I TO I TEFL TEACHING ONE-TO-ONE ASSIGNMENT Guaranteed Pass 100% Latest Updates 2024.pdf, Exams of Advanced Education

Download I TO I TEFL TEACHING ONE-TO-ONE ASSIGNMENT Guaranteed Pass 100% Latest Updates 2024.pdf and more Exams Advanced Education in PDF only on Docsity! 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: I TO I TEFL TEACHING ONE-TO-ONE ASSIGNMENT Guaranteed Pass 100% Latest Updates 2024 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'. 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 – Pro, Level of feedback provided to the student (and teacher). – Pro, Relevance to the student of lesson material. – Pro, Demands on the teacher. – Con, Lack of distraction. – Pro Your answer is correct. The correct answer is: Peer correction. – Pro, Not being able to make the lesson material relevant to all students. – Con, Student lack of interest in lesson. – Con, Student confidence among many students may be low. – Con, Getting students to interact with each other. – Pro, Students using English to communicate with each other in class. – Pro, Lots of distraction. – Con, Not being able to give 100% attention to all students. 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 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, • After the clip ask student to rewrite/develop what they have seen so it has a happy/sad/tragic ending. • Before listening, pass around a worksheet. You could use the transcript with blank spaces for some words/expressions. Ask the students to fill in the blanks whilst watching the video. • Play and freeze the frame. Elicit from students what they think will happen next. Ask questions to stimulate predictions. Is he going to crash? What will happen when she opens the door? And so on • Students can watch and answer questions you have provided. These could be written or oral depending on the skill you want them to practise. A visual aid to reinforce language or instructions. Plainer expressions or examples used to help avoid confusion in the classroom. A good time-saving device and sub-text to your spoken instructions. Actions used to add meaning or humour to your spoken word. Carefully planned questions used to check students' understanding. • – Substitute, • Play a section and then ask students to tell you what they have just seen. • – Recall, • Mute the sound and play. Ask students what they think the actors are saying to each other. • – Silent Viewing, • – Comprehension, • – Predicting, • – Listen and Complete, • – Rewrite The correct answer is: – Board work, – Graded language, – instruction-giving words, – Gestures, • Ask students to choose a character from the film short and then tell each other in pairs how they would feel if they were the character. pointing to the days /blank spaces on the board. Fill in missing days. T writes on board. accuracy in pronunci 10.25-10.30 Ask ‘What day is it?’ while pointing at a day on the board. Repeat and drill for all days. T-Ss Ss-T Allow the students to practise the days/To Be/questions and answers/pronunciatio 10.30-10.35 Students work in pairs Answer asking and answering questions about the days using the list of days on page 6 of student book. Ss-Ss. T Monitors Allow students to pra the days and revise a and answering with t verb ‘To Be’. Allow teacher to mon progress for the less 10.35-10.39 Revise days/To Be with drill work. T-Ss Ss-T Revision and consoli of the lesson. 10.39-10.40 Set homework. Exercises 1 to 5 in workbook. T-Ss Consolidation and re of classw Some students have missed the last few lessons – Anticipated difficulties, Upper-intermediate Present the new language T-SS Ages 20-25 11:30 – 12:30 To check the ss are producing the language correctly SS-T To give the teacher time to check each student individually 4:00-4:45 Warmer CD player 1:00-1:30 – – – – – – – – – – – – – 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, 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 Feedback Your answer is correct. The correct answer is: Advanced – Much more accurate use of structures and more depth in their use and understanding, Beginner – Knows no English, False beginner – Has encountered English, but has very limited ability to speak basic phrases, Elementary – Can form very basic phrases; limited ability, Upper-intermediate – Extended ability and knowledge of structures, Pre-intermediate – Knows the basic structures of the language; has a wider range of vocabulary, Intermediate – Able to tackle more complex structures but may still struggle to form these correctly Information text Every lesson must have an aim. You need to be clear about what you want your students to learn? Your aim will determine the content and activities that you include in a lesson. It is therefore really important to define an aim before you think about the detail of the lesson. Look at the following aims. Which are examples of a suitable lesson aim and which are not? Question 8 Correct Mark 1 out of 1 intermediate Intermediate Information Knows the basic structures of the language; has a wider range of vocabulary Answer 7 Able to tackle more complex structures but may still struggle to form these correctly Suitable Not suitable Feedback Your answer is correct. The correct answer is: Suitable Question 9 Correct Mark 1 out of 1 Suitable To learn the present perfect. Select one: Not suitable The present perfect is a vast topic, you need to be clear in what context you want your students to use the present perfect Feedback Your answer is correct. The correct answer is: Not suitable Question 10 Correct Mark 1 out of 1 Suitable To speak English for 20 minutes. Select one: Not suitable Question text To understand and use the present simple in the context of talking about daily routines. Select one: Question 14 Correct Mark 7 out of 7 Question text Match the stages of a PPP lesson to the description. Feedback Your answer is correct. The correct answer is: Activities giving the students a chance to practise the topic in a controlled way. Activities giving the students a chance to practise the topic in a controlled way. A quick activity to end the class on a positive note, plus any reminders about the next class / homework. Explanation of the new language / topic being covered in the lesson. Bring the class back together to review the outcomes of the activities and summarise the learning points. Activities giving the students a chance to explore the topic in a freer way. Welcome the class; set out the aims and briefly outline the content of the lesson. A quick activity to get the class engaged and in the right frame of mind for the lesson. – True, The resources that you will need to deliver each activity. – True, The timing for each activity. – True Answer 1 Answer 2 Answer 3 Answer 4 Answer 5 Answer 6 Answer 7 Summary and review Question 15 Correct Mark 1 out of 1 A warmer presents new vocabulary to a class. What is the purpose of a warmer? Select one: A warmer sets the scene at the start of the lesson. A warmer is a fun way to start with no relevance to the lesson whatsoever. Feedback Your answer is correct. The correct answer is: A warmer sets the scene at the start of the lesson. Question 16 Correct Mark 1 out of 1 Question text – Practice, A quick activity to end the class on a positive note, plus any reminders about the next class / homework. – Cooler and next steps, Explanation of the new language / topic being covered in the lesson. – Presentation, Bring the class back together to review the outcomes of the activities and summarise the learning points. – Summary and review, Activities giving the students a chance to explore the topic in a freer way. – Production, Welcome the class; set out the aims and briefly outline the content of the lesson. – Introduction to the lesson, A quick activity to get the class engaged and in the right frame of mind for the lesson. – Warmer A cooler recaps on learning and helps bring the lesson to an end. A cooler is a way to get students to finish early. Feedback Your answer is correct. The correct answer is: A cooler recaps on learning and helps bring the lesson to an end. Question 17 Correct Mark 1 out of 1 Question text Read the following statement and decide if it is TRUE or FALSE: Presentation techniques include keeping explanations simple and using your board. Select one: True False Feedback The correct answer is 'True'. Question 18 Correct Mark 3 out of 3 Question text Match the different practice techniques with their definitions. CIC A cooler is something you give at the end of a lesson if you have run out of material. What is the purpose of a cooler? Select one: Answer 1 This helps students practice sentence structures to help with sentence fluency Concept Checking Questions Concept Correcting Questions Correcting Checking Questions Feedback Your answer is correct. The correct answer is: Concept Checking Questions Question 21 Correct Mark 5 out of 5 Question text As you have learnt there is a variety of resources available for you to use. Match the resources given below with the appropriate lesson you could use them in. Feedback Your answer is correct. The correct answer is: Rhymes – Pronunciation: sentence stress and sounds, Rhymes A restaurant menu Items of clothing Family photos Newspapers What does CCQ stand for? Select one: Answer 1 Answer 2 Answer 3 Answer 4 Answer 5 Vocabulary: talking about family members Question 22 Correct Mark 6 out of 6 Question text Match the description to its activity name. Give each student a list of five or so things that the people in your class may have done / like / don’t like. Now ask your class to circulate and talk to each other (in English!) in order to find at least one person who fits with each statement. Nominate one person in the class to think of a person, place or animal. The rest of the group then has 20 questions to work out who or what they are Give the students groups of words, such as “an orange, a tomato, a strawberry”, then ask them to identify the odd one out. If their language level is appropriate, also ask them to explain why. You can then ask students to make up their own sets. Ask a student / group of students to mime an action to the group (eg what they did last night, what they had for dinner, their favourite movie). The rest of the class must then try to guess what it is. Put your students into pairs. Tell student A to describe a picture / scene and student B to draw the picture being described. Students should then compare the original picture with the final drawing. There are a huge number of word games that can be used effectively and quickly in the classroom. For example, you can ask students to find related words, or words starting with the final letter of the word before, or even lexical sets (ie words from the same vocabulary group A restaurant menu – Functional language: ordering and greetings, Items of clothing – Vocabulary: using adjectives to describe people and what they look like, Family photos – Vocabulary: talking about family members, Newspapers – Writing: colloquial language used when telling a story Answer 1 Find someone who Answer 2 20 questions Answer 3 Odd word out Answer 4 Charades / mime Answer 5 Picture dictations Answer 6 Word association games Question 23 Correct Mark 1 out of 1 Question text Read the following statement and decide if it is TRUE or FALSE: Realia is real language that you bring to life in the classroom. like colours, verbs, adjectives...) Feedback Your answer is correct. The correct answer is: Give each student a list of five or so things that the people in your class may have done / like / don’t like. Now ask your class to circulate and talk to each other (in English!) in order to find at least one person who fits with each statement. – Find someone who, Nominate one person in the class to think of a person, place or animal. The rest of the group then has 20 questions to work out who or what they are – 20 questions, Give the students groups of words, such as “an orange, a tomato, a strawberry”, then ask them to identify the odd one out. If their language level is appropriate, also ask them to explain why. You can then ask students to make up their own sets. – Odd word out, Ask a student / group of students to mime an action to the group (eg what they did last night, what they had for dinner, their favourite movie). The rest of the class must then try to guess what it is. – Charades / mime, Put your students into pairs. Tell student A to describe a picture / scene and student B to draw the picture being described. Students should then compare the original picture with the final drawing. – Picture dictations, There are a huge number of word games that can be used effectively and quickly in the classroom. For example, you can ask students to find related words, or words starting with the final letter of the word before, or even lexical sets (ie words from the same vocabulary group like colours, verbs, adjectives...) – Word association games Word association games Question text Match the teaching methodology with its description. Feedback Your answer is correct. The correct answer is: This approach focuses on grammar. The focus tends to be on the use of grammatical structures. It is still very popular today and is widely used around the world. Using drill and pattern practice is a key feature of this method. – The audio-lingual method, This approach has been used by language teachers for many years. It was used for the purpose of helping students to read and appreciate foreign language literature. Students read a text and literally translate to their native language. – The grammar translation method, This approach is an example of a communicative approach. Techniques used are often borrowed from other methods, students are not expected to learn via a grammatical syllabus and there is a Mark 4 out of 4 This approach focuses on grammar. The focus tends to be on the use of grammatical structures. It is still very popular today and is widely used around the world. Using drill and pattern practice is a key feature of this method. This approach has been used by language teachers for many years. It was used for the purpose of helping students to read and appreciate foreign language literature. Students read a text and literally translate to their native language. This approach is an example of a communicative approach. Techniques used are often borrowed from other methods, students are not expected to learn via a grammatical syllabus and there is a focus on maximising learner self-confidence and reduction of stress whilst providing comprehensible input. This approach stresses the importance of language functions (such as agreeing, inviting, suggesting etc.) as opposed to reliance only on grammar and vocabulary. It also suggests that if students have enough exposure to the language and opportunity to use it then language learning would, in effect, take care of itself. Answer 1 The audio-lingual method Answer 2 The grammar translation method Answer 3 The direct method or natural approach Answer 4 The communicative approach Question 27 Correct Mark 4 out of 4 Question text Read the following descriptions and match them to the teaching techniques they are talking about. Feedback Your answer is correct. The correct answer is: Students are introduced to the language and then given the opportunity to practice it in a controlled way before producing it through various activities. – PPP – Present, Practice, Production, Students are given a task / or test without help from the teacher. Based on the problems seen the teacher then plans and presents new language. – Test-Teach-Test, Students are introduced to the language and then given the opportunity to practice it in a controlled way before producing it through various activities. Students are given a task / or test without help from the teacher. Based on the problems seen the teacher then plans and presents new language. Teachers provide examples of the language and students are given the opportunity to ‘figure out’ the rules themselves. No language is determined by the teacher beforehand, a task is given and from this the language to be studied is determined. focus on maximising learner self-confidence and reduction of stress whilst providing comprehensible input. – The direct method or natural approach, This approach stresses the importance of language functions (such as agreeing, inviting, suggesting etc.) as opposed to reliance only on grammar and vocabulary. It also suggests that if students have enough exposure to the language and opportunity to use it then language learning would, in effect, take care of itself. – The communicative approach Answer 1 PPP – Present, Practice, Production Answer 2 Test-Teach-Test Answer 3 GD – Guided discovery Answer 4 TBL – Task-based learning Question 28 Correct Mark 1 out of 1 Auditory Which of the following is not a learner style? Select one: Spoken Kinaesthetic Visual Feedback Your answer is correct. The correct answer is: Spoken Your answer is correct. The correct answer is: Matching exercises – Practice, Debates – Productive, Example sentences – Practice, Gap-fill – Practice, Teachers provide examples of the language and students are given the opportunity to ‘figure out’ the rules themselves. – GD – Guided discovery, No language is determined by the teacher beforehand, a task is given and from this the language to be studied is determined. – TBL – Task-based learning A season of the year muskma Answer A verb to describe what you do with books, newspapers, magazines etc… bizging Answer The opposite of cold. frumble Answer They are made of glass and you find them in house walls. boolos Answer If you would like to visit this zikle and are looking for somewhere to stay nearby, why not log on and search for Bellbaad in Cornwall. You will find a wide variety of either self-catering cottages and farmhouses or bed and breakfasts to suit your needs. There are twelve of them in the year. gamats Answer Far away. fangwar Answer It’s what you do when you communicate with someone. queek Answer A type of bird. fluties Answer Where animals are kept and crops grown. sulu Answer Feedback Now try writing a sentence for each of the ‘new’ words. Question 2 Correct Mark 10 out of 10 Question text And finally, complete the chart below using the ‘new’ words and their real English meaning. Don’t worry if you can’t get them all. One is almost impossible to get right! Answer muskma It’s what a hedgehog does if you go near. arfle ep Answer A part of a county or country. zikle Answer draw upon to carry out similar tasks in the classroom. You may also get a sense of the frustration students sometimes feel if a text does not provide enough context for them to establish meaning of unknown words or to guess words. Bear this in mind when designing ‘gap fill’ type activities for your own students. Just like other crimes, a burglary can be a totally random event. However, when it's planned, there are certain things a Answer will look for when staking out a possible break-in, and there are steps the Answer can take to minimize this risk. This is a good checklist before leaving your home empty or for beefing up your protection against theft: Study your house from the street, and look for any valuables that may be visible from the street. Don't give thieves a Answer to show up. Before leaving for any length of time, ensure that all windows and doors are Answer , including the door to your Answer . Many home invasion robberies come through garage doors and inner doors to the houses. Doors should have deadbolt locks with a one-inch throw and reinforced strike plate. Place a piece of wood or metal in the track of any sliding doors to prevent Answer . Don't leave your house in Answer when you're away, create a sense of activity by using timers on lights, radios and televisions. Install low-voltage Answer outdoors to keep your surrounding yard well lit. Install motion detectors in dark areas along the sides and back of house to alert you of any intruders. Suspend your newspaper delivery while you're away and ask your neighbour to collect your Answer . You may even ask them to park in your driveway while you're away. Never leave a message on your answering machine that says you're on Answer . mail Keep any shrubbery near your walkway or entrance trimmed; removing any possible Answer places. Think about planting cactus or rosebushes under windows that may be especially vulnerable. Advise your Answer watch that you'll be away. Ensure your security system is activated when you leave. Etch your name on all electronic equipment to serve as a deterrent as well as assisting police in the recovery of your property. It's more difficult to sell Answer property that has the Answer name on it. Make a video tape of your possessions and record the serial Answer . Get a safe, not just for your jewels, but for important paperwork as well. Answer theft is a crime that's on the rise and you want to minimize any availability to your personal records. The correct answer is: An action that was in progress at a specific point in the past, often interrupted or incomplete. – Past continuous, A temporary action, or an action happening now (at the time of speaking). – Present continuous, Habits and routines. – Present simple, An action that is seen as being completed in the past from a point of time in the future. – Future perfect, A spontaneous decision taken at the moment of speaking. – Future with will, A completed action in the past. – Past simple, An action that started in the past and continues to the present. – Present perfect, Used to talk about intentions or plans which have been decided before the moment of speaking. – Future with going to A naming word – a name, place, person, thing or idea – Noun, A word for something we do – Verb, A short word that takes the place of an noun – Pronoun, The correct answer is: QUICKly Some nouns can also be verbs – True, Adjectives can often be changed into adverbs by adding -ly – True, All words that end - ly are adverbs – False, Nouns always have a capital letter – False, Straight is both an adjective and an adverb. – True, A noun can have only one adjective describing it. – False, A preposition almost always come before a noun or pronoun. – True, – Adverb, A word that expresses strong or sudden feeling – Interjection, A word that joins two clauses together – Conjunction, A word that tell us where something is or how things go together – Preposition, A word that describes or modifies a noun – Adjective A word that describes a verb, time, degree or manner. It adds meaning to verbs often telling us how, when or where. A pronoun usually takes the place of a verb – False, You do not normally start a sentence with a conjunction. – True, Adjectives usually express a sudden burst of emotion – False 1. TRUE - I like that watch (noun) / Let's watch (verb) that movie 2. TRUE – quick(ly) / slow(ly) etc 3. FALSE – whilst most adverbs, but not all, end in ‘ly’, there are other words ending in ‘ly’ that aren’t adverbs eg family, costly, chilly. 4. FALSE – ‘proper’ nouns (people / places) have a capital letter but other nouns don't. 5. TRUE – He never gives a straight answer (adjective), He walked straight home (adverb) 6. FALSE – we can use a series of adjectives to describe a noun eg She has long, black, curly hair 7. TRUE – eg The book is on (preposition) the table (noun) 8. FALSE – a pronoun usually takes the place of a noun eg John is a great footballer and he (pronoun) has scored 20 goals already 9. TRUE – this is something that has been argued about for many years and whilst you can use a conjunction to begin a sentence, you would usually use one to join two clauses / sentences together eg I went to the shops because I needed some new shoes. 10. FALSE – interjections are usually used to express a sudden burst of emotion eg Ouch, that hurt. Phrasal verbs are often used with prepositions / adverbs that can help the learner decipher the meaning of the phrasal verb. Look at the examples below and see if you can complete them by adding the missing preposition or adverb in each case. • Out of nowhere e.g make _ _ a story, conjure breakfast • True or False The Present Simple is used to talk about now. Answer 1 The present continuous always contains a form of the verb to be. Answer 2 False True An adjective is used to describe the characteristics or condition of a person, place or thing Answer 3 True We can use the present simple to talk about the future. Answer 4 We can use the present continuous to talk about the future. Answer 5 England is a noun. Answer 6 It is a pronoun. Answer 7 Ouch is an interjection Answer 8 Quickly is an adjective. Answer 9 Teaching grammar is a waste of time and effort Answer 10 We always use 'an' when the noun starts with a vowel Answer 11 You should never teach slang and idiom in the classroom. Answer 12 The Present Perfect tense demonstrates our current state of 'experience'. Answer 13 All English teachers must be grammar experts. Answer 14 Look at the following tips for a speaking lesson and decide if they are TRUE or FALSE: True True True True True False False False False True False False Feedback The correct answer is 'False'. Question 2 Correct Mark 1 out of 1 Question text You should consider culture and environment when choosing a topic. Select one: True False Feedback The correct answer is 'True'. Question 3 Correct Mark 1 out of 1 Question text A speaking task should have clearly defined goals. Select one: True False Feedback The correct answer is 'True'. Question 4 Correct Mark 1 out of 1 True The topic you choose to talk about is not important; the only thing that matters is that the students are speaking. Select one: True False Feedback The correct answer is 'True'. Question 5 Correct Mark 1 out of 1 Question text Speaking tasks should encourage students to use recently learned grammar and vocabulary. Select one: True False Feedback The correct answer is 'True'. The students will practice using the past simple in context to describe what they did yesterday. Select one: Good Bad Feedback Your answer is correct. The correct answer is: Good Question 2 Correct Mark 1 out of 1 Correct Question text Question text It is important to pre-teach relevant vocabulary. Select one: Feedback Your answer is correct. The correct answer is: Good Question 7 Correct Mark 1 out of 1 Question text The students will talk about predictions to practise use of the Future Perfect tense. Select one: Good Bad Feedback Your answer is correct. The correct answer is: Good Question 8 Correct Mark 1 out of 1 Question text The students will talk about their hopes for the future to practise using the Future Continuous tense. Select one: Good Bad Feedback Your answer is correct. The correct answer is: Good Correct Correct Question 9 Bad Good The students will get an opportunity to practise speaking on a wide variety of different topics. Select one: Bad Feedback Your answer is correct. The correct answer is: Bad The aim is very vague and gives no clue as to what you are going to practise or introduce in the lesson. Question 10 Correct Mark 1 out of 1 Good The students will learn to distinguish between American and British accents. Select one: Bad Feedback Your answer is correct. The correct answer is: Bad Although understanding different accents is useful - and in the majority of cases your students will need to get used to a wide range of differing accents - this is more appropriate for a lesson focussing on listening. Correct Correct Look at these stages of a speaking lesson. Using the numbers 1-5 put them in the correct order as they would be included in a lesson. 1 is the first stage, and 5 is the final stage. Correct Mark 1 out of 1 Stage of the Speaking Activity Order a. The students spend time planning the content of the speaking activity (with or without the direction of the teacher depending on the level of the class) Answer 3 b. The teacher introduces the speaking activity and provides some useful information that will help students carry out the activity – e.g. vocabulary, a review of language to be practised Answer 1 c. The teacher gives feedback on the language used by the students during the activity and may highlight and correct mistakes made during the activity Answer 5 d. The teacher gives instructions for the activity. This might mean that the students read some instructions or perhaps role cards. Answer 2 e. The students do the speaking activity while the teacher monitors and listens in to gauge their progress. Answer 4 Question 6 Correct Mark 1 out of 1 Question text Interrupting politely. Select one: Accuracy Fluency Feedback Your answer is correct. The correct answer is: Accuracy Question 7 Correct Mark 1 out of 1 Question text Language to ask for clarification. Select one: Accuracy Fluency Feedback Your answer is correct. The correct answer is: Accuracy Question 8 Correct Mark 1 out of 1 Question text Word and sentence stress. The correct answer is: Accuracy Correct Correct Accuracy Correct Fluency Feedback Your answer is correct. The correct answer is: Accuracy o stay with the general topic, respond to the previous speaker if possible - give opinions, feelings, facts as clearly and succinctly as possible. Select one: Role of speaker Correct Role of listener Role of teacher Feedback Your answer is correct. The correct answer is: Role of speaker Question 2 Correct Mark 1 out of 1 Role of speaker To listen actively – ie pay attention, interpret, understand, clarify if necessary, evaluate and decide on a response and finally respond. Select one: Role of listener Correct Role of teacher Select one: Question 3 Correct Mark 1 out of 1 Role of speaker Role of listener To provide a good reason for talking. To encourage depth and disagreement, motivate and help with communication problems. Select one: Role of teacher Feedback Your answer is correct. The correct answer is: Role of teacher Look at this problem from Mike, an EFL teacher in Poznan, Poland. “My students were very advanced so I thought they would be able to understand everything on the recording. It was a radio travel programme from the BBC and in very clear English. But after I played the recording the students couldn’t answer any of my questions. They said they understood the task but couldn’t remember the specific information. One or two of them seemed to switch off in the middle. I thought they would be pleasantly surprised because it was about their city” Now think about what Mike could have done better. Look at these statements and decide if they are true or false. Question 1 Correct Mark 1 out of 1 Question text Mike should have told them in advance what the subject of the radio programme was. Select one: Correct Feedback Your answer is correct. The correct answer is: Role of listener Question 4 Correct Mark 1 out of 1 True The biggest problem was the material; learners should not be subjected to material designed for native-speakers. Select one: False Feedback The correct answer is 'False'. FALSE – authentic material is of great use for learners but it's your responsibility as a teacher to ensure that the activity around the listening is at an appropriate level! Question 5 Correct Mark 1 out of 1 Question text Mike should have paused the recording at different stages throughout the activity Select one: True False Feedback The correct answer is 'True'. TRUE – it's often a good idea to pause a recording at different times to give students the opportunity to make notes etc depending on the activity. Once your students 'get lost' in a recording it's often very difficult for them to catch up. By pausing and ensuring a listening activity is in more manageable 'bite sized' chunks you ensure that students don't get lost and give up. Intensive reading is when you read something in great detail, trying to get as good an understanding of the material as possible. The correct answer is 'True'. TRUE – you should always look to play a recording more than once to give your students the opportunity to take in what they are listening for. Remember, it's not easy listening in a different language! Extensive reading is faster, more fluent reading where we usually ignore words, phrases or sections that cause us confusion. This is how we would usually read a novel. Look at these text types and decide if the reader is likely to use intensive or extensive reading. Complete the table. 1. A geography book 2. An entertainment magazine 3. The latest Stephen King novel 4. A tabloid newspaper 5. An annual tax report. 6. A mortgage contract 7. A gossip website 8. A car manual Intensive Extensive A car manual Answer An entertainment magazine Answer A geography book Answer The latest Stephen King novel Answer A mortgage contract Answer A gossip website Answer An annual tax report Answer A tabloid newspaper Answer What is the best time of the day to visit the pyramids? In this short article, make a note of all the examples of the present continuous tense. Look at the pictures and the title and decide what the article will be about? Look at the words in bold. Decide what they mean. Use the words before and after to help. Read Gone with the Wind and write a short book review. How did Charlie feel when Sue went away? Does this article talk about a problem and a solution, or two opposing arguments? Answer 1 Answer 2 Answer 3 Answer 4 Answer 5 Answer 6 Answer 7 Extensive reading Intensive reading Below you will see some typical instructions or questions that accompany a reading text. See if you can match the questions/instructions to the skill that would be used to address them. • Correct • Feedback • Your answer is correct. • The correct answer is: /\ • Question 2 • Correct • Mark 1 out of 1 P /\ T // He was late because he lost the bus. Select one: Ww • Correct • Feedback /\ • Question 3 • Correct • Mark 1 out of 1 I'm a teacher for 10 years. Select one: Wo T • Correct Wf S/P Sp • Feedback • Your answer is correct. • The correct answer is: T • Question 4 • Correct • Mark 1 out of 1 • Your answer is correct. • The correct answer is: Ww () • Correct - ((she)) Wo R /\ S/P • Feedback • Your answer is correct. • The correct answer is: () • Question 5 • Correct • Mark 1 out of 1 • Question text • My cat lost it's collar in the garden. • Select one: P • Question text • My friend she came to visit me last weekend. • Select one: Intonation can help to convey the speaker’s attitude. Intonation cannot convey grammatical meaning. • How a teacher pronounces words makes no difference as to how students perceive the word. • Pronunciation makes no difference to meaning. • Ambiguous pictures should be used so as to challenge students to work out the meaning of the vocabulary item being presented. – FalseOur president is very IMportant Correct: Our president is very important Select one: Minimal pairs Intonation • • • • – True, • • ‘Drilling’ is used solely for grammar lessons. • • Vocabulary only needs to be taught once and the teacher can then move on. • • Explaining words works best at low levels. • • A verb can become an adjective. • – True, • You should always translate vocabulary for your students if you know the word in their L1. • • • Pronunciation is too difficult for beginners to learn. • Your answer is correct. • The correct answer is: Sp • Flashcards are best displayed over 20 + minutes on the board to allow students to assimilate the information. – False, – False, Word stress Feedback Your answer is correct. The correct answer is: Word stress Question 2 Correct Mark 1 out of 1 Intonation Consonant sounds Sentence stress It is bad to heat children Correct: It is bad to hit children Select one: Minimal pairs Word stress Feedback Your answer is correct. The correct answer is: Minimal pairs Question 3 Correct Mark 1 out of 1 Question text Who are you waiting FOR? Correct: Who are you waiting for? Correct Correct Sentence stress Consonant sounds Sentence stress Feedback Your answer is correct. The correct answer is: Sentence stress Question 4 Correct Mark 1 out of 1 Word stress Sentence stress Minimal pairs How many beeble live there? Correct: How many people live there? Select one: Consonant sounds Intonation Feedback Your answer is correct. The correct answer is: Consonant sounds Question 5 Correct Mark 1 out of 1 Correct Correct Word stress Consonant sounds Intonation Minimal pairs Select one: It is closer to how children 'naturally' learn a language The teacher can eliminate preamble and get to the nitty-gritty Individuals can learn at their own pace rather than the pace of the class. The mental effort required allows the learner more scope to engage with the language. It provides the learners with additional speaking practice when they are discussing the grammar point with the teacher or each other. The teacher feels that they have overtly taught something It provides learners with time to consider the grammar point in detail It is a much more learner-centred It makes the learner more independent. The learners are encouraged to refer to the context of the grammar point in question more often. It suits students who like to focus on accuracy in their learning. It can provide learners with a sense of security. It provides the learners with an opportunity to learn different aspects of the grammar point gradually. Answer 1 Answer 2 Answer 3 Answer 4 Answer 5 Answer 6 Answer 7 Answer 8 Answer 9 Answer 10 Answer 11 Answer 12 Answer 13 Feedback The correct answer is: It is closer to how children 'naturally' learn a language – Inductive, The teacher can eliminate preamble and get to the nitty-gritty – Deductive, Individuals can learn at their own pace rather than the pace of the class. – Inductive, The mental effort required allows the learner more scope to engage with the language. – Inductive, It provides the learners with additional speaking practice when they are discussing the grammar point with the teacher or each other. – Inductive, The teacher feels that they have overtly taught something – Deductive, It provides learners with time to consider the grammar point in detail – Inductive, It is a much more learner-centred – Inductive, It makes the learner more independent. – Inductive, The learners are encouraged to refer to the context of the grammar point in question more often. – Inductive, It suits students who like to focus on accuracy in their learning. – Deductive, It can provide learners with a sense of security. – Deductive, Beginners Present perfect versus continuous Select one: Intermediate Advanced Feedback Your answer is correct. The correct answer is: Intermediate Question 2 Correct Mark 1 out of 1 Advanced Basic prepositions Select one: Beginners Intermediate Feedback Your answer is correct. The correct answer is: Beginners Question 3 Correct Mark 1 out of 1 Question text Subject pronouns Correct Correct It provides the learners with an opportunity to learn different aspects of the grammar point gradually. – Inductive Question 8 Correct Mark 1 out of 1 Question text Present continuous Select one: Beginners Advanced Intermediate Feedback Your answer is correct. The correct answer is: Beginners Question 9 Correct Mark 1 out of 1 Question text Likes and dislikes Select one: Beginners Intermediate Advanced Feedback Your answer is correct. The correct answer is: Beginners Correct Correct Feedback Your answer is correct. The correct answer is: Intermediate a. Intermediate Gerunds and infinities Select one: b. Advanced c. Beginners Feedback Your answer is correct. The correct answer is: Advanced It’s useful to give your students some time to think before they speak. Select one: True False Feedback The correct answer is 'True'. Question 2 Correct Mark 1 out of 1 True It's useful to do as much error correction as you can whilst your students are talking. Select one: False Correct Feedback Question 10 Correct Mark 1 out of 1 Question 3 Correct Mark 1 out of 1 Question text You need to think carefully when grouping and pairing students for speaking activities. Select one: True False Feedback The correct answer is 'True'. Question 4 Incorrect Mark 0 out of 1 Question text The topic is not important, only that your students are talking. Select one: True False Feedback The topic is very important as this will drive the language production required and how well matched the activity is to your students age range and ability. Adults are unlikely to enjoy discussing the latest cartoon, and younger learners may not engage with a discussion about the global economy. The correct answer is 'False'. Question 5 Incorrect Mark 0 out of 1 Question text All students at the same level will speak equally well. Remember that in most instances we are looking to encourage fluency and communication. Don't ignore errors but try to correct at the end of activities if possible so that your students remain confident and are able to practise language production. The correct answer is 'False'. It's important to remember to include feedback at the end of every speaking activity. Scaffolding involves using various phrases, actions and techniques to support the students attempts to speak. Students should perfect grammar and vocabulary before attempting to speak. Students should listen to a wide variety of different accents. All students at the same 'level' will speak to the same ability. It is impossible to use the same listening text for different levels. Speaking lessons should focus on accuracy more than fluency. It is a good idea to get students to predict and talk about what they will hear in a listening activity. It's very important for your students to understand everything that is said in a listening task. It's a good idea to combine speaking and listening activities in the classroom. It is not a good idea to interrupt speaking activities to correct minor errors. – – – – – – – – – – – Feedback The correct answer is 'True'. You should only play the recording once. Your students need to get used to the fact that they won't always get the chance to listen again in 'real life'. True, False, True, False, False, False, True, False, True, True, False, Students love listening activities, particularly when it's of someone speaking very quickly about a topic they don't know anything about. The first time students listen it should usually be listening for gist. – TrueLooking at headlines, pictures etc. to try and work out what a text might be about. – Prediction, Reading longer texts frequently over a period of time. This is not usually done in the classroom and is generally unsupervised. – Extensive Reading, Reading a text to find one small specific piece of information like a word/ number or time. It isn’t necessary to understand the whole text to do this. – Scan Reading, Reading a text to find detailed information. – Intensive Reading, Guessing the meaning of any new vocabulary in a text or understanding meaning or a message in the text that is not immediately obvious. – Inferring Meaning, Reading to get a general rather than a detailed understanding of the text. – Skim Reading Question 2 Correct Mark 9 out of 9 Question text Below you will see some typical instructions or questions that accompany a reading text. See if you can match the questions/instructions to the skill that would be used to address them. – True, – False, The topic you choose in a lesson is not important, only that the students are speaking. – False, Read Gone with the Wind and write a short book review. What is the best time of the day to visit the pyramids? Extensive reading Answer 1 Answer 2 Feedback The correct answer is: Read Gone with the Wind and write a short book review. – Extensive reading, What is the best time of the day to visit the pyramids? – Scan reading, Does this article talk about a problem and a solution, or two opposing arguments? – Skim reading, How did Charlie feel when Sue went away? – Inferring meaning, Look at the pictures and the title and decide what the article will be about? – Prediction, In this short article, make a note of all the examples of the present continuous tense. – Intensive reading, Look at the words in bold. Decide what they mean. Use the words before and after to help. – Deducing meaning Does this article talk about a problem and a solution, or two opposing arguments? How did Charlie feel when Sue went away? Look at the pictures and the title and decide what the article will be about? In this short article, make a note of all the examples of the present continuous tense. Look at the words in bold. Decide what they mean. Use the words before and after to help. Answer 3 Answer 4 Answer 5 Answer 6 Answer 7 Intensive reading