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 2005
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
1st Marker
2nd 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, Karine and Sabine 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.
Sabine: Hello Karine. You look annoy. 1 What’s the matter?
Karine: My landlady has just got a puppy and it has eaten my favourite scarf yesterday.
S:
Oh no!
K:
Yes, and it barks in the night and wakes up me. I’m very exhausted.
S:
Never mind. It’s only young. It grows up one day.
K:
I hope so! And I’ve just heard that my sister is coming at the weekend.
S:
Which one?
K:
Sara. She’s the younger. There are three of us and she is such a pain!
S:
Why?
K:
She keeps to borrow my clothes and is rude at my friends.
S:
Ah, that reminds me. Do you know where can I buy a red scarf like yours?
K:
Yes, at Accessorise. Will we go there together?
S:
Yes, good idea. You need to go too because the puppy had your for his dinner!
EXAMPLE. CORRECT FORM: It should be ’you look annoyed’. We use the past participle form
of the verb as an adjective to describe how someone feels. If we want to describe how something or
someone else makes us feel, we use the present participle, e.g. My brother is very annoying.
(20 points)
(1)
CONTINUED
TEACHING ENGLISH AS A FOREIGN LANGUAGE – LANG 1001
SECTION 1
2.
Page 2
(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)
Differ, difference, differentiate, indifferent
(b)
Festival, parade, event, celebration
(10 points)
TURN OVER
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:
Hello N Audrey. What have you been N up to recently?
|w|
A:
Well, I’m going to a nice activity class these days.
B:
Oh, tell me about it. That’s exactly what I need.
A:
Once a week, my friend Hannah and I do exercises to some really catchy tunes.
B:
Sounds great!
A:
Yes, but by the end, my quota of energy’s quite exhausted.
(5 points)
CONTINUED
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 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:
How did you get on with your Tsunami appeal recently?
B:
Great! We raffled a gigantic, stuffed tiger for fifty pounds. There were other lovely
prizes, but it was the tiger that people waited for.
A:
Don’t you have any idea how many people there finally were?
B:
We gave up counting. However, we’ll definitely do another one when the weather’s better.
(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.
showcase
(b)
thunderstorm
What PRONUNCIATION problems might learners have with these words?
(5 points)
CONTINUED
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 BOTH questions.
1.
You have a group of UPPER INTERMEDIATE learners who need to revise and practise
narrative tenses. You have decided 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)
How does your approach to checking vocabulary for a listening text differ from teaching
a vocabulary lesson?
(b)
How can you help learners to understand the meaning, form and pronunciation of It’s
going to rain and It might rain?
(c)
What influences your choice of which reading text to use in a lesson?
(d)
How does the teacher’s role differ when learners are doing controlled and freer oral
activities?
(20 points)
TURN OVER
TEACHING ENGLISH AS A FOREIGN LANGUAGE – LANG 1001
SECTION 3
Page 7
(continued)
Inside Out Upper Intermediate
Sue Kay and Vaughan Jones
Macmillan 2001
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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