL practice? Give a brief summary of each and give reason(s)
for your choice.
❶ Presentation, Practice and Production (PPP) – First teacher should do the presentation,
then students open the book, fill in the blanks or make a pair group and practice with each
other using the language learned in a controlled manner then teacher continues with the drills
and it’s a part of practice then, the students move on to the production stage in which they can
experiment with the language more freely.
❷Task-Based Learning - Students are given a task to accomplish or work on using the English
language they learn, a lot of drills for that, then they practice there, this is called task based
learning. In this method the focus is more on a task rather than the language. However,
teachers can offer corrective feedback on the language if necessary.
❸ Communicative Language Teaching (CLT) –– This method gives importance on using the
language in real-life situations and actively using the language as a whole instead of just
focusing on grammar and vocabulary. Teaching English through communication, without any
grammar, students just talk to teacher, most of the times they don’t have any accuracy and
have just fluency. This method is good but just for higher levels, because students should guess
the meaning from the words that come before and after them.
❹ Audio – lingualism: Audio – lingualism concentrates therefore, to a large degree, on long
repetition-drills, in which the students would be conditioned into using the language correctly.
It is based on behaviorist theories of learning and it is involving a drill routine of listening and
speaking in language learning and sometimes it is useful because it gives the students
confidence to produce a sentence without thinking about it. Overall it is a way of learning
something by repeating a routine exercise
Task 2: State five ‘engage ‘, five ‘study’ and five ‘activate’ stage activities (also give the
probable language level of the students):
Engage:
❶ Anagrams could be used for elementary level students.
❷ Play fizz-buzz - Elementary to Low Intermediate.
❸ Play “I Spy” using the rhyming words - Elementary to Low Intermediate
❹ Games – Beginners to Intermediate.
❺ Using flashcards or pictures– Beginner to Advanced.
❻ word linking – Elementary to Advanced
Study:
❶ Hangman – beginner to Intermediate.
❷ Pronunciation practice – Beginners to Intermediate.
❸ Word Search – beginner to Intermediate.
❹ Passage Analysis – Intermediate to Advanced.
❺ Tongue twisters – Elementary to Intermediate.
❻ Grammar Auction – Low Intermediate to Advanced.
❼ Teach spelling using puzzles and games – Beginners to Upper Intermediate.
❽ Gap fill - students fill in missing words in a sentence - pre-intermediate
Activate –
❶ Surveys - Low Intermediate to Advanced
❷ story writing - Elementary to Advanced
❸ communication games- Beginners to Upper Intermediate
❹ role-plays - Intermediate to Advanced
❺ Debate - Intermediate to Advanced
❻Drawing – Beginner to Low Intermediate
Task 3 : Structure an ESA (straight arrow pattern) based lesson for an elementary level class in
which the learners would learn the vocabulary of clothes and be able to use it when describing
what people wear and are wearing:
•Engage: Show your students a video of a clothing event and ask them to talk about the
clothes they see. Then write down words used to describe clothes on slips of paper for students
to choose. Divide the class into two teams and have one person from each team choose a piece
of paper and act out the word. The teams must guess the correct word before three minutes
run out. For each correct word, that team receives a point. The team that hits ten points first is
the winning team.

•Study: Choose a high interest reading material with rich vocabulary of the subject and
images. Attractive images in the text are powerful in communicating the meaning of the
words.

•Activate: Ask your students to write a story about any of the images in the reading freely with
no restrictions on language usage.
Task 4 : Structure an ESA (boomerang pattern) based lesson for a pre-intermediate class,
teaching language commonly used for shopping, so that students can ask for, find the price for
and purchase everyday food and clothing items:
•Engage: Students and teacher are going to have a discussion about shopping. What happens
at stores and types of questions that are being asked and so on and so forth.
•Activate 1: This phase involves a role play. Break the students into pairs. One will be a
salesperson, the other will be a customer and they will generate the language that role-play
will produce. Before starting such a task, the students will need time to plan what they are
going to say. What the teacher can do whilst that is happening is to go around and make a
note of any mistakes in either vocabulary or grammar that are taking place.
•Study: Taking cue from what happened in the role-play, the teacher works with the students
on that particular vocabulary and grammar that caused the students difficulty. So, the
students will cover any useful language and grammar needed for that particular role-play.
•Activate 2: Repeat the role-play. Swap down the customer and the salesperson, so they get to
play a different part. Then, what they should now be able to do is to make use of this language
in their second role-play.
Task 5 : How, what and when would you correct mistakes/errors made during the following
stages:
Engage stage:
•How: by indicating that something needs correcting by repeating it to the student with a
questioning tone, asking if they think it is right, by saying “again?”, by having a puzzled
expression or by putting it up on the board.
•What: common errors that are being regularly repeated
•When: students should not be corrected during this stage. Repeated mistakes should be
noted and dealt with during the study stage. If needed, correction should be kept to an
absolute minimum. In addition, never jump into a student’s speech to correct. Wait until the
student has finished speaking or until the end of the activity to avoid interrupting the flow of
the activity.
Study stage:
since the study stage contains activities where accuracy is the focus, correction is more vital
than for activities where fluency is the primary objective. So that, it would be appropriate for
more correction during a study phase, when the students are learning new concepts.
•How: give other students an opportunity to correct it.
•What: mistakes with the language point that is being taught
•When: at the end of the assigned task
Activate stage:
as you would want to encourage as much communication as possible during activate stage,
correction should be kept to an absolute minimum like the engage stage.
•How: make corrections as needed and make sure that all errors/ mistakes have been
discussed before moving onto the next lesson.
•What: things that needed to be corrected like incorrect speech, pronunciation, translation,
grammar.
•When: at the end of the activity
Task 6 : Create or find a short sample piece of writing that a student might produce containing
at least five of the errors mentioned in the chapter, and annotate the text using the codes in
the table.

(Here is an example of how a student may write ‘Fred went to London with Jenny last
week’ and how you should correct it:

Fred has gone(t) to l(p)ondon with Jenny last week.)

I [ used to often ](wo) accompany my family on pacage(s) trips with tour guides and expensive
accommodations^(p)but travelings(s/p) like that separated (t) you from the local culture.

Corrected: I often used to accompany my family on package trips with tour guides and
expensive accommodation, but traveling like that separates you from the local culture.