Candidate Identifier ……………
Seat Nº ……………
UNIVERSITY COLLEGE LONDON
Under no circumstances are the attached papers
to be removed from the examination room by the candidate.
UCL Language Centre 2001
LANG 1001
TEFL (TEACHING ENGLISH AS A FOREIGN LANGUAGE)
This written examination counts for 20% of your final mark.
ANSWER ALL QUESTIONS
WRITE YOUR ANSWERS IN THE ANSWER BOOK PROVIDED
UNLESS DIRECTED OTHERWISE
Duration:
3 hours (+ 10 minutes reading time)
1st Marker
2nd Marker
Agreed Result
Language Analysis
%
Mark out of 30
Phonology
Grade
Mark out of 20
1st Marker’s signature
Methodology
Mark out of 50
%
Total
%
2nd Marker’s signature
Mark out of 100
To be completed by the Visiting Examiner if the above agreed result is amended after review
Reason for amending agreed result
% and Grade
Visiting Examiner’s signature
TEACHING ENGLISH AS A FOREIGN LANGUAGE – LANG 1001
SECTION 1
LANGUAGE ANALYSIS
Page 1
65 Minutes
In this section you can obtain a maximum of 30 points.
Answer all questions in the answer booklet provided.
Note form is acceptable for this section.
1.
Read this short letter. Unfortunately, Silvia makes some mistakes. Find the mistakes, correct
them and explain why they are wrong. There are no spelling or punctuation mistakes. There are
11 mistakes, including the example. The example has been done for you.
Dear Natsuko,
Thank you for yours (1) letter.
It was great to hearing from you after so long. I’m really pleased that you visit me at long last!
January is a good month because it’s quiet but remember that it must be cold so you will need to
bring the warm clothes.
I’m not sure if there will be a lot of time to visit other places but perhaps we’ll can visit Oxford which is
one of the most beautiful cities in Britain. I think it’s much beautiful than Cambridge although you may
disagree! If you will arrive on Saturday, we’ll have time to go in Sunday.
I’m looking forward to your visit for so long time that I can’t believe that you’ll actually be here in a few
weeks.
Love
Silvia
(1)
EXAMPLE. CORRECT FORM: It should be 'your letter'. The possessive adjective is needed because it
is used with a noun.
(10 points)
TURN OVER
TEACHING ENGLISH AS A FOREIGN LANGUAGE – LANG 1001
SECTION 1
2.
Page 2
(continued)
(a)
Look at the conversation below. Identify and name the FOUR question types that are used.
(b)
Give a brief description of how they are formed in this passage.
(c)
Write 2 concept questions for each question identified.
(d)
Explain 1 problem that learners can have with the FORM and 1 problem that they can have
with PRONUNCIATION of each question.
A:
Hello Sue. I haven’t seen you for ages. What have you been doing with yourself?
B:
Well, I’ve just come back from this amazing holiday in Thailand. Have you ever been there?
A:
No, never. It’s very hot at this time of year, isn’t it?
B:
Yes, but most buildings have air conditioning. Do you know what it was called a hundred years
ago?
A:
Yes, of course. Everyone knows that!
B:
Well, I didn’t!
(15 points)
3.
What does each of the following groups of words have in common and what problems of form,
meaning and pronunciation could they cause learners?
(a)
suspicion, suspicious, a suspect, to suspect.
(b)
afford, cost, borrow, lend.
(5 points)
TURN OVER
TEACHING ENGLISH AS A FOREIGN LANGUAGE – LANG 1001
SECTION 2
PHONOLOGY
Page 3
25 Minutes
In this section you can obtain a maximum of 20 points.
1.
Connected Speech
(a)
Mark the following dialogue for LINKING ONLY.
WRITE ON THE DIALOGUE ITSELF.
EXAMPLE:
A
What’s N up?
B
I don’t believe it. The oil tank’s down again!
A
Can’t we economise more? Oil’s expensive these days.
B
I can but can you? You’re so extravagant. You leave the heating on all night sometimes.
A
Someone from Area Office was asking about holiday plans last week. So if we’re going to
Mallorca in June, we’d both better be careful!
(5 points)
TURN OVER
TEACHING ENGLISH AS A FOREIGN LANGUAGE – LANG 1001
SECTION 2
Page 4
(continued)
Assimilation eg standby / 0stæmbaI / and ten minutes / te0mInIts / is one feature of connected
speech in English.
(b)
Name FIVE other features of connected speech in English and identify TWO examples
of each feature in the following dialogue.
NB:
Do not give more than 2 examples for each feature as only the first 2 will be
accepted. Sentence stress and intonation are not included in this question.
WRITE ON THE DIALOGUE ITSELF.
A
I think I’ll have to negotiate another loan soon
B
Where d’you hope to get it from?
A
From the bank on the campus, I suppose. They’re reasonable.
B
What happened with that job you applied for?
A
Oh, someone else got it.
B
Pity. Couldn’t you ask for a second interview? There may be more than one job on offer.
(10 points)
TURN OVER
TEACHING ENGLISH AS A FOREIGN LANGUAGE – LANG 1001
SECTION 2
2.
Page 5
(continued)
Sounds
(a)
Transcribe the following individual words into phonemic script. Mark the stress.
transfusion
(b)
thrived
What PRONUNCIATION problems might learners have with these words?
(5 points)
TURN OVER
TEACHING ENGLISH AS A FOREIGN LANGUAGE – LANG 1001
SECTION 3
METHODOLOGY
Page 6
90 Minutes
In this section you can obtain a maximum of 50 points.
Answer ALL questions.
1.
You have a group of UPPER INTERMEDIATE learners who need to revise and practise the first
and second conditionals. You decide to use the enclosed reading material as the basis for your
lesson.
How would you use the material to revise this language area and give oral and written practice?
There are ten learners in the class and the lesson is SIXTY MINUTES. Include a BRIEF lesson plan.
(20 points)
2.
Your learners (INTERMEDIATE) have asked to learn vocabulary for INFORMATION
TECHNOLOGY (for example, modem, computer terminal) and TELEVISION (for example,
programme, soap opera).
(a)
Choose ONE of these lexical areas and list the items you would teach.
(b)
Describe how you would teach them and provide sufficient oral practice in a FORTY
MINUTE lesson. Include a BRIEF lesson plan.
(15 points)
3.
Read the statements below. Choose TWO of them and BRIEFLY discuss them. Use examples to
illustrate your ideas.
(a)
What factors determine the approach you use to present/revise language?
(b)
What kinds of tasks can you use to give learners speaking practice and why?
(c)
In what ways can you use visuals to help learners?
(d)
How can you make sure that learners understand the meaning of vocabulary?
(15 points)
TURN OVER
TEACHING ENGLISH AS A FOREIGN LANGUAGE – LANG 1001
SECTION 3
Page 7
(continued)
Language in Use – Upper Intermediate,
Adrian Doff and Christopher Jones
CUP 1997
END OF PAPER