Teacher Language Assignment: Assessing Language and Concept Checking

This assignment focuses on assessing and demonstrating effective teacher language, presentation skills, and lesson planning. The student is required to showcase language used for eliciting target language, checking form and concept, providing instructions, and creating a board plan. The assignment includes examples of direct speech, predicted student responses, and the use of conditional sentences. The student needs to provide examples of their language use in a presentation, including eliciting the target language, form, and concept checking. The assignment also involves designing instructions for an activity, using a freer activity format. The student also needs to include a board plan, detailing what would be written on the whiteboard during the presentation, including example sentences and references to form and meaning. Proper academic referencing, including at least three references, is required. The assignment aims to evaluate the student's ability to use language effectively and plan lessons.

Teacher Language
This part of the assignment is set to enable us to assess your language grading and concept checking. You should
show a) some of the language you would use in the presentation, and b) to give one instruction.
You must use direct speech, e.g. T: So everyone, look at this picture, please. What can you see?
S1: Man and woman
T: A man and a woman, yes, can anyone say a bit more?
S2: They're riding their bikes.
T: Excellent. Good. What are their names do you think?
S3: Donald and Melania.
T: Great idea! – So I'm putting that on the board (Teacher writes on the board 'Donald and Melania are riding their
bikes.')
You might need to put in some predicted student responses, as in the example above.
Check the examples in Unit 7 to make sure you understand what is required.
N.B. If you do not use direct speech, you will be required to resubmit the whole assignment.
This document should not be more than 3 pages long, including this page; approx 700-1000 words in total.
a) Presentation
You do not need show the entire presentation, but show us some of the language you would use to elicit the target
language from the context you have chosen, elicit the form and concept check.
Show the actual words you would use for:
Eliciting the target language, the form and the concept
i) eliciting the target language from the context
T: So what tense do we use when we say something about the present time?
S: Present tense.
T: More specifically?
S: simple present tense, present perfect tense, present continuous tense and present perfect continuous
tense
T: good. Very good
Now, can you give me one example of the simple present tense?
S1: I eat muffins.
T: right
Do you want to share any other examples?
S2: yes. What about ‘I play football’?
T: very good
Now, if I ask you to add one possibility to the sentence that you have uttered just now, what that will

be?
S2: I did not understand.
T: let me explain.
When I say ‘I play football’ then I can add a possibility such as ‘if I play football, I will be an expert in
the sport one day’. Is not that right?
S: yes.
T: so, now it is your turn to give me any such possibilities to the condition: ‘if I go to the party’…
S1: I will enjoy.
T: that is correct but you tell that in a full sentence.
S1: if I go to the party, I will enjoy.
T: does anyone want to try?
S3: if I go to the party, I will dance.
S4: if I go to the party, I will swim on the pool.
T: very good
Now, let’s tell me something that you do not do.
For example, if I do not go to the party…
S6: if I do not go to the party, I will bore.
T: you will get bored. Right
……….
ii) eliciting the form
T: now see the form of the examples that you have given.
Look at the board everyone.

See here the form is
If+ simple present, subject+ will+ infinitive
Why is that?
See, the sentences start with if
Then there is the verb.
Then the next clause comes with the probability.
Can you see it?
S: yes.
T: So tell me what is the tense of the verbs in the first clause?
S: simple present.
T: what are the common elements in all these sentences?
S1: the word if
T: yes absolutely right.
And what else are the similarities?
S2: the two clauses
T: that is also right and…..?
S3: the simple present form of verb
T: yes. Do you want to add anything else?
S4: no
T: see, there is the word ‘will’ in all the sentences. Isn’t it?
S: yes.
iii) Concept checking
T: so tell me the reason behind using the word if here.
S1: to present the possibility.
T: yes.
But why are we using the word will here?
S5: it is because the next clause is talking about the future.
T: so can we say that these sentences are dependent on situations and conditions?

S: yes
T: that is why they are called the ‘first conditional sentences’. Did you understand?
S: yes.
b) instructions to one of the activities in your lesson
Freer activity
T: look at this picture. There are several characters. Who are they?
S2: there is a boy.
S4: a girl
S1: a dog
T: yes. Now tell me the location of the picture. Is it in the bedroom?
S: no.
T: then where is it?
S8: in the kitchen
T: can you see that everyone is doing risky works here?
See that the man is carrying so many plates.
If he falls, what will happen?
S10: the plates will break
S12: the man will get hurt
S6: the plates will be broken.
S5: the man will cry.
T: haha. Yes we do not know what will happen but we can predict the future right?
So, look at the other characters and see what will happen if they change their situations.
And then write them in the first conditional sentences. Can you do that?
S: yes.
T: let’s start then.