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:

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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) Ill 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:

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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:

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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 Ill be washing my hair! Tense/grammar point: Usage: Activate stage teaching idea 1:

Activate stage teaching idea 2:

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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 wouldnt be in last place.

17. (2) If I were in charge, teachers would be paid more.

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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)

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

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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.

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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

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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?

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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.

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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.

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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. Its 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 teachers attitude to the student

51. (2) The students attitude towards the teacher

52. (2) Student participation

53. (2) The teachers voice (clarity, complexity, speed etc)

54. (2) The teachers instructions and explanations

55. (2) The teachers monitoring of the students

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4B: The teachers 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: Observer: Date & Time: Context: Teaching aids: Learner objectives: Anticipated problems for students: Anticipated problems for teacher: Procedure Focus: Room: Expected numbers: Class level:

Personal aims: Solution: Solution: Phas e Timi ng Interaction

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Section 5 Lesson planning In this section, please choose just one of the following lesson plans. (10) Please note that you dont 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: Observer: Date & Time: Context: Teaching aids: Learner objectives: Anticipated problems for students: Anticipated problems for teacher: Procedure Focus: Room: Expected numbers: Class level:

Personal aims: Solution: Solution: Phas e Timi ng Interaction

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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: Observer: Date & Time: Context: Teaching aids: Learner objectives: Anticipated problems for students: Anticipated problems for teacher: Procedure Focus: Room: Expected numbers: Class level:

Personal aims: Solution: Solution: Phas e Timi ng Interaction

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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: Observer: Date & Time: Context: Teaching aids: Learner objectives: Anticipated problems for students: Anticipated problems for teacher: Procedure Focus: Room: Expected numbers: Class level:

Personal aims: Solution: Solution: Phas e Timi ng Interaction

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For the tutors use only: 1A: 1B: 1C: 2A: 2B: 3A: 3B: 4A: 4B: 5: Total: /56 /8 /3 /4 /10 /48 /18 /12 /6 /10 /175

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