INTERNATIONAL UNIVERSITY

DEPARTMENT OF ENGLISH
ENGLISH LINGUISTICS

FINAL EXAMINATION
TEACHING ENGLISH TO YOUNG LEARNERS
Date: 17 June 2021
Duration: 45 minutes

Student name: _____Huynh Le Huong Kieu________ Student ID: ___ENENIU18102_________________________

TEST PAPER
Proctor (online) Examiner:
Nguyễn Hoàng Phương Mai Nguyễn Hoàng Phương Mai

Students read the instructions carefully and write the answers for all the parts on this test paper.
Note: Please make sure that your answers are original and in your own words. Your paper will be
checked for plagiarism.

1. "Goldilocks and the Three Bears" (originally titled "The Story of the Three Bears") is a 19th-
century British fairy tale that has been widely used in teaching English to young learners.
Read the story and answer the questions:

Goldilocks and the Three Bears

Once upon a time there was a little girl. Her name was Goldilocks. She had golden hair.
One day Goldilocks was walking in the forest. She saw a house and knocked on the door.
She went inside. Nobody was there.
Goldilocks saw three bowls on the table. She was hungry.
‘This porridge is too hot! This porridge is too cold! This porridge is just right!’
Goldilocks ate all the porridge.
Goldilocks was tired now.
‘This chair is too big! This chair is too big, too! This chair is just right!’
But the chair broke!
Goldilocks was very tired. She went upstairs.
“This bed is too hard! This bed is too soft! This bed is just right!’
Soon, the bears came home.
‘Someone’s been eating my porridge!’ said Daddy Bear.
‘Someone’s been eating my porridge!’ said Mummy Bear.
‘Someone’s been eating my porridge - and it’s all gone!’ said Baby Bear.

‘Someone’s been sitting on my chair!’ said Daddy Bear.

‘Someone’s been sitting on my chair!’ said Mummy Bear.
‘Someone’s been sitting on my chair - and it’s broken!’ said Baby Bear.

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 ‘Someone’s been sleeping in my bed!’ said Daddy Bear.
‘Someone’s been sleeping in my bed!’ said Mummy Bear.
‘Someone’s been sleeping in my bed - and she’s still there!’ said Baby Bear.

Goldilocks woke up and saw the three bears. ‘Help!’ She ran downstairs and into the forest.
She never came back again.

https://learnenglishkids.britishcouncil.org/sites/kids/files/attachment/short-stories-goldilocks-and-the-three-bears-transcript.pdf

a. How many sentence patterns are there in this story? What are they? How many times

are they repeated? (6 points)

There are three sentence patterns in this story. They are:

- Some one’s been + Ving: 9 times

- This porridge is + adjective: 9 times

- She/ Goldilocks + verb in past tense: 7 times

b. Why is repeating sentence patterns important in teaching English to young learners?

(4 points)

Using repetitive drill is important because students easily forget what they have been

taught over the time. Repetition will help students to remember vocabularies better.

Multiple exposures to vocabulary items will help students to store new words better.

2. What are 5 criteria to guide the development of language assessments? Briefly define each

of them. (10 points)

- Reliability: The assessment should be reliable with accurate and consistent results.

- Validity: The assessment has to assess what it purports to assess

- Practicality: An assessment task needs to be practical (time and place, amount of time and

training for scoring)

- Authenticity: The language being assessed is appropriate and relevant.

- Washback: Effects that tests have on teaching and learning.

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3. Name 2 types of alternative assessment you might use with young learners. What are the
advantages and disadvantages of each? (10 points)
Alternative Advantages
Assessment
-Can be used for students at all
Portfolio stages of language development
Assessment -Can show a young learner a young
leaner’s progress over time
-Can help students to integrate to the
Peer assessment assessment process.
-Can build the closed relationship
between students when sharing ideas
and giving feedback for each other
Disadvantages
-Can be hard to figure out what
should be included and who
decides.
- Can be difficult to evaluate the
individual items
- Can be very subjective so that
students cannot improve their
skills effectively.
-Sometimes bad peer feedback will
affect the students’ relationship
negatively.

4. It is believed that when teaching vocabulary to young learners, the more decisions they
make about a word, and the more cognitively demanding these decisions, the better the word
is remembered (deep processing of vocabulary items). Think of activities/questions to make
learners work with these vocabulary items at a high cognitive/personal level (one item/one
activity) (10 points)
a. seasons (eg. spring, summer, autumn, winter, etc.)
b. feelings (eg. sad, happy, angry, surprised, etc.)
c. transport (eg. bicycle, car, bus, etc.)
d. emergency (eg. fire, injury, ambulance, fire truck, police station, etc.)
Answer:
a. When you see Santa Claus and snow, what weather is it?
b. When you get 100 points, how do you feel?
When your mom is angry, how do you feel?
c. When you see a lot of people on a very big vehicle, what is that?
d. When a house is on fire, what kinds of truck does the fireman will drive to the house?

5. Consider the following scenario: You are an English teacher in a primary school. A visiting
teacher comes to visit your classroom and is surprised to see your students out of their seats
playing games and having fun. In addition, he wonders why your students’ homework looks like
an art project, and it seems to him that your students aren’t really learning English. That

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teacher thinks that you need to give students more grammar exercises.
Given this situation, how would you explain why you are teaching this way? (100 words) (10
points)
Playing games and having fun may be related to drawing which is another kind of assessment
which can help students develop their creation. This is one of the alternative assessments. In
term of content-based approach, it will develop students’ knowledge in other subject and
improve students’ score for less smart students and motivate English learning.

THIS IS THE END OF THE TEST.