UNIT 1 3 core teacher characteristics that help to creat an effective learning environment 1. respect 2. empathy 3. authenticity With good rapport, - The 4. relationships within the classroom is stronger and deeper - 5. Communication is much more open and honest - The educational environment becomes more positive, forward-looking and supportive. - The learners are able to work with less fear of taking 6. risks of facing challenges. - The leaners increase their own 7. self-esteem and self-understanding, take more 8. responsibility for their learning. 9. ___________ shares control with the students in class and creates conditions that enable the student to learn for themselves. A. The explainer B. The involver C. The enable 10. ___________ knows the subject matter very well, but has limited knowledge of teaching methodology A. The explainer B. The involver C. The enable 11. ___________ engages the students actively and puts effort into finding interesting activities but retains clear control over the students. A. The explainer B. The involver C. The enable Put the stages in the correct order of an experiential learning cycle Order 12. drawing conclusions 13. recalling what happened 14. informing and preparing for future practical experience 15. doing something 16. reflecting 12D 13B 14E 15A 16C Stage A. 1 B. 2 C. 3 D. 4 E. 5 Action 17. Recall 18. Support 19. Demonstrate 20. Do 21. Feedback 22. Reflect Circles A. Inner circle B. Outer circle Fillin the blanks with the missing words Real 23. rapport is more substantial than a technique that you can mimic. To improve the quality of our own relationships in the classroom, we need to look closely at what we really want for students, and how we really feel about them. It is our 24. attitude and 25. intentions rather than our methodology that we may need to work on. Action Language System 26. /s/ vs /z/ 27. giving advice 28. countable vs uncountable nouns 29. environment vocabulary 30. 3rd conditional 26D 27C 28B 29A 30B A. Lexical B. Grammatical C. Functional D. Phonological Fill in the blanks with the missing words 31. Micro skills are smaller skills (e.g. listening for gist, presentation, reading for detail, etc. ), while macro skills include Listening, Reading, Writing and Speaking. 32. Receptive skills include Listening and Reading, while Writing and Speaking are productive skills. Classify the below goals and actions into their appropriate teaching methods. 33D 34B 35C 36A 37E 38C 39B 40E 41. activity 44C 45A 46C 42. target 47B 48A 49B 50A 43. outcome Use the coursebook. A lesson is a sequence of activities Learn something about you students. Plan student-focused activities Make a written plan of the running order of your activities Consider your lesson’s-arms Decide the focus of the lesson-accuracy or fluency? Get the room ready, get yourself ready Have at least one emergency activity UNIT 2 Fill in thư blanks Consideration when planning activities/tasks 1. Make sure that your learners have some specific things to do and should be learner-targeted. 2. Think about the actual learning that might arise 3. Be clear to yourself what it is that students are supposed to be doing and what outcome it is leading to 4. Even where coursebook tasks include explicit instructions, you always have the option as teacher to give a different organization 22E 23F 24D 25B 26F 27C 28A 29B 30A 31D 32C 33E 34F 35A UNIT 3 1. What is classroom management? A. The management of classroom facilities for learning B. The management of students in the class to make sure they focus on the lesson. C. The activities the teacher does to ensure an effective learning environment. Classify these activities into suitable common areas of classroom management: 2. Reforming class as a whole group after activities 3. Dealing with unexpected problems 4. Eliciting honest feedback from students 5. Using the board and other classroom equipment 6. Grading complexity of language 7. Gathering and holding attention 8. Monitoring activities A. Activities B. Grouping and Seating C. Authority D. Critical moments 9. Spreading your attention evenly and appropriately 10.Getting someone to do something 11.Speaking clearly at an appropriate volume and speed 12.Maintaining appropriate discipline 13.Use of silence E. Tools and techniques F. Working with people Fill in the blanks with words from the given box Whole class pairs groups Working together Mixing together Moving around Some common types of student grouping in the classroom 14.Individual work 15.Whole class working together with the teacher 16. Pairs 17.+ 18. Whole class moving around and mixing together as individuals 19.Small groups 20.What is this seating arrangement called? A. Wheels B. Enemy corners C. Buzz groups 21.What is this seating arrangement called? Individual A. Wheels B. Pairs C. Face-to-face 22.What is this seating arrangement called? Answer: Enemy corner (Bonus) Reorder the steps for giving clear instructions: 23.Step 1 24.Step 2 25.Step 3 26.Step 4 27.Step 5 A. Demonstrate rather than explain wherever possible B. Pre-plan essential instructions C. Become aware of your own instructions-giving (listening to yourself; record yourself; ask others to watch you and give feedback D. Separate instructions clearly from the other chit-chat, telling off, joking, etc that goes on. Create a silence beforehand, make eye contact, find an authoritative tone, make sure they are listening before you start. Use silence and gestures to pace the instructions & clarify their meaning. E. Check that students have understood what to do. 28.To get learners’ attention, a teacher should: A. Establish a gesture B. Shout to tell them to keep silent C. Look at them angrily or anxiously 29.When the teacher leaves the room for some time when an activities is running, we call this technique A. Monitor actively B. Monitor discreetly C. Vanish 30. When the teacher maintains a presence in the room but does not often offer help, interfere, correct. He sends a message that he is interested, but that the main task is for the students to do using their own resources. We call this technique: A. Monitor actively B. Monitor discreetly C. Participant 31.“Eliciting” means: A. Drawing out information, language, ideas, etc. from the students B. Using pictures, body language to help students understand vocabulary C. Directly telling students meanings of words, use of grammar features repeat feedback monolingual stretch Hand gestures basic Individuals sufficient Advice when eliciting 32.Give sufficient information 33.Use hand gestures to indicate who is being asked to speak 34.Give very clear feedback on each student utterance 35.If someone gives an incorrect answer, get them to repeat it two or three times and then say the correct answer yourself 36.If they can’t provide an answer, don’t stretch the eliciting out too long. 37.When you have an appropriate answer, get it repeated by a variety of individuals 38.Don’t use eliciting with monolingual classes 39.Use eliciting regularly as a basic technique in most lessons. 40.Intuition is: A. The ability to think quickly and solve problems B. The ability to use your experience to understand and deal with a situation C. The knowledge and experience you have to deal with a situation Reorder the steps for using intuition: 41.Step 1 42.Step 2 43.Step 3 44.Step 4 A. Intuitive insights B. We recall them and reflect on them C. Processed and unprocessed memories mix, confused, crossfertilize, etc D. We do things 45. Student: I think that smoking is… Teacher: … a bad thing. Yes, I agree. When I went into the pub 46. S: I went to the cinema. T: You went to the cinema. Good. You went to the cinema 47. T: So if you don’t mind, it would be very nice if you could just stop the activity if you feel that’s OK. 48. T: Yes, now you can ask her your question. Mmm, that’s a good question. What do you think? What’s your answer going to be, Silvia? Yes, Go on-tell her what it is.. 49. S:I am feeling bad. My grandfather he die last week and I am… T: No, not ‘die’-say ‘died’ because it’s in the past S: … he died last week… T: Excellent. Now, did anyone else’s grandfather die last weeks? 50. T: Well, what I’m gonna do is I’m gonna ask you to get into pairs, but before that there are some things we’ve gotta work out. So just jot down is you’ve got a pen, could you write this, then when we’ve finished that we’re going to do the next thing which involves more.. A. Complicated & unclear instructions B. Echo C. Fear of genuine feedback D. Insufficient authority/ove r-completion E. Helpful sentence completion F. Not really listening (hearing language problems but not the message) G. Overhelping/overorganizing Focus Interaction seating Rapport Student Talking Time Learning environment gestures Teacher talk silence Some ideas for maximizing student interaction in class 51-52. encourage a friendly, relaxed learning environment. If there is a positive, supportive rapport amongst the learners and between learners and the teacher, there is a much better chance of useful interaction happening. 53. encourage interaction between students rather than only between students and the teacher 54. allow thinking time without talking over it. Allow silence 55. increase opportunities for Student Talking Time 56. use gestures to replace unnecessary teacher talk 57. make use of pairs and small groups to replace unnecessary teacher talk 58. If possible, arrange seating so that students can all see and talk to each other 59. the teacher does not always need to be at the front of the class. Try out seating arrangements that allow the whole class to be the focus 60, If a student is speaking too quietly for you to hear, you should: A. Walk further away B. Walk closer to him C. Call another student UNIT 4 1. Which is the most important factor that may change the mood of a class? A. Game B. Tasks C. Teacher’s attitude 2. What is the best description for a “homogeneous group”? A. Having the same age/age group B. Having similar behavior, interests, ways of working. C. Having similar physical appearances (height, weight, faces) Fill in the blanks with words learning disabilities topics knowledge systems reasons focus personalities Common differences between individuals 3. Reasons for learning English. 4. Personalities and ways of relating and working with other people 5. Degree of focus, application, distraction 6. Learning styles 7. Difficulties or physical disabilities 8. Levels in various language systems and skills 9. Knowledge of the world and special areas 10.Topics the find interesting Match the factors with the correct types of motivation. 11.Money 12.Punishment A. Internal motivation 13.Sense of achievement/pride 14.Praise/compliments B. External motivation 15.Curiosity/interest 16.Grades/promotion Complete the name of each type of intelligence: 17.Intrapersonal intelligence – understanding oneself 18.Interpersonal intelligence – communicating, working well with others 19.Linguistic intelligence – finding the right words to express what you mean 20.Bodily intelligence – coordinating your mind with your body effectively 21.CEFR explains one person’s _______________ A. Language Class B. Mother Language C. Language Proficiency 22.How many levels are there in the CEFR framework? A. 5 B. 6 C. 7 23.CEFR ______ represents level Upper Intermediate A. B1 B. B2 C. C1 24.CEFR ______ represents level Elementary. A. A1 B. A2 C. B1 25.CEFR ______ represents level Advance. A. B1 B. B2 C. C1 26.What are the key 3 tools to find out about learners’ needs? Writing, speaking, observing Fill in the blanks with words Language test Gap-fill questionnaire paragraph Selection Common ways to take written information for the Needs Analysis from learners: 27.Fill in a questionnaire. 28.Choose the best answer from a selection. 29.Gap-fill sentences 30.Take a language test. 31.Write a paragraph about topics set by teacher. 32.Interview learners 33.Plan activities to focus learners 34.Ask informally 35.Collect 36.Get learners to help 37.Set the students tasks to do in class to 38.Ask each learner to A. For advice about what would be useful to work on next lesson B. Obverse them working, speaking and using language C. Plan the course, the week or the next lesson D. Oral or written feedback comments E. Bring in samples of the materials they work with F. On specific issues, leading to discussion. G. Individually or in pairs Fill in the blanks with missing information Some causes of mixed-level classes: 39.Grouping by age 40.Placement testing 41.Insufficient levels signals plants distance Time-filling “at right angles” feedback The least successful teachers are those who: 42.Work “at right angles” to the class 43.Create a physical and psychological distance between learners and teachers 44.Do not pick up signals from learners about what they think, what they want 45.Do not elicit feedback about opinions on course, content, method, working styles 46.Do not deviate from their own plants 47.Find time-filling activities. Fill in the blanks with missing information. 3 ideas to start learner training 48.Integrate study-skill work 49.Let them into the secret. 50.Discuss process as well as content and procedure 42. system 43. skill 44. perfected 45. reparation 46 material 47. 48, instruction 49. 50.
