———————————— Global English Teaching English to Kindergarten and Primary Learners Course Answer Booklet 1 ——————- Instructions Before completing this Answer Booklet

———————————— Global English Teaching English to Kindergarten and Primary Learners Course Answer Booklet 1 ——————- Instructions Before completing this Answer Booklet, please read the following instructions carefully. This Answer Booklet relates to the Global English Teaching English to Kindergarten and Primary Learners Study Booklet 1. It is not for use with any other Global English course. 2. Download your answer booklet onto your own PC or laptop and work from anywhere. Just remember to come back to your student dashboard to upload your work again when you are finished. You can download the Study Booklets as they become available – they are yours to keep and youll find them useful sources of information as you teach. 3. Ensure that the answer you are writing relates to the specific question in the Study Booklet. 4. This Answer Booklet is in Microsoft Word format and should be uploaded to Global English in a Microsoft Word or MS compatible format. 5. Commence by putting your name and student number in the space provided. 6. Read the relevant section of the Study Booklet and then answer the questions in the indicated areas in this Answer Booklet. Please type your answer in a different colour from that of the question this will help your tutor when it comes to marking your work. After each question there is an indication of the number of marks awarded for each response. Please answer each question, as credit cannot be given if an answer is not attempted. 7. Some questions have a recommended word limit. Please try to keep your answers within these suggested limits. However, if you do need to extend the occasional answer, you may do so. You will not be penalised for writing more than the recommended number of words, providing that your answer is relevant. 8. It is recommended that you save your work frequently and make a backup copy foryour own records. 9. As you write your answers, the subsequent questions will move down the page. Please only enter text into this document. Do not attach pictures, frames or objects. Where you are requested to show examples of pictures, please search the Internet and write the URL of the specific location where your sample pictures can be found. Your tutor will then visit that site and view the pictures. This is to reduce the size of documents uploaded onto our system. 10.Whenyou have completed every question, please return to your student dashboard and upload your Answer Booklet. To do this, click on the browse button on the relevant module page, find your file, select it and then click upload. There is no need to upload your Study Booklet. Your tutor will mark this Answer Booklet and return it to your dashboard for you.We try to mark all modules within 3 working days. Once you have uploaded your Answer Booklet, you can move on to the next module. Please ensure you complete the modules in the correct order. 11.While we do allow student to work together and exchange ideas, or even use the same material as the basis for an answer, we do expect that students will do their own work and submit responses that are theirs and not anyone elses. 12.Good luck as you proceed through the course. Remember that we are here to give you help and guidance if you need it. Please click on the tutor chat button if you need advice on your course material, or on our office chat button if you need any technical help. Or call us on 44 1392 411999 (outside UK) or 01392 411999 from within the UK. Name Kawaljit Kaur Student Number 6063 Tutor Clare Welch Question 1 (8 marks) Look again at the twelve rules from Longman as listed in the study booklet. Please bullet point them in your own words, as this will help you to learn and remember them. Then underneath this, answer the following questions Focus on students learning. Any activity should be around for 5 minutes even the calm down activity. Leaners should be actively participated in the class most of the time. Plan enthusiastic/movements activities longer, so learners can enjoy it. Teacher should sequence the activities wisely, to maintain class discipline and learning environment. Plan Stirrers activities to enhance students motor skills/ physical movements. Settlers activities to calm down the active students e.g. drawing Settlers activity couldnt be work longer to discipline the class. There should be use some other techniques to make your students relaxed. Teacher needs to balance the head up and head down activity. Increase social interactions to learn. Plan for time wisely. Organise the administrative work well. Teacher should involve children in their planning. What is the difference between a stirrer activity and a settler activity Can you give an example of each Stirrer activity that encourage children to move their body around e.g. musical movements and settler activity calm down children e.g. colouring /drawing Why is sequencing our activities important Teacher should sequence the activities wisely, to maintain the class environment and activities flow. So, the children do not become overexcited or bored. One of the rules is to plan for time. What does this mean In your own words (around 100), say why you think that failing to plan for time can turn a good lesson plan into an unsuccessful lesson. I think plan for time means when teacher manage the time wisely, when she is prepared to deliver a lesson, to run a class daily schedule or move one activity to another activity effectively. In fact, if she fails to plan for time or havent manage the time to run the class schedule can turn her good lesson plan into an unsuccessful for the following reasons. Teacher may get nervous/confuse/frustrate and that may affect her class discipline, and this may increase misbehaviour and reduced learning. Teacher may squeeze or cancel some activities due to no time /limited time. Question 2 (6 marks) At the following website, Sue Clarke has written on why using songs with young learners can be an effective tool to aid learning. HYPERLINK https//www.teachingenglish.org.uk/article/kids-songs https//www.teachingenglish.org.uk/article/kids-songs Look carefully at what she says about why we might use songs in the primary language classroom. In the first paragraph she gives four reasons why we should consider using songs with our younger learners. Next to the arrows below, write those four reasons down in your own words (one mark for each correctly paraphrased answer). Then underneath, expand on those reasons, stating why you think they could be useful. Answer For reinforcing grammar points Songs can be used to enhance learners grammar skills and sentence structure. Young Students love to sing repetitive sentence structure. They easily pick the grammar when they hear /practice the song few times in their class. Teaching vocabulary of a particular lexical set To memorise the vocabulary young learners, need to practice the vocabulary many times. Songs are a great teaching resource to in term of repeating and enhancing vocabulary. There are number of songs that can be easily found and matched with any theme to teach vocabulary of any focused theme. Developing listening skillsSongs can be used to enhance young leaners listening skills e.g. to introduce the story-based theme /popular topic, choose the longer song or folk song that tells the story/theme in a modern way. Singing Its a fact young learner are self-motivated to singing and act/mime. It improves their pronunciation and intonation. Teaching Songs follows the TPR (Total Physical response) approach, its amethodof teaching language using physical movement to react to the listen words in order to increase students participation and lower their stress. Singing not only teach words/vocab but it also teaches meaningful phrases. Why I think they could be useful (up to 2 marks). Answer I think songs are beneficial for students and teachers in many ways. They are very effective resource to teach learners vocabulary, singing, grammar, phrases and intonation etc. Learners can learn through fun (TPR). Question 3 (6 marks) Now its time for another question. We have looked at three ways we can help to keep our younger learners interested. However, Jo Budden writes about a number of ways of motivating young learners here HYPERLINK https//www.teachingenglish.org.uk/article/motivating-students https//www.teachingenglish.org.uk/article/motivating-students She says It is sometimes appropriate for teachers to take an active role in trying to improve the motivation levels of a group. A highly motivated group of students is generally a lot easier and more fun to teach. Look at the ideas she has outlined and choose three of these that would be appropriate for a group of kindergarten or primary learners. State which three you have chosen in the answer booklet and then write why you think they would be useful for your class. Aim to write around 100 words for each of your choices (2 marks for each appropriately supported idea. Answer Idea 1 Star charts and effort chartsIdea 2 Questionnaires Idea 3 Think to the future Do your students think they will ever need to use English in the future Will they have more job opportunities with a higher level of English If it is the case that some of your students may answer yes to these questions it may be worthwhile reminding students of this. Find some local job advertisements where English is required. You could base a lesson around jobs and offer help with writing CVs. For some of the students this may make students think of English as more than just another subject and more as a tool to help them achieve their future goals. I have chosen above three ideas to motivate my students Star charts and efforts charts Star charts work well for children 3-8 years. It is clearer and easy for young children to understand. Young children like to get sticker immediately after they work well. On the other side when adults accomplished a work, they like to collect points instead of stickers. Questionnaires Questionnaires can be made for seniors students to know their attitude towards English learning. They can be more expressive through questionnaire. Think to the future To make Ss understand English is international language and it is important to learn. Give them some examples accordingly and tell them you need English in the future to get a better job and to achieve goals Question 4 (10 marks) Please find a picture on the Internet of a basic scene. Put the link to the picture into the space below and underneath say which 10 words you would label in your picture to help your young primary learners learn new words around this theme. As a final part to the question, think about and comment on (up to 100 words) creative ways in which you can use the picture you have chosen. This may include how you would introduce the picture or possibly what you would do with the theme once students had a grasp of the new words introduced. Remember this would be an activity for a group of young primary aged learners who were just starting out with their reading skills. Picture or scene I would choose (url https//chienwong.files.wordpress.com/2010/11/dscn7586.jpg 10 words I would label in this picture 1. Wet market/supermarket 2. Stalls/ Shop 3. Vegetables 4. Tomatoes 5. Broccoli 6. Ginger 7. Onion 8. Eggplant 9. Bell pepper 10.Carrots Ways in which I would use this picture (max 100 words) I would use this picture as a theme/project with primary students to teach following key items. Vocabulary – I would teach them (vocab) vegetables names and the places, where we could buy them. Grammar- Arrange a market tour/drama to buy vegetables, teach Ss to ask if the vegetables price isnt marked How much are the tomatoes etc. Please give me some ginger or one pound etc… Thank you. Teach singular /plural. Conversation Ask questions about their favourite vegetable dishe Question 5 (5 marks) From the further research section on the further research page for this section in the study booklet, please choose one of the 5 websites we have recommended from the Activity Links section. Take a good look though the website and answer the following questions 1) Why have you chosen it and why do you think it is good 2) Is there useful support for teachers If so, give an example. 3) How could you use one of the activities from the website in your lessons Give an example of what idea/activity you could take from the website and use with your group of young learners. Website I have chosen http//123child.com/act/ 1) Why I have chosen it and why I think it is good I have chosen HYPERLINK http//123child.com/act/ http//123child.com/act/ because it is packed with so many activities of kindergartens e.g. song, vocabulary, arts and crafts etc… It is organised very well in different themes. Its easy to search for particular theme and its related material 2) Details and an example of useful support for teachers on this website It is very useful website for kindergarten teachers. Lesson plans, arts and crafts, videos, songs and books are properly labelled, teachers can easily find them for example The theme fall listed with subthemes (seeds, tree etc..) detailed lesson plans and with variety of different activities. 3) How I could use one of the activities from the website in my lessons with a group of young learners. I like most of the activities given on the website, they are fun. In case if I have to choose one activity during the rainy weather. I would choose Bean Bag Puddle Toss that will make my students excited when they ll sing along and throw the bean bags in to the puddle (hulla hop). Important please now save and close this document. Then return to your student dashboard and upload your completed Answer Booklet onto our system. For tutor use only Module 1 Question numberPossible MarksActual MarksQuestion 1 8Question 2 6Question 3 6Question 4 10Question 55 Total marks for Module 1 SUM(ABOVE) 35 Module Score XXX/35 Grade Grading for all modules 85 A 70 B 50 C 50 Fail Tutor comments Global English Teaching English to Kindergarten and Primary Learners Course Answer Booklet 1 Copyright 1999-2018, Global English Page PAGE 6 Y, B8L 1(IzZYrH9pd4n(KgVB,lDAeX)Ly5otebW3gpj/gQjZTae9i5j5fE514g7vnO( ,[email protected] /[email protected] 6Q 6