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Teach English in Tumen Zhen - Tianshui Shi

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Unit 9: Course Books and Lesson Materials 1 Which of the following is NOT an example of authentic materials? 1 - Newspaper article --> Incorrect. See pages 1 and 2. 2 - Recording of a radio interview --> Incorrect. See pages 1 and 2. 3 - Menu from a local restaurant --> Incorrect. See pages 1 and 2. 4 - Role-play prompt cards --> Correct. Your answer is incorrect. Your answer: 1 Correct answer: 4 2 Which of the following factors do you NOT normally consider when analyzing a course book? 1 - The publisher --> Correct. 2 - Price --> Incorrect. See page 16. 3 - Supporting materials --> Incorrect. See page 16. 4 - Methodology employed --> Incorrect. See page 16. Your answer is incorrect. Your answer: 2 Correct answer: 1 3 Which of the following statements is NOT true about created materials? 1 - They can be graded for language level. --> Incorrect. See page 2. 2 - They are always up-to-date and topical. --> Correct. 3 - They can be targeted to specific teaching aims. --> Incorrect. See page 2. 4 - They can be adapted to the needs of the students. --> Incorrect. See page 2. Your answer is correct. Your answer: 2 Correct answer: 2 4 Which of the following is a disadvantage of using a course book in the classroom? 1 - It provides a carefully graded syllabus. --> Incorrect. See page 14. 2 - It provides a balance of skills. --> Incorrect. See page 14. 3 - Course books are written for a general audience rather than a specific group of students. --> Correct. 4 - It allows students to see progression through the course. --> Incorrect. See page 14. Your answer is incorrect. Your answer: 2 Correct answer: 3 5 Which of the following statements is NOT true regarding the use of course books? 1 - Teachers should base all of their lessons around the material in the course book. --> Correct. 2 - Teachers should adapt the materials to the needs of their students. --> Incorrect. See page 14. 3 - Teachers should replace unsuitable activities with similar, more relevant ideas. --> Incorrect. See page 14. 4 - A good teacher will supplement the course book with extra material to reinforce understanding. --> Incorrect. See page 14. Your answer is correct. Your answer: 1 Correct answer: 1 6 Which of the following statements is NOT true about using authentic materials? 1 - They are usually more topical and interesting than created materials. --> Incorrect. See page 1. 2 - They provide a wide range of topics to appeal to students. --> Incorrect. See page 1. 3 - They typically provide students with more confidence to tackle real life material. --> Incorrect. See page 1. 4 - They are perfect for beginner students. --> Correct. Your answer is incorrect. Your answer: 1 Correct answer: 4 7 Which of the following is an advantage of using course books in the classroom? 1 - They provide a tried and tested syllabus. --> Correct. 2 - Overuse can make the lesson predictable. --> Incorrect. See page 13. 3 - They can make teachers less creative. --> Incorrect. See page 13. 4 - Course books are often outdated or not relevant to the specific interests of the class. --> Incorrect. See page 13. Your answer is correct. Your answer: 1 Correct answer: 1 8 Questions 8 to 12 relate to a Boomerang style ESA lesson that uses the role-play materials from the course unit (pages 10 to 12). Which of the following would be the ENGAGE phase of the lesson? 1 - After feedback from the first role-play elicit typical phone conversation language and put it on the board. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 2 - Get the students to prepare and carry out a role-play based on a telephone call, in order to find out what they already know about this type of language. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 3 - Use the role-play cards (pages 10-12) to allow the students to develop fluency with this language. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 4 - Get the students talking and thinking in English by having a general chat about their mobile phone usage and who they use them to speak to. --> Correct. 5 - Allow the students to practice the use of the language with a gap-fill exercise. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. Your answer is incorrect. Your answer: 1 Correct answer: 4 9 Which of the following would be the first ACTIVATE phase of the lesson? 1 - After feedback from the first role-play elicit typical phone conversation language and put it on the board. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 2 - Get the students to prepare and carry out a role-play based on a telephone call, in order to find out what they already know about this type of language. --> Correct. 3 - Use the role-play cards (pages 10-12) to allow the students to develop fluency with this language. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 4 - Get the students talking and thinking in English by having a general chat about their mobile phone usage and who they use them to speak to. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 5 - Allow the students to practice the use of the language with a gap-fill exercise. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. Your answer is incorrect. Your answer: 1 Correct answer: 2 10 Which of the following would be the first part of the STUDY phase of the lesson? 1 - After feedback from the first role-play elicit typical phone conversation language and put it on the board. --> Correct. 2 - Get the students to prepare and carry out a role-play based on a telephone call, in order to find out what they already know about this type of language. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 3 - Use the role-play cards (pages 10-12) to allow the students to develop fluency with this language. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 4 - Get the students talking and thinking in English by having a general chat about their mobile phone usage and who they use them to speak to. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 5 - Allow the students to practice the use of the language with a gap-fill exercise. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. Your answer is correct. Your answer: 1 Correct answer: 1 11 Which of the following would be the second part of the STUDY phase of the lesson? 1 - After feedback from the first role-play elicit typical phone conversation language and put it on the board. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 2 - Get the students to prepare and carry out a role-play based on a telephone call, in order to find out what they already know about this type of language. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 3 - Use the role-play cards (pages 10-12) to allow the students to develop fluency with this language. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 4 - Get the students talking and thinking in English by having a general chat about their mobile phone usage and who they use them to speak to. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 5 - Allow the students to practice the use of the language with a gap-fill exercise. --> Correct. Your answer is incorrect. Your answer: 1 Correct answer: 5 12 Which of the following would be the second ACTIVATE phase of the lesson? 1 - After feedback from the first role-play elicit typical phone conversation language and put it on the board. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 2 - Get the students to prepare and carry out a role-play based on a telephone call, in order to find out what they already know about this type of language. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 3 - Use the role-play cards (pages 10-12) to allow the students to develop fluency with this language. --> Correct. 4 - Get the students talking and thinking in English by having a general chat about their mobile phone usage and who they use them to speak to. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 5 - Allow the students to practice the use of the language with a gap-fill exercise. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. Your answer is incorrect. Your answer: 1 Correct answer: 3 13 Unit reflection: Write a brief overview of the content of this unit and what you feel that you have learnt from it. If stating an opinion you will need to give reasons. This section is not graded but may be part of a sample of work reviewed by the course moderator and therefore should be clear and concise, relevant to the unit, professional in nature and a minimum of 50 words. This unit reflection is therefore a requirement of the course. Repetition from previous unit reflections will not be accepted. Your answer is . Your answer: Unit 8: Teaching Productive Skills 1 The two productive skills are: 1 - Reading and listening --> Incorrect. See page 1. 2 - Speaking and writing --> Correct. 3 - Writing and reading --> Incorrect. See page 1. 4 - Speaking and listening --> Incorrect. See page 1. Your answer is correct. Your answer: 2 Correct answer: 2 2 Which of the following statements is TRUE? 1 - Accuracy activities focus the student on being creative with the language. --> Incorrect. See page 2. 2 - Fluency activities focus on the student producing 100% correct language. --> Incorrect. See page 2. 3 - Fluency is more important than accuracy. --> Incorrect. See page 2. 4 - Accuracy activities are normally controlled to ensure correct language output. --> Correct. Your answer is correct. Your answer: 4 Correct answer: 4 3 Which of the following activities is more focused on accuracy? 1 - Drilling --> Correct. 2 - Role-play --> Incorrect. See page 2. 3 - Debate --> Incorrect. See page 2. 4 - Communication Game --> Incorrect. See page 2. Your answer is correct. Your answer: 1 Correct answer: 1 4 Which of the following activities is more focused on fluency? 1 - Gap-fill --> Incorrect. See page 2. 2 - Word search --> Incorrect. See page 2. 3 - Information gap --> Correct. 4 - Word jumble --> Incorrect. See page 2. Your answer is correct. Your answer: 3 Correct answer: 3 5 Which of the following statements is TRUE? 1 - In a fluency-based activity, the language is controlled by the teacher. --> Incorrect. See page 2. 2 - In a guided activity, the output is controlled by the student. --> Incorrect. See page 2. 3 - In a fluency-based activity, the output is controlled by the students. --> Correct. 4 - In a controlled activity, language is controlled by the students. --> Incorrect. See page 2. Your answer is incorrect. Your answer: 2 Correct answer: 3 6 During a typical ESA lesson, which stages are more concerned with accuracy and fluency? 1 - Accuracy during the Study stage and fluency during the Activate stage. --> Correct. 2 - Accuracy during the Engage stage and fluency during the Activate stage. --> Incorrect. See page 2. 3 - Accuracy during the Activate stage and fluency during the Study stage. --> Incorrect. See page 2. 4 - Accuracy during the Engage stage and fluency during the Study stage. --> Incorrect. See page 2. Your answer is incorrect. Your answer: 3 Correct answer: 1 7 Which of the following is NOT a valid reason for using games in the classroom? 1 - To motivate the students. --> Incorrect. See page 9. 2 - To create opportunities for student interaction. --> Incorrect. See page 9. 3 - To reduce the teachers? preparation time. --> Correct. 4 - To create a stimulating classroom environment. --> Incorrect. See page 9. Your answer is incorrect. Your answer: 2 Correct answer: 3 8 Which of the following techniques would NOT usually encourage student interaction? 1 - Discussing culturally sensitive issues --> Correct. 2 - Pair work --> Incorrect. See page 3. 3 - Group work --> Incorrect. See page 3. 4 - Giving students time to think and plan before commencing an activity --> Incorrect. See page 3. Your answer is correct. Your answer: 1 Correct answer: 1 9 Which of the following is NOT a general guideline for a creative speaking activity? 1 - Choose a topic that will motivate the students. --> Incorrect. See page 3. 2 - Correct all mistakes as soon as they are made. --> Correct. 3 - Ensure students have enough preparation time for the activity. --> Incorrect. See page 3. 4 - Give simple and clear instructions. --> Incorrect. See page 3. Your answer is correct. Your answer: 2 Correct answer: 2 10 Which of the following is the least important consideration in the teaching of writing skills? 1 - Pronunciation --> Correct. 2 - Penmanship --> Incorrect. See pages 6-7. 3 - Spelling --> Incorrect. See pages 6-7. 4 - Punctuation --> Incorrect. See pages 6-7. Your answer is incorrect. Your answer: 2 Correct answer: 1 11 Questions 11 to 15 relate to a Straight Arrow ESA lesson aimed at improving the students' writing skills. Which of the following would be the ENGAGE phase of the lesson? 1 - Students complete practice activities to check their understanding of the new vocabulary. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 2 - Using picture prompts students create a short fairy story. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 3 - Elicit vocabulary needed for fairy stories (eg. Once upon a time?..). --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 4 - Allow students to create their own fairy story in groups, present to the class and give feedback. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 5 - Get the students talking and thinking in English by asking them about typical fairy stories from their country. --> Correct. Your answer is incorrect. Your answer: 3 Correct answer: 5 12 Which of the following would be the first part of the STUDY phase of the lesson? 1 - Students complete practice activities to check their understanding of the new vocabulary. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 2 - Using picture prompts students create a short fairy story. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 3 - Elicit vocabulary needed for fairy stories (eg. Once upon a time?..). --> Correct. 4 - Allow students to create their own fairy story in groups, present to the class and give feedback. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 5 - Get the students talking and thinking in English by asking them about typical fairy stories from their country. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. Your answer is correct. Your answer: 3 Correct answer: 3 13 Which of the following would be the second part of the STUDY phase of the lesson? 1 - Students complete practice activities to check their understanding of the new vocabulary. --> Correct. 2 - Using picture prompts students create a short fairy story. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 3 - Elicit vocabulary needed for fairy stories (eg. Once upon a time?..). --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 4 - Allow students to create their own fairy story in groups, present to the class and give feedback. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 5 - Get the students talking and thinking in English by asking them about typical fairy stories from their country. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. Your answer is correct. Your answer: 1 Correct answer: 1 14 Which of the following would be the final part of the STUDY phase of the lesson? 1 - Students complete practice activities to check their understanding of the new vocabulary. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 2 - Using picture prompts students create a short fairy story. --> Correct. 3 - Elicit vocabulary needed for fairy stories (eg. Once upon a time?..). --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 4 - Allow students to create their own fairy story in groups, present to the class and give feedback. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 5 - Get the students talking and thinking in English by asking them about typical fairy stories from their country. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. Your answer is incorrect. Your answer: 5 Correct answer: 2 15 Which of the following would be the ACTIVATE phase of the lesson? 1 - Students complete practice activities to check their understanding of the new vocabulary. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 2 - Using picture prompts students create a short fairy story. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 3 - Elicit vocabulary needed for fairy stories (eg. Once upon a time?..). --> Incorrect. Please refer to this unit, as well as previous lesson planning units. 4 - Allow students to create their own fairy story in groups, present to the class and give feedback. --> Correct. 5 - Get the students talking and thinking in English by asking them about typical fairy stories from their country. --> Incorrect. Please refer to this unit, as well as previous lesson planning units. Your answer is incorrect. Your answer: 2 Correct answer: 4 16 Unit reflection: Write a brief overview of the content of this unit and what you feel that you have learnt from it. If stating an opinion you will need to give reasons. This section is not graded but may be part of a sample of work reviewed by the course moderator and therefore should be clear and concise, relevant to the unit, professional in nature and a minimum of 50 words. This unit reflection is therefore a requirement of the course. Repetition from previous unit reflections will not be accepted.
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