ITTT Unit 12

Unit 12: Teaching Productive Skills 1 - Reading and listening 2 - Speaking and writing 3 - Writing and reading 4 - Speaking and listening 1 The two productive skills are: Incorrect. See page 1. Correct. Incorrect. See page 1. Incorrect. See page 1. 1 - Accuracy activities focus the student on being creative with the language. 2 - Fluency activities focus on the student producing 100% correct language. 3 - Fluency is more important than accuracy. 4 - Accuracy activities are normally controlled to ensure correct language output. 2 Which of the following statements is TRUE? Incorrect. See page 2. Incorrect. See page 2. Incorrect. See page 2. Correct. 1 - Drilling 2 - Role-play 3 - Debate 4 - Communication Game 3 Which of the following activities is more focused on accuracy? Correct. Incorrect. See page 2. Incorrect. See page 2. Incorrect. See page 2. 1 - Gap-fill 2 - Word search 3 - Information gap 4 - Word jumble 4 Which of the following activities is more focused on f luency? Incorrect. See page 2. Incorrect. See page 2. Correct. Incorrect. See page 2. 1 - In a fluency-based activity, the language is controlled by the teacher. 2 - In a guided activity, the output is controlled by the student. 3 - In a fluency-based activity, the output is controlled by the students. 4 - In a controlled activity, language is controlled by the students. 5 Which of the following statements is TRUE? Incorrect. See page 2. Incorrect. See page 2. Correct. Incorrect. See page 2. 1 - Accuracy during the Study stage and fluency during the Activate stage. 2 - Accuracy during the Engage stage and fluency during the Activate stage. 3 - Accuracy during the Activate stage and fluency during the Study stage. 4 - Accuracy during the Engage stage and fluency during the Study stage. 6 During a typical ESA lesson, which stages are more concerned with accuracy and f luency? Correct. Incorrect. See page 2. Incorrect. See page 2. Incorrect. See page 2. 1 - To motivate the students. 2 - To create opportunities for student interaction. 3 - To reduce the teachers’ preparation time. 4 - To create a stimulating classroom environment. 7 Which of the following is NOT a valid reason for using games in the classroom? Incorrect. See page 9. Incorrect. See page 9. Correct. Incorrect. See page 9. 1 - Discussing culturally sensitive issues 2 - Pair work 3 - Group work 4 - Giving students time to think and plan before commencing an activity 8 Which of the following techniques would NOT usually encourage student interaction? Correct. Incorrect. See page 3. Incorrect. See page 3. Incorrect. See page 3. 1 - Choose a topic that will motivate the students. 2 - Correct all mistakes as soon as they are made. 3 - Ensure students have enough preparation time for the activity. 4 - Give simple and clear instructions. 9 Which of the following is NOT a general guideline for a creative speaking activity? Incorrect. See page 3. Correct. Incorrect. See page 3. Incorrect. See page 3. 1 - Pronunciation 2 - Penmanship 3 - Spelling 4 - Punctuation 10 Which of the following is the least important consideration in the teaching of writing skills? Correct. Incorrect. See pages 6-7. Incorrect. See pages 6-7. Incorrect. See pages 6-7. 1 - Students complete practice activities to check their understanding of the new vocabulary. 2 - Using picture prompts students create a short fairy story. 3 - Elicit vocabulary needed for fairy stories (eg. Once upon a time…..). 4 - Allow students to create their own fairy story in groups, present to the class and give feedback. 5 - Get the students talking and thinking in English by asking them about typical fairy stories from their country. 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? Incorrect. Please refer to this unit, as well as previous lesson planning units. Incorrect. Please refer to this unit, as well as previous lesson planning units. Incorrect. Please refer to this unit, as well as previous lesson planning units. Incorrect. Please refer to this unit, as well as previous lesson planning units. Correct. 1 - Students complete practice activities to check their understanding of the new vocabulary. 2 - Using picture prompts students create a short fairy story. 3 - Elicit vocabulary needed for fairy stories (eg. Once upon a time…..). 4 - Allow students to create their own fairy story in groups, present to the class and give feedback. 5 - Get the students talking and thinking in English by asking them about typical fairy stories from their country. 12 Which of the following would be the first part of the STUDY phase of the lesson? Incorrect. Please refer to this unit, as well as previous lesson planning units. Incorrect. Please refer to this unit, as well as previous lesson planning units. Correct. Incorrect. Please refer to this unit, as well as previous lesson planning units. Incorrect. Please refer to this unit, as well as previous lesson planning units. 1 - Students complete practice activities to check their understanding of the new vocabulary. 2 - Using picture prompts students create a short fairy story. 3 - Elicit vocabulary needed for fairy stories (eg. Once upon a time…..). 4 - Allow students to create their own fairy story in groups, present to the class and give feedback. 5 - Get the students talking and thinking in English by asking them about typical fairy stories from their country. 13 Which of the following would be the second part of the STUDY phase of the lesson? Correct. Incorrect. Please refer to this unit, as well as previous lesson planning units. Incorrect. Please refer to this unit, as well as previous lesson planning units. Incorrect. Please refer to this unit, as well as previous lesson planning units. Incorrect. Please refer to this unit, as well as previous lesson planning units. 1 - Students complete practice activities to check their understanding of the new vocabulary. 2 - Using picture prompts students create a short fairy story. 3 - Elicit vocabulary needed for fairy stories (eg. Once upon a time…..). 4 - Allow students to create their own fairy story in groups, present to the class and give feedback. 5 - Get the students talking and thinking in English by asking them about typical fairy stories from their country. 14 Which of the following would be the final part of the STUDY phase of the lesson? Incorrect. Please refer to this unit, as well as previous lesson planning units. Correct. Incorrect. Please refer to this unit, as well as previous lesson planning units. Incorrect. Please refer to this unit, as well as previous lesson planning units. Incorrect. Please refer to this unit, as well as previous lesson planning units. 1 - Students complete practice activities to check their understanding of the new vocabulary. 2 - Using picture prompts students create a short fairy story. 3 - Elicit vocabulary needed for fairy stories (eg. Once upon a time…..). 4 - Allow students to create their own fairy story in groups, present to the class and give feedback. 5 - Get the students talking and thinking in English by asking them about typical fairy stories from their country. 15 Which of the following would be the ACTIVATE phase of the lesson? Incorrect. Please refer to this unit, as well as previous lesson planning units. Incorrect. Please refer to this unit, as well as previous lesson planning units. Incorrect. Please refer to this unit, as well as previous lesson planning units. Correct. Incorrect. Please refer to this unit, as well as previous lesson planning units.