Good Day , I am doing the TEFL and stuck on my assignment . Please is there anyone who can assist me with this assignment ?

Good Day , I am doing the TEFL and stuck on my assignment .
Please is there anyone who can assist me with this assignment ?
Kind Regards
Notes on vocabulary selection and pre-teaching
Look at the text and decide which words and phrases are
essential to an understanding of the content.
You can use a
vocabulary profiler
to help you decide which of those items you need to pre-teach e.g Vocab Kitchen:
If you put the text into more than one profiler, you’ll find that some words are categorised differently; profilers provide only a
to what students are likely to know at this level
Note also that profilers cannot recognise
so you need to look at the text for whole phrases and collocations such as way of life, and lose one’s job that it would be useful to teach as a single vocabulary item.
Most of the items you need to consider will be in the ‘off-list’ group in the profiler. A word falling into this category is not necessarily very advanced, it simply means that it has not been included in the of words that have been categorised in the profiler.
You do not need to include the footnote as part of the text the students would look at – you may prefer to explain this in a different way.
Having examined the text and vocabulary, decide which items from the C1, C2, B2 and ‘off-list’ categories you are going to pre-teach. We are assessing your ability to make sensible decisions about what vocabulary to pre-teach, so please do not send a ticket asking us to tell you!
You should
concept check
more abstract items.
Use the Vocabulary Teaching Table to help plan how you will teach the items you have chosen.
If a word has more than one meaning, you only need to teach its meaning in this context.
Remember to avoid asking students ‘What does X mean?’
Re-read what we say on eliciting vocabulary and concept checking in Unit 2 before writing your ‘Teacher language.’
Notes and Nots on Procedure
Your lesson MUST follow the standard procedure for comprehension lessons given in Unit 5:
1. Lead into topic
2. Vocabulary pre-teaching
3. First reading
4. Second reading
5. Follow on activity (speaking)
Please look at Unit 5 for more detail on how to plan these stages. You can reverse stages 1 and 2 if that suits your lesson better.
Note these NOTs!
use jigsaw reading or jumbled paragraphs for this lesson.
ask the students to read the text as a lead-in activity.
ask the students to read the text aloud (see Unit 5, Section 1), nor should the teacher read it out aloud – this is a reading lesson, not a listening lesson.
Look on the internet or use any ELT* books you have for ideas for lead-in and follow on speaking activities, which you could adapt for this lesson, or design your own.
Reference any materials you use or adapt and list them in your bibliography.

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