Module 2

Unit 19

For questions 1-7, match the teacher´s instructions with the stage aims from different lessons listed A-H.

There is one extra option which you do not need to use.

Stage aims

A to develop learners´ awareness of intonation patterns

B to give learners less controlled oral practice

C to encourage learners to recycle know vocabulary ítems

D to provide an opportunity for peer assessment

E to develop learners´ skill in listening for detail

F to give learners practice in listening for gist

G to provide an opportunity for self-correction

H to check learners´ reading comprehension

Teacher´s instructions

1. What words can you think of which are connected with the weather? With your partner make a list of as many as you can.

2. Look at the first line of the dialogue in your books. Will the man´s voice go up or down.

3. You´re going to hear three conversations and then tell me what the people are talking about.

4. Now I´m going to play the conversation again. Put the pictures into the correct order.

5. Practise the dialogue with your partner, using the prompts on the board.

6. Get together with another pair and listen to their dialogue. Make a note of any features of connected speech they could improve.

7. Practise your dialogue again and make any changes you think will improve it.

Unit 20

Look at the lesson plan components and the three extracts from lesson plans listed A, B and C.

Two of the extracts are examples of the component. One sentence is NOT.

Choose the letter of the sentence which is NOT an example of the component.

1. Personal aim

A to improve the timing of the lesson

B to include all the learners in feedback

C to check understanding of new lexical items

2. Assumptions

A Learners may come from China, Spain and Thailand.

B The text will be a useful challenge for this group

C Learners are familiar with the topic

3. Procedure

A Learners mingle to do a survey.

B The teacher prepares a Powerpoint presentation.

C The teacher checks the answers.

4. Class profile

A The learners are at pre-intermediate level.

B Most of the learners have a visual learning style.

C The learners are all reliable.

5. Anticipated problems

A Learners may find the text too long.

B The accents could be difficult to understand.

C Learners can deduce meaning from context.

6. Interaction patterns

A pairwork

B self-access

C Teacher / whole class

7. Timetable fit

A to prepare for project work

B to consolidate revision of tenses

C to introduce new language.

Unit 21

The lesson plan below aims to introduce and practise language for describing people. Put the stages of the lesson (A-G) into the correct order (1-7). One stage has been done for you.

__ A Present new vocabulary and check pronunciation: lexical sets for describing people (flashcards and board drawings)

__ B  Video (TV police drama): consolidate listening and speaking activities and provide models for freer oral work.

__  C  Speaking: role-play in pairs: police interviews – whole-class correction

__ D  Comprehension: matching pictures to spoken descriptions.

__ E Controlled practice: describe-and-draw activity (pairwork)

__ F Writing: descriptions of people and places (freer practice of functional language)

__ G Listening: listening to descriptions of people to contextualise and check new language.

Unit 22

Read the following statements and decide whether they are true (T) or false (F). Correct the false statements.

1. In cloze tests we choose the words to blank out.

2. We can make a true/false test more challenging by adding a third option.

3. Portfolio assessment can include self-assessment by the learner.

4. We can use information-transfer tasks to test listening skills.

5. Summary writing is an objective assessment activity.

6. Guided writing may test more than one subskill.

7. Assessment criteria help us to give fair marks for subjective tests.

8. Sentence transformation is a real-life assessment activity.

9. Interviews are challenging because learners can prepare all their answers.

10. Proofreading test skills that learners can transfer to real-life situations.

Task 23

Look at the statements about reference resources and the three options for completing them listed A, B or C.

Two of the options complete the statements correctly. One option does NOT.

Choose the letter which does NOT complete the statements correctly.

1. A language awareness book can help teachers to

A check their own use of language.

B improve their pronunciation

C vary their methodology,

2. A teacher´s resource book can help teachers to

A try out new teaching ideas.

B improve their language knowledge.

C monitor their own use of language.

3. A bilingual dictionary can help teacher to

A check how L2 words are said in L1.

B find L1 explanations of L1 words.

C check the meaning of words in two languages.

4. A Picture dictionary can help teachers to

A show the meaning of some common compound nouns.

B explain new words to beginners.

C revise abstract vocabulary with beginners.

5. A learner´s grammar book can help teachers to.

A learn how to teach structures.

B find simple ways of explaining uses of grammar.

C check their own knowledge of grammar.

6. A monolingual dictionary in the L2 can help teachers to

A see all the meanings of a word.

B check the pronunciation of target language.

C teach students about rhythm and stress.

Unit 24

Look at the incomplete statements about adapting coursebook materials and the three options for completing them listed A, B and C.

Two of the options complete the statements correctly. One option does NOT.

Choose the letter which does NOT complete the statements correctly.

1. If the material is too young for the age of the learners, we can

A replace cartoons with photographs.

B find more motivating texts.

C introduce more kinaesthetic activities.

2. If the material is culturally inappropriate, we can

A make the material more challenging.

B adapt unsuitable tasks.

C use a different context for presenting.

3. If the grammar revision in the book isn´t enough for the learners, we can

A write some extra material

B change the interaction patterns

C adapt exercises from earlier units.

4. If the practice material is too easy for some students, we can.

A find extension or supplementary exercises.

B provide a list of key words.

C find new text on other topics.

5. It there isn´t enough controlled practice material, we can.

A re-use the same material.

B extend exercises in the book following the same pattern.

C use the pictures in the book for further practice.

Unit 25

Match the supplementary materials with the teacher´s comments listed A-H.

There is one extra option which you do not need to use.

Teachers´ comments

A I can use it to test the meaning of vocabulary in an enjoyable way.

B It´s really useful because there´s no focus on problem sounds in my coursebook.

C I can go round and monitor my students´accuracy while they have a lot of fun.

D My students can choose books that are easier or more difficult for them.

E It helps my young learners get used to the rhythm of the the language.

F My students can choose their own exercises and check their answers.

G It helps my visual learners when we´re learning new vocabulary.

H It´s full of ideas for discussions.

Supplementary materials

1. A book of grammar games

2. A website that helps the teacher make quizzes

3. A book of fluency activities

4. A collection of poems and songs

5. A book practising phonemes

6. A collection of graded readers

7. A CD-ROM of reading texts and tasks

Unit 26

Complete the following comments from teachers about classroom aids, using the words below.

. board  . flashcards  .internet  .language laboratory  .OHP  .realia  . DvDs.

1. I like using the _____ because it gives all the students a chance to practise their pronunciation, listen their own voices and improve their pronunciation.

2. The_____ gives me the opportunity to show corrections to the whole class without doing lots of writing on the board.

3. I collect all kinds of _____ wherever I go – restaurants, hotels, railway stations – so I can bring authentic materials into my lessons.

4. ____ enable me to give prompts for drills without saying anything.

5. I always keep one part of the ____ for listening new vocabulary items.

6. The great thing about ___ is that students get the chance to observe body language and facial expressions as well as listening.

7. If you know how to search – and if you have a computer – you can find almost anything on the ____.

Reference:


Mary Spratt, (2011). The TKT, Teaching Knowledge Test. 2nd ed. United Kingdom: Cambridge University Press.