TESOL via Blended Learning Assignment

Week 4 Activities
NAME:
DATE: 07/05/2017

Please note that all work must be typed and proofread carefully before submission. Wits University does not tolerate plagiarism.
Please complete the following tasks on this document and save it using your name and Week 4 e.g. John Smit Week 4.

TASK: Submitted Mark

1. Activity plan 12/15

Task 1 Writing an activity plan

This week each person will be given an activity from a coursebook that you have to plan for the onsite week. During the onsite
week, you will have to teach four times and the first time (when you meet the students) you will do an activity with them. Please
note that you will be teaching adults (mostly in their 20s-30s) who are mostly French speakers from the DRC. Most of them have
refugee status here in South Africa, so please avoid any topics that might potentially become sensitive. e.g. describe your
hometown / growing up, the best family holiday that youve been on, etc.

The aim of the activity is to get to know your students, but also to engage your students in a fun way. The activity should encourage
independent student student communication and you need to think carefully how you are going to set up the activity. You do not
have to teach them anything during this activity. You simply have to set up an activity and get the students talking.

You must use the 7 steps to set up and run the activity, so please use the template provided on the following pages to complete
your activity. Clearly script your instructions and CCQs verbatim (exactly how you will say them to the class almost like an actors
script). Refer to examples in the reading material.
TOTAL: 15 marks
Teaching Practice Activity Plan
GENERAL INFORMATION
Name: Andre Delwyn Gopal Lesson length: 20 minutes
TP: 1 Activity Date: 07/05/2017

ACTIVITY
Description: This activity allows for students to practice and improve their speaking and listening skills in the target language. Learners will be paired
into groups of two and will take turns giving and receiving instructions (describing the position and placement of items in a still life painting). One
student will give instructions about what to draw and where to draw it while the other student will have to listen carefully to draw given certain
instructions.

MATERIALS REQUIRED
This activity requires a set of hand-outs that must be given to each pair (complete and incomplete pictures). Students will also require pencils
or pens for drawing.

ANTICIPATED PROBLEMS AND SOLUTIONS

Organisational:
There may be an odd number of students. This issue can be solved by pairing the students into groups of 3. Two students take turns giving
instructions while one student draws. Students can be rotated into different groups to do different parts of the activity.

PERSONAL AIMS
1. Giving clear instructions using less unnecessary language
2. Creating more dynamic and memorable ways of learning

SOURCES:
Course Hand-outs
LESSON STAGES AND PROCEDURES
Stage Stage Aim Materials Teachers Procedures Time
Activity Pre-activity 20
For students to Hand-outs Instructions: Minutes
engage in target (complete and Teacher says: Hello everyone! We are going to be speaking, listening and
language dialogue to incomplete drawing today.
practice and improve pictures),
speaking and
listening skills. Pencils/Pen Teacher writes still life painting words on the board (e.g. different fruits,
book, key, plate, etc.). To test the students knowledge of these items, the
teacher will ask students to try and draw individual items to rule out
unknown words.
Teachers says: Can anyone draw these items? Come up to the board and
draw a plate
Teacher will complete this activity for all words so all students know what
each word means.

Teacher will ask the students for other random everyday items.
Teacher says: Can anyone name more items?
Teacher writes these items on the board.

Teacher says: You are going to do an activity now. Please listen to my

instructions carefully. You and a partner will take turns to speak and listen.
The speaker will describe the picture in detail.
Teacher holds up complete picture.
And the listener will draw exactly what you hear
Teacher holds up the incomplete picture.
Everyone will have a chance to listen and draw but you can only do one at
a time.
You must keep your finished picture hidden from your partner and only tell
them what to draw. Find your partner and sit with them.
Teacher allocates student pairs.
 Teacher says: Take out your pencils. Make sure your partner cannot see
your picture when the activity starts. You will have 15 minutes to complete
the picture. When you are finished, you can discuss your pictures with each
other

Demonstration:
Teacher says: I will give you an example of what you will do.
Teacher draws a table on the board and uses a sample scenario sentence
such as the plate is in the centre of the table.
Teacher says: If your partner tells you that there is a plate in the picture, at
the centre of the table, you will listen to them and draw it on your page
Teacher draws plate in the centre of the table.

Instructional CCQ:
Are you working alone or with a partner?
Can you look at your partners picture if you are drawing?
How much time do you have to speak and listen?

While-activity
Activate:
Teacher pairs students together and hands out the set of complete and
incomplete pictures and explains who will be speaking and who will be
listening.
Teacher says: Take out your pencils. You have 15 minutes. Please start
now

Monitor:
 Teacher walks around and observes students to check if they have any
problems or difficulty kick starting the conversation. Also making sure they
are correctly following the instructions.

Post-activity
Feedback:
Teacher allows students to compare the drawn image and the original
image.
Activity Plan [15] Teacher may show or explain confusing parts of the activity as correction.
0 1 2 3
Activity No activity Activity description is A basic description of The description is

Teacher says: Thank you everyone, please stop drawing. You and your
description has been vague and insufficient the activity has been thorough and provides
Description (3) indicated / only the to explain the activity. partner
provided. may compare pictures.
enough detail forCheck what you have gotten right or wrong.
name of the activity Is there anything you do not understand?
another teacher to
is included follow easily.
Insufficient Some narration of Instructions are fairly Instructions are clear,

/irrelevant instructions. Clarity is Wrap-up:
clear, in a logical order logically ordered and
instructions are needed in several and not stacked.
Thank you everyone. precise.
Good There is noYou may return to your seats.
work!
Instructions (3) provided / places to guide Students should be unnecessary
instructions are students in the activity. able to follow the information to distract
narrated instructions. or confuse students.
No demo is Demo does not Demo provides a clear example of what the

indicated / Demo provide a clear students need to do in the activity.
Demo (2) does not provide an example of what the
example of the students need to do in
activity. the activity.
No CCQs are At least 2 CCQs have More than 2 CCQs have been indicated and

indicated. been indicated and CCQs are effective in checking students
are effective in understanding of the activity.
CCQs (2) checking students
understanding of the

activity.
No indication of Activation of students is clearly indicated as is when the teacher will
when students will monitor and how
Activate &
be activated and
Monitor (1) when/how teacher
will monitor
No feedback or wrap Feedback and the wrap up of the lesson are clearly indicated at the
Feedback &

up is indicated on appropriate time in the lesson and have been scripted.
Wrap Up (1) the plan
No materials and/or Materials and/or grouping are indicated and at an appropriate place.
Materials &
grouping are
Grouping (1)

indicated.
Communicative Activity is not Activity is communicative.
communicative.
Activity (1)
Student-centred Activity is not Activity is student-centred.
student-centred.
(1)