Please please help :) checkpoint 5 Q 3, 5, 10

1 post, 1 voice , Tagged: checkpoint checkpoint 5 checkpoint five

Voices:
LaurenBell

July 29, 2011

Hi,

I'm doing the second attempt in checkpoint 5 and am struggling with a few of the questions. First of all when doing another attempt does anyone know whether you have to correct all questions or just the ones the tutor specifies in the end comment?

Could someone please give me feedback on the following questions...

Q3 Target language

Answer:

1. The following ten popular hobbies: playing sport (hockey, football, cricket etc.), going shopping, going out with friends, going to the cinema, eating out in a restaurant, reading, listening to music, cooking, going camping, going ice skating.
2. Subject + adverb of frequency + verb. (I sometimes play football)
3. Subject + don't/doesn't + adverb of frequency + verb. (You don't always eat out in a restaurant./He doesn't normally listen to music.
4. Do/does + subject + adverb of frequency + verb ? (Do you often go to the cinema?)
5. Subject + like(s)/don't like/doesn't like + present continuous. (I like watching TV)

Exceptions: never, seldom, rarely and other adverbs of frequency with a negative sense aren't normally used in the negative or question form.

Comment: 'Target language' refers ONLY to the new things you are going to teach in the lesson. Your students already know adverbs of frequency, tenses and sentence structure, so it is assumed knowledge!. Here you need to list vocabulary of hobbies, e.g. 'swimming', 'horseriding', 'collecting coins', 'playing chess' or whatever else you are going to teach in your lesson. You need between 10-12 hobbies!

Should the answer here only include my no.1 point?

Q 5

Anticipated problems

Answer:

1. Problems with sentence structures and order of words. (E.g. I daily play football)
2. Students may try to put the preposition 'to' before the verb used. (E.g. I never to play hockey)
3. There may be confusion using the negative and certain adverbs e.g. I don't never go shopping.
4. They may stick to only using one or two adverbs.

Comment: Here you need to think more about language problems when teaching the target language of hobbies. . The students may revert to L1 collocations, e.g. “I make photos/ I bike ride” as in the French and Spanish. Please think of other problems.

Could other problems be mispronounciation, understanding, spelling?

Does anyone have any other ideas here cause I have ran out of possibilities.

You want to revise vocabulary of animals (bear, dog, fox, crocodile, etc) at the end of a week. Choose a suitable game to do that and plan a 30-min lesson based around the game. Continue the pre-plan below:

Level: Beginner
Age: 7-8 (young children)
Timing: 30 mins

Objective: primary objective - to consolidate vocabulary of animal names; secondary objective – to practice basic grammatical structures

Target language: no new language is taught

Assumed knowledge: twenty common animals have been taught in the last week; students know basic structures: “This is a…”, “These are…”, “I can see…”, “I have…”, and personal pronouns.

1. Now you write the following:

Anticipated problems
Solutions
Preparations and aids

Answer:

20 Questions

1. Some students participate in the game less than others.
Students use 'wh' questions in the game.
Students guess the animal too quickly and the game ends early.

2. Make it a rule that every student in each group has to ask at least 1 question so that everyone participates.
Demonstrate to the students how the game is played and what sort of questions they should ask. Examples of questions or even words used to begin the questions could be written on the board.
Students could prepare several animals and other related activities could be planned in case this happened e.g. drawing pictures of the animals used in the game or a handout of some sort.

3. Paper and pens/pencils.
Flashcards to give the students ideas of what questions to ask.
Sound clips for the different animals.
Handout practicing basic grammatical structures.
Present simple statements.

Comment: ok but if they are revising animal names, what is the most likely problem which may occur?

I really can't think what the most likely problem is here...would it be pronouncing the animal names, understanding the different animals or I've thought of the problems between singular and plural animal names? (like sheep)

Thanks for any help in advance! Please comment if you get a minute as I only have a few days left to complete!!

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Please please help :) checkpoint 5 Q 3, 5, 10

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