OK, so I found the Lesson Plan Module to be scant and didn't really go into much details of important topics which we are tested on in Checkpoint 5, such as:

Pre-planning (...??)

Target Language (it's in the example lesson plans, but no explanation is given)

And I am very confused about the directions of Checkpoint 5. Like the first "question" says "Students Age."

I chose the Comparisons plan... which is Elementary level... I put down that the students age is 10 years+

I don't know if they meant how old might my students be, or if their asking me to come up with a lesson plan for the students to compare their ages?!

How can I complete this Checkpoint if I don't understand what they're asking me to do!? And this is half of the questions on the checkpoint!!

Hi,

Don't worry - it can get a little confusing sometimes! The target language is what you're aiming to teach in the lesson - e.g. comparative adjectives or correct use of articles. The students age is simply how old your students' are, not anything to do with your lesson plan, so you can plan age-appropriate activities - obviously there are some topics/activities that would be appropriate for kids, but that adults wouldn't enjoy, even though they may both be at an elementary level.

Hope that helps - if you have any more questions get in touch!

I am also having problems with check point 5, just the first question and anticipated problems. I really cant think of anything that might be a problem for my students other than that they will keep using one adverb.

If anyone can share their ideas or just nudge me on to the right thinking path it would be very much appreciated

Thanks xxx

Thanks Honor! Sorry for the late reply.

So yesterday I got my TEFL certificate! Yay! Now I'm just working on all the other specialized certificates :) I'm so excited.

Tania88 i also cannot think of any anticipated problems ahhhh! This one is so confusing!

Im also finding the first question confusing! Infact I just look at it and my mind goes blank lol.

1, Students age?????

I saw the reply above but do I just put as my answer "Students aged 10", and leave it at that?.

I thought my brain had dropped out on the last module but now Im sure it has with this one!

HELP hahahaha.

OH MY GOODNESS....i thought checkpoint 4 was bad and this checkpoint 5 is riduclas!!!! what the hell!?!?!?! :(

Hi Karen,You would probably get away with putting teenager and then give age and level appropriate objectives,TL,assumed knowledge etc  .Hope this helps,good luck

Mark

Thanks Mark :0)

Ive  got to the point now where Im thinking Oh well if I fail then hopefully I shall get enough feedback to correct my assignment. Theres no point in letting it get me down.

I sat for 3 days just looking at the questions lol. I wasnt sure what was expected of me. Well...... sort of but not completeley if you know what I mean.

But to be honest when I think about all the modules except the 1st, Ive had a blank space in my mind. I passed all those 1st time so fingers crossed with this one.

Karen

WOW!

SPELLING hahahahaha sorry.

Hi

iam really stuck on checkpoint 5.

i decided to do hobbies. would the target language be e.g. swimming, running, horse riding, football etc. also what would the assumed knowledge be?

please help

Katie

I have a question. What happens if you actually fail a module 3 times? Do You have to redo all the other modules or are you doomed to never be able to get a TEFL certificate?

The question is, if i-to-i are getting so much feedback on the questions be hard to understand and then have their own moderators admit this, they don't they just rewrite the questions so they make sense?

Has anyone looked at the Pre Plan here? You might find it helpful.

One of the biggest problems I´ve had when teaching comparisons is the rule about when to put "er" on the end of the adjective and when to say more or less, ie, bigger vs more or less confusing.  The rule is that words longer than 2 syllables get more or less in front of them, but there are exceptions. My students often just think that this rule is stupid and we should use the same pattern for all adjectives and it´s hard to explain why we dont.  I´ve actually started telling them "there is no why, its just how it is".  I think this is called mother tongue interference, as this quirk doesn´t sem to exist in Spanish.  Also, students often miss out the word ´than´ after the comparitive adjective: "mount Everest is higher Mount Chimborazo".  They need a fair bit of repetion to learn this and a good way is a board game or quiz.  A good way to demonstrate the concept is to get 2 students, one taller than the other, in front of the class and elicit or teach the phrases "taller than" and "shorter than".  Then ask them about famous geographical features: "Is the river Amazon longer than the River Nile?" (NO!)

I am stuck on question 8 on checkpoint 5. I have had 2 attempts so am in danger of failing the whole course-I am petrified at even attempting to make my answer correct now so would be so grateful for any advice

Hi All. I need to Lesson Plan for adults - SUbject is Hobbies. I have the pre plan done correcly so it is the main Lesson Plan that I would love a bit of help with pls.

Can anyone pls help me????????

I will be grateful forever

Hey guys,

my idea is to form a study group so we can comfortable talk with each other. send me a private message if you're in.

good luck everyone

oh yeah forgot to mention that we can talk on skype as a group. lol

with all these questions about anticipated problems etc, you have to think back over all the other things you have learned on the course so far - how to teach grammar, vocabulary, pronunciation, etc.  All these aspects can present potential problems.  Think of the possible errors they may fall foul to - mother tongue interference, over generalisation etc.  The problems will depend on the lesson you are teaching and the age/level of the students.  

You have to choose the age and level yourself as part of showing that you can plan in a relevant way, much of it is pretty simple - just follow the rules present practice produce.  Preplanning I think (it's been ages since I did this) means making a basic 'sketch' of your lesson and activities including the objective - most important! and a plenary.  Then you need to think carefully about s-s/s-t/t-s time etc.  don't just talk the whole time yourself, but do give them opportunities to ask questions.  If you ask "do you understand?" they really will all say yes.  Lots of feedback! quickly between activities then properly at the end, tie it all together in a game or production activity.

This module is a culmination of all the other things you have been taught so far... don't think of it as a stand alone module, bring together all your knowledge and go through it methodically.  Good luck!

*This post has been moderated and tutor feedback, along with course answers, have been removed*

Hi all- I am having trouble with checkpoint question 8 too!  I already failed twice!  I need some help understanding my tutors comments!

Does using the powerpoint count as a board review?

Does my Ball toss activity count as individual drilling?  My PPT practice as chorall drilling? 

Do I have to put my lesson plan in the exact order that she states it? i.e.board review after chorall drilling?

It seems clear I should remove the reading section of the lesson plan, but what other issues can anyone see?

Thanks for your help!

I don't think you have to put it exactly as she states, as I didn't really have all these. 

My steps were: Warmer-lead in-presentation-drilling-lines-practice-production and it was fine. 

You could always email them to double check. I'd suggest, though, to think of your lesson as presentation-practice-production. The other sections not mentioned, can easily fit into one of the stages of PPP.

Choral drilling would be getting the whole class to say it simultaneously, as far as I remember.

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Very detailed, I'm impressed! 

Anyway, lead in, sets the context. I'd introduce the tall+er during the presentation. 

Keep in mind that the level is Elementary.

I think you can introduce the function of comparatives earlier, through pictures or so.

I also think the irregular form can come later once they've had ample practice with the regular form. 

It's a grammar lesson, so you don't necessarily have to introduce new vocab. 

I think my main concern would be showing what taller means, as oppossed to just tall. 

I'd worry about the sentence in the latter part of the lesson. 

I think you don't need the video clip.

Just remember, your focus is grammar: comparatives and your class is Elementary. 

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Anyway, If it makes it easier,

INTRO: warmer/review/setting context/presenting structure 

PRESENTATION: drilling, board review 

PRACTICE: controlled speaking practice/pairwork 

PRODUCTION

WRAP UP: setting homework, lesson review

I am glad I am not the only one confused it is doing my head in. I have sat staring at this for over a week and still don't know what it is I am supposed to be doing here.....HELP........

Really do think a study group would be a great idea.

Thanks.

I am glad I am not the only one confused it is doing my head in. I have sat staring at this for over a week and still don't know what it is I am supposed to be doing here.....HELP........

Really do think a study group would be a great idea.

Thanks.