English TESOL

This document provides solutions for English TESOL assignments. It includes a game to practice requesting and giving information, as well as a lesson on nouns and pronouns. The document also includes a personal reflection on learning English as a language.

Running Head: ENGLISH 0
TESOL

ENGLISH 1
Section A
Question 2 Solution –
Time
allotted
for the
task
Level of
language
Student age Preceding
Knowledge
Objective Materials
30 minutes Intermediate 10-15 years Question words,
asking and
giving self-
information and
telling time.
Requesting
information
through
railway
time-table.
Train map, number and
timetable.
Also, one copy of both
worksheet 1 and 2 for
each group of four
students.
Game –
Clarify the students that for seven minutes, you will give them several sweets and biscuits
given that they request you some information with the help of class timetable. With the help
of board, helping them by “What time is..? What time do we have…? When will be the
recess…? Which years do we have…? Re-inform them that there are only seven minutes,
hence, they need to request the information speedily; or you can make cards with relation to
the timetable as it may serve as a guide to the students. Using the board, the student can paste
their cards opposite to the matching ‘requesting information’ card on the panel. For example,
Requesting information Requesting information Giving information
When do we have French
Language?
When is the recess break? We leave for home at
4:00p.m
Giving information Giving information Giving information
Recess break is at 1:00p.m. We have French language
on Wednesday.
On month ends.

ENGLISH 2
Considering this brief summary, the language can be reviewed by the teacher with the
students.
For instance,
(i) When will be our recess break?
(ii) Recess break is at 1:00p.m.
(i) When do we have French language?
(ii) We have French language on Wednesday.
(i) What time do we leave for home?
(ii) We reach our home at 4:00 pm.
(i) When do we visit our home?
(ii) On month ends.
Playing the game –
It includes the whole procedure, rules and steps for playing the game.
a) To the group of 4 students, provide a pack of cards from both worksheet 1&2. The
cards will then be shuffled together by the head of each group. Then, eight cards will
be given to each of the students in the group.
b) The students see their cards and those who already have both ‘giving information
card’ equivalent to ‘requesting information card’, can place these down faced up in
opposite of them.
c) Randomly, the student (player) take it, in turn, to request other students in their set for
information related to the railway time table. For instance, player ‘a’ had the
requesting information card with ‘on what time does the train 144 leaves Pattaya to
Bangkok? This question is asked to player ‘d’. Player’ does not hold the
corresponding ‘giving information’ card and so he replies, ‘I do not know please’.
The turn now comes to the player ‘b’ to ask information. Player ‘b’ request player ‘a’,
‘What time does train 112 leaves Huahin?’. Player ‘a’ hold the equivalent card and so
the reply came that ‘Train 112 leaves at …….’. So, player ‘a’ delivers the card to
player ‘b’ who then lays down the two equivalent cards faced up in front him or her.
d) In last, any first player to hold no more cards will be called as winner.

ENGLISH 3
Another method to play the game
The students can be divided into two large teams by the teacher. Requesting information
cards will be distributed to half of the class and in the same way, remaining half will be
provided “giving information cards”. The communication game will start between both the
teams as student having “requesting information” card use the target language on their cards
requesting information from other player with “giving information” cards. Player who gave
“giving information” cards replies ‘I do not know please’ if they do not have the matching
“giving information” cards, however, if they have can reply, like ‘Train… arrives/leave at….
Question 3 Solution –
Objective - Student will able to describe various categories of nouns comprising singular and
plural nouns, proper nouns and pronouns.
Procedure – (To teach)
Teacher – Inform the student that as a part of fun activity, all students are required to explore
their classroom from all angels and write down everything they see. Next, each student needs
to speak loud all the names they have written. – Many will be known as nouns. Further, all
student needs to organise these nouns into groups of “people, place or thing.” (Example –
pencil, pen, book, table, chair, floor, teacher, etc.)
Proper Nouns -
Proper noun is a specific term for a particular person, place, or things and they are always
used in capitalised form, no matter where they are placed in a sentence. For example, New
York City, Abraham Lincoln.
Age Level of
Language
Duration of
Time
Aids
Grade 3 Simple 1.5 Week BlackBoard

ENGLISH 4
Some examples of proper nouns –
United Kingdom
Dr Kurt Watson
Main Street
Spot
Singular and Plural Nouns –
Singular nouns represent name of one person, one thing and one place. For e.g., toy, cat and
cup.
On the other hand, plural nouns represent that name more than one person, place or thing. For
e.g., toys, cats and cups.
For changing most nouns from singular to plural, ‘s’ letter is needed to be added. However,
considering nouns that end with s, ss, sh, ch or x, one need to add ‘es’ to represent more than
one.
Singular – Dish, Box, Bus and Bench.
Plural – Dishes, Boxes, Buses, Boxes and Benches.
Teachers – On the board, write these example sentences. In addition, all students have to
recognise the nouns including its type.
Example 1 – Mad and Minion drove their bike to New York. They were happy.
(Singular and Proper noun – Mad, Minion and New York, Pronoun – They).
Example 2 – He lives near the Pacific Ocean.
(Singular, Pronoun – He and Proper noun – Atlantic Ocean).
Example 3 – Framestore, in Canada, is his favourite place to visit.
(Singular, Proper noun – Framestore, Canada).

ENGLISH 5

ENGLISH 6
Section B
Solution –
My experience in learning English as a language might be similar to others in consideration
of some aspects. I have learnt many languages as a part of my life like Hindi, Telugu, Tamil,
Kannada and English. The key motive to learn ‘English’ language is to become a teacher. In
addition, this language is common mainly used in TV, school, radio and news, in most public
places in the country. Many people perceive this language as a formal way of communication
in comparison to others.
I did my schooling in Hindi medium so I was not assured to communicate in English. I took
an experiment to learn and speak English as well by reading magazines, newspapers, books,
looking for meaning of every word in the dictionary and write personal stories paper to paper.
For effective listening, I also look for many Youtube videos.
Currently, I cannot say that I have learnt everything however, I am still learning considering
above mentioned ways. Moreover, my major challenge to learn is to teach English to the
students abroad. I also have a plan to go overseas to various other countries and spread
knowledge of my experience in English. My previous formal experience also helped me to
become an English language teacher.
I believe it is effective sometimes while learning however, I found difficult to communicate
with English individuals (Anglo-Indians, etc.). Meanwhile, I have gone with the learning
procedure now I am assured to write and speak English but there are some areas where I still
need improvement. Currently, I am committed to learn and speak like native speakers with
the help of youtube movies and listening, reading books and writing stories.
Even though my formal experience could be praised for being more effective however I also
acquired various other skills too. These skills mention are associated with my informal
experience like interaction with speakers of same and other languages that made me more
confident.
Hence, it was all about my past formal and informal language learning experiences. I would
surely consider these experience as effective, in context to the knowledge of English
language.