Classroom activities serve as joists to the learning process since they reinforce what students are learning and support intellectual, emotional, social, moral, and creative developments

Learning Goal: I’m working on a english project and need support to help me learn.

I will be sharing the done assignments will be showing the feedback have to fix according to it . each question has feedback to be fixed accordingly.

assignments finished one

Preliminary Assignment

Classroom activities serve as joists to the learning process since they reinforce what students are learning and support intellectual, emotional, social, moral, and creative developments. It also helps them toward continuous improvement in their skills.

Writing:

Considering the case of an OET class that is 3 weeks in a 10-week course with 10 students, having language skill issues when writing grammatically inaccurate sentences, I will use Gap-Fill activity with the class. A gap-fill is a practice exercise in which learners have to replace words missing from a text. These words are chosen and removed in order to practise a specific language point, for example, grammar, vocabulary and features of written texts such as conjunctions, articles…. etc.

Listening Part A:

In order to practice listening part 1, it is essential to understand the listener who is using informal language and link it to the formal language used in the test paper. In the first place, I need to help the student gain an appropriate vocabulary and language skills.

For that purpose, I will go with activities that help building their vocabulary and explore synonyms such as matching words with their meaning. Using the medical (formal) terms of pain in column A and the explanation of these terms using informal (everyday) language.

Ex. Match the terms from column A with their meaning in column B:

Listening Part B: (listening dialogue)

Based on the feedback given by the students and the difficulties the students face not knowing what to expect, I will help them focus on their reading skills in order to get the best use of the information given in the question and mark key words that will help them listen effectively and get the correct answer starting with handing them a copy of transcribed text followed by few multiple-choice questions. Then I will ask them to read each question thoroughly and mark key words that they need to focus on while listening. Then they will read all the options given and later that they will check the dialogue for the correct answers. Using this activity will help the students focus on what to expect and prepare for the purpose of communication before they listen.

Ex. You hear an optometrist talking to a patient who is trying contact lenses for the first time.

The dialogue: … patient: I had no trouble taking them out earlier but I`m not confident about putting them in … optometrist: that’s unlikely to happen…

What is the patient concerned about?

• His blurred vision.
• Soreness in his eyes.
• How to remove the lenses.

Listening Part c:

In order to help students, improve their listening skill and focus more on details, I will use structuring and sequencing practice by playing an audio, and then ask the students to take notes for the main ideas. After that I will have them listen to the audio again and make more detailed notes. Once they have finished, they will be asked to listen one more time, compare the notes taken to the audio and see if there is anything that they have missed.

Speaking: Partner Activity:

I will divide students into pairs giving one partner an A card and the other a B card.

I will remind the group how to listen when the student described their symptoms as patients.

I will set a 2-minute timer and allow the A partner to ask the B partner the question on their cards.

The A partner should practice the active listening process of listen, retell, ask, retell.

After the 2 minutes, I will have partners switch roles, allowing the B partner to ask and listen as the A partner speaks.

I will Call on students to restate what they learned about their partner and to share what it feels like to be truly heard.

Reading Part A: Scanning

Scanning is a specific reading skill which is often used in combination with others such as skimming and intensive reading. Learners need to learn different ways and understand that choosing to read is an important step in building reading skills.

In order to help my students, practice their scanning skills, I will give them 4 texts, and then ask them to scan these texts for specific words quickly without reading them. After that I will ask them to complete a few sentences from the texts within two minutes.

Reading Part B: Gist Reading

(GIST) is a summarization procedure that helps students digest complex texts by requiring contextual word learning. GIST explicitly combines the most important words with reading and writing to comprehend the complex texts.

I will select a medical text, highlight a passage that either explains an important concept, including difficult vocabulary, or promotes discussion about a central topic or theme. These may include social justice, social action, racial or cultural discrimination, or linguistic diversity. I will not consider reading level when selecting the passage.

I will read the text aloud and then ask students to read a section aloud using choral reading.

I will revisit your targeted vocabulary words I selected during Word Work.

I will ask the students what words or concepts they consider most important to understanding the text. I will highlight both the vocabulary words selected and the words the students chose. I will add them to the GIST Worksheet.

I will check for student understanding of key vocabulary using the context of the central text.

I will have students read aloud and write a one-sentence summary of the text using as many of the listed vocabulary words and concepts as possible.

I will repeat the process through subsequent sections of the text.

I will create a topic sentence to precede the summary sentences; students can edit the end result into a summary paragraph.

Reading Part c:

Opinion is an individual view about a person, things, ideas, environment, etc whereas attitude is positive or negative feelings towards a person, things, ideas, environment.
The opinion may or may not be based on facts or knowledge or own belief system, whereas attitude is generated from own belief system.

So, I will start introducing the difference between these two concepts. Then I will give them a text and ask them to read it carefully and mark all words that express attitude or opinions of the speaker. After that I will ask them to discuss these words with the whole class, and then write them in their notebooks as a reference. Finally, I will ask them to write a summary of the paragraph, using their own words to make sure they understood the speaker`s opinion.