Young Learners
End Term Assignment
Q1. Which do you think is the best form of error correction?
Answer: Correction is inherent nature of a teacher. It is really important and can't be ignored.
We should also keep the cultural context in mind before correcting the students, as it helps to
understand the barriers the student may go through in order to acquire English as his second
language.
Corrections can be broadly classified as:
1) Self/student correction
2) Peer correction
3) Teacher correction.
Correction is done if there is a mistake or error. I will focus on errors. Self correction is said to
be the best way to correct, but I believe teacher correction is must and very important. Self
correction or peer correction is appropriate at a stage when the students have knowledge about
the mistakes done and they correct it. Teacher correction becomes necessary when the mistake
becomes an error and student themselves are unable to correct it or repeat the same mistakes.
Teacher correction is the last resort as we help students with better knowledge and examples that
they might not be aware of in self correction or peer correction phases. If teachers stop to correct
during oral interactions, emergent bilinguals do not improve. Instead, they may forget what they
were trying to say, or else they may simply avoid talking. However, it is only when they engage
in classroom discussions that English learners' oral language improves, and they move through
stages of second language development. We should always correct our students. We owe that to
them. They have the right to know if what they are saying is correct.
It is also important to note we have to find a way to correct our students, so they are not bothered
by our interventions. As a teacher, it's up to us to make them aware of errors without
undermining their confidence. Learners who are open to correction learn faster, but most
students, no matter their age, dislike public disclosure of their mistakes. This means our job as
teachers is to help build openness to corrections, but also to protect students from the humiliation
of being told they are wrong in front of their peers. We can do this by creating a culture of
evaluation that realizes that errors in second language classrooms are to be expected, celebrated,
and corrected through modeling.
Q2. Plan a theme based lesson from the following list of contexts:
Water, Rain, Food, Trees, Colors, Pets, Sports
The lesson should be designed for 6 to 8 year old beginner level language learners and must
incorporate either a song or art/ craft work. Kindly mention the
Time duration
Language skill being enhanced
Final objective
Warmer activity
Context setting
Language presentation
Practice Activity
Finally any other school subject that this context or theme might be linked to and how.
Answer. Theme: food
Language skill: beginners and young learners develop understanding of nouns, pronunciation,
new words to vocabulary and phonics.
Language presentation: through cut outs, videos and activities students understand the various
healthy foods available to us, what each food is called and is good for what.
Practice Activity: 1. Healthy food plate. 2. Rainbow food. 3. Healthy v/s Junk food chart paper
Finally any other school subject that this context or theme might be linked to and how: This
context and the activities bi products can be used for topics like food and our body, nutrition
value, food pyramid, etc to be taught in future.
The name of the topic: Healthy Food
Time duration: 50 to 55 minutes
Objective: By the end of the lesson, students are more likely to identify,
recognize and use of the healthy food, individually using
worksheet, videos and cutouts. Students can also distinguish
food items based on their colors. Will be able to understand
the food necessary to grow and what foods need to be
avoided.
Age: 06 to 08 yrs old
Level: Beginners
Teaching Aids: Video song, work sheets, white board, projector and
computer, Grocery ads, Scissors, Glue stick, Paper plate.
Warmer(time:7mins): Brain storming:
Divide students in four groups.
Draw Four columns on the board 1. Breakfast, 2. Lunch, 3.
Evening snacks, 4. Dinner. This will also be names of the
groups
Ask them to write for their team what all food or edible items
do they consume during that particular time.
Example: team breakfast will write under the column of
Breakfast what all food or edible items they do consume in
breakfast or think they can consume during breakfast. So will
the other groups do i.e. group dinner will write under dinner
column about food that they eat for dinner and that can be
consumed for dinner.
Context time: 10mins Procedure
Setting
Teacher (T) Activity Student (Ss) Purpose
Activity
1. Picture makes the abstract topic more concrete and it
1. T tells Ss about 1. They look at the illustrates it making the target topic more meaningful
healthy food and how picture and talk for the visual learners. Moreover, this activity helps
it helps them grow. about it trying to activate the meta cognitive skills and Ss tries to collect
2. T divides student find out what the from the memories of how and what they are stressed
in group of five activity is about. to eat at home which is related to the topic and group
students, gives them 2. Ss work in work increases the interaction among students.
some cutouts of groups and
food items, glue and prepare their plate
paper plates. of food items.
3. T tells Ss to stick
about the food they
think gives them
energy and helps
them grow on the
paper plate.
Actual time: 15mins Procedure
content
Teacher (T) Activity Student (Ss) Activity Purpose
2. 1. This helps them identify
1. T shows students videos 1. Ss watch the videos. between healthy food and junk
2. T monitors the students 2. Ss recognize the food foods, what they should focus to eat
while they are watching so items from their daily on and why. The video are useful in
that she can see whether usage. order to see whether they have
they understand it or not. 3. Ss understand types understood the topic or not is
3. T describes the video how of different food item something unusual and interesting
the food items help them and how it helps them and it will relax students since they
grow strong, healthy, smart grow and what is like watching videos.
and intelligent. How healthy and what is not.
different food contributes in 2. Fruits, vegetables, milk
their growth and what they products, grains, and meat help
are useful in. the healthy our bodies grow to be healthy
food they are supposed to and strong.
consume and junk foods to
avoid.
4. Repeat the videos and
try to get them sing along.
Recapitulation time: 13 mins Procedure
Teacher (T) Activity Student (Ss) Activity Purpose
3.
1. T distributes an activity Ss try to use as much Helps Ss hunt through the cut-out
sheet on which there is a items as possible, plus foods and have her place the
rainbow drawn. Give them they identify food items healthy foods in one pile and the
cutouts of food items; ask with colors now. non-healthy foods in another. Use
them to stick the food item this activity as an opportunity to
with same color on each
review fruit and vegetable names.
section of the rainbow. For
example It also helps them identify the
colors.
2. Fruits
and Veggies for 2. student check if their
Kids/Vegetable and Fruit rainbow food items
Song/Eat Your Rainbow have some of the foods
shown in the video.
Evaluation or time: 10 mins Procedure
Practice
activity.
4.
1. Divide them in groups of five, 1. 1. This task helps them revisit the
provide them with a white and Ss give their opinions things taught and what they have
black chart paper ask them to about it. And work in been following at home. Another
stick healthy food on white teams. thing is that this activity also shows
chart paper and junk food on whether they have understood the
topic or not
black chart paper
2.
Doing the feedback session for this
activity at the end of the lesson
creates a smooth closure for the
lesson and acts like a vocabulary
recycling activity where students
needs to use cognitive skills.
Practice activity:
Worksheet/ Activity 1: Food Rainbow (example)
Apple, cherries, etc
Oranges, tangerines,etc
Mango, banana, yellow capsicum
Spinach, broccoli, kiwi, etc
Activity 2: white and black chart paper( example)
White Chart Paper – Healthy foods Black chart paper – Junk foods
Apple, banana, oranges, broccoli, spinach, fish, Pizza, salty fries, soda, sweets, etc
eggs, etc
Video link
1. Healthy Tasty Food Nursery Rhyme
https://www.youtube.com/watch?v=ygdgrT6oSUk
2. Foods Keeps You Healthy
https://www.youtube.com/watch?v=MEiJYpKMgmQ
3. Healthy Food Vs Junk Food Song!
https://www.youtube.com/watch?v=fE8lezHs19s
4. Fruits and Veggies for Kids/Vegetable and Fruit Song/Eat Your Rainbow
https://www.youtube.com/watch?v=1u5HOURq7kQ
5. Healthy and unhealthy food quiz
https://www.youtube.com/watch?v=GnfTHsdTodA
