Picture of Anthony Ferreira

Anthony Ferreira

Achievements

  • Teaching Business English Course
  • Advanced Grammar Course
  • Practical TEFL Course
  • Online TEFL Course B
  • Online TEFL Course A
Qualified TEFL teacher I-to-I 140 hours certificate. Advanced grammar course. Business English course. My name is Anthony Ferreira, I come from South Africa. Growing up here has given me such an experience as we have many different cultures. Im well suited for any type of teaching job as the cultural differences here have prepared me in such a way that adapting to situations would be a dream. I am diverse, enthusiastic, fun and a great lover of sharing knowledge.
Branded world- Sales representative Compliant management- Sales manager
I to I tefl 140hrs course Business English course Advanced grammar course 2years of bsc sporst psychology2005 2006 Matric 2004
https://beta.plum.io/profile/AnthonyfFerreira John Gunning 072 673 5966
Email: antjamfer1@gmail.com Phone: 0815084916 Skype:anthonyf19861 South Africa dialling code (+27)

Work examples

Online TEFL Course (Part A) / Checkpoint 1
  • Question

    You have lots of communicative ideas planned for your lesson: for example, pair role plays and small-group discussions. However, when you reach your new classroom, you see it's a class of 50. It contains rows of desks, facing one direction, and stuck to the floor. What would you do? In your answer include your instructions to students. 

    Answer

    In this situation I would have to adapt my lesson plan to a large group plan. I would enter the class get them to stand up and I would introduce a warm up game such as the question card game and get them to speak and feel comfortable whilst I can determine the next step for a solution. I would gain the attention of my students by signaling and gesturing them towards me and then I would give instructions to the students of the days lesson using the blackboard. I would pair students next to each other as it would be the easiest and quickest solution. I would demonstrate the communicative activity I would like them to attempt and see them practice it amongst each other so they may feel more confident and better. I would go around the class listening to them as they practice open to questions. At the end of the lesson I would have a discussion with the class and correct any errors I picked up during the lesson.

    a.
  • Question

    You have a great class full of lively students. However, you notice that some students simply refuse to participate. They sit silently throughout the class. Think of reasons why they are not participating, and then outline what you would do to encourage them to participate.

    Answer

    The reasons I can think of is that they lack the confidence to engage is because the topics are of no interest to the students or the activities in a small group is difficult for them. I would attempt to get the student to interact by getting the student to ask questions about me and then ask him to ask questions about his class mates (card game warm up). Another reason why the lack of participation could be because they feel they are not doing well enough or are corrected to often. As a teacher I would take steps to ask the problem give the student's the opportunity to correct themselves first then demonstrate the correct way if the student has not corrected him or herself. Students who are silent in class also don't understand the lesson and therefore need a little extra attention as a one on one with the teacher and then given the opportunity to practice with other students after the teacher has tried to explain it in a different way.

    b.
  • Question

    Your topic for the lesson is mobile phones.  You give the following instruction: ‘If I were to ask for your opinions on mobile phones, what do you think you might say to me?’ The class stares back at you blankly. What different things might have gone wrong? How could you improve your introduction to the lesson?

    Answer

    Firstly the instruction is to long should stick to a concise imperative eg what do you think about mobile phones. Using relia I would have introduced three or four different phones, as to grab the attention of the students before. Next I personally dnt see the aim of this lesson is it teaching function vocabulary or grammer. The lesson aim should be to teach in my opinion a skill,a speaking skill. Given the options of mobile phones I would put the class in groups give each group a phone ask them to discuss the phone and then all the groups tell each other why they think there mobile phone is better than the other groups. This creates a class dynamic of competition and the students can talk amongst each other.

    c.
  • Question

    You're teaching an advanced group of students – their English is of a high level. You arrange lots of activities to develop their fluency in English. You don’t interrupt the students in the middle of speaking activities to correct them. One student comes to you and says: ‘Please teacher when I make a mistake please stop me and correct me’.   What do you do?

    Answer

    In this situation its difficult because I don't want to interupt the flow of conversation and speaking in groups peer to peer correction should be adapted already. Students should also learn to try correct themselves first before any intervention is made. The aim of the activity is to learn so making a mistake is a part of learning so at the end of the discussion as a whole I would speak to students as a group of the mistakes that were made. If the student really requires me to do as such I will have a one on one discussion for a brief period of time to try assist him or her further.

    d.
  • Question

    You're planning the instructions you'll need for your lesson. For each of the following instructions, outline what you could say or do to improve them. •     ‘Now we’re just going to do an activity, it’s a speaking activity, so I need you to work with a partner for this, so if I could just get you to form pairs.’ •     ‘Now it’s time to put your books away please.’ •     ‘We’re going to play a game. It’s called noughts and crosses. One team will be noughts and one will be crosses. You’ll have a grid that’s divided into nine squares. I’ll read a question. The first team with the correct answer can choose where to put a nought or a cross. You win when you get three noughts or crosses in a row. The row can be across, or up and down, or diagonal. Now here’s the grid so you can see what I mean.’

    Answer

    The first instruction is too long and confusing telling the students the same tjing twice as we are going to do a n activity a speaking activity is confusing the same as work with a partner form pairs its to confusing and I would say with eye contact and signals: " we are now going to do an activity,please form in groups of two!" The second instruction uses phrasel verbs and should be avoided "put away" Should of been said"now its time to put your books in your bag please!" The third instruction is long and very in depth instead of explaining it verbally a demonstration should be drawn up and miming used to keep the students engaged. I would use visual aids and markers to mark students "noughts" "crosses" and use several examples of what I would like them to achieve before letting them practice alone

    e.
Online TEFL Course (Part A) / Checkpoint 2
  • Question

    TASK OVERVIEW You will analyse the form and meaning of a verb structure. ASSESSMENT CRITERIA Your answer needs to demonstrate the following criteria: 1. The structure is named correctly. 2. The meaning of the structure is described accurately. 3. The concept questions check students understand the meaning of the structure. 4. The parts of the structure are analysed correctly. TASK INSTRUCTIONS Imagine you'll teach the verb structure underlined in the sentences below. The same structure is underlined in both sentences.  Please be quiet, I am trying to study! We can’t go out. It’s raining. Fill in the language analysis sheet below to attach to a lesson plan. (You can see an example of a language analysis sheet here.) Tip! Review Unit 5 Grammar Essentials screen 24 before you start!   DON’T LOSE YOUR WORK! By clicking the ‘Next’ button at regular intervals the work you’ve already completed will be saved.

    Answer

    Language Analysis Sheet

    Name of Structure

     present continuous tense (verb +ing)

    Example Sentences

    Please be quiet, I am trying to study!

    We can’t go out. It’s raining.

    Meaning

     an action which is happening now and continuing to happen 

    Concept Questions

    1.why should you be quiet? (what am i doing)

    2.why can't we go out now? (present tense)

    Parts of structure

    Name the verb am/is/are

     irregular auxiliary verbs

    Name the' –ing' form of the verb (trying, raining)

     present participle

    a.
  • Question

    TASK OVERVIEW Complete a lesson plan to teach the structure, and the meaning of the structure you analysed in Question 1. (Don’t teach more than one meaning of the structure). ASSESSMENT CRITERIA Your answer needs to demonstrate the following criteria. 1. All sections are completed. 2. The context for the presentation is suitable for the language structure you are teaching.  3. The context for the presentation is suitable for the age level and likely interests of your students.   4. Activities are suitable for each stage of the lesson. 5. The lesson contains many opportunities for student-student interaction. TASK INSTRUCTIONS You are teaching the following class: > Size:15 Level: Elementary (A2) > Age: adults, all ages > Length: 45 Minutes > Country: Spain > School: Private Academy  Fill in the activities, interaction and time sections of the lesson plan to show how you would help your students to learn and practise the structure and meaning in Q1.  (See a sample lesson plan here.) Tip! Review Unit 6 Teaching Grammar, the Do’s and Don’ts on screen 28 before you start!

    Answer

    LESSON PLAN

    Aim: For students to learn and practice present continuous tense

    Target language:

    Level: Elementary (A2)

    Time: 45 mins

    Assumptions: Students are familiar with the present simple

    Anticipated problems and solutions:. Although the Spanish language has similar forms, the meaning is different.

    Solution: developing a context which shows this particular meaning of the structure to students.

     

    Main Stages

    Microstages

    Activities

    Inter-action

    Time

    Warmer

    Aim: students interact and feel confident speaking

    Ball game

     1.throw ball to each other

    2.answer simple questions like, "what they enjoy doing as a hobby everyday."

     S-S  5 min

    Presentation

    Aim: students learn the form, meaning and pronunciation of the target language

    Set context

    Aim: students understand what the target language means and where it is used.

     1.Show a short video of a soccer match.

    2.elicit what they are doing.

     S-S  3 min

    Elicit target language

    Aim: students are exposed to meaningful examples of the target language

     1.Ask students to come up with examples of what else the players are doing in the video.

    2.group discussion 3groups of 5

    3.compare results

     S-T  5 min

    Analyse the target language

    Aim: students understand the form, meaning and pronunciation of the target language

     1.check meaning by seeing if students understand that the game is live what are the players doing right now."Spain is playing soccer"

    2.elicit feedback from students 

    3.summarise on blackboard with a timeline as to visually aid the context

     S-T  7 min

    Controlled practice

    Aim: students are able to reproduce the target language accurately and confidently

    Whole class

     1.Substitution drill where students would watch more of the game and i would point to different actions as they are happening and elicit answers from students.e.g running, throwing , falling

     S-T

     5 min

     

    Pairs

     1.Demonstrate them into pairs (in this case 3's) and ask them to explain what each player on the field is doing   S-S  5 min

    Free Practice

    Aim: Students are able to use the target language in a life-like situation

     

     1.Create a Debate/role play Situation for each team 

    2. 7 vs 7

    3. 1 judge 

    4. in there groups discuss how if they were playing how they would score. using the correct structure and form.

    5.compare the groups answers judge decides.

    6. team with the most correct amount of structure and forms wins e.g "crossing the ball", or "running from his own half."

    7. asses the errors and correct where necessary after activity is complete.

     S-S  15min

    b.
Online TEFL Course (Part A) / Checkpoint 3
  • Question

    SELECT ONE OPTION EITHER a. You have a group of young learners of elementary (A2) level. List a lexical set of six words to teach them. (A lexical set is a group of words with the same topic. For example: dog, cat, goldfish and hamster are all part of the lexical set 'pets'.) OR b. You have a group of teenage learners at intermediate level (B1). You are going to give a lesson on adjectives describing character traits. These could be positive ('honest'), negative ('selfish'), or a mixture of both. List a group of six words.

    Answer

    Option b. 1.intelligent 2.fierce 3.loving 4.thoughtful 5.mature 6.immature

    a.
  • Question

    Give reasons why you chose these particular words for your group of students. These might include students' level and interests, how easy the words are to demonstrate, or how the words relate to another part of the lesson. (Minimum 75 words.)

    Answer

    I chose these six words as they have varied pronunciation issues and stress syllables,they contain varied meanings(thoughtful, loving) students will need to understand the different meanings and where to use them and how to them, and others are antonyms (matture, immature) to show opposites and how prepositions change the meaning of a word, it seems like a lot for one lesson but the pronunciation and grammar will take place simultaneously with the lesson. The words are also useful and could be used frequently in class or outside of it e.g' he is a fierce soccer player' or 'thanks for bringing me flowers that was thoughtful'.

    b.
  • Question

    Describe how you would present the new words to your class. (Minimum 75 words.)

    Answer

    To introduce these new words I would use a couple of methods for intelligent and fierce I would use pictures one of Einstein and a blackboard full of equations and elicit guesswork from students to get numerous answers, fierce I would use a picture of lion growling and do the same as intelligent. Loving and thoughtful I would use a short video one of a couple holding hands and being intimate and another with a man helping make dinner with his wife after he sees her come home angry. And elicit responses from students.for matture and immature I would create a sentences/dialouge like "sally couldnt go out because she was being imatture about her breakup" "she should of been more matture and let it go"

    c.
  • Question

    Describe how you would help your learners to pronounce the new words. (Minimum 75 words.)

    Answer

    I would use each word in sentence first and say it naturally to get the correct stress and beat I would also use my fingers to highlight the words in my sentence and show intonation.words like thoughtful have a difficult sound 'th' so I could use the phonemic alphabet sign to help after I have written it on the blackboard. I would demonstrate how the sound is produced and get the class to repat the sound.i would repeat the sentence get the class to repeat the sentence.i would ask a concept question to check the understanding and then choose random individuals to repeat the sentence, I would write the sentence on the blackboard showing the form and intonation.then I would finish with the whole class repeating the sentence again.

    d.
  • Question

    Describe an activity you would use to help your students to practise using these new words.  Please make sure your activity involves communication and not just repetition of the words.(Minimum 75 words.)

    Answer

    I would form groups of 6 and put them in circles I would create a word search block and with each word found a sentence should be made with the word and discussed and repeated with the group. Each person will have a chance but all six words should be used.when the word search is completed i would bring the class together and get sample sentences from each group i would then listen and correct where necessary. I would also encourage them at this time to fill in a vocabulary notebook so they have a reference of the new words.

    e.
Online TEFL Course (Part B) / Checkpoint 4
  • Question

    TASK OVERVIEW You will create a lesson plan for an engaging, interactive lesson which develops learners’ reading skills. ASSESSMENT CRITERIA Your assignment needs to demonstrate the following criteria: * The text chosen is appropriate for the age group and their likely interests. * All sections in the lesson plan template are completed. * The lesson aims are appropriate for a reading lesson. * The assumptions and anticipated problems are sound for the level of the class, and appropriate solutions are suggested. * Activities are appropriate for each stage of the lesson. * The lesson contains many opportunities for student-student interaction. TASK INSTRUCTIONS You're teaching the following class: > Size:36 > Level: intermediate (B1) > Age: 15 > Sex: mixed > Length: 50 Minutes > Country: China > School: Government Middle School   Find a reading text online that is appropriate for the group. * Provide a LINK to the text * Explain WHY you’ve chosen it * Explain the READING SKILLS students could practise with this text (for example: skimming for gist, scanning for specific information) (Minimum 75 words) DON’T LOSE YOUR WORK! By clicking the ‘Next’ button at regular intervals the work you’ve already completed will be saved.

    Answer

    http://www.history.com/topics/holidays/chinese-new-year

    I chose this text as an appropriate piece of reading as it should spark the interest of all students as it is from there home country it gives a sense of pride and maybe could teach them more about where they come from. it would also make students much more comfortable and would create a large range of discussion and opinions amongst each other. The reading skills are are both skimming and scanning as the main ideas are straight forward on that it is chinese new year and the more detailed parts of the article refer to dates and new names for chinese new year, the zodiac signs and more.

     

    Question 1
  • Question

     Complete all sections of the lesson plan below. (See a sample lesson plan here.)  Make sure you include specific examples: a. of the QUESTIONS which you will ask your students and  b. of the VOCABULARY which you will teach and analyse.

    Answer

     

    Aims: Students to listen/read the main ideas and have detailed understanding

    Level:Intermediate

    Time:60

    Assumptions: 
    (i.e. what learners can already do)

    They can already read and have a knowledge of the topic 

    Anticipated problems and solutions:

    (i.e. what learners will have trouble with, and how you can help them)

     Some words are to advanced the solution is to pre teach certain words or explain the words as the students read

     

    Text (provide link):http://www.history.com/topics/holidays/chinese-new-year

     

    Main Stages

    Microstages

    Activities

    Inter-action

    Time

    Pre-text

    Aim: learners are interested and ready to read

    10 min Total

    Introduce the topic

    Aim: learners are interested in the topic

     show students pictures of fireworks.

    Get Students talking about there favorite part of new years

     s/s

     2min

    Introduce the text

    Aim: learners know where the text comes from

     would be on a screen with the link opened on the source.

    students will divided into groups of 4 with a printed handout of the text given to each group.

     t/s

     4min

    Pre-teach vocabulary

    Aim: learners know the vocab they will need to complete the reading activities

     some words like astronomical would have to be looked up and discussed.

     The meaning and difference between the calendar names.

     t/s

     4min

    Text

    Aim: learners achieve a detailed understanding of the text

    35 min Total

    Reading for main idea

    Aim: learners understand the main idea(s) in the text

    ask gist questions e.g what is the article about?

    is it historical in nature?

     t/s

     10min

     

    Reading for detail

    Aim: learners understand the text in detail

     short answers.

    when was chinese new year become known as spring festival?

    What year did the Chinese first Celebrate new years according to the west?

    Completeing a table 

    with 12 zodiacal signs filling them into the table

     

     s/s

     15min

    Analysing language

    Aim: learners learn and practice language naturally occurring in the text

     Students underline new words and add to there vocabulary journal.

    Discuss pronunciation of words and what they mean.

    activity to put words into a meaningful context amongst each other e.g 

    my zodiacal sign is the rat 

    Adjectives will also be learned as a lot of describing words are used in new years articles.

     s/s

     10min

    Post-text

    Aim: learners respond to ideas in the text

    15min

     Ask student for personal response if they enjoy new years?

    get students to make a list of all the places they would like to go for new years other than china and a brief description as to why

    give students a task as to why they enjoy new years in china

     s/s

     

     15min

    Question 2
Online TEFL Course (Part B) / Checkpoint 5
  • Question

    TASK OVERVIEW You will listen to six different learners producing sentences containing errors. You will identify the errors, and suggest how you would help the learners to self-correct. ASSESSMENT CRITERIA Your answer needs to demonstrate the following five criteria: 1. One error in each sentence is identified correctly.  2. Pronunciation errors are transcribed correctly using phonemic script (if applicable).  3. The target forms are described correctly.  4. Grammar rules are described accurately.  5. Appropriate strategies are given to help each learner self-correct. TASK INSTRUCTIONS 1. Listen to the six recordings of learners each producing a sentence in English. 2. Complete the table, as in the example, to describe: - one error in each sentence  - the correct form - a description of the rule (if grammar) - a strategy you could use in class to help the learner correct their own error If it is a pronunciation error, transcribe the error and the correct form using phonemic script. You can copy and paste symbols from this phonemic typewriter. In order to pass this checkpoint you need to be able to correctly identify 4 errors from the six recordings. Example: Spanish female 1. Greek male 2. Greek male 3. Spanish female 4. Greek male 5. Greek male 6. Spanish female   DON’T LOSE YOUR WORK! By clicking the ‘Next’ button at regular intervals the work you’ve already completed will be saved.

    Answer

    Learner Error Analysis

    Speaker

    Type of error

    Error

    Correct form

    Description of error (if grammar)

    Example: Spanish female

    Grammar

    Last year I go to London.

    Last year I went to London. 

    Completed past action needs past simple.

    1. Greek male

    Grammar

     i have three class everyday  i have three classes everyday  present simple needs an -s/es when describing a routine

    2. Greek male

    Pronunciation

    Transcript: (I think that’s a good idea)

     i sink that's a good idea  i /θɪŋk/ thats a good idea  

    3. Spanish female

    Grammar 

     we shouldpracticing English very often  we should be practicing English very often  present continuous with be and verb form +ing

    4. Greek male

    Pronunciation

    Transcript: (I need to purchase a dictionary)

    i need to poorchis a dictionary  i need to /pɜːʧəsə/ a dictionary  

    5. Greek male

    Grammar 

     why you are late for class?  why are you late for class?  L1 transfer swapped words around because of his accent

    6. Spanish female

    Pronunciation

    Transcript: (Our teacher is very good)

     our teacher very good  our teacher /ɪz/ very good  

    Question 1
  • Question

    Describe a strategy you could use to help each student self-correct.  

    Answer

    Error Correction Strategies 

    Speaker

    Strategy

    Example: Spanish female

    Repeat the words ‘Last year I…’ stop, and point your thumb over your shoulder, allow student the chance to self-correct.

    1. Greek male

    Hold a pencil in one hand and say one pencil,add another pencil and say two pencils, go back to original sentence and repeat the words 'i have three…' allow self correction

    2. Greek male

     show pictures of a sink and a man thinking then ask student to repeat the sentence…or have a prompt in the corner of the board and when he gets to the word point at the prompt

    3. Spanish female

     i would finger highlight and show that there is a word missing between 'should' and 'practicing'

    4. Greek male

     i would mimic the sound of a cat purring and get the student to repeat the word with the cat mimic

    5. Greek male

     the error is minor as in most intermediate cases and can be overlooked as he got the main aim sentence across "late for class' and a simple facial expression would suffice if the error continues.

    6. Spanish female

    a simple prompt in the corner of the board as this would be a recurring error where the 's' is left out and /iz/ would be easier to point at than explaining it.

    Question 2
Online TEFL Course (Part B) / Checkpoint 6
  • Question

    Use the grid below to design your board game. Remember the game needs to generate as much student talk as possible. Enter words, letters, numbers and symbols only. For copyright reasons, no images may be used. Use the editing tools above the box to change the appearance of the text.    

    Answer

    1. Start

    2.

    Your Favorite 

    sports team.

    3.

    What you did last weekend

    4.

    ask the teacher a question.

    5.

    music that you like.

    6.

    why do you want to learn english

    7.

    a hobby or sport

    8.

    are women the best drivers?

    9.

    a good restaurant

    10.

    Ask the teacher a question

    11.

    is there life on other planets? 

    12.

    favorite brands of clothing

     

    13.

    do you enjoy Facebook or twitter?

    14.

    something you would like to achieve

    15.

    famous sportsmen /

    sportswomen

     

    16.

    Do men make the best chefs?

     

    17.

    ask the teacher a question

    18.

    a bad habit

    19.

    your friends

    20.

    my best characteristic/

    feature

    21.

    should everyone

    play sports?

     

    22.

    what will do after you finish school?

     

    23.

    Favorite musicians/ singers

    25. 

    Ask the teacher a question

     25. FINISH

    a.1.
  • Question

    Write out your instructions for the activity. Make sure your instructions are simple, clear and sufficient. (Minimum 50 words)

    Answer

     

    1. each student will get a turn to roll the dice starting at 1.

    2.after they land on the square the need to talk about the topic in each square for at least 2- 3 minutes 

    3.each student has a turn rolling the dice and moving their counter to each square.

    4. The entire group around the board is involved in the topics except for the Ask your teacher a question block then the student who rolled the die may be the only one asking the question after it was discussed in his/her group.

    4. game ends when a students gets to the finish line.

     

     

    a.2.
  • Question

    Explain why your game is appropriate for this group of learners. (Minimum 75 words.)

    Answer

    The game is appropriate as it elicits self thinking from the students as well as many different varieties of language practice. The game focuses on different categories which the students are familiar like sports and popular culture. The students should be able to easily converse with each other and form questions opinions and give wide variety of answers  to any of the topics given to them. Students will also find out things they never knew about their peers before and gain be able to become more comfortable around each other as it is a group exercise where everyone has an opinion and can speak.

    a.3.
  • Question

    Describe how you would organise the game in the classroom in order to maximise speaking practice for your students. (Minimum 75 words.)

    Answer

    In the classroom i would organize 3 groups of 4, then into pairs, student would receive dice and tokens each pair will take turns rolling the die. Students will then speak about the topic for a certain amount of time as i walk past taking notes of general errors that would be corrected later after the game is completed. This maximizes talking time as the students will all be in groups, interacting and possibly self correcting each other while they discuss the topics in the blocks. When they ask the teacher a question i would talk very little and give them the opportunity to discuss my answer and create a rebuttal therefore giving them the opportunity to debate.

    a.4.
  • Question

    Decide on an aspect of the culture of an English-speaking country which could be of interest to your students.This topic could relate to a small 'c' culture of everyday life in an English-speaking country, or big 'C' culture, for example art, music or literature. 1. Provide a link to a webpage that will you will use to expose learners to the topic. 2. Describe how you will help learners understand the content. 3. Describe how learners will respond to and discuss the content.  (Minimum 150 words.)

    Answer

    http://www.southafrica.info/about/sport/

    To help learners understand the content of my cultural topic i would bring in many different types of Realia. Soccer balls would be the one they are most familiar with. i would also introduce them to rugby balls and cricket memorabilia. Posters are also a great source that i could exploit to show them some famous figures in the sports. Some video clips or highlights of past games would also be very possible. Examples would include the 95 Rugby world cup final between South Africa and New Zealand. Other Video clips would show The 2010 World cup soccer held in South Africa. I would then elicit questions from the students to see if they would like to know more about certain sports or if i they would just be interested in a particular sport like soccer. Students responses should be curious as i would like to see them discuss other sports not just soccer. If they are interested in other sports example Rugby more clips can be shown as well as a a basic layout of the rules given to them and a comparison table drawn to show the difference between soccer and rugby. examples would include that rugby is played with your hands not your feet etc.The more questions they ask the more they will learn.

     

    b.1.
  • Question

    Describe a follow-up activity where learners compare an aspect of their own country's culture with what they just learned about an English-speaking country. (Minimum 75 words.)

    Answer

    A follow up activity i would use would be sports related poster.I would ask them to Bring in media pictures of a sports event that there country has held i.e the olympic games. I would like them to bring in pictures of food,opening ceremonies,pictures of sports teams etc. Each picture should have a short foot note as to what it is or who the team is.This could be done as a homework project and brought to class so that a poster could be made and hung up on the wall. This wouldn't just work one way i would also ask them to go and bring pictures from the sports they just learnt about to create a second poster to put next to the poster of there culture. This way a comparison can be made between South African sports culture and Korean sports culture. 

    b.2
Practical TEFL Course / Reflective Task
  • Question

    This is an opportunity to think carefully about what you already do well, and to identify your goals for future development. We recommend you write around 300 words in total. Remember your task can be displayed in your eResume, so it's worth taking the time to produce quality work. TASK INSTRUCTIONS 1. Reflecting on your teaching practice during the course, describe how you successfully: * managed the classroom * engaged students’ interest * taught new language * facilitated student practice 2. What two aspects of your teaching do you plan to develop, and how will you do this?  

    Answer

    1.How i managed the classroom effectively varied. We were a small group of ten. I managed the class in a horse shoe set up to so students could see the white board and me as a teacher. Pair work was the easiest way to group students but for the production activities or free practice sessions i put students into larger groups as to create more discussion amongst them.

    Engaging the students interests i succeeded in this are by using appropriate warmers and lead ins. i had relevant material that i could use and i elicited extra interest from the students by asking them questions about the topic. The tasks i provided were fun and interactive which got students to engage and interact with each other and got them to use English.

    Teaching new language was challenging but in the end i succeeded by first introducing topics in a lead in, then i elicited new words from students. After eliciting the fords i focused on the form of the words, the meaning and i checked if students understood this meanings of various words and what they are e.g Noun, Adjective or Verb. I dealt with pronunciation by modeling and drilling also using phonemes had to explain word sounds and stress.

    Students practiced in two different ways i gave controlled practice and then after i created activities for free practice. Controlled practice i gave out worksheets which students completed individually as i monitored. When students were done a quick peer discussion happened and then open class feedback where answers were checked and meaning understood. The production phase or free practice i enjoyed creating competitions and debates for students to really get into the new language they had just learnt. This gave me time to listen and pick up on any mistakes that were being made, then after the exercise a quick feedback was given on common errors that were being made.

    2. Two aspects that i need to develop that i felt i was weak on were sometimes i speak to quickly so it would make it difficult to relay instructions, to develop this i would practice speaking slowly clearly and check constantly if students understand the instructions i have given. Not by asking " do you understand" but by rather eliciting the meaning from them. The second thing i would develop is grading my language, the elicit target language from students i need to over simplify the questions i ask sometimes i used words that were too advanced and this would cause a problem for students who don't have the vocabulary. To develop this its a matter of drawing pictures and asking short simple questions.

     

    1.
Advanced Grammar Course / Checkpoint
  • Question

    In the table below: * identify twelve of the fifteen errors * correct each error ERROR ANALYSIS PART A

    Answer

    Error

    Corrected form

    Example:

    use the mobile phones

     

    use mobile phones

    1.want using them

     want to use them

    2.Do we can learn that way?

     Can we learn that way?

    3.uses mobile phones technology

     uses mobile phone technology

    4.which can help us improving our English.

     ,which can help us to improve our English.

    5.use them to look up and translate words

     use them to look up words and translate them.

    6.carrying dictionary around

     carrying a dictionary around

    7. record English on the street

     record English on a street

    8.so that they listen to the recording later.

     so that they can listen to the recording later.

    9. later. Because they can replay it to understand

    later, because they can replay it later to understand 

    10. enjoy to use mobiles

     enjoy using mobiles

    11.i ask them to stop thinking?

     i ask them to stop and think?

    12.because of love technology

     because of a love of technology

    Question 1
  • Question

    In the table below, describe the rule for any six of the errors you identified.  ERROR ANALYSIS PART B

    Answer

    Error

    Rule

    Example:

    use the mobile phones

     

    Don’t use ‘the’ to mean ‘all’ or ‘in general’.

    1.enjoy to use mobiles

     present continuous tense they will still be using mobiles now and later

    2.Do we can learn that way?

     questions with a modal verb invert the subject "we" and the auxiliary "can"

    Can we learn that way?

    3. later.Because they..

     conjunctions join a clause cannot start the sentence with "because".

    4.which can help us improving our English.

    relative clause needs a comma "," at the beginning 

    5. look up and translate the words 

     2nd word in a verbal phrase is a particle have to look "the word" up. A pronoun object has to come before a particle

    6.carrying dictionary around

     use determiner "a" to introduce new things

    Question 2
Teaching Business English Course / Checkpoint
  • Question

    Students practise functional language for agreeing and disagreeing.

    Answer

    An activity i would use to teach functional language in this situation would be a debate activity. The class would be separated into two groups of eight. On the one side Team A would have to come up with why they agree that Samsung televisions are the best in the world and why they disagree that Panasonic is not. Team B would do the opposite they will argue why Panasonic is best and why Samsung is not. this way the students interact in there groups formulating agreeable arguments and disagreeable arguments. The debate can go on for twenty min with a survey being drawn up after each point is made from both teams. 

    1.
  • Question

    Students discuss a cultural issue.

    Answer

    Students to discuss a cultural issue i would use a simple but effective activity. The easiest way i would do this is to group them in sets of four. I would then ask them to write a set of questions which refer to my culture and country. Each student should write or have two questions for me. i would then answer these questions that are asked and i would then ask the same question back to the students. This way students will find out cultural taboos about my country and find out and self learn about how to be sensitive when asking questions.

    2.
  • Question

    Students practise writing an enquiry email.

    Answer

    To help students write an enquiry email i would use an authentic piece of material such as an old enquiry email. I would present the email so as they can all see it i would then model the email on the blackboard showing key areas like how to to address the email. paragraphs ending the email properly. handing out a worksheet with a simple gap fill exercise and having them check in pairs would be my controlled practice. in the production phase once the students are comfortable i would ask them to produce an enquiry email to a "TV Show" requesting to be audience member. This will conclude my PPP.

    3.
  • Question

    Students practise listening for main idea and detail.

    Answer

     For students to practice listening and the main idea, i would start with a lead in that would get them to start thinking in English about what we are about to learn. I would then start with a quick recording of the idea i would also use visual aids and start to elicit words from the students. i would repeat the recording so the students can hear it again while prompting the board so they can find the gist of the recording. At the end of the listening exercise i would ask students to either write a short report on what they have just heard or make a headline for a newspaper article on what they just heard.

    4.