Title of elective: English for childrenAssignment 1 Answers

Q 1: 5 stages.
Q 1a: Around 20 to 25 weeks.
Q 2: Telegraphic speech.
Q 3: 4 to 6 years.
Q 4: 3 to 6 years.
Q 5: Games with a physical and interactive aspect.
Q 6: Feeling picked on or bullied is most prevalent in the middle school but it may be carried on into high school it also happens in the junior school. being there for the victim and trying to change the aggressor attitude tell the bullied child that they have done nothing wrong. Offer support and reassurance. Tell the bully that they have done a really bad thing. and that they cannot do this to other people.
Q 7: Academic development, socio cultural, language development, cognitive development.
Q 8: A mixture of the native language and the new one. While the student perfects the new language.
Q 9: Korean is more distant from English.
Q 9a: They have a timed syllable language, It is a very flat tone language, it is also lacking in several constant sounds.
Q 10: Fill in time, over run so you can adjust to available time left, could also be used as a change if there is a concentration loss.

Assignment 2 Answers

Q 1: Changes mind set, relives boredom, helps with interaction, burns pent up energy.
Q 2: Physical example of game. Use sounds and actions to show high parts of game. Praise when correct and game has been completed.
Q 3: Drill exercises, in games, recognising words.
Q 4: Lets children see learning can be fun. They get to express them self’s using the words they have learned in the right atmosphere. Allows them be competitive.
Q 5: see file ( Tic Tac Toe )
Q 6: They exchange ideas, interaction, creates friends.
Q 7: Helps build confidence, they learn how to act as a group. you can see the Children’s personality.
Q 8: To make sure that you have a even skill level, no one gets left out, and there’s no bullying.
Q 9: Two teams, 2 dice alphabet cards x 4
Roll the dice get amount scored equals cards make words with cards. Cards not used are put back. Team 2 takes a turn and so on till cannot make any more words or on a time scale, team with most words wins then get the teams together to see if they can make a sentence.
Q 10: Breaks up the lesson, increases attention levels, expends pent up physical energy they have fun so they don’t get bored.
Q 11: This game is based on Jim rummy. Aim of game to complete picture of animal this is a 4 card picture set. 36 cards in pack. 4 players get 6 cards, the rest of the cards are placed face down in a pack. Player 1 chooses a card and places it face up. This will be 1 quarter of the picture, next player can add to picture if they can. If not has to pick up a card, following players do the same. When the picture is complete they say the name of the animal. The following player starts a new picture and so on until one player has used all their cards they win. see file ( As-2 Q-11 card )
Q 12: see file ( lesson plan 1)

Topic: School bag (Lesson plan 1)
level: Beginner Students
Age: 10+
Length : 45 min
TESOL Methodology: Eclectic approach, Flash cards, Game, Worksheet.
Language skills: Listening, speaking, writing
Lesson Objectives: Students will be able to recognise words, and say what items are. i:e scissors, rule, pencil, stapler, pencil sharpener, pen, crayons.
Resources: Flash cards, memory cards, worksheets, bags, and items above.
Pre tasks: Flash cards on the white board. items on show.
Teaching: 1 Teacher and students drill with flash cards and items flash cards have names on them.
Task: flash cards are repeated as a group and individuals same with items with no names just objects.
Teaching: 2 Flash cards are on show. students take object to white board and match with pre written name on board. Students split into teams, Memory game is played. 1 card has name, 1 card has item to match cards .
Task: Reinforce link between item and name.
Teacher:3 Work sheet work Replace missing letters, Students are formed into two groups. A item is placed in bag students feel bag and describe the item. The class has to guess what it is. The item is then changed and repeated with a different student describing the item. (work sheet School bag)
Task: visual on the words shapes.
Follow up: students are given word search and a replace the letter worksheets to complete .The flash cards are still on the white board for reference.
Home work: Work sheet / word search ( work sheet 2)
Questions for Tic Tac Toe
Chose the correct answer and fill in the gaps.

1: My mother let me _______ late when I was a child.
A: Stay out — To stay out late — Staying out.
2: Jack told her that he _______ the next day.
A: is coming — is going to come — was going to come
3: Have you finished your home work _______ ?
A: Still — yet — already
4: Would you mind ________ me a hand this morning.
A: To give — giving — to give
5: I’m hungry ! just a moment, I _______ you a sandwich.
A: ‘II make —- I’m going to make. —- ‘m making
6: She _______ me she wanted to come.
A: Said —- says —- told
7: If you want to be healthy , you _______ smoke.
A: Must not to —–don’t have to —-shouldn’t
8: Would you like me to _______ the children tomorrow ?
A: Look into —— look after ——look at.
9: What shall we do tonight ? How about _______ a film.
A: To see —- seeing —– see

Assignment 3 Answers

Q 1: Songs with actions, repetition, and quite slow, clear.

Q 2: Old MacDonald had a farm. Interactive, has many types of animals has DVD support, has sounds, and is fun.

Q 3: Lets go for a ride. It covers many forms of transport, has a physical aspect to it, and can be change to animal transportation, modern style.

Q 4: See file (lesson plan 2)

Q 5: See file (10 songs)

Q 6: Colouring, drawing on the subject of the lesson.

Q 7: Colouring pictures of the subject, alphabet letters, colour picture then find name, word related to picture.

Q 8: Transport, insects, sports, animals, join the dots, picnic, food, clothes, cartoon strip, fruit, mixed up colours.

Q 9: see file (colour work sheets)

Q 10: See file (lesson plan 3)

Topic: Body face parts. ( Lesson plan 2 )
Level: Beginner children.
Age: 6+
Length: 20 / 30 min.
TESOL methodology: Eclectic approach. Flash cards, Audio approach, Game.
Language skills: Listening, speaking.
Lesson objectives: Recognise face parts and say names.
Resources: Flash cards, memory cards, blank cut out of face, cut out of eyes, nose, ears, hair, mouth, chin. different sizes and shapes of features i:e big nose, funny ears, ect. mp3 player, large hoops, blue tack.
Pre tasks: set white board out with funny face and flash cards on show.mp3 ready, hoops are around the classroom. move desks if necessary.
Teaching 1: Drill with flash cards and with face parts as a group and individuals and teacher.
Task 1: visual and sound recognition.
Teaching 2: play song and sing along with teacher. doing actions along the way ( parts of the face song English tree tv u tube ) .
Task 2: physical and sound input.
Teaching 3: place hoops on the floor put flash card into each one .Teacher calls out face part and children run and put one foot in hoop. last one in has to miss the turn.
Task 3: fun.
Follow up : children are given face parts equally. teacher then calls out part and children put parts on face on the white board with blue tack, to make the funniest face.
Home work : Children to draw and colour a funny face with all the parts in the right places.

( Songs )
BEGINNER SONGS
1: Old MacDonald had a farm. ( Animals )
2: Seasons in a year. ( Seasons )
3: Days of the week. ( Days of the week )

UPPER BEGINNER SONGS
4: My favourite things. Sound of music. ( Likes and dislikes )
5: Bare necessities. Jungle book. ( What you have in life )
6: Circle of life. Lion king. ( life cycle )

INTERMEDATE SONGS
7: Our house. Madness. ( Home family life )
8: Big yellow taxi. Counting crows. ( Change rural to city )
9: 9 to 5. Dolly Parton. ( Daily work life )

UPPER INTERMEDATE SONGS
10: Ghost town. UB40. ( Relocation from village to city affects )
11: Money. Pink Floyd. ( Banks money economy )
Topic: Days of the Week ( Lesson plan 3 )
LEVEL: Upper beginners
Age:8+
Length: 45 min
TESOL Methodology: Eclectic approach, Flash sheets, Worksheet, Audio Approach, Game.
Language Skills: Listening and speaking
Lesson Objectives: Students will be able to say, and put in order the days of the week in the correct order.
Resources: Flash cards, work sheets with days of the week to be coloured in, crayons, blue tack, scissors, mp3 player, calendar.
Pre-Tasks: prep white board with flash cards and calendar get mp3 working.
Teacher 1: Teacher and children drill with the flash cards days of the week are not mixed up.
Task 1: Instilling day order and saying of the days of the week.
Teaching 2: Children colour in the work sheets. Then cut them into the days cards. Teacher and children learn and sing song together. ( days of the week the learning station u tube. ) ( work sheet 3)
Task 2: children get familiar with written word.
Teaching 3: Get the children into pairs. they mix up their own cards and place them face down on the floor or tables. they turn them over and arrange into the correct order. They say the name of the day as they put down shuffle again and repeat . place them in with another group and its a race who finishes first is the winner.
Task 3: reinforcing the words.
Follow up: ask one child to put up a Monday, then one at a time the children blue tack there cards on the white board when one week is done say names of days and pick another child to start again.
Home work : children can copy the days of the week over a ghost line . 4 times and colour in .

AS-2 Q-11 CARD

Work sheet School bag