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:


2. (4) The delivery will have arrived by next Sunday.


Usage:

© International TEFL Teacher Training 2006 1



3. (4) She is studying French at night class.


Usage:



4. (4) I’ll get the phone!


Usage:



5. (4) You should study on a regular and consistent basis to learn effectively.


Usage:




6. (4) Many tons of tropical fruit are exported from Thailand annually.


Usage:



7. (4) We like eating bizarre foods.


Usage:



8. (4) Can you speak any other languages?


Usage:



9. (4) We are playing football on Saturday afternoon.


Usage:




10. (4) Mozart had mastered the piano by the time he was six.


Usage:



11. (4) You said that you were busy.


Usage:



12. (4) Sorry – I’ll be washing my hair!


Usage:




13. (4) I have been studying astronomy for many years.


Usage:



14. (4) She was washing her hair at the time.


Usage:



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.


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)


23. (2) State, in detail, techniques that can be used to indicate intonation and stress.


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.


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


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?


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?


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.


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.


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


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


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


Teacher: Room:



Context: Focus:



Solution:


ProcedurePhas

eTiming

Interaction


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.


LESSON PLAN


Teacher: Room:



Context: Focus:



Solution:


ProcedurePhas

eTiming

Interaction


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.


LESSON PLAN


Teacher: Room:



Context: Focus:



Solution:


ProcedurePhas

eTiming

Interaction


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


answers for elt

Documents

timi ng interaction

lesson planning unit

lesson plan note

esa lesson

lesson plan

class level

teaching aids

passive voice