Auxiliary Unit – Submission

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When should you complete this assessment document and resources?This assessment document should generally be completed after you have competed the Introduction to

TESOL component. However you can complete it with the help of the TESOL Manual The TESOL Manual is normally provided during the in-class component, but if you have not received it due to not having yet

completed the in-class component or because you instead undertook the Introduction to TESOL (online) alternative, you can download a soft version from the link above. Task 17.1 below asks you to reflect on teaching an ESOL lesson. For this you can refer to the peer teaching you undertook duing the in-class

training, or a practice teaching experience to real students, or any other recent TESOL teaching. Task 17.2 below refers to observing TESOL class. You can acheive this by having observed your peers teachign

during the in-class componet, or you can view the video either on the Lesson Observation DVD which we provide at the end of the in-class component. Equally, you can view the video of at least one of those lesson

from the DVD via the video clips in the PracticeTeaching.html.

Check your work carefully!As teachers of English we must be able to present the language accurately. If an unreasonable amount of

errors are found in your work you will be asked to resubmit it. (Remember this is writing not speaking!)

We do not encourage nor endorse plagiarism.Please appropriately reference any material that is not your own.

Please complete the questions in the boxes provided.The boxes will lengthen as you type or paste your work from another document.

Trust your instincts when answering the questions!Most people who live/work in Australia or other ‘Western’ countries are acutely aware of Health & Safety

matters from their own experiences. Answers to the questions in Section 1 are based on commonsensical workplace practices, so should be treated as such.

SECTION 1 – Incorporate Equity and Health and Safety Principles in Work Practices

Part 1 - Health and Safety issues for travelling and living overseas

www.iamat.orgwww.who.intwww.tripprep.comwww.lonelyplanet.com/bookings/travelChecklistHealth.do

Assessment Task 1.1 Health: Have a look at the above websites and look for relevant health information that is useful for your pre-departure planning and whilst you are living in another country. Write three important tips relating to health issues for travelling and living overseas.

travel.gc.ca (For Canadians)travel.state.gov (For Americans)www.smartraveller.gov.au/ (For Australians)www.safetravel.govt.nz/ (For New Zealanders)

Assessment Task 1.2 Safety: Have a look at the above websites and look for relevant safety information that is useful for your pre-departure planning and whilst you are living in another country. Write three important tips relating to safety issues for travelling and living overseas.

Part 2 - Equity principles and requirements for work practices

Equity strategies providing a supportive and flexible learning environment developing and incorporating resouces and materials suitable for a variety of clients adapting assessment tasks and delivery means to meet clients’ needs

Access factors improving distribution of information about the training, encouraging all different types of learners providing means of access to classrooms for people with a physical disability ensuring that selection criteria do not unfairly discriminate against learners

Assessment Task 2.1

From the startegies and factors above, write an example of situation where one of these things could be applied and describe a possible application.

Assessment Task 2.1 In a short paragraph, what is the difference between direct and indirect discrimination? By direct, we mean openly stated discrimination and by indirect we mean discrimination that is not clearly stated. Give your own example of each in one sentence.

Assessment Task 2.3 What are the five different Commonwealth Anti-Discrimination Acts in Australia? Check www.hreoc.gov.au/info_for_employers/index.html for more information. These will by typical of other Western countries.

Assessment Task 2.4 Consider how a company providing training might accommodate one of the following:

a. a person unable to climb stairs b. a person unable to walk any distance (e.g. from street parking)c. a person unable to use a keyboardd. a person with a sight impairment

Assessment Task 2.5 Choose one of the following groups and suggest one adjustment you could make in your school to accommodate their needs.

a. Indigenous peopleb. People with disabilities

Part 3 – Transposing Equity and Health and Safety principles to situations overseas

Assessment Task 3.1 When considering how Equity and Health and Safety principles may apply to an overseas school context, we need to make our own reasonable adjustments. Taking into account the three concepts of saving face, hierarchy and depth of family involvement which may exist and bearing in mind that there is no exactly right or wrong answer:

Task: choose one of the following scenarios and suggest what you might do to improve the situation:

a. If one male student in the classroom is coercing the other students to pray five times a day, when in the local culture the norm does not to require it. You are wondering whether this is okay or not.

b. Students start arguing in the class in their own language about what seems to be religious or political differences.

c. In your children's class you cannot control the children and the local helper just sits and watches rather than helping to control them.

d. A student clearly has poor sight. You know you just cannot tell the student to go and get glasses because, on observation, you can see the family is poor, such as in many situations where family money is already being used to pay the students fees.

e. You classroom is crammed with students and you are wondering about the danger should there be a fire. You are also annoyed because you are having to squeeze around the chairs to facilitate activities.

Assessment Task 3.2 After a year at your school, your employer has asked you to be involved in some way in the recruitment of new ESOL teachers at your school. In a short paragraph, explain an equity issue you could take into account in the selection and recruitment process. For example, sometimes people can make pre-judgements on people’s names. These days many people have ‘non-Western’ sounding names, when they could well be native English speakers. This is a consideration which should be taken into account when selecting resumes of potential staff. There are other considerations.

Assessment Task 3.3 How would you evacuate a class that you are teaching overseas if a fire broke out? (write a short paragraph)

Assessment Task 3.4 You find a student lying motionless in the classroom. What action would you take? (write a short paragraph)

Section 2 - Assessed Readings

TICU9: Use the Internet for TESOL

NOTE: For questions 9.1 to 9.4 please do NOT copy and paste content from websites as this can cause problems when opening and assessing the document. We only require the web address (URL) for the site, see the instructions below.

Assessment Task 9.1 Select a job website from the Teach International TESOL manual (Unit 18) or google “TESOL job” to find a site. Visit the site and find a job advertisement. Provide the URL for the website (see instructions above), and briefly describe the job found.

Assessment Task 9.2 Visit the website for one of the Chain or Franchise schools. Here are a few examples: Shanes, English First, English Time, Berlitz, Dilko English, Oxford English Academy, Inlingua, Wonderland, Eurolingua, Cleverlearn, ILA. Briefly describe the site (one or two sentences) and copy and paste the URL for the site.

Assessment Task 9.3 Visit http://www.onestopenglish.com. Go to Lesson Share>Lesson share archive> then drill down in the categories to download any particular lesson plan/Worksheet. Paste the URL and briefly describe the lesson.

Note: Have a look at the Teach International online Facebook groups and discussion forum in areas related to employment. You can access these forum from ‘Network’ button on the student centre menu.

TICU11: Use Assessment Strategies (see Unit 15 of the TESOL Manual)

Assessment Task 11.1 Many schools place students according to grammar, written and spoken tests done on their first day at the school. Based on the the teacher assessing the student decides which level of class to pu them in. Below are two examples of the completed grammar knowledge part of a placement tests. Imagine these have been done by two new students to your school.

Notice that Student A does a lot better than Student B, who struggles with section C. This shows that Student A’s grammar knowledge is higher than Student B’s grammar knowledge.

Task: Below is the Grammar knowledge test results of another student – Student C. You will notice that they start to struggle at Section B of the test. Mark their results by putting RIGHT or WRONG in the right hand column.

A: Select the correct word Write RIGHT or WRONG below

1 What time do you get up?2. What do you does with your friends on the weekend?3. Oh, thank you very much. They’re beautiful.4. What would you like to drink?5. We’re travelling by plane to Brisbane.

RIGHTWRONGRIGHT

B: Select the correct word6.Did you get much orders after your Sydney visit?7.This person is not very punctual to meetings.8.You will be try to learn a few words every day. 9.Pork, beef and lamb are all examples of meal.10. When you are ready to pay, you ask for the receipt.

WRONG

C: Select the correct word

11. We’re attend a training course this week.12. If we mail it today, you’ll get it tomorrow.13. If sales increased by 20 percent, we can have the money to expand.14. The problem is currently being circulated.15. Her assistant called a few minutes ago. Apparently, she has had to go to the hospital.

WRONG

For further reference on language levels see Unit 4 – LEVELS in your TESOL Manual and the Appendix: ESOL Class Levels and Practice Teaching in the online and print version of this unit.

Assessment Task 11.2 The speaking component of a placement test bellow can be extended. Add three more easy questions and three more difficult questions to the table below.

Easy questions for a placement test More difficult questions for a placement test1. What’s your name?2. Where are you from?3. Why are you studying English?4. 5. 6.

7. Why is it important to study English?8. What, according to you, has been the most problematic change in your country in recent years? 9. How do you see yourself in 10 years time? 10. 11. 12. .

Assessment Task 11.3 There are many different ways of assessing each of the macro skills (reading, writing, listening, speaking). Reading and listening (receptive skills) tests are usually structured in a similar way where the students read a text or listen to a recording and answer multi choice questions.

Examples of testing:Reading – students are given a text to read and answer questions (e.g. multiple choice).

Listening – students are given a conversation to listen to on CD and answer a variety of questions (e.g. true/false).

Writing – students produce a piece of writing in a set time in class for a given purpose which is marked against set criteria (e.g. task achievement, range of vocabulary, grammar use).

Speaking – the assessor observes two students having a conversation on a given topic which is marked against set criteria (e.g. fluency, range of vocabulary, grammar use).

Task: List some examples for testing each of the skills, where the scene is set in a restaurant.

Reading –

Listening –

Writing –

Speaking –

Assessment Task 11.4 One common way of assessing language students during their course of study is to use the tests provided in course books. Most course books have test sections which come up at intervals. First, have a look at an example of one from the Look Ahead Intermediate course book.

Hopkins, A., & Potter J. (1995). Look Ahead Intermediate (p. 15). England: Longman.

Task: Have a look at the sections in the progress test above and predict what you think will have been taught in Unit 1. The first two are done for you.

GRAMMAR AND FUNCTIONS1. The chapter will have taught 'used to' + the infinitive and or present tense form, within the context of describing peoples' past habits.2. The chapter will have taught the use of negative form of sentences using 'used to'

3.

4.

5.

VOCABULARY6.

Assessment Task 11.5

Now, have a look at an another example of progress check test of chapters 1 – 4 from ‘Reward Upper-Intermediate’.

Greenall, S. (1996). Reward Upper -intermediate (pp. 18-18). England: Heinemann.

Task: Have a look at the sections in the progress test and predict what you think will have been taught in units 1-4. The first one for each section has been done for you.

VOCABULARY1. There will have been pronunciation work on individual words and this will have included working out how to pronounce words from dictionaries.

Also there will have been work on parts of speech and how dictionaries show these, as in the case of ‘reward’ where it can be a noun and a verb and we can see it’s plural form, a present participle “rewarding” form, and the past form of the verb with –ed.

2.

3.

GRAMMAR1. There will have been some work on the question form for a range of common questions.

2.

3.

4.

5.

SOUNDS1. There will have been some pronunciation work which compared and practiced the two sounds for heard and saw.

2.

3.

4.

SPEAKING AND WRITING1. There will have been some reading work where students had to answer questions from a text – probably general as well as detailed questions.

2.

3.

Assessment Task 11.6 Expand the questions in the table below using the prompts provided and add any other questions you can think of.

Lower level Higher level

Do you like your class?Is your English getting better?Do you want more Grammar?… speaking?… writing?… course book?… next 2 weeks?…..…

How do you feel you have improved since the last interview?Was there anything you found difficult in the class this week?Which part of the lesson do you think you are best at?… favourite …?… this week?… to help with your learning?… you’re not happy about?……

Assessment Task 11.7 When we assess speaking, categories that are checked include: Pronunciation & Fluency, Grammar, Vocabulary, Comprehension, Communicative Objective. Describe why each of these areas are important. The first one is done for you.

Why should we check for Pronunciation & Fluency when assessing a speaking task?

If a student’s pronunciation has too much interference from their first language it may be really difficult to understand them. Fluency is also about the smoothness of speaking so if this is really bad, it can be really hard to understand what someone is saying.

Why should we check Grammar when assessing a speaking task?

Why should we check Vocabulary when assessing a speaking task?

Why should we check Comprehension when assessing a speaking task?

Why should we check Communicative Objectives when assessing a speaking task?

Assessment Task 11.8 When we assess writing, categories that are checked include: Grammar structure, Vocabulary, and Cohesion. Describe why you think each of these areas are important when assessing speaking. The first one is done for you.

Why should we check Grammar structure when assessing a writing task?

If a student’s grammar is mixed up their meaning becomes unclear or the meaning is conveyed different from that intended and/or does not make sense in the context. Depending on the task and level particular grammar may be expected.

Why should we check Vocabulary when assessing a writing task?

Why should we check Cohesion when assessing a writing task?

TICU12: Teach Writing and Spelling (Unit 13 in the Manual)

Assessment Task 12.1 Choose three of the groups below and give at least one example of authentic writing you could assign.

a) Business students, in-company b) English for Academic Purposes (EAP) students c) Intermediate teens d) Elementary adults e) Pre-intermediate 10-year olds.

Assessment Task 12.2 Imagine you are teaching a group of students who are about to graduate from university in their country and are planning to continue studying or to get a job in an English speaking country. List two different types of writing you could teach them and why they would be useful for the students.

Assessment Task 12.3 Provide the American spellings of these words.

British English (BrE) American English (AmE)

colour

organise

travelling

centre

generalise

defence

metre

arguement

modelling

Assessment Task 12.4 When teaching spelling it is important to 1) explain the rule 2) give examples of the rule in use and 3) highlight any ‘exceptions’. You can also assist the students by showing them mistakes which they can correct themselves, to practice self correction.

Below is an example of what you could write on the board to illustrate the spelling rule:

RULE: a silent ‘e’ on the end of a word makes the vowel before it long

Examples: ‘hat’ – short ‘a’ becomes long to make ‘hate’. ‘bit’ – short ‘i’ becomes long to make ‘bite’. ‘quit’ – short ‘i’ becomes long to make ‘quite’. ‘dot’ – short ‘o’ becomes long to make ‘dote’. ‘cut’ – short ‘u’ becomes long to make ‘cute’.

Exceptions that beak the rule: to make a long ‘e’ in ‘met’ – you do not add a silent ‘e’, rather double ‘e’ = meet to make a long ‘e’ in ‘bet’ – you do not add a silent ‘e’ rather add ‘a’ = ‘beat’

Task: Fill in the spaces after the dot points () to show what you would put on the board when teaching this spelling rule:

RULE: If a word ends in a consonant followed by ‘y’, change ‘y’ to ‘i’ and add ‘es’ to make the plural.

Examples: ‘lolly’ becomes ‘lollies’Exceptions:

However, proper nouns (particularly those for people or places) ending in a y preceded by a consonant form their plurals regularly: Harry Harrys (as in There are three Harrys in our office) Words ending in a y preceded by a vowel form their plurals regularly (as in We have three days to go)

TICU13: Teach Reading and Vocabulary Strategies (Unit 12 in the Manual)

Assessment Task 13.1 Choose three types of students from the list below and give at least one example of authentic reading you could use in class. a) Business students, in-company b) English for Academic Purposes (EAP) students c) Intermediate teens d) Elementary adults e) Pre-intermediate 10-year olds.

Assessment Task 13.2 Give three (3) suggestions as to where you can source authentic reading texts for use in your classes.

Note: With some of these ideas you may still need to do some rewriting to simplify the text, especially with lower levels.

Assessment Task 13.3 When teaching a reading text, we divide the lesson into 5 stages.

Previewing – e.g. look at the titles, subtitles, structure of the article Predicting – e.g. guessing from clues what might be in a text Skimming for gist – e.g. getting the main idea of the whole article Scanning for detail – e.g. looking for specific information Evaluating – e.g. opinion on the topic of the text

Task: Using the text below, create 2 questions to ask for point 3. Skimming for gist and two questions to ask for point 4. Scanning for detail.

Welcome to Laos

Welcome to Laos, one of the most fascinating countries in the world. The People's Democratic Republic of Laos, also known as Lao PDR is situated in the heart of French Indochina, landlocked between Thailand, Burma (Myanmar), China, Vietnam and Cambodia.

Laos is one of the poorest and least visited countries in the world. The Lao people are known for their gentle polite nature and for their charming hospitality. The capital Vientiane, is one of Asia's biggest villages, sitting on the banks of the Mekong river. To the north, the UNESCO World Heritage Site of the old Royal city of Luang Prabang is home to dozens of temples and a way of life that has changed little over the years. In the south the Angkor era temple of Wat Phu is one of the jewels of the Mekong.

(laos-travel.net, ETC. Asia Co. LTD, 2005)

Skimming for gist

1.

2.

Scanning for detail

1.

2.

Assessment Task 13.4 Unit 9 of the TESOL manual, and your in-class course has outlined many different activities you can do in the classroom to help your students to learn, practice and remember new vocabulary.

For example, the game ‘backs to the board’ can be used to review vocabulary by splitting the class into two groups, writing one target word on the board, while two students sit facing away from the board. These students cannot see the word, so their teams need to explain the meaning of the word without saying it. The first person to say the word correctly wins a point for their team. This is just one way of teaching vocabulary.

What are Three (3) other ways (apart from the example given) an ESOL teacher could support students in learning new vocabulary inside or outside the classroom?

Assessment Task 13.5 Read through the games and activities for strengthening vocabulary as in Unit 9 of the TESOL manual. Choose at least two that you might like to teach and explain why you think they are useful.

TICU17: Practice Teaching in an ESL Environment

In this section, you are asked to reflect on your learning so far.

Assessment Task 17.1 Write a reflection (a good sized paragraph) on teaching an ESOL lesson (if you have not done so yet, you will need to arrange to do so now). For this you can refer to peer teaching you undertook during the in-class training session, or a practice teaching experience to real students, or any other recent TESOL teaching. Consider what you learned from the experience, what worked and what didn’t work, and why/why not. Migrant and Home-tutor schemes, community English classes, or a local English language school/programme are just a few settings where practice teaching can take place, consult the Practice Teaching Handbook.

Assessment Task 17.2 Write a reflection (a good sized paragraph) on a lesson that you have observed. You can acheive this by having observed your peers teaching during the in-class component, or you can view the video either on the Lesson Observation DVD which we provide at the end of the in-class component. Equally, if you are not doing the in-class component, you can view the video of at least one of those lessons from the Lesson Observation DVD via the video clips in the PracticeTeaching.html.

Assessment Task 17.3 Write a reflection (a good sized paragraph) on the study you have undertaken so far. What have you learned so far in terms of applicability to the classroom?

Make sure you proofread your work, checking spelling and grammar.

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