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 2003
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
Language Analysis
Agreed Result
%
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
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.
Read this conversation. Unfortunately, Ahmed and Juan 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.
Ahmed: Hello Juan. How you are (1) ? You look fed up. What’s the matter?
Juan:
Well, I am here for six months and my English isn’t more better than in October when I
arrived.
A:
Oh that’s not true. Your English is very well.
J:
No, it isn’t. I have phoned a friend last night and the person which answered the phone
couldn’t understand me.
A:
Well, you should practise more. You don’t speak much English outside college.
Much of your friends speak Spanish.
J:
But it’s difficult to meet the people.
A:
True, but why not to join a sports club? You’d meet more people and get some exercise too!
J:
I hate sport!
A:
I know. You could come to the free English lessons at Thursdays. The teachers are students
like us and they learn to teach English as part of their degree.
J:
Now that’s a good idea. I’ll give the classes a try!
EXAMPLE. CORRECT FORM: It should be ‘How are you?’. In questions, the subject and verb
are inverted. 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 and name the FOUR ways that are used to talk about the
future.
(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 Lizzie,
Thanks for your message. I’m sorry I’m going to miss you. I’ve got to see my mother and it’s been
arranged for ages so I can’t change it. What about next Friday? I’ll have finished my report by then so
I’ll be feeling really relaxed! I’ll phone you tomorrow to see what you think.
Love
Jenny
(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)
earthquake, tornado, flood, drought.
(b)
act, activity, activate, active.
(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 Sue. We’ve decided we need N a break.
A
Could you possibly keep a watch on the car for the next two weeks or so?
B
Certainly. Any idea about where you’ll go?
A
We’re hoping to organise a short holiday away.
B
Where were you thinking of going?
A
Minorca if all goes well.
B
We owe you a favour from our last holiday. Good luck!
(5 points)
TURN OVER
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
How did you get on in the snow last week?
B
It was terrible. You wouldn’t believe it. We turned into Camden High Street and there we
were. Completely gridlocked.
A
Wouldn’t you think they could’ve had the gritters out? What were they waiting for?
B
Who knows? In the end we pulled off for a quick meal before joining the queue again.
(10 points)
TURN OVER
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.
volatile
(b)
synthetic
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 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 the
zero, 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 ADJECTIVES TO
DESCRIBE MOODS (e.g. depressed, cheerful); NOUN COLLOCATIONS WITH MAKE AND
DO (e.g. make a cake/mistake, do your homework/do business); and STUDENT ISSUES (e.g.
grants, careers).
(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 1-1 for the first time?
(b)
What different ways can you use to revise language items at upper intermediate level and
above?
(c)
What factors determine how you correct learners’ oral errors?
(d)
What ways can you use to check learner understanding of past tenses?
(15 points)
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TEACHING ENGLISH AS A FOREIGN LANGUAGE – LANG 1001
SECTION 3
Page 8
(continued)
Language to Go Upper Intermediate,
Antonia Clare and JJ Wilson
Longman 2002
END OF PAPER