Академический Документы
Профессиональный Документы
Культура Документы
C. Questions 11 15 : Structure
For each of the following pairs of sentences say ...
What is the difference between them in terms of form ?
Does this difference in form change the meaning ? How ?
At what level would you expect this to arise in course books ?
11. Were going to Scotland next year.
Were going to go to Scotland next year.
12. If you go on a cruise, youll get bored.
If you went on a cruise, youd get bored.
13. Would you like anything to eat ?
Would you like something to eat ?
14. He has few friends.
He has a few friends.
15. She remembered meeting Mike the first time ...
She remembered to meet Mike the first time ...
D. Questions 16 20 : Lexis
Choose items from the box to answer questions 16 20.
underneath
to put it another way
He shrugged his shoulders.
take off
in three days time
Therell be hell to pay.
The ceasefire held.
radio station
G. Questions 31 35 : Phonology
31. What word does /nd/ represent ?
32. Is English a stress timed or a syllable timed language ?
33. What problems are Turkish learners likely to have with the pronunciation of key and why ?
34. How many syllables are there in economics and which is the stressed syllable ?
35. What is elision ?
I. Questions 41 45 : Psychology
41. What does VAKOG stand for and what system of ideas is it part of ?
42. Name the seven types of intelligence originally proposed by Gardner.
43. Whats the difference between instrumental motivation and integrative motivation ?
44. Who developed community language learning and what does it consist of ?
45. What are cross crawl and hook ups a part of and how can they help language learners ?
3. While aims out of context are not ideal, b is a likely stage aim and c is a likely lesson aim. A is an
activity rather than an aim and d is more about what is being done than why.
4. A mill drill is an activity which requires the learners to move about the class and ask all the other
learners one or more questions. As a consequence, they practice the same items over and over
again, hence drill.
5. The temptation is to hang on until you have a majority of the class in the room before starting to do
anything challenging, but this can become a self generating trap, especially if you just chat to the
ones who have arrived (this is not to say that you shouldnt ever chat to learners, just that a lot of time
spent in relaxed and unfocused chat may not be their best possible use of time), While in some
cases, such as only having 2 of a class of 12, you may need to stall the beginning of the lesson, this
does not reward the learners who did arrive on time and in fact acts as a disincentive for any of them
to do so in future. Also in most institutions there are rough guidelines on how much material must be
covered in courses and if a group gets into the habit of having coffee first and starting 20 minutes late
you could be losing up to 20% of your usable classroom time. A warmer that is relevant to the lesson
is a good idea, especially one that is short and flexible as regards the number of participants.
IF THE IDEAS IN THIS SECTION ARE NOT FAMILIAR TO YOU THEN LOOK AT THE CLASSROOM
MANAGEMENT CHAPTERS IN
Harmer, J. 2007 The Practice of English Language Teaching Longman
Brown, H.D. 1995 Principles of Language Learning and Teaching Prentice Hall
Hedge, T. 2000 Teaching and Learning in the Language Classroom OUP
Ur, P. 1996 A Course in Language Teaching CUP
One of the above would be enough. All four cover roughly the same ground.
C. Questions 11 15 : Structure
11. Were going to Scotland next year. A. Present continuous tense (be + -ing) for future meaning
Were going to go to Scotland next year. B. Going to + infinitive.
My learners dislike the numerous ways the future can be expressed in English and particularly dislike
it because of the huge overlaps between use. They would like all use to divide neatly so that only one
choice was correct each time for clear reasons. (They have a point.)
In context, it is likely that these sentences are both equally possible. Some books suggest that going
to go should not be used if possible as it is clumsy in style, but it is widely used in everyday English
(try Googling it). There is a slight difference in meaning between the two structures though, as you
can see if you change the sentence to ...
Im putting my feet up this evening.
Versus
Im going to put my feet up this evening.
The first sentence doesnt sound outrageous, but it does sound slightly odd. Going to + infinitive
suggests a general intent, whereas present continuous for future meaning suggests an arrangement
something you might note in a diary. In the Scotland example both of these states are more likely to
be true simultaneously, so both structures sound ok.
This will come up in elementary course books.
12. A. If you go on a cruise, youll get bored.
B. If you went on a cruise, youd get bored.
A is the first conditional: [If + present simple] + [will + infinitive].
B is the second conditional: [If + past simple] + [would + infinitive]
A is used for things that are possible if the condition is met, B is used for things that are possible, but
unlikely, or in which the condition cannot infact be fulfilled (e.g. If I were you ...). So the only difference
between the two sentences in this case is the perspective of the speaker. A thinks a cruise is a
realistic possibility, whereas B thinks it is doubtful.
This usually comes up at pre-intermediate level.
D. Questions 16 20 : Lexis
16. Find a noun + verb collocation.
Take off
way
way
way
way
way
This gives a lot of information about how a word is used (not just about how we think it is used).
For more about all of these areas, consult
Richards, J. & Rogers, T. 2001 (2 ed) Approaches and Methods in Language Teaching CUP
http://books.google.com/books?id=9mQ9l3K73BoC&printsec=frontcover&dq=richards+rodgers+approaches&
hl=en&ei=iiFlTOu_LI7fOLCm8PEM&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCsQ6AEwAA#v=on
epage&q&f=false
Willis, J & D. 1996 Challenge and Change in Language Teaching Macmillan
http://www.willis-elt.co.uk/books.html two chapters are available as articles at the bottom of this web page
G. Questions 31 35 : Phonology
31. What word does /nd/ represent ? It reads as enjoy.
32. Is English a stress timed or a syllable timed language ?
No language is entirely stress timed or entirely syllable timed, but English is more stress timed: stressed
syllables appear at a roughly constant rate and non-stressed syllables are shortened to accommodate
this. Try saying the nursery rhyme three blind mice and youll see what I mean. Turkish is a more syllable
timed language: syllables are given a more equal weighting.
33. What problems are Turkish learners likely to have with the pronunciation of key and why ?
A lot of learners see key /ki/ and pronounce it /ke/. This may well be L1 interference as that is how the
letter e is often pronounced in Turkish in words that look similar (try saying bey or ey in Turkish and you
can see why).
34. How many syllables are there in economics and which is the stressed syllable ?
Four syllables, of which the third is stressed.
35. What is elision ?
The disappearance of a sound try saying next please quickly the t disappears.
Kelly, G. 2000 How to Teach Pronunciation Longman
Kenworthy, J. 1987. Teaching English Pronunciation Longman
Underhill, A. 1994. Sound Foundations Heinemann
http://www.macmillaneducationbookstore.com/BookStore/pagedisplay.do?genre=book&pub=macedu&id=978
0230728509&page=S-3
10
I. Questions 41 45 : Psychology
56. What does VAKOG stand for and what system of ideas is it part of ?
VAKOG is one part of NLP (neuro linguistic programming) which includes ideas on how we experience
the world with our five senses and how we represent it in our minds (visual, auditory, kinaesthetic,
olfactory and gustatory), the way the language we use shapes and reflects our experience of the world
and how we can train ourselves to think, speak and act in new ways.
57. Name the seven types of intelligence originally proposed by Gardner.
Linguistic, logical-mathematical, spatial, bodily-kinaesthetic, musical, interpersonal, intrapersonal and
interpersonal.
58. Whats the difference between instrumental motivation and integrative motivation ?
Instrumental motivation is wanting to learn a language in order to be able to do something with it, to be
able to study abroad, for example. Integrative motivation is wanting to learn a language in order to
become part of a culture.
59. Who developed community language learning and what does it consist of ?
Curran developed CLL. He was a psychologist and took a lot of the ideas from the roles adopted in
counselling. It works best in a monolingual situation as in CLL learners are helped to say what they want
to say by a teacher, so at low levels, the teacher needs to be bilingual. They record their dialogue piece
by piece as a group, with the aid of the teacher and then look more carefuly at the language they needed
to express their ideas.
60. What are cross crawl and hook ups a part of and how can they help language learners ?
These are movements from Brain Gym, otherwise known as educational kinesiology and presented
initially by the Dennisons. They claim that different movements activate/ connect / stimulate different
areas of the brain. These cross crawl movements are part of the group of movements that help activate
both sides of the brain, thus combining logic and creativity. (Other movements in the other two groups
help you combine receptive and productive powers and emotion and abstract thought).
There is no one book that covers all of these areas, but the site
www.hltmag.co.uk/ has information on many of them.
Revell, J. & Norman, S. 1997 In Your Hands Saffire Press (NLP)
http://books.google.com/books?id=JgIKNzpAnd8C&printsec=frontcover&dq=in+your+hands+revell+and+norm
an&hl=en&ei=5y5lTNGKEYyUOI_moYoN&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCkQ6AEwAA
#v=onepage&q&f=false
Williams, M. & Burden, R. 1997 Psychology for Language Teachers CUP
http://books.google.com/books?id=lSWiKzjuFf4C&printsec=frontcover&dq=psychology+for+language+teacher
s&hl=en&ei=uS5lTOTIIGQOL3f3KgN&sa=X&oi=book_result&ct=result&resnum=1&ved=0CC8Q6AEwAA#v=onepage&q&f=false
nd
Richards, J. & Rogers, T. 2001 (2 ed) Approaches and Methods in Language Teaching CUP
(see link under E. Approaches and Techniques)
11
K. Questions 51 55 : Technology
51. It is a recording that has been saved in a format you can store electronically (so on computer or in an
MP3 player of some kind), could be audio or video. It was initially called a web cast, but the iPod was rising in
popularity at about the same time as this way of storing / using audio files.
Many podcasts are available on the net, some designed specifically for teaching (try the BBC learning English
site for a whole range of things), others just available (for higher level learners BBC Radio 4 or Voice of
America) and can be exploited for class or homework.
12
52. You can name a lot more than two of both but
Advantages
It means you can present quick pre-prepared professional looking chunks of information.
It is one way of introducing colourful visuals.
Disadvantages
It means the class are staring at a screen and are passive.
As with any other resource, it is only as good as the time you spend making it fit the learners needs.
53. Again, you could spend a long time answering this question. But you could use video to ...
Introduce a topic / subject (set some kind of gist question before you play it)
Kick them off to brainstorm a subject
Ensure learners know what something is (if they are not so familiar with what a sport or a festival or
something like that might be like).
Get them to watch with no sound and predict what the people are saying ? (or even write a script)
Let one watch and describe to their partner what is happening
Play up to a certain point, stop and encourage speculation on what happens next.
Get them to act out a very short segment, not only saying the words, but using the gestures of the
actors.
54. Lots of different options now exist for learners and dictionaries that they can use with phones.
Some use on line dictionaries. Great if the company is paying the phone bill, otherwise an expensive choice.
Some phones come with built in dictionaries.
Some of these were not designed for learners, but for native speakers (the monolingual one in the iPhone)
and can put a learner off monolingual dictionaries because they are difficult to use and dont give grammar
information or example sentences.
You can buy software downloads (try mobi for example) of some learner dictionaries, but if your learners are
anything like mine, they need a specific link to go to as they are not aware of what to look for when trying to
make sure they get the learners version.
55. As with podcasts and powerpoint, it is easy to be bewitched by the idea that you need to introduce new
technology.
You need to be up to date with it and there are some great things it can be used for, but it no more saves you
time than your computer does it is a complete time sink hole.
Wikis are interesting because you can make them accessible, so everyone can add to a document and then
later you can see who changed what and how.
So that has quite a lot of possibilities for in class group writing projects.
They can be locked or unlocked if you lock them you can stop others changing them and can use them to
present things to classes documents, images, homework in a variety of forms. Alternatively, make them
invitation only and get the learners to do a lot of that.
So masses of teaching potential, but for it to work well, know that it will take you a couple of hours every week
to keep it working, beautiful and useful (just setting it up is almost never enough).
Dudeney, G. 2007 The Internet and the Language Classroom CUP
http://books.google.com/books?id=WGGGLt9ne7EC&printsec=frontcover&dq=teaching+english+technology&
source=gbs_similarbooks_s&cad=1#v=onepage&q=teaching%20english%20technology&f=false
Erben, Ban & Castaneda 2008Teaching English language learners through Technology. Routledge
http://books.google.com/books?id=eukOlhsnMkC&printsec=frontcover&dq=teaching+english+technology&hl=en&ei=hYt6TMavN4WS4AaQ143ZBg&sa
=X&oi=book_result&ct=result&resnum=1&ved=0CC8Q6AEwAA#v=onepage&q&f=false
Smith, D. & Baber, E. 2005 Teaching English with Information Technology Modern English Publishing
http://books.google.com/books?id=sHGJc66R0hMC&printsec=frontcover&dq=teaching+english+technology&s
ource=gbs_similarbooks_s&cad=1#v=onepage&q&f=false
13