PAPER 1 METHODOLOGY

Copyright 2007 Testing Division. Center for Applied Linguistics and Language Studies. Hellenic American Union.

SAMPLE

Communicative English Teaching Test

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PAPER 1 METHODOLOGY

Overview

This paper of the CETT tests knowledge of language teaching methodology. There are 5 sections in this paper which cover the following areas:

Section 1 Reflecting on classroom scenarios 20 pointsSection 2 Error correction 20 pointsSection 3 Lesson planning 15 pointsSection 4 Responding to writing 10 pointsSection 5 Methods and techniques in TESOL 25 points

Total 90 points

Note:

• You will have one hour and 45 minutes to complete Paper 1.• Use pen throughout the test.• Write all your answers in the test booklet.• Please make sure to write your answers clearly.• You will not be assessed on your use of language in this paper.

PAPER 1 - METHODOLOGY

SECTION 1: REFLECTING ON CLASSROOM SCENARIOS 3

SECTION 1: REFLECTING ON CLASSROOM SCENARIOS _____ / 20 POINTS

In this section you will read and reflect on two classroom scenarios. Note that each scenario begins with a class profile and a lesson focus. You should respond to each scenario with 5 pieces of advice in note form making suggestions for improving the lesson.

Example:

1. Allow the students more time to look over the vocabulary before listening.2. …

Number of items: 10 (2 scenarios, 5 items per scenario)

Scenario 1

Class profile: 12 upper-intermediate level teenage students Lesson focus: listening for specific information

“I recorded an extract from an authentic TV program about how dolphins communicate. When the stu-dents heard that they were going to watch a video, they got very excited, but I wasn’t sure that they had listened to my instructions. I divided the class into pairs of A & B students and then handed out worksheets with different questions for the As & Bs. I told the students that after answering the questions, they would exchange information. I turned on the video and sat down. Towards the end, I noticed that the students were not completing the worksheet. When the extract had finished, I told them to note down as much as they could remember and played the extract again. I decided to abandon the idea of the pair work as the extract had gone on longer than I realized.”

Suggested answers:

1. As homework before this lesson, ask the students to research how dolphins communicate. Suggest some

useful websites. Use this information as a warm-up activity for the video extract.

2. Time the extract before using it in class so you know how long the whole activity will take. Use a shorter

extract if the recorded part is too long.

3. Ensure that you have everyone’s attention when giving instructions and tell the class how many times they

are going to hear the extract.

4. Ensure that all students read their questions on the worksheet before playing the video so they know what

to listen for.

5. Monitor the students while they are listening to ensure they are doing the task.

Communicative English Teaching Test

4 SECTION 2: ERROR CORRECTION

SECTION 2: ERROR CORRECTION _____ / 20 POINTS

In this section you will read and reflect on two classroom scenarios that relate to correcting students’ spoken errors. In note form, suggest two possible courses of action open to the teacher, explaining why each one is appropriate.

Number of items: 4 (2 scenarios, 2 items per scenario)

Scenario 1

In an elementary level class, the teacher has been revising countable and uncountable nouns because the students have been persistently making mistakes like:

* I’d like an information about the school. * He’s tall and has black hairs.

The correct sentences have remained on the board. The class is now doing a controlled speaking activity and one student, Lazarus, produces: “Give me some informations, please.”

Suggested answers:

1. Use a sign understood by the class - such as closing your hand so you can’t count your fingers - to indicate

that the noun is uncountable and indicate with a gesture that Lazarus should repeat his sentence. This is

appropriate because it draws the student’s attention to his error quickly and efficiently.

2. Point to the section of the board with the correct sentences and indicate with a gesture that Lazarus should

repeat the sentence. This re-focuses the student’s attention on the key sentences to help him produce the

correct form.

PAPER 1 - METHODOLOGY

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SECTION 3: LESSON PLANNING _____ / 15 POINTS

In this section you will read and reflect on 3 extracts from lessons. For each one:1. Match the extract to the stage of the lesson in the box below. 2. In note form, give one reason for your choice of the stage.3. In note form, give three reasons why you think the teacher chose this particular activity.

SECTION 3: LESSON PLANNING

Number of items: 15 (3 extracts, 5 items per extract)

A] This extract is taken from a lesson where the teacher’s main aim is to present and practice ‘can’ for ability to a group of 8 – 10-year-olds (in an A Junior class).

Each student has a worksheet with the following questions: ‘Can you swim / play the guitar / draw a shoe / ride a bike / cook spaghetti?’ Next to each question is a ‘Yes/No’ box and a space for two students’ names. The teacher has explained that they must ask a variety of students these questions. Then they tick the Yes/No box and write one or more students’ names. They are now out of their seats, and doing the activity.

Suggested answers:

1. Controlled practice of new language.

2. This is a very guided practice activity. The language has been introduced, but the task is still very controlled

as the students are basically repeating the target language in the form of questions.

3. This is a motivating activity for young learners. It involves the students moving around and talking to many

of the other students in English.

The language is still totally controlled so the students can practice and become familiar with the target

language. The question form can be learned as a ‘chunk’ of language.

Although this is a very guided activity, there is student involvement as the teacher has chosen personalized

prompts.

Warm-upIntroducing new languageControlled practice of new languageFreer practice of new language

Communicative English Teaching Test

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SECTION 4: RESPONDING TO STUDENT WRITING _____ / 10 POINTS

In this section you will read the task and the student’s response to it.The student is an upper-intermediate teenager. Identify the strengths and weaknesses by ticking (√) a total of five boxes, one box from each category.

Number of items: 10 (2 pieces of writing, 5 items each)

1. Task: Write a letter to a friend, telling him about a job opportunity working for Doctors without Borders.

Dear John,

As you know our organization send people to countries around the world to help people. I suggest you to come to our team of employees. I know you love working with other people, you want to travel other countries and also speak several languages. Also, I believe that you are a responsible person. I think that it’s a good idea and it’s a great chance for you.

I have to inform you that the organization provides the accommodation the meals and the travel expenses. Furthermore we provide to our hard-working employees a small salary. It’s maybe small but quite satisfaction for your own expenses.

In my opinion you have to come to our team. You are a pleasant person and you like help other people. Also, you have the abilities. It’s a great chance for yourself. I’m looking forward for your reply.

Good luck,

Stefani

Content and DevelopmentTopic is well developed Topic is adequately developed □Topic is not adequately developed □

Organization and Connection of Ideas

Clear organization of ideas with effective use of linkers □Adequate organization of ideas with some use of linkers Poor or little organization of ideas and few linkers □

Grammar

Good control of grammar □Adequate control of grammar □Poor control of grammar

Vocabulary

Good range of vocabulary Adequate range of vocabulary □Poor range of vocabulary □

Communicative Effect

Appropriate choice of style for the task and writing has positive effect on reader □Adequate choice of style for the task and reader can follow the task Inappropriate choice of style for the task and reader has difficulty in following the task □

SECTION 4: RESPONDING TO STUDENT’S WRITING

PAPER 1 - METHODOLOGY

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SECTION 5: METHODS AND TECHNIQUES IN TESOL _____ / 25 POINTS

In this section you will circle the best answer to each question, based on your knowledge of effective communicative language teaching techniques.

Number of Items: 25

1. Which of the following is the most effective way of presenting a new word - “price” - to a group of young learners? a. Explain the word to the students in Greek. b. Have the students copy a sentence from the board with the word “price” in it. c. Show them some toys with price tags attached to them and point to the price.

2. One way of promoting learner autonomy is by: a. encouraging students to translate most words. b. inviting students to ask you to explain most new words.

c. training students to use a dictionary.

SECTION 5: METHODS AND TECHNIQUES IN TESOL