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Information text Read the following statements and decide if they are TRUE or FALSE
Question 1
Correct Mark 1 out of 1 True False TEFL is a unique job that you can do anywhere in the world. Select one: Feedback It is a unique job and, potentially, you can teach anywhere in the world. The correct answer is 'True'.
Question 2
Correct Mark 1 out of 1 True False As a TEFL teacher you are learning and teaching at the same time. Select one: Feedback There is a lot to learn about the English language, and it is impossible to know everything so, yes, it is a job that enables you to learn too. The correct answer is 'True'.
Question 3
Correct Mark 1 out of 1 True False TEFL is a stress-free job. You can walk into class, and walk out of class without thinking about it before or after. Select one:
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Question 4
Correct Mark 1 out of 1 True False TEFL can really help you understand the world and different cultures. Select one: Feedback One of the biggest advantages to being a TEFL teacher is the people you will meet and the willingness they will have to share information about themselves and their culture. The correct answer is 'True'.
Question 5
Correct Mark 1 out of 1 True False It’s difficult to make a career in TEFL. Select one: Feedback Not necessarily, there are plenty of paths you can choose to build a career in the TEFL industry. Having said that, it is also a great job to have if you want a career break or gap year. The correct answer is 'False'.
Question 6
Correct Mark 1 out of 1 Question text No lesson is the same, that’s one of the best things about TEFL. Select one: Feedback One thing about being a TEFL teacher is it CAN bring stress. Planning effective lessons takes time, so be prepared to think about the class before and after. The more prepared you are the less stressed you will be. The correct answer is 'False'.
Ignoring the problem usually means the class will eventually balance out and everyone will be at the same level. Introductions (Hello, nice to meet you!)
- Beginner, Language for debating (I understand what you are saying, but...).
- Proficiency, The present perfect tense (I have lived in London since I was ten)
- Pre-intermediate, The 3rd Condition (It would have been quicker if we had taken a taxi to the park instead of walking).
- Upper-intermediate Introductions (Hello, nice to meet you!) - Beginner - Greetings and social niceties would be the first thing to teach a beginner. The Present Perfect Tense (I have lived in London since I was ten) - Pre-intermediate - It is important to teach this grammatical structure to fairly low level students as the present perfect tense is used frequently in English and the structure is fairly simple. The 3rd Condition (It would have been quicker if we had taken a taxi to the park instead of walking) - Upper-Intermediate - This conditional tense has a much more complicated structure so would usually be taught at Upper-Intermediate level. Language for debating (I understand what you are saying, but...). - Proficiency - Debating skills involve being able to listen and respond quickly and effectively to a variety of topics. Students would be able to perform better if they have near-native language ability. The correct answer is: Schools usually form mixed level classes as it is good for business.
- False, Never use the same material with mixed level students.
- False,
- False, Mixed level classes are classes where students are of different heights.
- False, Using different level materials with a mixed level class can be useful.
Give concrete instructions and use activities that focus on classification, ordering and location of specific objects. Sensory input and game-like activities are an essential part of teaching this age group. Motivation and commitment to learning are becoming conscious decisions made by the student. It is therefore important to gain their co-operation by using teaching methods that actively involve students and present challenges. Generally, this age range will want to apply new information or skills to real situations and do not wish to learn what they will never use. It is important that you work together with students, rather than simply transmitting knowledge. Use a variety of teaching strategies such as small group problem solving and discussion. Your answer is correct. The correct answer is: Flexibility in lessons.
- Pro, Student confidence.
- Pro, Variety of input for the student.
- Pro, 100% attention to one person.
- Pro, Restrictions on activities.
- Con, Student interest in lesson.
- True The correct answer is:
- Children,
- Teenagers,
- Adults
Your answer is correct. The correct answer is: Using pictures.
- Visual, Watching a film.
- Visual, Listening to a recording.
- Auditory, Handouts
- Visual, Role play.
- Kinaesthetic, Drilling.
- Auditory, Competitions.
- Kinaesthetic, Listening to the teacher.
- Auditory, Writing on the board
- Visual, Using realia (examples of materials from real life, such as menus or timetables).
- Con, Variety of input for the student.
- Pro, High energy in the class.
- Pro
The teacher repeats the model sentence with natural linking, stress and intonation. The class repeats. Teacher says ‘used to’ + infinitive can be used to talk about things we regularly did in the past, but don’t do now. The teacher asks some individuals how many people shared their interest and corrects some errors if they are made. The teacher draws a timeline on the board, showing a period in the past with several crosses within it. The correct answer is:
- Presentation - highlight spoken form, Teacher says “Sarah used to play tennis.”
- Presentation - model sentence,
- Summary of the rule,
- Review - feedback,
- Presentation - highlight meaning, Teacher asks “Did he play football in the past?” (Yes) “Does he play football now?” (No)
- Presentation - checking understanding,
- Kinaesthetic Your answer is correct. The correct answer is: Fill-in the blanks (with an explicit grammar rule applied), memorization, use words in sentences, composition.
- The grammar translation method, Question and answer drill, minimal pairs, complete the dialogue, grammar game.
- The audio-lingual method, Authentic materials, scrambled sentences, language games, picture strip story, role play.
- The communicative approach, Fill-in the blank (no explicit grammar rule applied), dictation, map drawing, paragraph writing.
- The direct method or natural approach
Is there sufficient explanation for teachers and students in the book? Is it clear what the objectives are and are explanations easy to follow?
- Guidance Using these headings it becomes a much more straightforward process to evaluate a course book. Think about writing out answers to the questions above for each book you are considering to help ensure you can make the best decision. Usually you would evaluate two or three books and make a final decision based on your answers to the above. Of course, a simplified version of the above can be used for any extra material you may wish to use in addition to your current course book. Keep writing as small as possible. You don’t have enough space for generously sized writing.
- False, Plan how you will use your board. Keep part of it for new vocabulary that may arise.
- True, Use one colour only. More than this can distract students.
- False, Put the day/date on the board in the format of e.g. Thurs/1/5/11.This saves space for more important writing.
- False, Write quickly and clean as soon as you’ve finished a sentence. This will teach students to write quickly too.
- False These simple rules should help ensure you use your board effectively
- Your writing should be clear and legible. If you haven’t used a board before take time to practise before you take your first class.
- Write several sentences one after the other in different sizes. Then go to the back of the classroom and see which you can read easily. Choose the size that will be easy to read but not take up your entire board in two lines. You can be certain everyone will see letters eight inches high but you will spend half your time rubbing out what you’ve written.
- Organise your board to suit the lesson you are teaching. Some teachers use a column system and divide the board so that one column is set aside for new vocabulary, another for pronunciation, and so on.
- Place the day, date, and month in one top corner- written in full. Many students are highly organised and like to have their notes filed according to the date of the lesson. This not only facilitates these students but provides on-going reinforcement of the
English names for days and months, and the way dates are written. These vary from culture to culture and can lead to great confusion. One story tells of a company that lost a lot of money because they thought they had until the 1st of March 2002 to complete an order. The client actually wanted the order by the 2nd^ of March 2001 02/03/01 depends on whether you read it left to right or right to left!
- When writing on the board ensure all the students can see what is being written as you write. Hold the pen shoulder height or higher and away from your body.
- Use different colour pens or fonts to highlight grammar, pronunciation, spelling points etc…
- Wipe off any writing that students won’t need later in the lesson but wait until they have copied what is necessary for their notes.
- Plan what you will write as part of your lesson plan. This will avoid overcrowding and clutter of your workspace and allow students to refer back easily to what has been written should they need a reminder later in the lesson. Keeping a column aside is useful as you cannot always predict what students may need you to write. You may have a lesson planned with the names of six animals but your students may ask you for several more that do not form part of the lesson. The ‘non-lesson’ names can go in the separate column so as to avoid confusion. Interactive whiteboards offer a world of possibilities to language learning and there are a variety of types, from the more ‘basic’ board linked to a PC for the teacher to use to situations where students and teachers have connectivity to the board. Interactive boards can allow you to show a range of on-line materials quickly and easily to the whole class and also access pre-prepared activities from your own PC / laptop. Whilst these are a great resource and can work wonders in expanding the range of what you can do in the classroom, do remember to always have a reason related to the lesson plan for whatever you do. It can be tempting to use technology for technology’s sake – but it’s of little use unless it’s related to what you are trying to teach. The majority of schools that do have interactive set ups in the classroom will be more than happy to train you in how to use it etc – and there are more and more online resources to help and guide you in this. Here are a few to get you started!:
- Interactive whiteboard blogs
- The internet and English teaching
- Using technology with low tech learners
- Show a part of the film and then provide students with the transcript and have them play the roles of those in the film.
- – Role Play,
A very controlled practice exercise, examples include individual, choral, substitution, closed pairs and open pairs.
- Concept checking questions – CCQs, This technique is used when verbal explanations would be long and difficult to understand.
- Modelling,
- Drilling, Activating student schemata by giving you information they may already know.
- Eliciting Look at the following plan. Fill in the blanks from the list below and then check your answers. - drill pronunciation - asking and answering questions - timing - pointing to the days - stage - playing of the recording Answer timing Answer stage Interaction Reason^ for^ doing^ the activity Warm-up – Revise verb ‘To Be’ Ask questions. SS repeat in pairs. T-Ss Ss-Ss To revise the verb to positive, negative, an question forms.
10.05-10.15 Pre-teaching – Differences between /ɫ/ and /θ/ Answer drill pronunciation Elicit pronunciation using vocabulary on board
T-S
Ss-T To ensure students c distinguish between / and /θ/ and pronounce effect 10.15-10. Pre-listening activity Elicit the two days students know from their class days. (Monday/Wednesday) Elicit any other days students may know. T writes 2 days on board. Leaves 5 blank spaces. T-Ss Ss-T Engage the students arouse interest in lea the other days. 10.20-10. Initial Answer playing of the recording
- Students listen to the tape then listen and repeat.
SS
- recording To expose students t sounds of the other d Then to allow SS to their pronunciation o speaker’s. 10.25-10.30 Elicit the days by Answer pointing to the days Ss-T To check students understanding of the recording, recall, and
Upper-intermediate Present the new language T-SS Ages 20 - 25 11:30 – 12: To check the ss are producing the language correctly SS-T To give the teacher time to check each student individually 4:00-4: Warmer CD player 1:00-1:
Set homework Time of the class, Resource / materials used, Stage, Time of the class, Reason for doing the activity, Interaction, Reason for doing the activity, Time of the class, Description of the class, Interaction, Stage, Level, Stage,
Intermediate SS-SS 50/50 boys and girls all 8 - 9 years old Beginners 7 women and 2 men Free practice Whiteboard Projector To introduce fruit vocabulary
Question 1
Correct Mark 1 out of 1 Question text The names of your students. Select one:
Students struggle with pronunciation of ‘l’ and ‘r’ Reason for doing the activity Resource / materials used, Resource / materials used, Stage, Description of the class, Level, Description of the class, Interaction, Level, Anticipated difficulties,
False Feedback The correct answer is 'True'.
Question 5
Correct Mark 1 out of 1 Question text Any anticipated problems. Select one: True False Feedback The correct answer is 'True'.
Question 6
Correct Mark 3 out of 3 Question text Look at the different lesson ideas below and match them to the age group they would be most suitable for.
Give students responsibility and independence and have lots of opportunity
to the class to demonstrate their knowledge of the world and what’s of
interest to them.
Provide a supportive and encouraging learning environment where the fears
of ‘looking silly’ and ‘getting things wrong’ disappear. Include activities
which enable students to build on what they know, and discover what they
need to know.
Lessons should be varied, fun, bright and interactive, fast paced and include
lots of different material.
Feedback True Answer 1 Teenagers Answer 2 Adults Answer 3 Young learners
Question 7
Correct Mark 8 out of 8 Question text Match the different levels to their English ability.
Advanced
Beginner
False beginner
Elementary
Upper-
intermediate
Pre-
Your answer is correct. The correct answer is: Give students responsibility and independence and have lots of opportunity to the class to demonstrate their knowledge of the world and what’s of interest to them.
- Teenagers, Provide a supportive and encouraging learning environment where the fears of ‘looking silly’ and ‘getting things wrong’ disappear. Include activities which enable students to build on what they know, and discover what they need to know.
- Adults, Lessons should be varied, fun, bright and interactive, fast paced and include lots of different material.
- Young learners Answer 1 Answer 2 Answer 3 Answer 4 Answer 5 Extended ability and knowledge of structures Answer 6
