ITTT online course final test All parts of the questions must be completed.

Please note that incomplete tasks will result in a lower overall grade. Please give as much detail as possible in all areas to demonstrate your knowledge of the course contents. Marks per task a re in brackets. You have 24 hours from the time you downloaded this test to comp lete it and return to your course tutor. Section 1 Grammar 1A: Tenses, modals, passive voice and reported speech In this section, please identify the tense or grammar point, state the usage and list two teaching ideas suitable for the activate stage for each one. When givi ng the usage, please state the usage in the example sentence, and ensure that th e teaching ideas match that usage. Please note that all teaching ideas must be u nique and not repeated. Hints: There is one example of the passive voice, one reported speech, two modal auxiliary verbs, and the rest are examples of tenses. Also, please be sure that your teaching ideas encourage the productive use of the required language area. Where required, the tense or grammar point is in bold type. 1. (4) Can you play the harpsichord? Tense/grammar point: Usage: Activate stage teaching idea 1:

Activate stage teaching idea 2:

2. (4) The team will have arrived by 2pm. Tense/grammar point: Usage: Activate stage teaching idea 1:

Activate stage teaching idea 2:

3. (4) She is learning to fly a helicopter in her spare time. Tense/grammar point: Usage: Activate stage teaching idea 1:

Activate stage teaching idea 2:

4. (4) You should eat healthy food to stay fit. Tense/grammar point: Usage: Activate stage teaching idea 1:

Activate stage teaching idea 2:

5. (4) I played tennis at the park last Saturday. Tense/grammar point: Usage: Activate stage teaching idea 1:

Activate stage teaching idea 2:

6. (4) We like trying new things. Tense/grammar point: Usage: Activate stage teaching idea 1:

Activate stage teaching idea 2:

7. (4) Many types of crops are grown on British farms. Tense/grammar point: Usage: Activate stage teaching idea 1:

Activate stage teaching idea 2:

8. (4) She said she wasnt hungry. Tense/grammar point: Usage: Activate stage teaching idea 1:

Activate stage teaching idea 2:

9. (4) We are going to the beach at the weekend. Tense/grammar point: Usage: Activate stage teaching idea 1:

Activate stage teaching idea 2:

10. (4) Ill have an orange juice, please. Tense/grammar point: Usage: Activate stage teaching idea 1:

Activate stage teaching idea 2:

11. (4) Ill be eating dinner at 8pm, so please dont call. Tense/grammar point: Usage: Activate stage teaching idea 1:

Activate stage teaching idea 2:

12. (4) When we got home, we found that someone had broken into the house. Tense/grammar point: Usage: Activate stage teaching idea 1:

Activate stage teaching idea 2:

13. (4) Presumably you were eating dinner at the time. Tense/grammar point: Usage: Activate stage teaching idea 1:

Activate stage teaching idea 2:

14. (4) Ive been collecting stamps for decades. Tense/grammar point: Usage: Activate stage teaching idea 1:

Activate stage teaching idea 2:

1B: Conditionals Identify the conditional, the usage and list one activate stage teaching idea fo r each:

15. (2) If she graduates, she will be a doctor.

16. (2) If I found a wallet in the street, I would take it to the police.

17. (2) If you drink too much alcohol, you get drunk.

18. (2) If I had driven more slowly I wouldnt have crashed the car.

1C: Sentence correction Correct the sentences and explain specifically why the correction was necessary: 19. (1) I bought a bread from the shop this morning.

20. (1) I have eaten pizza last week.

21. (1) Jane like air conditioning very much.

Section 2 Phonetics and phonology 2A: Stress and intonation 22. (2) Underline the appropriate word in the following sentences to indicate st ress for the given meaning: a. Hes not going to Cambodia. (Denying that the man is going) b. Hes not going to Cambodia. (Contrasting the man with someone else)

c. Hes not going to Cambodia. (Contrasting the place with somewhere else) d. Hes not going to Cambodia. (Emphasizing that the man isnt going for a long p eriod of time) 23. (2) Give two teaching ideas that can be used to indicate intonation and stre ss.

2B: Pronunciation and Phonology 24. (2) Give two examples of the placing of the /j/ and state how you would expl ain this to students.

25. (2) Describe the similarities and differences between the / f / and / v / so unds:

26. (2) Explain how you could teach the difference between voiced and unvoiced c onsonants to students who arent familiar with the concepts or terms.

27. (4) Referring to the phonemic alphabet, transcribe the phonemic text at the end of unit 13 into standard script.

Section 3 Teaching skills 3A: In the classroom 28. (3) What information can be gained from monitoring students during a study p hase worksheet activity?

29. (3) Give an example of both a grammatical error and a pronunciation error, a nd explain how you would correct each.

30. (3) Give 3 techniques which will increase STT in a class.

31. (3) What is the difference between fluency and accuracy of language use?

32. (3) Describe 3 different ways of eliciting the word happy.

33. (3) Why is it more efficient to demonstrate an activity rather than explain it?

34. (3) Should we teach during the Engage phase of an ESA lesson? Explain your ans wer.

35. (3) Why is it important to get student feedback after an activity?

36. (3) What is the main function of each of the 3 phases in an ESA lesson? Engage: Study: Activate:

37. (3) What are the benefits of using pairwork in study activities?

38. (3) Give reasons why a student may not participate during a writing activity and suggest methods of overcoming these problems.

39. (3) What is 3 by 3 drilling and why is it helpful?

41. (3) How would you check understanding of the teaching point you have just co vered?

42. (3) What do students need to know about individual tenses at the upper inter mediate and advanced levels?

40. (3) Why is it useful to pre-teach g lesson?

certain vocabulary items before a readin

43. (3) Can the use of students first language by the teacher be useful?

3B: Other aspects of teaching 44. (3) Compare and contrast any two teaching methodologies you have studied.

45. (3) Give examples of authentic materials, and state why students prefer thes e.

46. (3) What is a multi-lingual class and where are you likely to be teaching on e?

47. (3) Summarize the equipment and technology that is likely to be available to you as a teacher, and give the advantages and disadvantages of each.

48. (3) What, in your opinion, are the two main reasons why students dont underst and their teachers?

49. (3) Give three potential advantages of planning a lesson over an unplanned l esson.

Section 4 Teacher observation 4A: The teacher and his lesson The CD you should have received shows a teacher delivering 2 lessons to a group of elementary pupils. Its fairly obvious that the first lesson was very poorly ex ecuted, with the second lesson being much more productive and interesting to att end. What main differences did you note between lesson one and two in the following a reas? 50. (2) The teachers attitude to the student

51. (2) The students attitude towards the teacher

52. (2) Student participation

53. (2) The teachers voice (clarity, complexity, speed etc)

54. (2) The teachers instructions and explanations

55. (2) The teachers monitoring of the students

4B: The teachers lesson plan Looking at the second lesson on the CD, create the lesson plan that you think th e teacher followed. Use the template supplied below. Please include your aims, c ontext, expected number of students, and all the other boxes at the top of the b lank lesson plan form, as well as the procedure. (6) After completing the lesson plan, explain which parts of the lesson you would ha ve changed to improve the lesson further. LESSON PLAN Note: By using the [Tab] key or the mouse, the cursor will automatically move t o the next box. In the procedure section, use one box for each phase (engage, st udy or activate) of your plan. Teacher: Room: Observer: Expected numbers: Date & Time: Class level: Context: Focus: Teaching aids: Learner objectives: Personal aims: Anticipated problems for students: Solution: Anticipated problems for teacher: Solution: Procedure Phase Timing Interaction

Section 5 Lesson planning Plan a straight arrow ESA lesson for an elementary class to contrast the present perfect with the past simple tense, assuming that this is the first time that t he present perfect has been introduced, and they already familiar with the past simple. (10) Please include your aims, context, expected number of students, and all the othe r boxes at the top of the blank lesson plan form, as well as the procedure: LESSON PLAN Note: By using the [Tab] key or the mouse, the cursor will automatically move t o the next box. In the procedure section, use one box for each phase (engage, st udy or activate) of your plan. Teacher: Room: Observer: Expected numbers: Date & Time: Class level: Context: Focus: Teaching aids: Learner objectives: Personal aims: Anticipated problems for students: Solution: Anticipated problems for teacher: Solution: Procedure Phase Timing Interaction

For the tutors use only: 1A: 1B: 1C: 2A: 2B: 3A: 3B: 4A: 4B: 5: Total: /175 /56 /8 /3 /4 /10 /48 /18 /12 /6 /10