TESOL Module 1 Assignment

A. Design a conversation activity (speaking skill) based on either “Learning a musical

instrument” (for example Piano, Guitar etc) or “Planning a trip to any one holiday
destination” (for example – trip to Goa, trip to Paris etc.)
Lesson plan: Design a conversation activity

Name of the Topic Plan a trip to Paris

Time Duration 1:30 Minutes
The objective of this conversation activity is to engage
participants in planning a trip to the captivating city of
Paris, allowing them to explore their preferences, make
decisions, and negotiate with others to create an ideal
itinerary for their dream vacation in the City of Lights.
At the end of this lesson students will be able to
Objective
Gather information and materials related to a given
topic creatively.
Sort out the most relevant facts to be presented
during the time given to them.
Express their ideas using correct grammar and
vocabulary
Collaborate with the other members in the group.
Age 10–14-year-old

Level Intermediate
“Two Truths One Lie” is a classic game usually played in
pairs or groups. Each student has to make up at least
two truths and one lie.
Students are given some topics to choose from, such as
Warmer: Time (5-7
movies, sports, hobbies, or perhaps a particular tense to
minutes)
focus on.
Learners will need to be able to form a response quickly
and convincingly for any topic given.
Ask each participant to briefly share their interest in
visiting Paris and what they hope to experience during
their trip.
Prompt participants with questions to guide the
conversation, such as:

Page 1 of 7
 Where would

Context setting or you like to go on

Pre-speaking your dream

vacation?
What activities
would you like to
do while on
vacation?
What type of
accommodation
would you
prefer?
How do you plan to travel to your destination?
What is your budget for this trip?
Introduction:
Begin by introducing the activity and its objectives.
Explain that participants will be planning a trip to Paris,
one of the most iconic and enchanting cities in the world.
Group Formation:
Actual content or
Divide participants into pairs or small groups, ensuring
While-speaking
diversity in interests and preferences.
activity.
Planning Discussion:
Prompt participants to discuss various aspects of their
trip to Paris, including:
Must-see attractions: Encourage participants to share
which landmarks, museums, and neighborhoods they
are most excited to explore.
Culinary experiences: Discuss favorite French dishes,
cafes, bakeries, and restaurants participants would
like to visit.
Cultural immersion: Explore opportunities for
experiencing Parisian culture through art, music,
theater, or local events.
Accommodation preferences: Discuss options such as
hotels, boutique guesthouses, or Airbnb rentals,
considering location and amenities.
Transportation: Determine how participants plan to

Page 2 of 7
 travel within the city, whether by metro, bus,
walking, or other modes of transportation.
Budget considerations: Discuss budget constraints and
how participants can make the most of their funds
while enjoying their Parisian adventure.
Decision Making:
Encourage participants to make decisions collaboratively,
considering each other's preferences and finding common
ground. Facilitate discussions to reach agreements on
itinerary details.
Itinerary Creation:
Provide participants with time to draft a tentative
itinerary for their trip to Paris, incorporating the
attractions, activities, and dining experiences they
discussed. Encourage flexibility and spontaneity while
ensuring key highlights are included.
Presentation:
Invite pairs/groups to present their proposed itineraries
to the rest of the participants. Allow for questions and
feedback from the group.
Facilitate a discussion on the planning process, asking

Recapitulation or Post participants to reflect on the challenges they

speaking Time (10 encountered, how they resolved differences, and what
they learned about planning a trip to Paris with others.
minutes)
Conclusion:
Conclude the activity by highlighting the importance of
collaboration, compromise, and open communication
when planning a trip with others. Encourage participants
to pursue their dream of visiting Paris and exploring its
wonders.

Page 3 of 7
********************************************************************************************
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)

4. You have assigned a task, and some of the students have already completed it, but others
are still working.
The situation you've described is quite common in group tasks or assignments, and as a
constructive teacher, I believe that diverse working speeds and approaches contribute to a
well-rounded team. Patience and understanding are key!
It's common for students to work at different paces, and I always encourage them to work
to the best of their abilities. Some may have finished the task promptly, while others might
need more time. However, I assure my students that as long as everyone is making progress,
it's all good! I always try to keep my students motivated and encouraged, and I believe that
with my guidance, they will all get there!
I always keep an eye on the students who have already finished their assigned tasks, as they
show their efficiency and proactive approach. They might be waiting for further instructions
or helping their peers. As for those who are still working, I know that they might be facing
various scenarios - they could be meticulously working on the task, ensuring quality and
accuracy, or managing their time differently, collaborating, or prioritizing other tasks
alongside this one.
As a constructive teacher or facilitator, I am always monitoring the team dynamics and
encouraging communication, collaboration, and mutual support. I regularly organize check-
ins or progress updates to ensure everyone is on track. I believe that open communication
and feedback help students improve their work and learn from their peers.
For early finishers, I provide a bunch of sticks with different activities in a jar. The activities
are related to what learners are working on in class, and I constructively employ an element
of randomization to ensure that the lessons are a bit less predictable for those who finish
early. However, I constructively believe that using this jar keeps the lessons fresh and exciting
for all my students while providing them with constructive activities to practice and improve
their skills. If a child finished early, he can be asked to read a book" because I loved reading.
Sometimes I intentionally finished early so that I could read my book! However, I
constructively believe that using this jar keeps the lessons fresh and exciting for all my
students while providing them with constructive activities to practice and improve their
skills.

Page 4 of 7
5. You have purposely counted off students to work in random groups of 5, but some
students want to stay with their friends and don’t want to join the assigned group.
Sometimes students will not like it if they can’t choose their own groups, but putting
stronger students with weaker students can both help the weaker students, and also make
the stronger student feel that they are doing something useful if they can help others by
explaining something. Often explaining something in their own words will reinforce the
knowledge, and get the message across in a simpler way – so it’s a win-win situation.
First, explain to the students the purpose of creating random groups. Let them know that
working with different people can help them learn new perspectives, improve their
communication skills, and foster a sense of community within the class.
Acknowledge their concerns about wanting to stay with their friends but remind them that
they will have other opportunities to work with their friends in the future.
Encourage the students to give the random groups a chance and assure them that you will
be available to help and support them if they face any challenges while working in their
assigned groups.
If the students still insist on staying with their friends, consider offering a compromise. For
example, allow them to work with one friend but still require them to join a random group
with other students.
Monitor the progress of the groups and provide guidance and support as needed. If you
notice that certain students are still struggling to work effectively in their random groups,
consider adjusting the group assignments or providing additional support to help them
succeed.
After the group activity, facilitate a class discussion about the experience of working in
random groups. Encourage students to share their thoughts and feelings, and use this
feedback to inform your decisions about group assignments in the future.

6. The beginning of the class is delayed because two students are fighting.
When faced with a situation where two students are fighting at the beginning of class, the
teacher should prioritize the safety and well-being of all students. The teacher should calmly
intervene, separate the students, and ensure that they are both safe. Depending on the
severity of the situation, the teacher may need to involve school administration, counselors,
or other appropriate authorities to address the underlying issues and prevent further
conflicts. It's essential for the teacher to maintain control of the situation, remain calm, and
model appropriate behavior for the students.
Here are some examples of strategies that teachers can use when two students are having a
discussion:
 Ensure that physical injuries are treated immediately and both students feel safe.

Page 5 of 7
 Help students express their emotions constructively and teach them about conflict
resolution.
 If necessary, bring in school administrators, counselors, and other supporters to mediate
the situation and resolve the underlying problem.
 Contact the student involved in the incident to ensure the dispute is resolved and provide
support or follow-up as needed.
Once the dispute is resolved, it's a good idea to make the most of the remaining time by
using it constructively. This could involve encouraging students to engage in self-study, or
assigning them an open-book test to help them consolidate their learning. Doing so will help
them stay on track and make the most of their time.
Roshni Tolani

Page 6 of 7
Learning a language is not a spectator’s sport.
********************************************************************************************

Page 7 of 7