TESOL MODULE 1 ASSIGNMENT (AFTER PHASE 5)

BY: AKSHITA RAMDAS

Attempted both question:

A. Lesson plan design for enhancing Reading skill. ( passage reading)

The name of the Topic: SMELL

Time Duration: 40-45 MINS
Objective: Pupils will be able to skim, scan, reading
for detail: understand the main gist, find
the required information in the text, read
the story with the correct pronunciation
and answer the questions based on the
reading task.
Age: 5-10
Level: Elementary
Materials used: passage copy, worksheets
Warmer: Working in teams, students should come
Time: (5-7 minutes) up with words that are related to a
certain topic and start with each letter of
the alphabet, from A to Z. For example,
for the “food” topic the words would be
“apple“, “butter“, “cheese“, and so on.
The winning team of this warmup should
complete the entire alphabet first. This
can also be done by one student in a
tutoring session.
Context setting or Pre listening or Pre a) Mime smelling a flower: hold the
reading / Time: (5-7 minutes) ‘flower’, close your eyes and take a
deep breath and say ‘mmmm’!!! Or,
better still, take in a real flower.
b) Elicit from the students the word
flower and write it on the board.
c) Now elicit other things from the
students that smell nice and board
these too, then do things that smell
bad. Write Smells at the top of the
board.
d) Looking at all the words get students
to shout out which are the: i nicest
smells, and ii the really bad smells.
Actual content or While Reading a) Tell students the reading is about
Time: (18-20 minutes) smells, and about a woman called
Joanna. They should read the text
quickly – what’s her problem? (She
can’t smell).
b) Students read the text again more
slowly and underline all the smell
words – which ones are also on the
board? Do an example first.
c) Students are now ready for the
 comprehension questions. Ask them
to work individually first, and then
compare their answers with a partner
before going through open class.
Recapitulation or Post listening or a) Can the students remember what
Post Reading Time: (10 minutes) Sarah said about her grandfather?
Give the words cigars to help if
necessary.
b) Write the full sentence on the board:
When I smell cigars I think of
grandfather.
c) Then write When I smell _________ I
think of __________. Ask students to
write some sentences of their own.
Give an example first: When I smell
lipstick, I think of my mother. When I
smell suntan oil I think of the sea.
d) When most students have a few
sentences ask them to remember
one of their sentences. They must be
able to repeat it without looking.
e) Ask students to stand up and tell
each other their sentence.
f) The final task is for students to write
a poem. For this they need their
When I smell… sentences.
g) Give the students your sentences as
an example, and then show how you
have changed them to make a poem.
This is an example: Lipstick is my
mother, suntan oil is the sea, cut
grass is the beginning of summer and
boiled eggs are picnics.
h) The students write their poems and
then display them for everyone else
to read and admire. They can
illustrate them too.
 Smell : Reading

AAHH! The smell of roses. The smell of tea, coffee and hot chocolate. The smell of autumn
leaves, spring rain and the summer sea. The smell of French perfume, coconut shampoo
and soap. Bananas, mangoes and strawberries….mmmmm! How nice! But Joanna Smith
doesn’t think these smells are nice. Why? Because she can’t smell. She does not know the
smell of a rose or the smell of coffee. She does not know the smell of the sea or the smell of
perfume. Joanna thinks everything smells the same. She thinks everything smells of air.
Because she can’t smell Joanna has some problems. She doesn’t know if there is a fire
because she can’t smell smoke. She doesn’t know if food is safe to eat because she can’t
smell if it is bad. And she can’t smell herself. “I have a shower every morning and every night
because I don’t know if I smell,” says Joanna. “In the summer I have two or three showers
every day.” Joanna’s mother comes to see Joanna every weekend. She smells the house for
Joanna to check that there are no problems. She smells the food in the fridge, the cooker in
the kitchen and the clothes. Joanna can help her family too. Her sister Sarah has a baby and
Joanna is very happy to change the baby’s nappy! Joanna knows Sarah can smell. She also
knows Sarah can remember people. “Sarah remembers my grandfather but I can’t. I think
this is because Sarah can smell.” Sarah agrees. She says, “When I smell cigars I think of
grandfather. Joanna can’t smell cigars so it’s difficult to remember grandfather.” It is not only
smell. Because Joanna can’t smell, she has a problem with taste. Food and drinks are not
important because everything tastes the same. “For me fruit teas are only coloured drinks. I
know the red one is strawberry and the orange one is mango. But for me they taste the
same! I always eat all the food my family cook for me because I like everything.” Is Joanna
unhappy that she can’t smell? “Oh no,” says Joanna. “This is normal for me. I am only
unhappy when people laugh at me. They think it’s funny that I can’t smell.” And Joanna’s
boyfriend is not unhappy. “I want to stop smoking but it’s difficult. Joanna can’t smell if I have
a cigarette!’
 B. Consider any 3 of the following situations and discuss how you might
handle them.
1. One or more students are not participating or engaged in the lesson.
2. A group of students come into the classroom after the lesson has begun.
3. One student has her head down on the desk and other students are looking at her.
4. The beginning of the class is delayed because two students are fighting.
5. You have assigned a task, and some of the students have already completed it, but others are still
working.
6. You have purposely counted off students to work in random groups of 5, but some students want to
stay with their friends and don’t go to the assigned group.
7. One student is causing disruption (acting out).

The following three situations are:

One or more students are not participating or engaged in the lesson.

 If one student is not attentive in the lesson, he might be having some problem either
with understanding the topic or some distraction. It happens sometimes and normal.

       All the students may not be having equal IQ level as well. Still if he has
understanding problem, I should help him to understand it more easily.

       If more students are not participating it is crucial. The problem lies with the
teacher/topic/method of teaching/atmosphere.  The teacher should be bright enough to
find the reason and he should eliminate the element of disruption.

       When a student/group is not participating in the lesson I will put him/group in a

lead role for an activity and introduce him/them to classmates that he/is/they/are one of
the studious and very intelligent student/groups in our class. I will explain the activity
clearly and encourage them to do it.

       When they do the given activity perfectly, I might name them ‘Lead of intellectual
group/Group of intellectuals. Next time they will be participating with enthusiasm.

 Getting them directly involved in the lesson is a good practice for sometimes students
don’t participate to gain attention. In this way their purpose is also solved and you will also
be able to maintain the lesson flow without any disturbance.

A group of students come into the classroom after the lesson has begun.

1. Leave one or two empty chairs by the front or back door for latecomers. Students
who are late are not to walk in front of the room or to go to their regular seats. They must
take one of the "late seats" by the door. This will prevent latecomers from disturbing the
class already in progress.
2. Do not talk to latecomers. Don't accept a late pass or an explanation during class.
Ignore them as they come in and motion them to take the "late seat."
3. Decide on some system like: three ls equals an a and three as equals 5 points off the
class grade. That will motivate students to be on time, and to remain after class to
change an their as to ls.
4. Give tests back at the beginning of the period. Students who arrive late do not get
their tests back until the end of the period or at the start of the class period tomorrow.
5. Latecomers were channeled to a detention room where a careful record of lateness
was kept. Each infraction carried a consequence:
o After the first lateness, the student got a warning.
o After the third lateness in one day, the student's ID card was held until a
parent came to school.

You have assigned a task, and some of the students have already completed
it, but others are still working.

For the students who have already completed their assignments, I will ask them to hand over
their work and assist me in completing the activity in the classroom by collecting worksheet
or workbook etc. This will keep them busy so that they won’t go around disturbing other
children in the class.

This will take care of the discipline issue and also boost the student’s self-confidence and in
turn will also nurture a sense of responsibility in the students.

When the other students who finish late sees that the ones who finish their task early gets to
help the teachers with the activities of the class, they will try to complete their own work early
the next time so that they get similar opportunities.