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 2004
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 15 minutes
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
70 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.
Kari:
Read this conversation. Unfortunately, Kari and Makiko 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.
Hello Makiko. What’s the matter?
Makiko: I can’t find my handbag. Do you know where is it? 1
K:
Yes, I think it’s at the kitchen table.
M:
Oh, yes, here it is. Thank you. I keep to lose it.
K:
You should buy the handbag alarm.
M:
What’s that? I never saw one.
K:
It’s an alarm who helps you find your bag. You press a remote control and the alarm goes
out.
M:
That’s clever but I’d probably lose the remote.
K:
Well, perhaps you should tidy up your flat. There are so much things on the floor that it’s
unpossible to see anything.
M:
I know it was much more tidier before my brother was moving in with me.
K:
Rubbish! You’ve always been untidy.
EXAMPLE. CORRECT FORM: It should be ’where it is?’. In embedded questions, the subject
and verb are not inverted because the question is in the first part of the clause. The correct
construction is question word (how) + main verb (are) + subject (you).
(1)
(10 points)
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TEACHING ENGLISH AS A FOREIGN LANGUAGE – LANG 1001
SECTION 1
2.
Page 2
(continued)
(a)
Look at the note below. Identify the FOUR ways that are used to talk about wishes and
regret.
(b)
Give a brief description of each of their uses in this passage.
(c)
Write TWO concept questions for each future form identified.
(d)
Explain ONE main problem that learners can have with the FORM of each future form.
(e)
At what level would you introduce each future form for the first time? Why?
Dear Loraine,
Thanks for your email. I wish I’d known earlier that you were going to be London this weekend.
Unfortunately I’ll be away. If I could, I’d change my plans but I can’t miss Helen’s wedding. If only it was
another weekend as I haven’t seen you for so long. I’m really sorry to miss you - if you’d emailed me
earlier, I could have organised to be in London on Friday night but now I’ve promised that I’ll be able to
have a girls’ night in before the big day. Let me know when you’re up next.
Love
Sophie
(15 points)
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TEACHING ENGLISH AS A FOREIGN LANGUAGE – LANG 1001
SECTION 1
3.
Page 3
(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)
hire, rent, let, lease
(b)
image, imaginary, imaginative, imagination
(5 points)
TURN OVER
TEACHING ENGLISH AS A FOREIGN LANGUAGE – LANG 1001
SECTION 2
PHONOLOGY
Page 4
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 Simon. What’s in the news?
A
I see the railways are still attracting media attention again! Will we ever get them sorted?
B
Certainly the excuses for delays get more ridiculous by the day.
A
These days most people’s immediate reaction to a late train is just hysteria or depression.
B
Anyway they’re becoming too expensive for many travellers, don’t you think?
A
Only for those with expense accounts you mean! Ah, here’s the 12.22. Bang on time!
(5 points)
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TEACHING ENGLISH AS A FOREIGN LANGUAGE – LANG 1001
SECTION 2
Page 5
(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
What delicious flavours did you put in the chicken dish tonight? It was very good!
B
Can’t you guess what it was?
A
Cheese certainly. But what else?
B
Let me give you the recipe. Then your friends’ll see how well you can cook!
A
Thanks a lot. Although I don’t think they believe I can!
(10 points)
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TEACHING ENGLISH AS A FOREIGN LANGUAGE – LANG 1001
SECTION 2
2.
Page 6
(continued)
Sounds
(a)
Transcribe the following individual words into phonemic script. Mark the stress.
suggestion
(b)
otherwise
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 7
95 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 ways of
talking about obligation, necessity and prohibition. 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 BRIEF
lesson plan.
(20 points)
2.
Your learners (INTERMEDIATE) have asked to learn vocabulary for USING THE INTERNET
(e.g. to surf the net, delete an email); and THE ENVIRONMENT (e.g. rainforest, ozone layer).
(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 advice would you give someone who is teaching young learners for the first time?
(b)
How can you ensure student interest and involvement in a lesson?
(c)
What can a teacher do to ensure that students both understand and then use new
vocabulary?
(d)
How can visual aids help in presenting and practising new language
(15 points)
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TEACHING ENGLISH AS A FOREIGN LANGUAGE – LANG 1001
SECTION 3
Page 8
(continued)
Natural English Upper Intermediate,
Ruth Gairns and Stuart Redman
OUP 2003
END OF PAPER