ELT 1 REVISION

1. State the differences between ALM and CLT in terms of the goals, the teachers roles, and the role of
students native language.
2. List 5 typical CLT activities and clearly describe what can be done for them to perform them effectively.
3. Contrast ALM and CLT in terms of their goals, language and skills, the role of L1 and teachers attitudes
towards students errors.
4. Why is it true that students who are taught with GTM cannot develop their speaking and listening skills?
5. Think of the three techniques of ALM you might employ in your future teaching and explain why you
need to use them.
6. How do GTM and DM supplement each other?
7. List four main benefits that Vietnamese learners may gain if they are taught by the Communicative
Approach.
8. State the goal of CLT and explain what it means?
9. Why is it true that learners taught with the ALM are well-trained parrots? Discuss all the audio-lingual
techniques that are used to achieve this?
10. List four main problems that Vietnamese learners might face when they are taught by the Communicative
Approach.
11. Why is it said that ALM makes a considerable demand on the part of the teacher?
12. What is meant by information gap? Give an example of an information gap activity and explain why
information gap activities are very important in communicative language practice.
13. What is the difference between linguistic competence and communicative competence?
14. Which statements can be attributed to which approach? Write the names of the approaches followed by
the numbers of the relevant statements.

STATEMENTS APPROACHES
1. Language learning is the training of the learners mind.
2. Positive comments or compliments are offered to encourage the students.
3. Less intelligent students cannot profit much from this method.
4. The teacher acts as an orchestra leader in the classroom.
5. Errors and mistakes should not be tolerant.
6. Errors and mistakes are considered by-products of experimenting with
language.
The University of Education, Hochiminh City- | ELT 1 REVISION 1
 7. The literary type of language is employed and vocabulary is detailed and
sometimes obsolete.
8. Dialogues should be memorized.
9. Association is made between objects or situations and foreign words or phrases.
10. The method is successful in developing oral skills in very young children.
11. The teaching of pronunciation is ignored.
12. Teaching a language is helping students to use the language to express
themselves correctly and appropriately.
13. Dialogues and pattern practice are used extensively.
14. Students are encouraged to deal with unrehearsed situations under teachers
guidance.
15. The teacher gives a clear model.
16. Students are expected to learn everything by heart.
17. Hesitation occurs when a shift in providing clues arises.
18. Translation is the main drill.
19. The teacher is a facilitator in the class room.
20. Students learn easy things first.

15. Read the following dialog and answer the accompany questions.

A: Peters going to go to university next spring?

B: Where is he going?

A: He is going to Melbourne

B: What is he going to study?

A: Biology. Hes going to be a doctor.

a. What sentence structure is the dialog trying to teach?

b. Design three drills to give low level students some practice with this structure.

16. Read the short passage below and answer the accompanied questions.

Mrs. Wilson and Mrs. Smith are sisters. Mrs. Wilson lives in a house in Duncan and Mrs. Smith lives in
an apartment in Victoria. One day Mrs. Wilson visited her sister. When her sister answered the door, Mrs.

The University of Education, Hochiminh City- | ELT 1 REVISION 2

Wilson saw tears in her eyes. "What's the matter?" she asked. Mrs. Smith said "My cat Sammy died last night
and I have no place to bury him".

a. Work out 2 display questions and 1 conversation question for the reading text above.
b. Teach the word bury, using the Direct Method.
c. Which grammar point would you teach in this sentence Mrs. Wilson saw tears in her eyes? Present it
deductively.

17. What should the teacher do to overcome the dominant role in the language class room? Justify your
answer by giving an example together with a clear explanation.
18. List the forms used to express the function of inviting. Which forms would you like to teach to
elementary, intermediate and advanced class?
19. What are the three main features of a communicative activity? Name the following language class
activities and say which ones are truly communicative.
a. Change these sentences into interrogative and negative sentences
- David comes to class late.
- Linda eats breakfast every day.
- Henry usually goes to church on Sundays.
b. Teacher: He is visiting his grandparents.

Students: He is visiting his grandparents.

c. Write sentences with the following words: type, switch on, lovely
d. Make a survey by asking at least 3 students in class what their favourite subject is.
e. Find out three differences between the two pictures.

f. Practise saying these pairs of words.

reach rich
green grin
peel pill
seater sitter

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 g. Guess what would happen to Sheila next.

h. Teacher: The film was awful yesterday.

The weather

Students: The weather was awful yesterday.

Teacher: good

Students: The weather was good yesterday.

Teacher: last night

Students: The weather was good last night.

Teacher: The children

Students: The children was awful yesterday.

20. List 5 linguistic forms you can use for the function of giving advice. Which would you teach to a
beginning class, an intermediate class, an advanced class? Why?
21. Questions 21a and 21b are based on the following text.
The Young Achiever of the Year
Kal Kaur Rai has always been interested in fashion and has just won the title of Young Achiever of
the Year at the Asian Business Awards. Ever since she was a child, she has drawn clothes and designed
patterns. She never told her hard-working parents, who own a supermarket that she wanted to turn her
hobby into a career. She thought they expected her to go into a more established business, so she went to
university to do a management degree.
a. Make 2 factual questions, 1 inferential question, and 1 referential question for the short text above.
b. How would a teacher of the Direct Method show the meanings of these words: title, degree?
22. Explain in your own words Morrows three features of a truly communicative activity. Does role-play
reflect these features? Why? Why not?
23. List 6 linguistic forms you can use for the function of requesting. Which forms would you teach to these
levels: elementary, intermediate and advanced? Why?

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 24. How does a teacher of the Direct Method respond to the students errors? Suggest how the teacher would
deal with the following students errors.
a. Mathematical puzzles are common into history because they have been used as intelligence tests and
amusements.
b. Studies by Skinner indicate that reward positively reinforces behaviour and makes that behaviour
likely more to recur.
c. A food additive is any chemical that food manufactures intentional add to their products.
d. Tennis is such interesting game that people all like to play it.
25. Questions 25a and 25b are based on the following text.

Penguins
Penguins are among the most popular of all birds. They only live in and around the South Pole and the
continent of Antarctica. No wild penguins live at the North Pole. There are many different kinds of penguins.
The largest penguin is called the Emperor Penguin, and the smallest kind of penguin is the Little Blue Penguin.
There are 17 different kinds of penguins in all, and none of them can fly.
Penguins have to be able to survive in the some of the Earth's coldest and windiest conditions. They are
great swimmers and have thick layers of fat to protect them from the bitter cold. Even in their freezing cold
habitats, penguins still have to watch out for predators such as killer whales and seals.

a. Make 2 factual questions, 1 inferential question, and 1 referential question for the short text above.
b. B1: Which structure would you teach in this sentence The smallest kind of penguin is the Little Blue
Penguin.
B2: Suggest 2 drills that a teacher of the Audio Lingual Method would use to help the students practise the
sentence structure in question B1.

The University of Education, Hochiminh City- | ELT 1 REVISION 5