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 2006
LANG1001: 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
st 1 Marker nd 2 Marker Agreed Result
%
Language Analysis
Mark out of 30
Grade
Phonology
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 % and Grade
Reason for amending agreed result Visiting Examiner’s signature
TEACHING ENGLISH AS A FOREIGN LANGUAGE – LANG 1001
SECTION 1 LANGUAGE ANALYSIS Page 1
60 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 conversation. Unfortunately, Sunyoung and Akiko make 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. S: What are your plans for the Easter break, Akiko? Will 1 you stay in London? A: I don’t know yet. I’d like going abroad. What about you? S: Oh, I want to go in Paris. Why don’t we go together? A: Oh, yes, I’d love to do that. I have never been there. Do you think should we book in advance? S: Yes, definitely. It’ll be very busy at Easter. It’s always more busier at Easter than in the summer. I have been there last Easter and when I arrived, I must stay with friends because all the hotels were full­booked. S: You were lucky to have friends there. A: Yes, if I hadn’t had friends, I don’t know what I would do. S: I am so exciting. I know the good travel agency on Tottenham Court Road. We could go this afternoon to book the trip. A: That’s a great idea. I can’t wait until the holidays. (1) EXAMPLE. CORRECT FORM: It should be ’Are you going to stay in London?’ because Sunyoung is asking Akiko about her future plans/intentions. We use to be going to or the present continuous to talk about future plans and intentions. (20 points)
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TEACHING ENGLISH AS A FOREIGN LANGUAGE – LANG 1001
SECTION 1
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(continued) 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) oversleep, asleep, sleepy, sleepover (b) object, objection, objectivity, objectionable (10 points)
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TEACHING ENGLISH AS A FOREIGN LANGUAGE – LANG 1001
SECTION 2 PHONOLOGY Page 3
30 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:
Shall we makeN a start N on the N awful weeds N in the front garden today? | j | B: I’d rather go and see the new baby girl next door, personally. She’s called Amelia. You can see her pram in the area over by their magnolia tree. A: How do you know her name? B: Well, they’ve hung a pink balloon on the tree which says her name and her weight. A: Amelia is such a lovely name. We ought to send a card. Will you organize it? B: Okay. (5 points)
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TEACHING ENGLISH AS A FOREIGN LANGUAGE – LANG 1001
SECTION 2
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(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 TWO examples for each feature as only the first TWO will be accepted. Sentence stress, intonation and linking are not included in this question. WRITE ON THE DIALOGUE ITSELF. A: Was the power cut on Saturday evening a problem? B: Yes, it was. Would you believe it – there weren’t any candles in the house. We had to borrow from our neighbour. What about you? A: We lit our coal fire of course, and were warm enough. And we went out for supper so we didn’t have to cook. (10 points)
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TEACHING ENGLISH AS A FOREIGN LANGUAGE – LANG 1001
SECTION 2
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(continued) Sounds (a) Transcribe the two individual words below into phonemic script. Mark the stress. foundation
(b) theory What PRONUNCIATION problems might learners have with these words? (5 points)
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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 present perfect. 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 twelve learners in the class and the lesson is SIXTY MINUTES. Include a lesson plan which describes your procedures and aims for each stage. (30 points) 2. Read the questions below. Choose TWO of them and discuss them. Use examples to illustrate your ideas. (a) What factors determine, when, how and who corrects learners’ errors? (b) How can you help learners to understand the meaning, form and pronunciation of I wish I had a different job and I wish I’d trained to be a doctor? (c) Why and how can you include personalisation in your lessons? (d) What do you need to consider when planning a lesson whose main aim is to present/revise vocabulary connected with a topic, for example food or clothes.
(20 points)
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TEACHING ENGLISH AS A FOREIGN LANGUAGE – LANG 1001
SECTION 3
Page 7
(continued)
Landmark Upper Intermediate
Simon Haines + Barbara Stewart
OUP 2000
END OF PAPER
TEACHING ENGLISH AS A FOREIGN LANGUAGE – LANG 1001
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TEACHING ENGLISH AS A FOREIGN LANGUAGE – LANG 1001
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