Answers for Elt
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Transcript of Answers for Elt
ELT COMMON QUESTIONS
All parts of the questions must be completed. Please note that
incomplete tasks will result in a lower overall grade. Answers must be
in your own words and not be taken directly (word for word) from any
other source, including the course units. Please give as much detail as
possible in all areas to demonstrate your knowledge of the course
contents. Marks per task are in brackets. You have 24 hours from the
time you downloaded this test to complete it and return to the email
address that sent you the course materials.
Section 1 – Grammar
1A: Tenses, modals, passive voice and reported speech
In this section, please identify the tense or grammar point, state the usage and list two teaching ideas suitable for the activate stage for each one. When giving the usage, please state the usage in the example sentence, and ensure that the teaching ideas match that usage. Please note that all teaching ideas must be unique and not repeated.
Hints: There is one example of the passive voice, one reported speech, two modal auxiliary verbs, and the rest are examples of tenses. Also, please be sure that your teaching ideas encourage the productive use of the required language area.
1. (4) Last weekend I went to the beach with a friend.
Tense/grammar point:
Usage:
Activate stage teaching idea 1:
Activate stage teaching idea 2:
2. (4) The delivery will have arrived by next Sunday.
Tense/grammar point:
Usage:
© International TEFL Teacher Training 2006 1
Activate stage teaching idea 1:
Activate stage teaching idea 2:
3. (4) She is studying French at night class.
Tense/grammar point:
Usage:
Activate stage teaching idea 1:
Activate stage teaching idea 2:
4. (4) I’ll get the phone!
Tense/grammar point:
Usage:
Activate stage teaching idea 1:
Activate stage teaching idea 2:
5. (4) You should study on a regular and consistent basis to learn effectively.
Tense/grammar point:
Usage:
Activate stage teaching idea 1:
Activate stage teaching idea 2:
© International TEFL Teacher Training 2006 2
6. (4) Many tons of tropical fruit are exported from Thailand annually.
Tense/grammar point:
Usage:
Activate stage teaching idea 1:
Activate stage teaching idea 2:
7. (4) We like eating bizarre foods.
Tense/grammar point:
Usage:
Activate stage teaching idea 1:
Activate stage teaching idea 2:
8. (4) Can you speak any other languages?
Tense/grammar point:
Usage:
Activate stage teaching idea 1:
Activate stage teaching idea 2:
9. (4) We are playing football on Saturday afternoon.
Tense/grammar point:
Usage:
© International TEFL Teacher Training 2006 3
Activate stage teaching idea 1:
Activate stage teaching idea 2:
10. (4) Mozart had mastered the piano by the time he was six.
Tense/grammar point:
Usage:
Activate stage teaching idea 1:
Activate stage teaching idea 2:
11. (4) You said that you were busy.
Tense/grammar point:
Usage:
Activate stage teaching idea 1:
Activate stage teaching idea 2:
12. (4) Sorry – I’ll be washing my hair!
Tense/grammar point:
Usage:
Activate stage teaching idea 1:
Activate stage teaching idea 2:
© International TEFL Teacher Training 2006 4
13. (4) I have been studying astronomy for many years.
Tense/grammar point:
Usage:
Activate stage teaching idea 1:
Activate stage teaching idea 2:
14. (4) She was washing her hair at the time.
Tense/grammar point:
Usage:
Activate stage teaching idea 1:
Activate stage teaching idea 2:
1B: Conditionals
Identify the conditional, the usage and list one activate stage teaching idea for each:
15. (2) If it is hot, I will go for a swim.
16. (2) If he had trained harder, he wouldn’t be in last place.
17. (2) If I were in charge, teachers would be paid more.
© International TEFL Teacher Training 2006 5
18. (2) If water freezes, it turns to ice.
1C: Sentence correction
Correct the sentences and explain specifically why the correction was necessary:
19. (1) She has done it all last week.
20. (1) They walk to class for the past month.
21. (1) My husband eat too much.
Section 2 – Phonetics and phonology
2A: Stress and intonation
22. (2) Underline the appropriate word in the following sentences to indicate stress for the given meaning:
a. Greg is a seafaring pirate. (Stating a fact)
b. Greg is a seafaring pirate. (Indicating type / kind)
c. Greg is a seafaring pirate. (Emphasizing the person)
d. Greg is a seafaring pirate. (Emphasizing occupation)
© International TEFL Teacher Training 2006 6
23. (2) State, in detail, techniques that can be used to indicate intonation and stress.
© International TEFL Teacher Training 2006 7
2B: Pronunciation and Phonology
24. (2) List the major ways in which English sounds are joined and linked, and give some examples of your own.
25. (2) Describe the similarities and differences between the /p/ and /b/ sounds:
26. (2) Explain how you could teach the difference between the / l / and the /r / sounds to students that have neither in their first language.
27. (4) Referring to the phonemic alphabet, transcribe the phonemic text at the end of unit 13 into standard script.
© International TEFL Teacher Training 2006 8
Section 3 – Teaching skills
3A: In the classroom
28. (3) State 3 reasons for monitoring a class during the study phase of an ESA lesson and for each explain how you would use the information gained.
29. (3) Give three examples of student errors, and for each, explain how you would correct them.
30. (3) How would you maximize student talking time (STT) and minimize teacher talking time (TTT) in a lesson?
31. (3) “In an ESA lesson accuracy is the main focus of the study phase and fluency is the main focus of the activate phase”
Explain the above statement
32. (3) Describe five different elicitation techniques that could be used for a starter level vocabulary lesson on the topic of food and drink
© International TEFL Teacher Training 2006 9
33. (3) Why is a two minute verbal description of an Activate activity likely to fail its purpose? Explain a more efficient method.
34. (3) “The Engage phase of an ESA lesson can link to, but should not pre-empt the study phase”
Explain this statement.
35. (3) Why is it important to get student feedback after an activity?
36. (3) A typical fifty minute ESA lesson may have the following timings: Engage 5 minutes; Study 20 minutes; Activate 25 minutes. Why is the activate phase given the longest time?
37. (3) What are the benefits of using pairwork in study activities?
© International TEFL Teacher Training 2006 10
38. (3) State three reasons why a student may not participate during a speaking activity and suggest methods of overcoming these problems.
39. (3) A technique for helping with pronunciation is 3 by 3 drilling. Explain this technique.
40. (3) Why is it useful to 'pre-teach' certain vocabulary items before a reading lesson?
41. (3) After teaching a grammar point the teacher says, “Do you understand?” Why is this question redundant and how could you go about checking student understanding more effectively?
42. (3) What do students need to know about vocabulary words at the higher levels of study?
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43. (3) In a Starter level class would you allow the use of L1? Explain your answer.
3B: Other aspects of teaching
44. (3) Compare and contrast any two teaching methodologies you have studied.
45. (3) What are the differences between authentic and non-authentic materials? Give some examples of each.
46. (3) What is the difference between a monolingual or multilingual class, and give a typical problem that might be associated with each.
© International TEFL Teacher Training 2006 12
47. (3) Summarize the equipment and technology that is likely to be available to you as a teacher, and give the advantages and disadvantages of each.
48. (3) Think of a teacher who has taught you. What aspects of his or her teaching style and classroom manner made it a positive (or negative) experience?
49. (3) Give five ‘golden rules’ that you should remember every time you teach, which will make you a more effective teacher.
© International TEFL Teacher Training 2006 13
Section 4 – Teacher observation
4A: The teacher and his lesson
The CD you should have received shows a teacher delivering 2 lessons to a group of elementary pupils. It’s fairly obvious that the first lesson was very poorly executed, with the second lesson being much more productive and interesting to attend.
What main differences did you note between lesson one and two in the following areas?
50. (2) The teacher’s attitude to the student
51. (2) The students’ attitude towards the teacher
52. (2) Student participation
53. (2) The teacher’s voice (clarity, complexity, speed etc)
54. (2) The teacher’s instructions and explanations
55. (2) The teacher’s monitoring of the students
© International TEFL Teacher Training 2006 14
© International TEFL Teacher Training 2006 15
4B: The teacher’s lesson plan
Looking at the second lesson on the CD, create the lesson plan that you think the teacher followed. Use the template supplied below. Please include your aims, context, expected number of students, and all the other boxes at the top of the blank lesson plan form, as well as the procedure. (6)
After completing the lesson plan, explain which parts of the lesson you would have changed to improve the lesson further.
LESSON PLAN
Note: By using the [Tab] key or the mouse, the cursor will automatically move to the next box. In the procedure section, use one box for each phase (engage, study or activate) of your plan.
Teacher: Room:
Observer: Expected numbers:
Date & Time: Class level:
Context: Focus:
Teaching aids: Learner objectives: Personal aims:
Anticipated problems for students:
Solution:
Anticipated problems for teacher: Solution:
ProcedurePhas
eTiming
Interaction
© International TEFL Teacher Training 2006 16
Section 5 – Lesson planning
In this section, please choose just one of the following lesson plans. (10) Please note that you don’t need to complete all three.
5A: Straight arrow ESA lesson
Plan a straight arrow ESA lesson for the reading text in the materials at the end of the ‘teaching receptive skills’ unit.
Please include your aims, context, expected number of students, and all the other boxes at the top of the blank lesson plan form, as well as the procedure:
LESSON PLAN
Note: By using the [Tab] key or the mouse, the cursor will automatically move to the next box. In the procedure section, use one box for each phase (engage, study or activate) of your plan.
Teacher: Room:
Observer: Expected numbers:
Date & Time: Class level:
Context: Focus:
Teaching aids: Learner objectives: Personal aims:
Anticipated problems for students:
Solution:
Anticipated problems for teacher: Solution:
ProcedurePhas
eTiming
Interaction
© International TEFL Teacher Training 2006 17
5B: Patchwork lesson
Plan a patchwork ESA lesson based around the task 2 materials towards the end of the ‘lesson planning’ unit, focusing on the present perfect tense. Use the lesson plan template supplied below.
Please include your aims, context, expected number of students, and all the other boxes at the top of the blank lesson plan form, as well as the procedure:
LESSON PLAN
Note: By using the [Tab] key or the mouse, the cursor will automatically move to the next box. In the procedure section, use one box for each phase (engage, study or activate) of your plan.
Teacher: Room:
Observer: Expected numbers:
Date & Time: Class level:
Context: Focus:
Teaching aids: Learner objectives: Personal aims:
Anticipated problems for students:
Solution:
Anticipated problems for teacher: Solution:
ProcedurePhas
eTiming
Interaction
© International TEFL Teacher Training 2006 18
5C: Boomerang lesson
Plan an ESA lesson based around the task 3 materials towards the end of the ‘lesson planning’ unit, focusing on the modals ‘might’ and ‘may’ for possibilities. Use the supplied lesson plan template supplied below.
Please include your aims, context, expected number of students, and all the other boxes at the top of the blank lesson plan form, as well as the procedure:
LESSON PLAN
Note: By using the [Tab] key or the mouse, the cursor will automatically move to the next box. In the procedure section, use one box for each phase (engage, study or activate) of your plan.
Teacher: Room:
Observer: Expected numbers:
Date & Time: Class level:
Context: Focus:
Teaching aids: Learner objectives: Personal aims:
Anticipated problems for students:
Solution:
Anticipated problems for teacher: Solution:
ProcedurePhas
eTiming
Interaction
© International TEFL Teacher Training 2006 19
For the tutor’s use only:
1A: /56
1B: /8
1C: /3
2A: /4
2B: /10
3A: /48
3B: /18
4A: /12
4B: /6
5: /10
Total: /175
© International TEFL Teacher Training 2006 20