English for Adults: Student Assessment, ATA TESOL College

This document presents a completed student assignment for an "English for Adults" course at ATA TESOL College. The assignment is divided into three parts, each addressing key aspects of teaching English to adults. Assignment 1 explores the global nature of English, the communicative approach, effective classroom instruction, and techniques to enhance student participation. Assignment 2 delves into the Presentation, Practice, and Production (PPP) model, and includes the creation of speaking and listening activities for upper-intermediate students, along with a detailed 45-minute lesson plan. Assignment 3 focuses on classroom management, addressing error correction, the use of ice-breaker activities, appropriate teaching aids, and handling various classroom scenarios. The assignment demonstrates an understanding of TESOL principles and practical application in an adult learning environment.

English for Adults
Student Assessment

©2006 ATA TESOL College English for Adults Ass.
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*Assignment Cover Page
Title of elective:
____________________________________
Name: (First & Last Name only)
___________________________________________________
Current Postal Address:
___________________________________________________
___________________________________________________
___________________________________________________
Home phone number: ____________________________
Mobile number: ___________________________________
Email address:
_____________________________________
Number of electives already completed: ___________
(excluding this one)
* must be submitted with completed assignment.
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ATA: Requirements for Completing
Assignments
 Before you begin, make sure that you have read the “Useful
guide to completing your assessments” document.
 Complete all assignments.
 Answer all assignment questions fully.
 Complete all activities and lesson plans accurately with full
detail using the ATA Lesson plan template. You must list all
resources to be used in the lesson but need not include the
actual resources unless stated.
 Once you have completed all the required assignments for
your elective, please send them via email to
[e-mail]. If you would like to post your
assignments, please submit them as one file in a plastic
sleeve along with a self stamped return envelope to
the address below.
 If you require assistance with any assignment questions and
tasks please email the Elective name, assignment number
and question or task number with your query to
[e-mail].
Submitting Assignments
When sending in your work via E-mail:
 When e-mailing your completed elective assignments please
send as a single file using Microsoft Word.
 Include an ASSIGNMENT COVER PAGE as outlined on the
previous page.
 Email your ‘WORD file’ to: [e-mail] .
 Type in the Subject: Your Name and Title of Elective e.g.:
John Citizen – English for Children .
When sending in your work via Mail:
 Please type your assignments or neatly print them.
 Include an ASSIGNMENT COVER PAGE.
 Any assignments that are not legible will be returned for
resubmission.
 Address your envelope as follows:
“Children” Assignments
ATA TESOL College
P O Box 2149
TOOWONG QLD 4066
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ASSIGNMENT 1
1. Why is English a ‘Global Language’?
English is a West Germanic language and it is the dominant
language in the United Kingdom, the United States, and many
Commonwealth nations including Australia, Canada, New Zealand,
and other former British colonies. It is also an important and official
language in many countries formerly under British or American rule
such as, India, Nigeria and the Philippines.
English is currently one of the most widely spoken and written
languages, with some 380 million native speakers worldwide.
English is now the most widely learned second language in the
world.
Because a working knowledge of English is required in many fields
and occupations, education ministries around the world mandate
the teaching of English to at least a basic level.
2. How has the ‘Communicative Approach’ made learning
English less artificial and more like the real world?
The communicative approach is more pupil-orientated because it is
dictated by the pupil’s needs and interests.
The communicative approach is not just limited to oral skills but also
entails writing and reading skills.
The communicative approach seeks to personalise and localize
language and adapt it to the interests of the pupils.
The communicative approach seeks to use authentic resources
which are more interesting and motivating.
3. List 5 ways to give successful classroom instruction.
The use of visual aids, such as OHP and flashcards, are important to
provoke practical communicative language.
Avoid age-old texts as materials must relate to the pupils' own lives.
Therefore texts must be fresh and real and must develop language
but
not communicative language. Changing texts and materials
regularly
keeps the teacher on their toes and the pupils interested.
Emphasis is placed on functional and usable language. Learners
should be able to go to a foreign country prepared for any reality
they
may encounter there.
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More emphasis should be placed on active modes of learning,
including pair work and group-work.
Make use of topical items with which pupils are already familiar with
in
their own language. This motivates pupils and arouses their interest,
leading to more active participation.
4. What is a good technique to decrease Teacher Talk Time (TTT)
and increase Student Talk Time (STT)?
By using pair and group work
5. What is the goal of English for Academic Purposes (EAP)?
To sit the TOEFL or IELTS examinations
6. What is important to understand when considering student
levels?
To aid in preparing lessons that are level appropriate.
7. What phase builds background knowledge in EAP lessons?
A pre-reading phase
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ASSIGNMENT 2
1. What is the purpose of the Presentation, Practice, and
Production model?
- In presentation you clearly demonstrate how the new
language is used by native English speakers.
- In practice and production students are given opportunities to
practice what they have learnt in ‘real life’ situations such as
dialogues, role-plays and questionnaires.
2. During the Presentation stage, how should new language be
presented? And why?
By using the four language skills and in their order of acquisition.
3. What are controlled activities?
- The teacher knows the answer, question, or language which
the students will produce. There is only one correct response.
4. What is the teacher’s role in the Production stage?
Focusing on incorporating meaningful practice into the lessons so
that the students can reproduce conversations for specific
situations.
5. Developmentally, which language skill is first in language
acquisition?
Listening skill
6. How do good writing skills develop?
As students develop in reading skills they also develop in writing
skills.
7. Why is the speaking skill difficult for second language
learners?
- It is because learners don’t use the skill every day. It’s not
their everyday language; it takes some time to get used to.
Practice talking with someone who is fluent in that language.
8. Create an activity for any topic of choice for the ‘Speaking
skill’ for Upper Intermediate students. Include all resources.
Interviews
Topic: food
The Teacher to issue out three readymade questions on food
namely
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i. Which is your favourite food?
ii. i. Which is your favourite Restaurant?
iii. Which is your favourite Ethnic food?
Then the paired student asks each other in turns the question on
the paper. In each case, the interviewer will note down the
responses from their partners and by the end of the lesson stand up
and summarize their findings from the interview
Resources:http://www.headsupenglish.com/index.php/upper-
intermediate-students/upper-intermediate-skill-builders/upper-
intermediate-speaking
http://www.englishcurrent.com/pronunciation/pronunciation-lesson-
plan-activity-esl/
9. Create a Listening activity for the topic in Q.8, include all
resources.
Activity: back to back interview
Groups students into pairs and have them sit back to back. Give the
interviewer list of questions.
Then the interviewee plays the role of a renowned person. The
interviewer asks questions and then notes down the responses.
Lastly, the first interviewer to detect the person they are
interviewing becomes the winner.
Resources: http://www.fluentu.com/blog/educator-english/esl-
listening-activities-intermediate/#
10. Create a 45 minute lesson plan for Adults using the activities
and resources from Q.8 and Q.9.
Theme: speaking and listening through interviews
Level and Age: Upper intermediate
Length: 45 minutes
Specific language skills: speaking and listening
Language goals: students to learn speaking and listening skills
Required methodology: micrologue
Specific resources: interviews
Pre-task 1: prepare a list of questions for interviewers
Teaching 1: initiate the class to debate on previous experiences in
interviews if any
Task 1: students to debate on any prior experiences in interviews
Teaching 2: demonstrate a micrologue on an interview about a job
or admission.
Task 2: students to take part in the micrologue
Teaching 3: group the students into groups with each taking roles
of interviewer and interviewee
Task3: the students to play roles of interviewee and interviewer
interchangeably.
Follow-up: each pair to stand up and briefly demonstrate their
individual responses
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ASSIGNMENT 3
1. Should all mistakes be corrected in the TESOL classroom?
If yes, why? If no, why not?
No.
Errors are a natural part of learning a language. Learners trying
their best to use the language creatively and spontaneously are
bound to make errors. Constant correction is unnecessary and even
counterproductive.
2. Why should you incorporate ‘ice-breaker’ activities into
your lessons, especially on the first day?
- It helps in knowing the students
- To wake students up
- To relax the students before the start of lesson
- To win the trust of the students
3. List appropriate teaching aids and materials for teaching
adults.
Whiteboard
Realia
Pictures
OHP
Flashcards
Audio
Video or DVD
Music
Computer
Internet
4. List realia that could be used for teaching adults who would
like to travel.
- Maps
- Brochures
- Restaurant menus
- Tickets and receipts
- Documents
- Magazine ads
- Coupons
5. What should a teacher do in the case of late arriving
students?
Try not to overreact, simply nod acknowledgement of their arrival
and tell them what page or sheet you are working on.
6. What should you do if you notice your students are bored?
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If your students appear bored in the lesson perhaps it is too easy or
too difficult. Adapt the material or swap it for a discussion instead.
7. What can you do if your lesson finishes early?
Always have a game or fun activity up your sleeve to play with the
class.
8. What can you do if your lesson is too long?
Drop an activity and use it the next lesson for review or as a follow
on lesson.
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Assignment reference guide
Assignment 1
1. Refer to page 11.
2. This requires your own answer.
3. This requires your own answer.
4. Refer to page 18.
5. Refer to page 20.
6. This requires your own answer.
7. Refer to page 20.
Assignment 2
1. Refer to page 23.
2. Refer to page 23.
3. Can be researched online. Try this link:
http://www.headsupenglish.com/index.php?
option=com_content&task=view&id=180&Itemid=75
4. Refer to page 23.
5. Refer to page 23.
6. Refer to page 31.
7. This requires your own answer.
8. Create a speaking activity for adults.
9. Create a listening activity for adults.
10. Please follow the ATA lesson plan template and
use the speaking and listening activities on Q8 and
Q9.
Assignment 3
1. This requires your own answer.
2. This requires your own answer.
3. This requires your own answer.
4. This requires your own answer.
5. Refer to page 107.
6. Refer to page 107.
7. Refer to page 107.
8. Refer to page 107.
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