TRUE/ FALSTE STATEMENTS

Rough-tuning is the simplification of language which teachers make in order to increase

the chances of students’ understanding.

Both learning and acquisition include a conscious process where students learn and
practice language.

According to experts of eclecticism, using a variety of techniques and approaches is not

encouraged.

Extensive reading activities allow students’ reading for pleasure, often outside the
classroom.

In an inductive approach, students see examples of language and try to work out the
rules.

Students at the same age share the same learning styles and kinds of intelligence.

Using word cards makes teaching more interesting to the learners, especially the
advanced learners.

Information gap exercises applied by communicative language teaching are not as

motivating as drills.

To present the sounds of a word, the teacher can model the word, write up the new word
on the board, and indicate on what syllable the stress is placed.

Follow-up activities of a reading session are normally not speaking activities designed
for students to respond to the ideas found in that text.

One of the teacher’s main aims should be to help students to sustain their motivation.

Good teachers need to be flexible enough to cope with unforeseen events.

Most successful teachers tend to spend most of their class time in one place- at the front
of class.
 Successful classroom management also involves being able to deal with difficult
situations.

The best lessons are ones where TTT is maximized.

Teachers need to shout to be audible.

Effective teacher personality is a blend between who we really are and who we are as
teachers.

Mother tongue (L1) should never be used in an English class (L2).

MATCH THE DESCRIPTIONS ON THE LEFT WITH THE ROLES ON THE RIGHT.
1. Students make appointments to talk to the teacher about their progress ________ A. assessor

2. The teacher is explaining something to the class. ________ B. controller

3. The teacher is telling students how correct (or incorrect) their language ________ C. prompter
use is.

4. The teacher makes herself available to answer any questions/supply ________ D. resource
information while students are working on a task in groups.

5. The teacher wants to help the students along during fluency activity ________ E. tutor
(where their conversation is faltering a bit).

WHICH METHODS/APPROACHES ARE DESCRIBED IN THE FOLLOWING STATEMENTS.

A. Audio-Lingual B. Communicative Language Teaching C. Grammar-Translation

(CLT)

D. PPP E. Task-Based Learning (TBL) F. The Lexical Approach

G. The Silent Way H. Teaching Language Functions I. Direct Method

6. After students have been introduced to a situation which exemplifies the meaning
 and use of the new language (and had the language explained to them), they do
some controlled practice before being asked to produce examples of the new
language themselves.

7. By repeated drilling of new language (coupled with appropriate rewards and

encouragement), students learn correct language habits.

8. Language consists of a number of lexical phrases (or chunks). These should form
the basis of learning.

9. Language learning is a process of working out the similarities and differences

between the language you speak and the language you are learning.

10. Students learn by being involved in communicating with each other.

11. Students study how language is used - and what language to use to perform certain
functions, such as requesting, agreeing, etc.

12. The syllabus is organized into certain tasks; the students learn by trying to complete
these tasks.

13. The teacher says almost nothing; the students have to listen to each other, think and
correct themselves as much as possible.

14. Learners are actively involved in using the target language in realistic, everyday
situations and be encouraged to think in the target language.

New items are explained by comparing and contrasting with those of native tongue and
target language.

This method is a learner–centered emphasizes fluency over accuracy

The teacher gives the students instructions, and the students follow the instructions by
using whole body responses.

Students are encouraged to use language creatively and spontaneously through tasks
 and problem solving.

Choose one of the words/phrases a A- L in the box to match the descriptions 1- 8. Write the letters of
your choice in the column ANSWER. There are some options you do not need to use.
A. Grammar- translation D. Inductive approach G. Separate tables J. TTT
method
B. CLT E. TPR H. Deductive approach K. TTQ
C. TBL F. Warm-up I. STT L. Solowork

DEFINITION ANSWER
0. In this method, the emphasis is on the task rather than the language. C
1. Student Talking Time
2. This is a teaching method that teachers often use to help students
compare parts of a foreign language with parts of learners’ own
mother tongue.
3. In this approach, students are given grammar rules before they start
considering the examples and making sentences.
4. The focus of this method is on students communicating real messages,
not just grammatically controlled language.
5. Teacher Talking Time
6. This is one of the stages a teacher should do to review what students
learned in the previous lesson or to get them in the good mood for the
lesson that is to follow.
7. In this method, instructors give commands to students in the target
language, and students respond with whole-body actions.
8. In this approach, students see the examples of grammar rules and try
to work out some related exercises before the teacher explains the
grammar rules.
 PUT A (FOR DEDUCTIVE) OR B (FOR INDUCTIVE) ON THE ANSWER SHEET

15. The teacher models sentences using the present simple. Students repeat.

16. The students read a text and, in their groups, discuss the different ways the writer
refers to past time.

17. Students watch a film of a job interview in preparation for-an interview role-play.
They pay particular attention to the way questions are asked.

18. The students listen to a recorded dialogue. The teacher draws their attention to the
invitation language being used, isolating parts of invitation models for the students’
attention. Students practice using the same language.

19. The teacher holds up flashcards with pictures of animals. For each one, he or she
models the correct pronunciation, and the students repeat. The teacher then holds up
different flashcards for a cue-response drill and the students have to say the right
words.

20. The teacher shows students the position of lips and teeth for the sounds /w/ and /v/
before getting them to say words with the two sounds.

E. READ THE FOLLOWING TASK RUBRICS. ARE THE TASKS DESIGNED FOR
‘WRITING - FOR - LEARNING’ (L) OR ‘WRITING- FOR-WRITING’ (W)?
21. Expand the following sentence using as many adjectives as you can. ________
22. Interview a colleague and write up the interview for inclusion in a class website. ________
23. Write a paragraph about a member of your family. Say who they are, what they do, what languages
they speak and what their favorite hobbies are. ________
24. Write a paragraph with the title ‘Three things I would like to do before I’m thirty’. ________
25. Write an essay with the title ‘Charity is not the responsibility of individuals, but of governments’.
________
26. Write descriptions of the people in the photographs using the words in the box. ________
27. Write five sentences using the present perfect tense. ________
28. Write your own blog; update it every week. ________
A. Grammar analysis H. Focus on communication in the O. Emphasis on translation
target language equivalent

B. Focus on repetition and I. Focus on Pronunciation training P. Use of the target language in
memorization the classroom

C. Focus on listening and J. Focus on reading and writing Q. Emphasis on context in

speaking communication

D. Focus on meaning K. Application of humanistic R. Use of code-switching Ll

approach

E. Emphasis on client - L. Emphasis on correct S. Emphasis on accuracy

counselor relationship pronunciation

F. Use of pictures, objects, and M. Focus on students' emotions, T. Use of substitution drills
demonstrations feelings, and behavioral skills

G. Focus on fluency N. Focus on grammatical patterns U. Focus on comprehensibility

GTM DM ALM CLT CLL

F. CHOOSE ONE OF THE WORDS OR PHRASES IN THE BOX TO MATCH THE

DESCRIPTIONS. WRITE THE LETTERS OF YOUR CHOICE IN THE COLUMN ANSWER.

A. scanning B. intensive reading C. plateau effect D. learner autonomy

E. realia F. classroom management G. lead-in H. authentic materials

l. achievement test J. skimming K. washback effect L. extrinsic motivation

M. material adaptation N. drilling O. information - gap P. inductive approach

Q. rapport R. intrinsic motivation S. task-based learning T. brainstorming

U. objective V. assessor W. extensive reading X. progress test

Description Answer

a technique where students are asked to prepare a topic and come up with as
many ideas as possible in the shortest possible time

a way of learning in which the teacher gives students meaningful tasks to do.
The teacher may ask students to think about the language they have used to
do the tasks, but the main focus for students is on the task itself

reading quickly to find the main idea(s) of a text

an activity which a teacher uses to introduces the students to the new lesson

factors coming from outside an individual, such as money or grades,

stimulates his desires in learning

reading which students do often away from the classroom; for example, they
read novels, web pages, newspapers, novels and any other reference material

changing a text or other material, so that it is suitable to use with a particular

class

a technique teachers use for encouraging students to repeat language

real objects such as menus, timetables and leaflets that can easily be brought
into the classroom for a range of purposes
 texts from real-life sources (e.g. magazine articles, original cassette
recordings) originally intended for native speakers

the relationship that the students have with the teacher and vice versa

the ability of which students take the responsibility of their own learning

in this teaching approach, students see examples of language and try to work
out the rules

a test to see how well students have learnt everything throughout the course

what a teacher hopes the students will achieve as the result of what he/she
asks them to do

A. MATCHING
Match the teaching methods and their respective descriptions by choosing the letters: GT (Grammar -
Translation method), DM (Direct Method), AL (Audio-Lingual Method), TPR (Total –Physical Response),
CLT (Communicative Language Teaching), SW (Silent Way); in the spaces numbered 1 – 10. (2.0pts)

1. Students are given explanations of individual points of grammar, and then they are
given sentences which exemplify these points. These sentences have to be translated
from the target language back to the students’ first language.

2. The teacher acts as a facilitator in setting up communicative activities and as an

advisor during the activities.

3. Translation is abandoned. Only the target language should be used in the

classroom. Sentences, objects, pictures are related to grammatical forms to establish
their meaning.

4. The model of a sentence is directly presented to students. It relies heavily on drills

to form students’ habits. It is often carried out in the context of the language lab.

5. It is based on the coordination of language and physical movement. Teachers give

 commands to students in the target language, and students respond with whole-
body actions.

6. Students' understanding of the target language should be developed before

speaking.

7. This method aims at students’ ability to communicate. It focuses on the content

more than on the form of language.

8. One of the most notable features of this method is the behavior of the teacher
rather than conversations with the students. Teacher says as little as possible.

9. The teacher is like an orchestra leader, directing and controlling the language
behavior of his or her students.

10. That is a traditional teaching method based on explicit instruction in the

grammatical analysis of the target language and translation of sentences from the
first language to the target language and vice versa.

B. True or False

1. Intrinsic motivation comes from outside factors such as the need to pass an exam,
the hope of financial reward or the possibility of future travel.

2. Extensive listening is usually done in classrooms and students listen under the
teacher’s guidance in order to work on listening skills and/or aspects of spoken
English.

3. The term ‘acquisition’ is used to refer to a conscious study of language.

4. Peer correction is a classroom technique where learners correct each other.

5. In the Direct Method, grammar is taught deductively.

6. In bottom-up processing, the reader or listener makes use of their schemata to

have appropriate expectations of what they are going to read or listen.

7. Teachers should apply the Grammar -Translation Method to teach students for the
purpose of communication.

8. To develop students' fluency, the teacher should tolerate students' mistakes of

form and see them as a natural outcome of the development of communication skills.

9. Scanning a text is reading fast to find specific information.

10. An inductive approach starts with examples and asks learners to find rules later.