Final Examination

Developing a productive relationship between the teacher and the learner aids:

metacognition.
the learning process.
the counselling/enabling role.

Traditionally, the role of the teacher was that of the:

counselor.
guide.
lecturer.

Why is the role of the teacher today usually described as that of a counselor, enabler, or guide?

because students learn better through lecture
because students learn better by doing
because students learn better when the teacher is at the front of the class

The aim of the counseling/enabling role of the teacher is to:

enable the student to become a teacher.
enable the student to learn from the teacher's mistakes.
enable the student to become independent of the teacher.

The organizational role of the teacher:

allows students to organize their own classroom activities without a teacher's instructions.
allows students opportunities to practice and develop their language skills.
allows students to join groups.

An example of using metacognition in teaching is:

telling students what they will learn and why.
telling your students to think for themselves and not ask so many questions.
allowing students to evaluate their school.

When speaking in class…

teachers should speak formally.
teachers should speak casually.
teachers should speak concisely.

Being aware of student errors means…

correcting all mistakes immediately.
having a plan for dealing with them.
correcting all mistakes later.

Usually, when we speak of TTT, we are referring to…

the amount of time students speak in class.
the amount of time everyone speaks In class.
Teacher Talk Time, teachers speaking too much in class not allowing their students to speak enough.

Which is a stronger language student, an extrovert or an introvert?

Both have strengths as students.
The extrovert is always better.
The introvert is always better.

A classroom furniture arrangement with students sitting in rows and the teacher sitting behind a desk in the front of the classroom, for example, can:

impede the interaction between teacher and student.
discourage a more formal attitude in class.
make movement in class absolutely impossible.

One of the easiest classroom arrangements to work with in general is:

with the students sitting back-to-back for telephone role-play.
with the students sitting in groups in the corners of the classroom.
with the students sitting in a semi-circle.

Teacher instructions that ramble on and include a lot of idiomatic expressions, slang, or phrasal verbs result in:

STT.
TTT.
CCQ.

Instructions need to be:

in pidgin or "baby talk."
concise and include a CCQ.
followed by the question, "Do you understand?"

Eliciting in the EFL classroom refers to:

giving clear and concise directions.
not controlling your class so much.
getting information from your students and letting them explain rather than the teacher explaining everything.

The three steps of eliciting are:

the teacher asks a question, the students responds, the teacher gives feedback.
the students ask a question, the teacher responds, the teacher gives feedback.
the teacher gives instructions, the students mime the response, the teacher confirms.

Errors are considered to be:

indications of a student's problems and where they may need some help.
indications of a poor teacher.
indications that no learning has taken place.

An example of realia that might be used to elicit information in the classroom is:

a prompt
a menu, an object or a photograph
watching a video

If a mistake occurs during a student’s oral presentation in class, the teacher should:

correct it immediately.
ask the class at the same time if they heard the mistake.
wait until the conclusion of the discussion to address the mistake.

A lesson’s clear student-centered objective:

helps clarify its strategies and methods of student assessment.
is less important than making sure students have fun.
isn't so important in an EFL classroom where you can just talk.

A lesson plan:

is useless when things go wrong in class.
should prepare the teacher for every contingency.
will help a teacher cope when things go wrong in class.

A teacher who is very concerned with following a lesson plan to the letter:

is probably not responding to what is happening in class.
is probably responding to what is happening in class.
is probably doing the best he/she can do.

The text or coursebook:

can guide the new teacher in organizing teaching and learning activities.
must be the focus of the lesson plan at all times.
can replace the lesson plan entirely for more experienced teachers.

The lesson plan:

is always written up in a standard form.
is written up in detailed form with five elements in consideration and in outline form.
can be written up in any form but should include an objective, assumptions anticipated problems and solutions, and strategies/procedures.

Knowing that in your reading activity for tomorrow your particular students may have difficulties differentiating “sh” and “ch” in some vocabulary shows awareness of:

student reaction.
an anticipated problem.
the objective of the lesson.

Tomorrow you are planning to introduce the “present perfect” tense to your students for the first time as part of the lesson. This is an example of:

the objective of the lesson.
a strategy for teaching the objective.
the grammar point of the lesson.

In your next lesson, you have planned a mingling activity to introduce the topic of hobbies in a conversation to follow. This is an example of:

student reaction.
a strategy for teaching the objective.
the objective of the lesson.

Bringing several calendars to class on a day you plan to work on the vocabulary and function of days and dates is an example of:

anticipating student reaction.
selecting correct objectives.
planning for appropriate materials.

Deciding that 10 minutes seems to be the correct amount of time for a game activity in class is an example of:

planning the time of an activity.
the anticipation of a problem.
mastering the objective.

The sentence “May I borrow $10?” is most likely an example of:

a grammar and function point of view.
a lexis point of view.
a phonology point of view.

We would be more likely to analyze the words ‘wish’ and ‘which’ from:

a lexis point of view.
a grammar and function point of view.
a phonology point of view.

Many new teachers find this area the most challenging to explain:

grammar
vocabulary
function

The use of Anglo-Saxon, or Old English, completely died out in the first century after the Norman Conquest.

True
False

Speaking and writing are considered:

productive skills.
receptive skills.
active functions.

A lesson studying the sentence “I had known him before I knew you” most likely relates to:

the writing skill.
the speaking skill.
the grammar system.

In order to develop in a language we need:

knowledge of speaking and writing more than anything else.
knowledge of all the language skills and systems.
only knowledge of function and phonology.

PPP is:

an approach to teaching in the EFL classroom.
only used in teaching speaking.
a philosophy of education.

The Practice stage of PPP:

can be anything you like.
is freer than in production.
may be an exercise or a drill.

The Production stage of PPP:

allows the student to use the new language without direct control from the teacher.
allows the students to use the new language with direct control of the teacher.
allows unlimited student control of the classroom.

Listening work:

should be completed as soon as possible, allowing the class to do something else that's more appropriate.
should be expanded into other activities.
shouldn't be attempted except for advanced level students.

Listening and reading:

require less work than other language skills.
are important for developing productive skills.
are less important than productive skills.

Edited or modified listening materials are more appropriate for:

intermediate and advanced level students
beginner level students.
proficient level students only.

When working with audio clips…

it's important to get details on the first listening.
it's important to get students' general response to content on the first and second listening.
it's never advisable to get details of language from listening work.

In response to a reading, this question might open a discussion of the selection’s content:

"What new vocabulary did you find in this?"
"Is most of this in past tense or in future tense?"
"Do you agree with the author?"

One of the problems students have in listening to audio clips is that:

they have many visual clues.
they have to use more gestures and body language than normal to get their point across.
they don't have as many clues to aid in comprehension as they have in conversation.

Reading can:

provide interesting classroom discussion topics.
be overwhelming due to the absence of visual clues like gesture.
require a lot of gist questions

Which sentence is in the present simple tense?

I work.
I'm working.
I worked.

When would we use the present simple?

when talking about past actions
when making plans
when discussing a habitual or routine actions, present stories, newspaper headlines

Which is an example of the most common mistake when using the present simple?

She walk to school everyday.
She's walking to school everyday.
She's walked to school everyday.

Which sentence is in the present continuous tense?

You learnt.
You are learning.
You will learn.

When would we normally use the present continuous?

to talk about a past action
to talk about a future action
to talk about an action that is in progress at the time of speaking

Select the present perfect continuous sentence:

I am learning.
I have been learning.
I will be learning.

Which sentence is an example of the present perfect?

I have written a story.
I wrote a story.
I am writing a story.

Which one is an example of an irregular past participle verb?

cook – cooked
work – worked
leave – left

Which sentence best explains when we would normally use the present perfect continuous?

This tense relates future activities. It implies that either the activity has finished, or that the activity was in progress for some length of time, or both.
This tense relates present activities.
This tense relates past activities to the present. It implies that either the activity is likely to continue in the future, or that the activity was in progress for some length of time, or both.

If the students are following a course leading to an external examination, they are usually…

not interested in taking progress tests.
very nervous.
eager to do practice tests to get some idea of how close they are to the required standard.

Which tense is the following: “I’m not learning”?

present continuous
present simple
present perfect

As well as checking the progress of students and forcing them to study, testing also…

gives them something to do.
helps you accurately place the students in the appropriate class level…
keeps the parents happy…

What is a placement test?

It enables teachers to place new students into the correct class according to their language ability.
It decides what school students will attend.
It is the same as all the other tests.

Progress tests should be used to gauge:

the teacher’s ability.
if the student should be removed from the class.
what language has been remembered and what language has been forgotten.

Progress tests should include…

all four skills (reading, writing, speaking and listening) as well as grammar and vocabulary that have been covered.
some of the four skills (reading, writing, speaking and listening) as well as grammar and vocabulary that have been covered.
none of the four skills, but should include grammar and vocabulary that have been covered.

Practice tests:

should give the students the answers to the upcoming exam.
should follow the format and the structure of the external examination the students plan to take.
are not much use to anyone.

TOEFL is:

an American English exam that is required by most US universities for admission purposes.
much the same as TEFL or TESOL.
a business English examination.

The Cambridge examinations:

are very much the same as TOEFL.
are for teachers only.
test a wide range of English proficiency levels.

Continuous testing is:

annoying to students and teachers alike.
one of the main components essential to the teaching and learning process.
seldom necessary.

Diagnostic tests are:

basically similar in content to placement tests.
not necessary.
the same as other tests.

If the teacher takes time to find out about the students’ interests it…

won't matter as the teacher should follow the course books.
could be useful.
will allow the teacher to plan interesting future lessons.

When you have a new group of students who don’t know each other, it’s important to…

get into an activity as soon as possible.
take the time to establish rapport among the class members as well as with the teacher.
ask them to stand up and formally introduce themselves.

Typical warmer ideas include activities such as:

hangman, Pictionary, memory games, tongue twisters.
musical chairs.
pass the parcel.

One of the best activities for a new group or class is a:

practice exercise
game
questionnaire/survey

One good strategy for dealing with large classes is to:

give plenty of exercises to keep them busy.
use every opportunity to place students in pairs or groups.
play silly games.

When students use their native language in a class you should:

instruct them to only use their native language during their break.
instruct them this will not be tolerated as this is an English language class and they should only use English.
encourage the use of English where appropriate. This doesn't mean a total ban on their language but for them to only use it when absolutely necessary, but never in a speaking activity.

If you, the teacher, can speak the native language of your students, you should…

use it when students have trouble understanding instructions in English.
never use it.
use it as much as possible to help translate for the students.

When you have a reluctant student or students you should…

force them to get involved or leave the class.
use plenty of pair/group work to encourage them.
leave them alone.

Students’ vocabulary acquisition can be enhanced when it is…

drilled as much as possible so they will remember the new words.
embedded in complex real-world contexts that are unfamiliar to them.
noted through extensive reading or listening.

The research done on the brain and how we learn shows us that:

teachers can make a difference in brain development.
teachers shouldn't give up on older learners.
both A and B

For most people, the part of the brain most critically involved in normal language functions is:

the left hemisphere
the right hemisphere
both hemispheres

BICS stands for:

Basic Internal Communicative Skills
Basic Interpersonal Communicative Skills
Basic International Communicative Skills

What is the BICS-CALP gap?

The difference between the English a child uses for school and the English he/she uses for everyday life.
The difference between the first language being used at home and the second language being used at school.
The difference between (for example) the English used in math classes and the English used in history classes.

Young learners are similar to adult learners because…

both need brightly colored materials to keep their interest.
both need experiential learning to really learn best.
both need very active methodologies such as TPR to help them learn.

Experiential learning is important for young learners because…

we retain best what we learn by doing, and it increases our self-esteem when we are successful.
it's easier to read a book than to try to use a second language in real life.
language is the only thing we learn by experimenting.

Why is time management important in young learners’ classes?

Young learners have a long attention span and can stay focused on one activity well.
Young learners can easily get distracted and need a good variety of well-paced activities.
Young learners are so much fun to teach that teachers often lose track of time.

Continuous assessment is…

always giving written tests at the end of every week.
formal, taking into consideration only the final exam at the end of the course.
informal, ongoing evaluation that takes all aspects of learning into consideration.

Final Examination

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