Answer KeyT-WPS Office

Foundation in Tesol Answers key
The role of an English teacher abroad is to:
c. teach to, as well as learn from, the local people inside and outside the classroom. Congratulations,
you have shown an understanding of your role as an English teacher abroad. While spending time with
your students, both formally in the classroom, and informally outside of it, it's likely that you'll find your
role in the new place you're living in will be more than just that of an English teacher.
All students of English abroad will:
b. use their teacher's innate knowledge of English to understand the complexities of English. Yes! Your
role as a teacher is to assist your students with difficult areas of English such as idiomatic expressions,
homonyms and homophones.
The likely purpose of the first activity is to
c. engage the students' interest and allow them opportunity to focus and start using English Yes! This is
an example of a warm-up activity, which doesn't relate to the main body of the lesson, but which is vital
for focusing the students on speaking and thinking in English for the rest of the lesson.
In the first 4 minutes of the lesson, the teacher uses a variety of techniques to manage the
class and engage the students. She ensures the students are put into clear _______________,
uses _______________ to indicate where she wants the students to be positioned and uses
the students' _______________ to keep their attention and to gain their trust and a friendly
rapport.
c. groups Yes, the teacher put the students into groups, so that more students had a chance to talk more
of the time. If she had performed the activity as a whole class it would have taken a long time to do the
activity and only one person would have been speaking at a time.
In the first 4 minutes of the lesson, the teacher uses a variety of techniques to manage the
class and engage the students. She ensures the students are put into clear _______________,
uses _______________ to indicate where she wants the students to be positioned and uses
the students' _______________ to keep their attention and to gain their trust and a friendly
rapport.
Select one:
a. name tags
b. a loud voice
c. clear arm gestures Yes, the teacher used clear arm gestures to group students together.
In the first 4 minutes of the lesson, the teacher uses a variety of techniques to manage the class and
engage the students. She ensures the students are put into clear _______________, uses
_______________ to indicate where she wants the students to be positioned and uses the students'
_______________ to keep their attention and to gain their trust and a friendly rapport.
Select one:
a. names Yes, by using the students' names the teacher was able to gain trust and rapport in a friendly
way, something that is very important to create a supportive environment in the classroom
b. intelligence
c. sense of humour
The purpose of the activity in this part of the lesson is to ___________ on the topic of weekend activities
in a/an ___________.
Select one:
a. play a fun game just for fun
b. get the students moving around the classroom
c. warm-up the students
d. review and revise previously taught language Yes! The purpose, for doing this task was to review and
language for talking about weekend activities.
The purpose of the activity in this part of the lesson is to ___________ on the topic of weekend activities
in a/an ___________.
Select one:
a. all of these ways Yes, some or all of these aspects are worthwhile when undertaking review activities -
actually, with all activities!
b. an active and energetic way
c. a fun and engaging way
d. student-centered way
A method used by the teacher to consolidate the learning
Select one:
a. take-up Yes! This is a useful tool for helping your students consolidate their learning after an activity
b. eliciting
c. demonstrating
The method by the teacher to show the students how to do the activity
Select one:
a. drilling
b. eliciting
c. demonstrating Yes! The teacher did not explain the task using lots of superfluous language that can be
confusing. She showed the students what she wanted them to do to ensure they comprehended what
she wanted them to do in the activity
The method used by the teacher to get information and responses from students
Select one:
a. eliciting Yes! The teacher asked questions to the students to get them thinking about and using the
language she wanted them to focus on
b. Demonstrating
c. Drilling
The teacher used the technique of ____________ to give the students some pronunciation practice of
the dialogue
Select one:
a. elicitation
b. Demonstration
c. Drilling Yes! Drilling the target language helps the students to become familiar and comfortable with
the dialogue, and provides the students with an opportunity to use the language presented in the
dialogue in a meaningful context.
The purpose of the dialogue was to
Select one:
a. get the students interested in the topic
b. present the target language (grammar focus) for the lesson in meaningful, controlled practice Yes!
The teacher has used a dialogue as a context to present new language. It includes focussed work on the
new language such as defined in a grammer book. It also included some pronunciation work.
c. give the students free practice
The teacher did this while the students were doing the activity
Select one:
a. provide a stimulus and a visual aid
b. Facilitate Yes! The teacher was very busy facilitating and assisting the students as they did the task,
making sure they had help with any problems and to answer any questions.
c. check and "take-up" the task
The teacher used A and B task sheets for the student pair work to ...
Select one:
a. introduce the target language
b. give the students writing practice
c. provide a controlled stimulus for student conversation Yes. It would not work very well to do the
activity without A and B task sheets, because then they would lower their language level. It is better
directly after presenting new language in a Target Language section to have a practice which is
controlled by task sheets or in some other way.
The teacher conducted this at the end of the activity to consolidate what the students had learnt in the
activity
Select one:
a. check and "take-up" the task Yes! After every activity it is important to check the answers with the
students, make sure they understood the task and to get and give feedback.
b. facilitate
c. provide a stimulus and a visual aid
The purpose of this section of the lesson was to get the students:
Select one:
a. into pairs or small groups to speak in English and have fun through playing a game
b. mingling with each other and talking in English while doing an activity
c. practicing the Target Language grammar just presented by the teacher by performing an activity Yes!
The teacher gave the students an activity in which they could use the target language in a fun and
motivating way.
In this part of the lesson, we can see the teacher demonstrating the activity. How does she demonstrate
it?
Select one:
a. She use two volunteer student together doing the activity, to show the class how the activity will run
b. After a short explanation, she demonstrates the activity using some students with her to show how
she wants the question and answer sequence to work Yes! The teacher uses the technique of
demonstration, showing the students what they will do to perform the task as opposed to explaining the
task to them. It is true that there is a short explanation before the demonstration - this did not have to
be there. Once you work out how to demonstrate an activity, you do not then need to also explain it.
c. She maintains a conversation with the class as an activity
Warm-Up
Select one:
a. Part 6
b. Part 1
c. Part 2
d. Part 5
e. Part 4
f. Part 3
Review
Select one:
a. Part 5
b. Part 4
c. Part 2
d. Part 1
e. Part 3
f. Part 6
Target Language
Select one:
a. Part 1
b. Part 3
c. Part 6
d. Part 5
e. Part 2
f. Part 4
Controlled Activity
Select one:
a. Part 1
b. Part 4
c. Part 3
d. Part 5
e. Part 2
f. Part 6
Free Practice
Select one:
a. Part 2
b. Part 3
c. Part 4
d. Part 5
e. Part 6
f. Part 1
A needs analysis should be conducted _____________ so that you can use the information provided
_____________ by gaining information about _____________ and this can be conducted in a/an
_____________ way.
Select one:
a. formally or informally
b. in the first lesson Yes! Also, when you find that your class has had significant turnover resulting from
enrolments and students being promoted you may repeat the process.
c. in every lesson
_____________ way.
Select one:
a. informally
b. for assessment
c. in all future lessons Correct! In planning your lessons the students interests and motivations should
always be considered.
_____________ way.
Select one:
a. current level, ability, skills and interests Correct! This also provides you as the teacher with a baseline
to measure students progress.
b. past studies and current knowledge
c. skills they want to practice
_____________ way.
Select one:
a. informal
b. formal
c. formal or informal Yes, a needs analysis can be conducted formally or informally, dependant upon the
level and age of your students.
Small children or students with a low language level could be given a needs analysis in the form of:
Select one:
a. a questionnaire
b. a presentation
c. a drawing activity Yes, this would be an appropriate way of finding out what your students' interests
are without requiring too much language
d. a survey
Which kind of learning style would best categorise a student who cannot remember new vocabulary
without seeing the word written on the board first?
Select one:
a. Visual Yes! A visual learner relies on sight recognition in order to retain and remember new words
b. Kinaesthetic
c. Tactile
d. Auditory
Performing a role-play to practice a dialogue which includes the new target language.
Choose the learning style:
Select one:
a. Tactile
b. Auditory
c. Kinaesthetic Yes, kinaesthetic learners will love acting and moving around the classroom as they
perform the role-play and will learn a lot from this kind of activity.
d. Visual
Listening to a song which contains new grammar structures.

Select one:
a. Kinaesthetic
b. Auditory Yes, auditory learners would find this kind of activity to be very appealing to their learning
style.
c. Tactile
d. Visual
Singing a song such as heads, shoulders, knees and toes or playing a game such as 'Simon says...'.
Select one:
a. Visual
b. Kinaesthetic
c. Auditory
d. Tactile Yes! Tactile learners would love these hand-on kinds of activities and learn a lot from doing
them.
Writing down new vocabulary from the board into a notebook for future reference.
Select one:
a. Visual Yes! Visual learners would find this kind of task most appealing for the way they learn best.
b. Tactile
c. Auditory
d. Kinaesthetic
Adult Pre-A1
Select one:
a. Ordering coffee at a cafe
b. The alphabet and numbers
c. The parts of the body
d. Colours
Child A2
Select one:
a. Colours and Body Parts
b. Ordering food at a restaurant
c. Making a phone call
d. Going to the doctor
Teen B1
Select one:
a. News and current affairs
b. Talking about sporting events
c. Politics
d. Colours and body parts
Adult C1
Select one:
a. Ordering food at a restaurant
b. Going to the doctor

c. Politics and Debate This is the correct answer
d. Making a phone call
“I am agreeing with what the book say because if we are not care about the trees, the gardens getting
smaller, and animals won't have what they need for eating.”
Select one:
a. A1
b. A2
c. B1
d. B2
“Yesterday I go to friend house. I like friend very much. She nice. Today I running to school. I see friend!”
Select one:
a. A1
b. A2
c. B1
d. B2
“I can still remember, so very vividly, that one day about 5 or 6 years ago. A family friend had just
brought me and my little brother home from an excursion all day, and she was walking with us into our
front garden. I would soon discover that after walking down the garden path and then through the red
door to my house, that my life would never be quite the same again - I would finally and completely
realise the grave situation that would have on my life.”
Select one:
a. A2
b. B1
c. B2
d. C1
Match the students to the appropriate level:
“The environment today is a problem in the world that human been looking at for a long time to try and
make solution to the ongoing issues.
Select one:
a. A2
b. B1
c. B2
d. C1
The individual interests and motivations of your students will really affect the content of your lessons.
You can teach the same grammar form in many different ways dependant upon what your class will find
interesting. Taking the time to find your students' interests and goals will really make you a great
teacher who is well-liked by your class!
It is important to know your students' interests and motivations, so you can plan lessons that:
Select one:
a. are as diverse as your many different students.
b. are motivational, fun and relevant. Yes, your students' interests and motivations are vital for creating
fun and relevant lessons that motivate your students to learn.
c. are easier to teach.
Thinking about motivating different student groups, match the types of topics, situations and themes
which you think would be relevant to students in each particular group:
Match the topics, situations and themes that would be relevant to students in... Under 7s in a Private
Language School in Turkey.
Select one:
a. Playing outdoor games, art and craft, magic, zoo animals, parts of the body, colours, singing songs and
performing in English. Absolutely! The students would be engaged and motivated to perform with these
themes.
b. Emailing pen-pals, famous pop stars, playing basketball and soccer, playing PC games, chatting to
English speaking friends online.
c. Shopping, movie stars, pop music, love, how to have a casual conversation with English speaking
friends, understanding an American movie.
d. Speaking on the telephone to clients, conducting meetings in English with overseas clients,
negotiating in English, using language for business effectively, understanding idiomatic language.
e. Reading a classics novel, singing English folk songs, playing musical instruments, cultural festivals in
other countries, dancing, studying the bible, preparing for university in order to great job in the future.
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Match the topics, situations and themes that would be relevant to... 13-year-old boys in South Korea.
Select one:
a. Shopping, movie stars, pop music, love, how to have a casual conversation with English speaking
b. Reading a classics novel, singing English folk songs, playing musical instruments, cultural festivals in
c. Emailing pen-pals, famous pop stars, playing basketball and soccer, playing PC games, chatting to
English speaking friends online. Sure! These themes would certainly be of interest to the students and
would keep them motivated to participate in all your activities.
d. Playing outdoor games, art and craft, magic, zoo animals, parts of the body, colours, singing songs and
performing in English.
e. Speaking on the telephone to clients, conducting meetings in English with overseas clients,
Feedback
Question 4
Correct
Question text
Match the topics, situations and themes that would be relevant to... Adult business people in an in-
company class in Japan.
Select one:
a. Playing outdoor games, art and craft, magic, zoo animals, parts of the body, colours, singing songs and
b. Reading a classics novel, singing English folk songs, playing musical instruments, cultural festivals in
c. Speaking on the telephone to clients, conducting meetings in English with overseas clients, negotiating
in English, using language for business effectively, understanding idiomatic language. Of course! These
topics will assist the students in their business environment.
d. Shopping, movie stars, pop music, love, how to have a casual conversation with English speaking
e. Emailing pen-pals, famous pop stars, playing basketball and soccer, playing PC games, chatting to
Feedback
Question 5
Correct
Question text
Match the topics, situations and themes that would be relevant to... 15-year-olds at a government
school in Kenya
Select one:
a. Speaking on the telephone to clients, conducting meetings in English with overseas clients,
b. Shopping, movie stars, pop music, love, how to have a casual conversation with English speaking
c. Reading a classics novel, singing English folk songs, playing musical instruments, cultural festivals in
Yes, these students will benefit from learning about other cultures and preparation for higher learning
e. Emailing pen-pals, famous pop stars, playing basketball and soccer, playing PC games, chatting to
Feedback
Question 6
Correct
Question text
Match the topics, situations and themes that would be relevant to... 17-year-old girls in China
Select one:
a. Emailing pen-pals, famous pop stars, playing basketball and soccer, playing PC games, chatting to
b. speaking on the telephone to clients, conducting meetings in English with overseas clients,
c. Reading a classics novel, singing English folk songs, playing musical instruments, cultural festivals in
e. Shopping, movie stars, pop music, love, how to have a casual conversation with English speaking
friends, understanding an American movie. Yes, these themes are likely to keep the students interest
and motivate them to come back again and again.
Choose the word class:
Jacket
Select one:
a. adjective
b. adverb
c. pronoun
d. noun
e. verb
f. article
sing
Select one:
a. adverb
b. verb
c. article
d. adjective
e. pronoun
f. noun
people
Select one:
a. verb
b. pronoun
c. adjective
d. article
e. noun
f. adverb
lazy
Select one:
a. adjective
b. verb
c. article
d. noun
e. pronoun
f. adverb
actively
Select one:
a. pronoun
b. verb
c. adverb
d. article
e. noun
English
Select one:
a. verb
b. pronoun
c. adjective
d. adverb
e. noun
f. article
she
Select one:
a. article
b. adjective
c. pronoun
d. verb
e. adverb
f. noun
the
Select one:
a. adjective
b. article
c. pronoun
d. noun
e. verb
f. adverb
best
Select one:
a. verb
b. article
c. noun
d. superlative
e. adverb
f. pronoun
would
Select one:
a. adjective
b. verb
c. article
d. noun
e. adverb
f. pronoun
ran
Select one:
a. adverb
b. pronoun
c. adjective
d. noun
e. verb
f. article
quickly
Select one:
a. noun
b. verb
c. pronoun
d. adjective
e. adverb
f. article
yourself
Select one:
a. adjective
b. adverb
c. noun
d. verb
e. pronoun
f. article
do
Select one:
a. article
b. pronoun
c. verb
d. noun
e. adverb
f. adjective
an
Select one:
a. noun
b. adverb
c. verb
d. pronoun
e. adjective
f. article
fish
Choose the type of noun:
Select one:
a. uncountable
b. countable
c. both
cookie
Select one:
a. countable
b. both
c. uncountable
sugar
Select one:
a. both
b. countable
c. uncountable
noise
Select one:
a. countable
b. both
c. uncountable
table
Select one:
a. both
b. countable
c. uncountable
coffee
Select one:
a. uncountable
b. countable
c. both
work
Select one:
a. uncountable
b. countable
c. both
paper
Select one:
a. countable
b. uncountable
c. both
affection
Select one:
a. uncountable
b. countable
c. both
hair
Select one:
a. countable
b. both
c. uncountable
My dog's ball got lost.
Choose the correct option:
The people's rights were violated.
The apples on that tree are ready to pick.
Both my sisters' boyfriends are from Italy.
Both my sisters have Italian boyfriends.
I have received all of the assignments except for
Mark's.

Finally, it's Christmas!
It's raining.
The building is unsafe; its infrastructure is too old.
The author read parts of the novel and its prologue.
The doctor told him to exercise.
Identify the type of pronoun:
Select one:
a. object
b. subject
c. possessive
d. demonstrative
e. reflexive
The child cooked lunch himself.
Select one:
a. object
b. demonstrative
c. reflexive
d. subject
e. possessive
That book is mine.
Select one:
a. possessive
b. subject
c. reflexive
d. demonstrative
e. object
This is the best vacation ever!
Select one:
a. subject
b. reflexive
c. object
d. demonstrative
e. possessive
Don’t get those shoes, get these.
Select one:
a. possessive
b. subject
c. object
d. reflexive
e. demonstrative
I told you to stop it!
Select one:
a. possessive
b. reflexive
c. subject
d. object
e. demonstrative
I told you to stop it.
Select one:
a. subject
b. reflexive
c. possessive
d. demonstrative
e. object
He used to work as a fireman.

Select one:
a. object
b. reflexive
c. demonstrative
d. subject
e. possessive
The sea is calm today.
Select one:
a. Comparative adjective
b. Demonstrative adjective
c. Qualitative adjective
d. Superlative adjective
My car was cheaper than yours.
Select one:
b. Demonstrative adjective
c. Qualitative adjective
This car is cheaper.

Select one:
b. Qualitative adjective
c. Demonstrative adjective
The most beautiful girl is chosen Miss Universe.
Seldjective
c. Superlative adjective
d. Comparative adjective
She wore the ugliest dress to the party.
Select one:
a. Qualitative adjective
b. Superlative adjective
c. Comparative adjective
d. Demonstrative adjective
I feel better today.
Select one:
a. Superlative adjective
b. Qualitative adjective
c. Demonstrative adjective
d. Comparative adjective
The birds were chirping rhythmically.
Select one:
a. Adverb of quantity
b. Adverb of time and place
c. Adverb of degree
d. Adverb of frequency
e. Adverb of manner
f. Adverb of attitude marker
I always like to add honey to my tea.
Select one:
a. Adverb of frequency
c. Adverb of attitude marker
d. Adverb of manner
e. Adverb of quantity
f. Adverb of degree
This is a very serious matter indeed.
Choose the word class;

Select one:
a. Adverb of degree
c. Adverb of manner
d. Adverb of attitude marker
e. Adverb of frequency
f. Adverb of quantity
Apparently, he spent some time in prison.
Select one:
a. Adverb of time and place
b. Adverb of degree
c. Adverb of manner
d. Adverb of frequency
e. Adverb of quantity
f. Adverb of attitude marker
I saw her dancing there and I fell in love!
Select one:
a. Adverb of degree
b. Adverb of attitude marker
c. Adverb of frequency
d. Adverb of quantity
e. Adverb of manner
f. Adverb of time and place
The movie we want to see starts in an hour.
I would really like to buy a house.
I would really like to buy the house next door.
My birthday is on no article Tuesday.
Can I have no article tea, please.
I can see we have a problem here; how can we solve it?
We can solve the problem at hand by listening to the customers.
My girlfriend and I went to the movies last night.
Choose the most appropriate response from the options given.
some money
some friends
some sugar
some banana
some playground
some chairs
all sand
all animals
all bag
enough gifts
enough book
enough flour
enough intelligence
Rule: some / all / enough are used in front of:
Select one:
a. all kinds of nouns
b. countable nouns
c. uncountable nouns
d. countable plural nouns and uncountable nouns
several item
several things
several coffee
most days
most weekend
most air
few leaves
few milk
few photo
many cup
many girls
many bread
Rule: several / most / few / many are used in front of:
Select one:
a. singular countable nouns

b. plural countable nouns
c. uncountable nouns
d. countable and uncountable nouns
much wall
much misery
much kids
little* sympathy
little* day
little* pencils
a little* desk
a little* salt
a little* candles
(*NOT as an adjective, but as a QUANTIFIER)
Rule: much / little / a little are used in front of:
Select one:
a. plural countable nouns
b. countable and uncountable nouns
c. singular countable nouns
d. uncountable nouns
any bacon
any shoes
any pen
no homework
no socks
no enemy
Rule: any / no are used in front of:
Select one:
a. all kinds of nouns
b. uncountable nouns
c. countable plural nouns and uncountable nouns
d. countable nouns
John has been held up in traffic so he will be late.
Choose the best available option:
Select one:
a. purpose
b. contrast
c. link words
d. result
e. alternatives
I like the new employee even though he never smiles!
Select one:
a. purpose
b. contrast
c. link words
d. result
e. alternatives
Sam is coming here first because he wants a lift.
Select one:
a. purpose
b. contrast
c. link words
d. result
e. alternatives
The teacher told her to study hard and to behave herself.
Select one:
a. purpose
b. contrast
c. link words
d. result
e. alternatives
Some people like to work in an office, while others prefer to work outdoors.

Select one:
a. purpose
b. contrast
c. link words
d. result
e. alternatives
Was Jim Carrey’s latest film a drama or a comedy?
Select one:
a. purpose
b. contrast
c. link words
d. result
e. alternatives
He doesn't know what to do about it.
Choose the type of verb:
Select one:
a. auxiliary verb
b. main verb
c. phrasal verb
d. modal verb
He should seek professional advice.

Select one:
a. auxiliary verb
b. modal verb
c. main verb
d. phrasal verb
It takes two to tango.
Select one:
a. modal verb
b. main verb
c. phrasal verb
d. auxiliary verb
Emily is on holidays, isn’t she?
Select one:
a. main verb
b. modal verb
c. auxiliary verb
d. phrasal verb
You could be nicer to him!

Select one:
a. main verb
b. auxiliary verb
c. phrasal verb
d. modal verb
Do they come here often?
Select one:
a. main verb
b. modal verb
c. phrasal verb
d. auxiliary verb
I don’t like the way he treats people.
Select one:
a. main verb
b. phrasal verb
c. auxiliary verb
d. modal verb
Daisy has to move out of her house.
Select one:
a. auxiliary verb
b. main verb
c. modal verb
d. phrasal verb
TESOL stands for Teaching English to Speaker of Other Languages.
Match the phrasal verb to its meaning:
Select one:
a. invent
b. tolerate
c. mean / represent
d. quit / stop
e. deliver / provide / give
f. comprised / composition
I didn’t know the answer so I made it up.
Select one:
a. invent
b. mean / represent
c. tolerate
d. quit / stop
e. deliver / provide / give
f. comprised / composition
The course is made up of three components.
Select one:
a. tolerate
b. quit / stop
c. comprised / composition
d. deliver / provide / give
e. mean / represent
f. invent
I will not stand for such injustice!
Select one:
a. comprised / composition
b. tolerate
c. deliver / provide / give
d. quit / stop
e. invent
f. mean / represent
The boss gave up trying to motivate her staff.
Select one:
a. deliver / provide / give
b. tolerate
c. comprised / composition
d. quit / stop
e. mean / represent
f. invent
The professor asked the students to hand in their work.
Select one:
a. mean / represent
b. invent
c. tolerate
d. quit / stop
e. comprised / composition
f. deliver / provide / give
No problem, I will look after your children.
Is this phrasal verb separable or inseparable?
Select one:
a. insepararable
b. separarable
I can drop off the letters on my way to work.
Select one:
a. separable
b. inseparable
Do you have time to pick up the laundry?
Select one:
a. separable
b. inseparable
Let’s head towards the mountains.
Select one:
a. inseparable
b. separable
She can ring up a taxi when she is ready to go.
Select one:
a. separable
b. inseparable
I invited lots of people, but no one came along.
Select one:
a. inseparable
b. separable
It was my birthday yesterday.
Choose the correct verb tense:
Select one:
a. simple future
b. present continuous
c. past continuous
d. simple past
e. future continuous
f. simple present
What are you doing for your anniversary?
Select one:
a. future continuous
b. past continuous
c. simple present
d. simple future
e. present continuous
f. simple past
Someone was watching us from across the street.
Select one:
a. present continuous
b. simple present
c. simple future
d. simple past
f. past continuous
What am I going to do with all this junk?
Select one:
a. simple present
c. simple future
d. past continuous
f. simple past
Harry doesn’t live in London anymore.
Select one:
b. simple future
c. simple present
d. present continuous
e. simple past
The plane was flying over a storm when it hit turbulence.
Select one:
b. simple past
c. future continuous
d. past continuous
e. simple present
f. simple past
Sarah will be arriving at 2pm.
Select one:
a. simple future
b. past continuous
c. simple past
d. future continuous
e. simple present
f. present continuous
He stormed out and slammed the door.
Select one:
b. simple present
c. simple past
d. past continuous
e. simple future
f. future continuous
The bus driver is driving over the speed limit!
Select one:
a. simple past
b. simple present
c. present continuous
d. simple future
f. past continuous
Will you promise to keep the secret?
Select one:
a. simple past
c. future continuous
d. simple future
e. simple present
f. past continuous
I only wash my hair twice a week.
Select one:
a. simple present
b. past continuous
c. simple past
d. future continuous
f. simple future
One day he’ll be working for me!
Select one:
b. simple future
c. past continuous
d. simple present
f. simple past
He had been preparing for the presentation, so it went very well.
Select one:
a. present perfect continuous

b. past perfect continuous
c. future perfect
d. past perfect
e. present perfect
f. future perfect continuous
Kim has travelled extensively through Asia but has never been to Latin America.
Select one:
a. future perfect continuous
b. present perfect
c. past perfect continuous
d. past perfect
e. future perfect
f. present perfect continuous
I hope I will have retired by the time I have grandchildren.
Select one:
b. past perfect continuous
c. past perfect
d. present perfect
e. future perfect
f. future perfect continuous

I have seen that girl in class before.
Select one:
a. future perfect
b. past perfect
c. present perfect continuous
d. future perfect continuous
e. past perfect continuous
f. present perfect
At Christmas, the journalist will have been reporting the evening news for 25 years!
Select one:
b. present perfect
c. future perfect continuous
d. past perfect
e. future perfect
f. past perfect continuous
Had you met the senator before?
Select one:
a. past perfect continuous

b. present perfect
c. present perfect continuous
d. future perfect continuous
e. future perfect
f. past perfect
The students hadn’t been studying much so failing the test came as no surprise.
Select one:
b. future perfect
c. present perfect
d. present perfect continuous
e. future perfect continuous
f. past perfect
Will she have been working long enough to retire next year?
Select one:
b. present perfect
c. future perfect continuous
d. future perfect
e. present perfect continuous
f. past perfect
I’ve only been living in Melbourne for four years.
Select one:
b. present perfect continuous
c. past perfect
d. present perfect
e. future perfect
f. past perfect continuous
The chef will have finished the meals in time.
Select one:
b. present perfect
c. future perfect
d. present perfect continuous
e. past perfect continuous
f. past perfect
I thought you’d been running by how much you were panting!
Select one:

b. future perfect continuous
c. past perfect
d. future perfect
e. present perfect
I am not sure how long the new programmer has been working here.
Select one:
a. present perfect
b. future perfect
c. past perfect
d. past perfect continuous
e. future perfect continuous
If the weather is nice, we’ll go for a picnic tomorrow.
Choose the correct conditional:
Select one:
a. first conditional
b. third conditional
c. second conditional
If we had dressed more appropriately, we probably would not have been kicked out!

Select one:
b. second conditional
c. third conditional
If the President addressed the issue of unemployment, he would capture more of the popular vote.
Select one:
We’ll only make it in time if we hurry!
Select one:
Had you won the lottery, what would you have done with the money?
Select one:
a. second conditional
b. third conditional
c. first conditional
If I made you a big birthday cake, would you throw a party?
Select one:
a. third conditional
b. first conditional
c. second conditional
The hairdresser gave her a gorgeous hairdo.
Active or passive?
Select one:
a. active
b. passive
Susan was made partner at her law firm after only one year.
Active or passive?
Select one:
a. active
b. passive
The terrible devastation in the country was caused by the earthquake.
Active or passive?
Select one:
a. active
b. passive
The firemen have been trying to put out the bushfires for a long time.
Active or passive?
Select one:
a. passive
b. active
There has been a sharp increase in oil prices.
Active or passive?
Select one:
a. active
b. passive
The school bus was repaired yesterday.
Active or passive?
Select one:
a. passive
b. active
She said no, but then he asked her again.
Select one:
a. Indirect or Reported Speech
b. Direct speech
What time are we leaving for the movies?
Select one:
b. Direct speech
When John answered the phone the person on the other end said nothing, just breathed.
Select one:
b. Direct speech
Don’t worry, I’ll get the phone.
Select one:
b. Direct speech
Which of the following scenarios best meets the Teaching Objectives described in the unit materials?
(e.g. 80:20 student:teacher talk-time; student-centred classroom etc.)
Your students are at Intermediate level, they are teenagers and there are 15 students in the class.
Select the correct answer below:
Select one:
a. The communicative aim of this lesson is that students will be able to order a meal in a restaurant. The
grammar and linguistic aims; students will be able to use the present simple with 'would like' in the
statement and question form.
As an introduction to the lesson the teacher introduces the subject with a discussion about ordering in a
restaurant, eliciting from students types of food / stages of a meal and problems that can occur when
ordering; getting the waiters attention, misunderstandings about what is ordered, being unable to make
oneself understood etc.
At the Target Language stage of the lesson, the teacher presents a dialogue which is modelled to the
students and the students use the language in a drill. That is: first they listen to the modelled language,
then they listen and repeat the dialogue and finally they practice the dialogue in pairs.
For a further controlled practice stage, students work together in pairs or small groups as customers and
the waiter. They use basic props such as a menu, table and chair. The waiter uses a note pad and pen.
The teacher facilitates the activity by monitoring the language produced and giving basic correction 'on
the fly'.
As a final free practice stage, the students are taken to the school cafeteria and presented with a real
restaurant menu and act out the role play by ordering a three course meal.
1. 80/20
Yes, notice that most of the production of language is by the students.
2. Student-Centred Classroom
Yes, the lesson focuses on the students and not on the teacher.
3. Teacher as Facilitator
Yes, the teacher monitors the activities and gives feedback to students and corrects errors.
4. Monolingual Classroom
Yes, we can assume that the teacher would pre-teach the relevant vocabulary first so that the student's
first language is not needed.
5. Meaningful Usage
Yes the language is meaningful and it is on-point.
6. Socio-Linguistic Relevance
Yes, the language used in a restaurant is semi-formal and specific vocabulary and phrases may be used.
7. Socio-Cultural Relevance
Yes. We order in a restaurant in a different way, using different vocabulary and mannerisms to that in
which the students may be used to.
b. The communicative aim of this lesson is that students will be able to order a meal in a restaurant. The
grammar and linguistic aims; students will be able to use the present simple with 'would like' in the
statement and question form.
At the Target Language stage of the lesson, the teacher introduces the language with a dialogue
between a waiter and customer which is modelled to the students and the students use the language in
a drill. That is: first they listen to the modelled language, then they listen and repeat the dialogue and
finally they practice the dialogue in pairs.
For a further controlled practice stage, students work together in pairs as a customer and the waiter
working with the dialogue presented while the teacher facilitates the activity by monitoring the
language produced and giving basic correction 'on the fly'.
As a final free practice stage, the students work together in groups to create their own menus and
present them to the class to be scored as most popular.
Choral drills
Select one:
No
Yes
Teacher-Class drills
Select one:
Yes
No
Split class drills
Select one:
Yes
No
Chain drills
Select one:
No
Yes
Pairs
Select one:
Yes
No
Tanya: is your houseguest still staying
with you.
Ruth: no after three weeks so finally
left thank goodness
Tanya: so how did you get rid of her
Ruth: well i lied and told her my
parents were coming for a visit
and i needed the room i probably
shouldnt have lied. now i feel
bad. what would you have done.
Tanya: i would have told her to
leave after a week.
Was this dialogue a good model of clear boardwork?
Select one:
a. No Correct. In this example of board work, correct punctuation hasn't been used. As ESL teachers, our
board work needs to model the correct use of capital letters; full stops; placement of commas; question
and exclamation marks etc. Make sure you have a clear understanding of punctuation marks, and ensure
these are correctly represented to your students.
b. Yes
Jake: Did you by a ticket for the big
lottry draw on Saterday? I sure did!

Dave: Yes, I did to. I'm excited about
it. What would ya do if you won?
Jake: If I won the lottry, I would
travel around the world on a cruize.
How bout you?
Dave: My wife and I would retyre and
by a house by the sea if we won.
Jake: Wld you still live in Australia?
Dave: Yeah, we'd by somethin near
Byron Bay.
Select one:
a. Yes
b. No That is correct. Like punctuation, it is imperative that we model the correct spelling to our
students. It is easy even for native English speakers to misspell words, particulary homophones (words
that sound the same but are spelt differently). For example, by / bye / buy; or there / their; or to / too /
two. Be careful as well of allowing habits picked up through the use of texting and social media to
influence your spelling, particulary in your board work. For example, writing 'thanx' or 'tonite' or 'wld'
and other abbreviations when the teacher should be modelling the correct spelling. If this is a problem
for you, it's easy to
carry a little dictionary with you to class, or have a dictionary downloaded on your smartphone or iPad
and be well prepared beforehand, particularly with your dialogues, so you minimise this problem.
Anne: Where havE you travellEd to?
Barb: I've been to FrancE and China
Anne: OH, really? When did you go to
FrancE?
Barb: I went there last year with my
boyfriend. We stayed in Paris

for a week.
Anne: Did you climb the Eiffel Tower
and see the Mona Lisa?
Barb: Yes, we climbed the Eiffel Tower
at night to see the city lights,
but we didn't have time to go to the Louvre.
Select one:
a. Yes
b. No That is correct. While it can be a little difficult at first to get used to writing neatly on the board,
teachers need to be aware of their handwriting. Am I writing consistantly using upper and lower case, or
writing all in capital letters? Other issues are getting your handwriting the right size so the students at
the back of the class can read it? Can I write in a straight line on the board?
Debate on a controversial topic. For example, you may introduce the topic "Men are better drivers than
women."
Select the correct category:
Select one:
a. Controlled
b. Free This would be a free activity as there is no control of the language produced other than the
general topic.
c. Semi-Controlled
Performing a role play from the text book. In most cases you will be working from a text chosen by the
school and each student would have a copy. Such texts often have dialogues or tape scripts.
Select one:
a. Free
b. Semi-Controlled
c. Controlled Controlled, as the dialogue or text is provided for the students.
Playing a word game where the students are given letters and they must formulate words using those
letters (an adaptation of scrabble).
Select one:
a. Semi-Controlled Semi-controlled as the students are required to reproduce vocabulary already

learned.
b. Free
c. Controlled
Hangman. A game in which students determine a word described by giving letters until the word is
complete or can be guessed.
Select one:
a. Controlled
b. Free
c. Semi-Controlled Semi-controlled the activity is as the students have to come up with the target word,
but the letters are random.
Filling in the blank/missing words of a dialogue. This could be a listening activity or students could be
given a choice for each blank.
Select one:
a. Controlled Controlled, as the target vocabulary is restricted.

b. Free
c. Semi-Controlled
Whispers. AKA 'Chinese whispers' but this would be an inappropriate name for classroom use.
Select one:
a. Controlled Controlled as the original text is provided.
b. Semi-Controlled
c. Free
Bingo. Presented as a pre-prepared sheet with closed type questions in boxes. Students have to ask each
other questions and answer with either a 'yes' or a 'no.' The goal is to be the first student to get a row of
postive answers, thus yelling 'Bingo.'
Select one:
a. Free
b. Semi-Controlled
c. Controlled In this instance Bingo is a controlled practice, because the students are given most of the
the language and answers are "yes" and No". It could be designed as a semi-controlled or free practice
activity depending on how minimal the question prompts are and how open the potential answers can
be.
Who am I? Like 'celebrity head' where students ask each other questions in order to determine who
they are.
Select one:
a. Semi-Controlled Semi-controlled as the students questions are guided and the answers are either
"Yes" or "No"
b. Free
c. Controlled
You are going to get students to read some text from the fashion magazine Vogue. The section is an
interview with a model and is titled Model Diaries. The model talks about leaving home at 15 and
landing a successful career, a boyfriend in the business, and a great place to live in Paris. She shares her
thoughts on her personal style, her favourite Vogue moments, and her big plans for life after modelling.
From the options below, select the one which would NOT work as a pre-reading activity.
Select one:
a. As a pre-reading activity, you could ask the students to come up with interesting interview questions.
b. As a pre-reading activity, you could ask the students to brainstorm what questions they would like to
ask a famous model.
c. As a pre-reading activity, you could ask the students to discuss the following questions (which are the
same as the interviewer's): 1. Where did she do her first modelling work? 2. What was her experience of
moving to New York? 3. What was a memorable vogue photo shoot? Yes, this is the odd one out. It is
not a good pre-reading activity idea - it would be better as a post reading activity because because it is a
discussion which is better had after the reading has been completed.
You are going to get students to read some text from the fashion magazine Vogue. The section is an
interview with a model and is titled Model Diaries. The model talks about leaving home at 15 and
landing a successful career, a boyfriend in the business, and a great place to live in Paris. She shares her
thoughts on her personal style, her favourite Vogue moments, and her big plans for life after modelling.
In an 'odd one out' question you should choose the answer that is dissimilar to other answers. The
answer may be correct OR incorrect!
Select one:
a. As a 'during reading' activity, to get the general idea of what it is about, you could ask them what
some of her achievements were.
b. As a 'during reading' activity, to read for specific information, you could ask the students to find at
least three things the model loves about her life.
c. As a 'during reading' activity, to read for specific information, you could cut up the answers and
interview questions, so the students have to match them (put the pieces of the story into the correct
order). Yes, this is the odd one out. The difference is just that it claims to be testing for specific
information, but it actually asks for general inforamation. This is not to say asking for general
information is a bad thing. You should always ask a general question before specific questions.
You are getting students to read some text which is from the fashion magazine Vogue and is an
interview with a model. The section is called Model Diaries. The model talks about leaving home at 15
and landing a successful career, a boyfriend in the business, and a great place to live in Paris. She shares
her thoughts on her personal style, her favourite vogue moments, and her big plans for life after
modelling.
From the options below, select the one which would NOT work as an after-reading activity to practice
listening and speaking.
Select one:
a. As an 'after reading' activity, one idea could be to do a role play where the students are a group of
interviewers bustling to ask the famous model questions for their network. You as the teacher could be
the model and then other students could take your place for further practice.
b. As an 'after reading' activity, one idea could be to have a two stage activity. In the first stage there is
student interviewing you and as the second the students could write up similar magazine article Yes, this
is the odd one out. All of these activities are good ideas. This idea is practicing the skill of writing,
whereas the other activities are practicing the listening and speaking skills.
c. As an 'after reading' activity, one idea could be to do a role play where student A interviews student B
as the model and then they swap roles for another practice. They could be asked to change the answers.
Looking for some topical listening material, you went to the On-line BBC Learning English website. Under
the section Watch and Listen you found a section about a scientist who\'s been to Antarctica to get to
know the penguins. The scientist explains how she thinks penguins are rather like strong, aggressive
people who live in an extremely beautiful place. There is discussion about a believed decline in penguin
numbers because of climate change - the sea ice is melting and the penguins are losing the ice they need
to build their nests on. You downloaded the pdf file of the script and the mp3 audio file.
From the options below, select the one which would NOT work as a pre-listening activity.
Select one:
a. As a 'before listening' activity, you could ask the students to brainstorm what issues they think arise
for animals because of climate change.
b. As a 'before listening' activity, you could tell the students about the topic and ask them to come up
with questions that might be answered in the recording.
c. As a 'before listening' activity, you could ask the students to discuss the following question: Due to
climate change what problems do penguins have with nesting? Yes, this is an odd one out. They cannot
know the answer to the question yet, because they have not listened to the recording. If you asked what
problems they "might" have, rather than what problems they do have, it would be okay for a pre
reading activity.
Looking for some topical listening material, you went to the On-line BBC Learning English website. Under
the section Watch and Listen you found a section about a scientist who\'s been to Antarctica to get to
know the penguins. The scientist explains how she thinks penguins are rather like strong, aggressive
people who live in an extremely beautiful place. There is discussion about a believed decline in penguin
numbers because of climate change - the sea ice is melting and the penguins are losing the ice they need
to build their nests on. You downloaded the pdf file of the script and the mp3 audio file.
From the options below, select the one which would NOT work well as a during-listening activity:
Select one:
a. As a 'during listening' activity, to listen for specific information, you could have prepared a gap fill
activity, by adapting the script. The gaps could include important meaning words.
b. As a 'during listening' activity, to listen for specific information, you could ask the students to find
vocabulary that describes what penguins are like. Yes, this is an odd one out. This activity claimed to be
asking for specific detail, but in listening for difficult vocabulary is a 'pre-reading' not a 'during listening'
activity.
c. As a 'during listening' activity, to get the general idea of what it is about, you could ask them to listen
for the problems penguins are encountering because of climate change.
For a writing task your lesson aim is for students to write an email to their friends and family about their
life now, to include routines and one special event. As well as covering basic sentence structure you will
focus on the Simple Past and \"because\" as a linking word to explain reasons.
From the options below, select the one which would NOT work as a controlled writing practice activity:
Select one:
a. As a 'controlled' writing practice activity, one idea could be to get students to copy selected sentences
from a sample email introduced in the Target Language stage of the lesson.
b. As a 'controlled' writing practice activity, one idea could be get them to match sentence halves, with
one clause explaining actions and the other clause representing reasons.
c. As a 'controlled' writing practice activity, one idea could be to have a substitution drill, where you
elicit the students to speak whole sentences and then they copy them down. Yes, this is an odd one out.
The idea of doing a substitution drill is a good idea but the description was not that of a substitution
drill. You don\'t need to elicit/get the whole sentences just the substituted parts and the term \'drill\'
means you get the students to practice saying the sentences with changes in the substituted words, not
writing the sentences down.
For a writing task your lesson aim is for students to write an email to their friends and family about their
life now, to include routines and one special event. As well as covering basic sentence structure you will
focus on the Simple Past and \'because\' as a linking word to explain reasons.
From the options below, select the one which would NOT work as a semi-controlled writing practice
activity.
Select one:
a. As a 'semi-controlled' writing practice activity, one idea could be to write out some sentences
modeled off those one presented in your Target Language section, but with the word order muddled.
You will get students to re-write the jumbled sentences in the word order. Yes, this is an odd one out.
The idea of completing sentences for a 'semi-controlled' is to use the same structures as in the target
language. It may achieve use of the simple past and the connector 'because' but creating a story is likely
to spiral away from your target language too much to be called a 'semi-controlled' activity. It could,
however, be a good Free Practice Activity.
b. As a controlled writing practice activity, one idea could be to write out some sentences modeled off
those one presented in your Target Language section, but with the word order
muddled. You will get students to re-write the jumbled sentences in the word order.
c. As a 'semi-controlled' writing practice activity, one idea could be to create a gap-fill exercise based on
an email similar to the one presented in your Target Language section.
You are teaching essay-writing skills to advanced-level students in an English learning environment for
Academic Purposes class. An essay topic is Barriers to International Trade. The essay is to discuss the
increase in global trade, covering barriers to trade such as protectionism policies, trade sanctions and
tariffs. A short section on advertising on the internet should also be included. Examples should be
included of measures taken by several nations.
From the options below, select the one which would NOT work as a pre-writing activity for the essay
topic (i.e. Barriers to International Trade).
Select one:
a. As a 'pre-writing' stage, one idea could be to read introductory sentences from key sections from a
sample essay, stopping to let students discuss possible points related to the introductory sentences.
b. As a 'pre-writing' stage, you might have some graphs or charts from a sample essay on the topic.
These could be shown to the class for discussion to interpret the data.
c. As a 'pre-writing' stage, one idea could be to set them discussion questions. One question could be
"How would you go about starting a business that has international clients?" Yes, this is an odd one out.
The idea of setting them discussion questions is good for the pre-writing stage, however, the question
posed is off-topic. In this essay the topic is Barriers to International Trade. The question "How would you
go about starting a business that has international clients?" may not address the barrier issues.
From the examples below, select the one which would best enable students to understand from context
the meaning(s) and use of the word 'saw'.
Select one:
a. The boy saw what was happening but did nothing about it.
b. The girl saw her father through the window, using a large metal saw to saw the plank of wood in half.
Yes, this is the best example as it shows the different meanings of saw and from the context of the
sentence the various meanings can be guessed or inferred
c. It's a broken saw.
d. Tell me what you saw.

There are many ways that teachers can help their students with learning and retaining new vocabulary
including:
From the options below, select the one which works best as a memorisation and vocabulary learning
tool for students.
Select one:
a. encouraging students to make and use personal pocket cards and using concept maps for recording
new words. Yes! These kind of memorisation and vocabulary learning tools are very beneficial for
students.
b. encouraging students to memorise the most common prefixes and suffixes
c. teaching words in context and getting students to write the new words in an alphabetical list in their
study books.
d. getting students to memorise new words and to use them in real life.
Which of the following is NOT an example of a concept checking question?
Select one:
a. If Patrick went for a walk yesterday, what do we say that he did today?
b. Do you understand the past tense now? Correct, this is NOT a concept checking question. When you
ask students do you understand they will invariably say yes!, thinking that they do, even if they don't in
reality. The only way you can see if students really understand is to ask them questions which test how
well they understand what you are teaching them.
c. When did Patrick go for a walk?
Which of the following principles would you be implementing if you made the following game into one
where the students are practicing the past simple and not the first conditional?
Select one:
a. Fluency vs Accuracy
b. Error Correction
c. Adapt Yes! This is what needs to be done to change a pre-developed activity to fit into your
lesson. To adapt this activity would be easy to do, by slightly changing the language in the example when
you demonstrate and changing the prompts on the cards the students use so they have the appropriate
target language on them.
d. Usable Language
The purpose of a cued dialogue is to:
Select one:
a. provide free practice similar to a real-life conversation
b. provide controlled language practice that is just like what the students did in the target language
section of the lesson
c. provide semi controlled practice and to build confidence in using the target language practically Yes!
Cued dialogues are a great way to build upon the language that has already been practiced in the
controlled dialogue, to one that is freer and which allows some student input while they follow the
prompts given
Cocktail activities' can best be defined as:
Select the correct option below:
Select one:
a. questionnaires and surveys that get the whole class talking at once.
b. activities that give students practice in talking at a cocktail party.
c. activities where all the class are mingling together to complete a spoken task. Yes, this is the best
definition of this kind of task, which is a great type for keeping the 80/20 ratio for speaking.
Role plays are useful and beneficial to students in the ESL classroom because they:
Select the correct option:
Select one:
a. are easy to prepare and take up a lot of time in class.

b. allow even shy students a chance to speak in a non-threatening environment, and give students a
chance to use real, spontaneous language. Yes, these are some of the main reasons teachers are
encouraged to incorporate role plays into their lessons.
c. can be scripted or non-scripted, so provide different levels of learning.
To give a discussion the best possible chance to run smoothly and to give students
a reason to speak, the teacher must:
Choose the correct option from the three below:
Select one:
a. Provide an interesting topic along with some relevant and useful vocabulary to help the students to
speak freely and confidently. Yes! It's important to also review key phrases and vocabulary related to the
topic you have given the student, as this will ensure the students will talk freely and confidently without
too much faltering in the discussion
b. Choose a challenging and controversial topic that will cause debate and argument among the
students.
c. Facilitate while the whole class debates a controversial topic together.
What time does your plane leave?
What meaning does the stressed word indicate?
Select one:
a. My plane leaves at midday. What about yours?
b. I know what time the airport bus leaves, but when does your plane leave?
How long have you worked here?
Select one:
a. I've told you how long I've worked here, now you tell me.
b. I want to know how long you have worked here, not how long you have lived here.
Why didn't he tell me he was hungry?
Select one:
a. Why did you have to tell me? He could have told me himself.
b. He told everybody else, why not me?
What do you want to do this evening?
Select one:
a. I know what you want to do tomorrow evening, but what about today?
b. I've told you what I want to do; now you tell me.
Which word needs to be stressed in order to give the following meanings of the sentence below?
"Who's that man with the black hat?"
Question 5
Meaning: I know who the woman in the black hat is.
Select one:
a. that
b. man
c. hat
d. black
Meaning: I know who the man in the grey hat is.
Select one:
a. man
b. black hat
c. that
Meaning: I know who the other man in the black hat is.
Select one:
a. black hat
b. that
c. man
Meaning: What's his name?
Select one:
a. who
b. the
c. is
Which of these ends with rising intonation?
Select one:
a. I'm really not very happy.
b. I am not interested. Yes, the speaker is planning to continue what they are saying. They may be about
to say something like, "I am not interested in that at all" or any other extension.
c. I like going to the movies.
Select one:
a. Why did you do that?
b. What are you doing on the weekend?
c. Do you like going to the movies? Yes. This is a closed question, requiring a yes or no answer.
Which of these ends with falling intonation?
Select one:
a. It's amazing!
b. I think it's a really amazing thing to do. Yes. This is an informative statement.
c. It's amazing, isn't it?
Select one:
a. I'm feeling great!
b. I am feeling terrible. Yes. This is an expression of negative emotion and as such ends with a falling
intonation.
c. I'm thinking -
Thinking about giving instructions in the classroom, which of the following is the Odd One Out:
Select one:
a. "For this activity you will need to work in a group of three, but there will be one group of four, so
before you move into your groups let me number you all off, so then you will know exactly which group
you are in ..."
b. "With your partner, do activity 3 on Page 401" Yes, this is the Odd One Out. It is the only example of
good, clear instruction giving.
c. "Everyone listen to this carefully and write down all your answers as you listen, ok are you all ready I
am going to press play now."
d. "Now, who can tell me, if I wanted to ask somebody what was their least favourite food, what should I
say?"
Now everyone, the activity is over, let's all take a seat!
Select the matching correct instructions
Select one:
a. Stand up now.
b. Sit down everyone!
c. Speak up please.
d. Marie, tell me your response to question 1.
Ok everyone, it would be great if you could all stand up for this game.
Select one:
a. Marie, tell me your response to question 1.
b. Stand up now.
c. Sit down everyone!
d. Speak up please.
Ok who would like to give the first answer to the first question? Anyone at all would be fine, c'mon have
a go, let's see how you all went with doing that activity.
Select one:
a. Sit down everyone!
b. Speak up please.
c. Stand up now.
It would be much better if you could speak a little louder, I think you will have to say that again as I don't
think anybody heard when you were speaking with that soft voice.
Select one:
b. Stand up now.
d. Speak up please.
You are about to teach the Present Continuous to your students. Which of the following would be the
best method of elicitation for this grammar form?
Select one:
You show some flash cards for various verbs for eg. a book. You ask 'What do you do with a book?' The
students respond 'You read it!' You do this for a few more verbs. Then you open up a book, and ask
'What am I doing now?' The students say: 'You are read!' You correct this answer and write 'read-ing' on
the board, underlining '-ing'. You do a few more actions and elicit similar responses for your actions. You
then present the form in a dialogue. Yes, this is the best example of elicitation to use if teaching the
present continuous. It includes revision of the base verbs and then by asking questions and writing
answers, it is possible to show the students the change in the verb form for use in the present
continuous, as well as when to use it.
You ask individual students randomly around the class what they are doing on the weekend? What are
they doing after work? When they give you their response, you write their answers on the board and
refer to that as you present the form in the form of a dialogue.
You write some sentences like this on the board: "He is read_____ now", with a picture of a man reading
a book. You ask the students what the missing word would be and write it into the space.
Thinking about concept checking questions, which of the following questions is the odd one out if the
question is being asked just after presenting a dialogue on the present continuous.
Select one:
'Am I read now?' (as teacher mimes reading a book)
S: 'No, you are reading now!'
'What am I doing now?' (as teacher mimes eating)
S: 'You are eating!'
'What is the man playing?' (as teacher points to picture of a man
playing basketball)
S: 'He's playing basketball!' Yes, this is the odd one out. The type of questioning is not wrong in itself,
except this particular question isn't checking understanding of the present continuous. This question
would be more suited if the students were revising vocabulary for sport/games
'I am here since this morning'
What error is the student making?
Select one:
a. The student has confused their superlative word use
b. The student is using the wrong verb
c. The student is using the wrong tense
'Can you please make a photo for me?'
Select one:
a. The student is using the wrong tense
b. The student has confused their superlative word use

c. The student is using the wrong verb
'This piece of cake is more big than that one!'
What error is the student making?Select one:
c. The student has confused their superlative word use
When a student makes an obvious mistake during a communicative practice activity, it's best to:
Select one:
a. Correct the student as you hear them make the mistake using echo correction Yes, this is the best way
to correct this error, getting the student to think about it immediately after making the error, so that
they can then be sure to correct themselves in the rest of the activity.
b. Let it pass this time around and remember you have to check that student's progress again after
further practice
c. Let the student make the mistake and then correct it as a whole class later when you are drilling in
your take-up of the activity
Which of the following writing tests is the Odd One Out:
Select one:
Multiple choice test
Research project
Fill in the blank grammar test
Filling in a form Yes, this is the odd one out. This is the only example of a writing test that is a direct test
Choose which of the following shows only examples of indirect tests:
Select one:
Answer questions to show comprehension of the radio; Read a newspaper article and talk about it.
Reading the phone book; having an impromptu conversation; writing a letter
Grammar true/false test; reading a passage from the course book; a true/false test based on a taped
dialogue. Yes! These are all examples of indirect tests that are not really communicative and test only
your students' skills, and not their ability to use those skills in a realistic environment.
Ordering food from a menu; journal writing; plan and conduct a debate.
Which of the following is NOT an example of an ESP course:
Select one:
A class of pre-intermediate teenagers in China who are studying General English Yes, this is the correct
answer. General English doesn't fit into the category of ESP, as these classes are in a category of their
own. GE classes teach students a wide range of skills and language, dependent upon their level, and do
not focus on specific vocab or language for use in particular situations.
A small group of Japanese mothers who are learning survival English for a trip to Australia with their
husbands
A group of Spanish scuba divers who are learning English for SCUBA for a diving trip in England
A Business English class for Korean business people who work at a multinational corporation
EAP
Select the correct definition below:
Select one:
A course where you will prepare Japanese students to pass an exam with 200 questions that measures
the ability of your students to use English in everyday work activities, with a focus on listening and
reading comprehension.
A course for students who plan to study at an English language university and where you will teach your
students skills such as note-taking in lectures, conducting private reading, referencing and using library
materials, researching, writing reports and essays and completing exams - all the things they will have to
be competent in once they start university. Yes! This is the correct match. EAP (English for Academic
Purposes) courses are designed to help students from overseas prepare for studies at university in
English-speaking countries.
A course where you will prepare students to pass an exam which evaluates their ability to use and
understand English as it is spoken, written, and heard in college and university settings, with an
American language focus.
A course where you will prepare your students to pass an exam that tests your students' skills in each of
the macro areas of listening, speaking, reading and writing. These are all tested individually to get the
final test score for entrance into university in English speaking countries such as Australia.
IELTS
Select one:
be competent in once they start university.
final test score for entrance into university in English speaking countries such as Australia. Yes! This is
the correct match! The International English Language Testing System gives students an average score of
a series of tests results that test the four macro skills.
TOEIC
Select one:
a. A course where you will prepare your students to pass an exam that tests your students' skills in each
of the macro areas of listening, speaking, reading and writing. These are all tested individually to get the
b. A course where you will prepare students to pass an exam which evaluates their ability to use and
c. A course where you will prepare Japanese students to pass an exam with 200 questions that measures
reading comprehension. Yes! This is the correct match! The Test of English for International
Communication is a popular test in Japan and students want to study hard to prepare for this test so
they get the best score and therefore better job opportunities.
d. A course for students who plan to study at an English language university and where you will teach
your students skills such as note-taking in lectures, conducting private reading, referencing and using
library materials, researching, writing reports and essays and completing exams - all the things they will
have to be competent in once they start university.
TOEFL
Select one:
American language focus. Yes! This is the correct match! This course described would prepare students
to take the Test of English as a Foreign Language.
Parachute
Like the traditional game of hangman, this game gets the students to guess a word when just a blank for
each letter of the word is given. Instead of a hangman, draw a shark's jaws and a stick figure man above
the open shark's mouth. The students have to save the main by building his parachute. Each letter they
guess right gets another part of the parachute drawn on!
Select one:
a. Warm-up
b. Ice-breaker
c. Time-filler Yes! This is the best example of a time-filler activity. It is quick to prepare at the last minute
in class as it only requires the blackboard as a resource, and you can use words that you have taught
that day in class, so it consolidates what your students have learnt that day. It is a fun way to end the
lesson on a high note and can go for 2-10 minutes quite easily.
BTN (Behind the News) www.abc.net.au/btn/
Designed for native-speaker primary and secondary students, the website covers Current Affairs and
news events. It includes worksheets and teaching resources as well as compilations of recent stories on
a given topic. Issues covered range from health and science to society and money. The specially
designed reports which have been developed to be interesting and easy to understand for young adults.
Match this website with the most appropriate group of students who could use it in a CALL lesson
Select one:
a. Teenage students who want to do some extra English practice on their computer at home
b. Some young learners (5 years old) who are given an opportunity in their school to use the classroom
computer for 20 minutes each, once a week.
c. Young adults who are studying General English, and are given a one-and-half hour long lesson in the
computer laboratory every week.
d. Adult pre-intermediate level students in a General English class who are doing a unit of current events
in their course book. Yes! The Behind the News website would be great for students to use as part of a
unit of work on current affairs. The BTN news programmes are tailored for primary and secondary
students, so the language level would be quite appropriate to the level of these students and would
supplement their unit of work very well.
Playschool http://www.abc.net.au/children/play/
Based around the popular children's tv show, this website includes videos and songs from Playschool, as
well as some interactive games with Playschool characters and some online and printable activities.
Select one:
a. Some young learners (5 years old) who are given an opportunity in their school to use the classroom
computer for 20 minutes each, once a week. Yes! This website could be used with young learners who
have some computer time in their classroom. With short activities and games, it would suit the attention
span of young children and would allow time for all students to get some time with the one computer in
the classroom.
b. Teenage students who want to do some extra English practice on their computer at home.
in their course book.
WebQuest.Org http://webquest.org/index.php
A database that includes many webquest and webquest related resources for teachers. Webquests are
learning activities where students interact with each other and the internet to complete a task they have
been given. They can be likened to an online treasure hunt!
Select one:
a. Teenage students who want to do some extra English practice on their computer at home.
b. Adult pre-intermediate level students in a General English class who are doing a unit of current events
c. Some young learners (5 years old) who are given an opportunity in their school to use the classroom
d. Young adults who are studying General English, and are given a one-and-half hour long lesson in the
computer laboratory every week Yes! Adult students would find a webquest to be an interesting activity
to fill an hour and a half long lesson, and it would not only utilise their computer skills but also assist
them with their English.
English Club http://www.englishclub.com/esl-games/
Online games for English learners, including hangman, crosswords and other word games.
Select one:
a. Young adults who are studying General English, and are given a one-and-half hour long lesson in the
c. Teenage students who want to do some extra English practice on their computer at home. Yes! These
kind of websites are most suited to students who want to study at home on the computer. Online
grammar and vocab games are a good supplement to in-class work, but are best used as private study
practice rather than in-class, because while at school there should be chances to study interactively on
the computer (through activities such as webquests, for example).
You are working at a primary school in Africa where your students have no books, you have no
photocopier and you want to review some new vocabulary with your students in a fun way. You decide
to:
Select the Odd One Out:
Select one:
Bring in some cardboard from some packaging you have saved, and get each student to each draw
pictures of a word they are given. Then you use these cards to review the vocabulary by holding up the
card and getting the students to say what it is.
Get the students to stand in three lines facing the board. Write the words you want to review on the
board. You say one of the words and the first student in each line has to be the first to touch that word
on the board and then say the word in a sentence to show its meaning.
Play a game where you whisper a word into a student's ear and they have to mime the word for the rest
of the class to guess.
Ask students to read through some magazines and cut out pictures of items they have learnt and then
write a sentence using that word. Yes, this is the odd one out. It is the only one from the selection that
would not suit this particular situation. The school is unlikely to have magazines available for the
students to cut, and the students probably don't have paper and pens to write on. The other vocabulary
activities are all suitable as they require no resources for the students and are also fun for the students
to do as vocab review.
One of the children in your class keeps talking to the others around them and is distracting everyone
else in the class by standing up when they are not meant to.
Select one:
Establish a classroom code of conduct which outlines the expectations of students and the teacher. If a
student is regularly not following the code of conduct, then use an established punishment which has
been decided by the class group and implement this to a particular stubborn and unmotivated student.
The lazy student may also need to be spoken to individually after class about their motivations and what
could be done to assist them.
Use a fine jar whenever students don't follow the established protocols, and reward all of those
students who follow the rules such as using English only.
Change the seating arrangements so that the interactions between the class of students changes, and be
sure to include motivational activities using teams which you mixed up, and competitions to keep all
students motivated, engaged and alert.
Rather than shouting angrily, use positive reinforcement with the students who are behaving properly,
and move around the classroom, physically positioning yourself near a disruptive student so they are
aware of your presence and can be watched closely without disrupting the whole class. Yes, this is the
most appropriate technique for one disruptive student. Shouting and yelling is not effective as a
behaviour management technique, especially if the student's misbehaving to get attention. Physical
proximity to the disruptive student makes them aware that you are watching them and you can
continue your lesson without preventing the rest of the class from learning.
Many of your adult students who come to a late-night class are tired and unenthusiastic when they
come to class, and it is difficult to get them involved.
Select one:
aware of your presence and can be watched closely without disrupting the whole class.
students motivated, engaged and alert. Yes! Keeping the students energised through games and
activities and mixing up the groupings will ensure any tiredness does not overtake the lesson and will
help to enthuse and wake up the tired students.
One teenage student in your class refuses to do his work and never hands in his homework.
Select one:
could be done to assist them. Yes! This is the best way to deal with a student like this. Hopefully the
student will not want to be singled-out by their classmates and this will provide some intrinsic
motivation that they may be lacking. Talking to them one-on-one will allow you to identify any issues or
problems so that you can address them directly.
Your students always speak in their native language and you find it difficult to get them to use English
only.
Select one:
students who follow the rules such as using English only. Yes! The fine jar system works very well for
keeping the English only rule implemented. Students will police each other, keeping the policy of English
Only in check.
Cocktail activities' can best be defined as:

Select the correct option below:
Select one:
a. questionnaires and surveys that get the whole class talking at once.
b. activities that give students practice in talking at a cocktail party.
c. activities where all the class are mingling together to complete a spoken task. Yes, this is the best
definition of this kind of task, which is a great type for keeping the 80/20 ratio for speaking.
Role plays are useful and beneficial to students in the ESL classroom because they:
Select the correct option:
Select one:
a. are easy to prepare and take up a lot of time in class.
b. allow even shy students a chance to speak in a non-threatening environment, and give students a
chance to use real, spontaneous language. Yes, these are some of the main reasons teachers are
encouraged to incorporate role plays into their lessons.
c. can be scripted or non-scripted, so provide different levels of learning.
To give a discussion the best possible chance to run smoothly and to give students
a reason to speak, the teacher must:
Choose the correct option from the three below:
Select one:
a. Provide an interesting topic along with some relevant and useful vocabulary to help the students to
speak freely and confidently. Yes! It's important to also review key phrases and vocabulary related to the
topic you have given the student, as this will ensure the students will talk freely and confidently without
too much faltering in the discussion
b. Choose a challenging and controversial topic that will cause debate and argument among the
students.
c. Facilitate while the whole class debates a controversial topic together.

What time does your plane leave?
Select one:
a. My plane leaves at midday. What about yours?
b. I know what time the airport bus leaves, but when does your plane leave?
How long have you worked here?
Select one:
a. I've told you how long I've worked here, now you tell me.
b. I want to know how long you have worked here, not how long you have lived here.
Why didn't he tell me he was hungry?
Select one:
a. Why did you have to tell me? He could have told me himself.
b. He told everybody else, why not me?
What do you want to do this evening?
Select one:
a. I know what you want to do tomorrow evening, but what about today?
b. I've told you what I want to do; now you tell me.
Which word needs to be stressed in order to give the following meanings of the sentence below?
"Who's that man with the black hat?"
Question 5
Meaning: I know who the woman in the black hat is.
Select one:
a. that
b. man
c. hat
d. black
Meaning: I know who the man in the grey hat is.
Select one:
a. man
b. black hat
c. that
Meaning: I know who the other man in the black hat is.
Select one:
a. black hat
b. that
c. man
Meaning: What's his name?
Select one:
a. who
b. the
c. is
Select one:
a. I'm really not very happy.
b. I am not interested. Yes, the speaker is planning to continue what they are saying. They may be about
to say something like, "I am not interested in that at all" or any other extension.
c. I like going to the movies.
Select one:
a. Why did you do that?
b. What are you doing on the weekend?
c. Do you like going to the movies? Yes. This is a closed question, requiring a yes or no answer.
Select one:
a. It's amazing!
b. I think it's a really amazing thing to do. Yes. This is an informative statement.
c. It's amazing, isn't it?
Select one:
a. I'm feeling great!

b. I am feeling terrible. Yes. This is an expression of negative emotion and as such ends with a falling
intonation.
c. I'm thinking -
Thinking about giving instructions in the classroom, which of the following is the Odd One Out:
Select one:
a. "For this activity you will need to work in a group of three, but there will be one group of four, so
before you move into your groups let me number you all off, so then you will know exactly which group
you are in ..."
b. "With your partner, do activity 3 on Page 401" Yes, this is the Odd One Out. It is the only example of
good, clear instruction giving.
c. "Everyone listen to this carefully and write down all your answers as you listen, ok are you all ready I
am going to press play now."
d. "Now, who can tell me, if I wanted to ask somebody what was their least favourite food, what should I
say?"
Now everyone, the activity is over, let's all take a seat!
Select one:
a. Stand up now.
b. Sit down everyone!
c. Speak up please.
Ok everyone, it would be great if you could all stand up for this game.
Select one:
b. Stand up now.
d. Speak up please.
Ok who would like to give the first answer to the first question? Anyone at all would be fine, c'mon have
a go, let's see how you all went with doing that activity.
Select one:
a. Sit down everyone!
b. Speak up please.
c. Stand up now.
It would be much better if you could speak a little louder, I think you will have to say that again as I don't
think anybody heard when you were speaking with that soft voice.
Select one:
b. Stand up now.
d. Speak up please.
You are about to teach the Present Continuous to your students. Which of the following would be the
best method of elicitation for this grammar form?
Select one:
You show some flash cards for various verbs for eg. a book. You ask 'What do you do with a book?' The
students respond 'You read it!' You do this for a few more verbs. Then you open up a book, and ask
'What am I doing now?' The students say: 'You are read!' You correct this answer and write 'read-ing' on
the board, underlining '-ing'. You do a few more actions and elicit similar responses for your actions. You
then present the form in a dialogue. Yes, this is the best example of elicitation to use if teaching the
present continuous. It includes revision of the base verbs and then by asking questions and writing
answers, it is possible to show the students the change in the verb form for use in the present
continuous, as well as when to use it.
You ask individual students randomly around the class what they are doing on the weekend? What are
they doing after work? When they give you their response, you write their answers on the board and
refer to that as you present the form in the form of a dialogue.
You write some sentences like this on the board: "He is read_____ now", with a picture of a man reading
a book. You ask the students what the missing word would be and write it into the space.
Thinking about concept checking questions, which of the following questions is the odd one out if the
question is being asked just after presenting a dialogue on the present continuous.
Select one:
'Am I read now?' (as teacher mimes reading a book)
S: 'No, you are reading now!'
'What am I doing now?' (as teacher mimes eating)
S: 'You are eating!'
'What is the man playing?' (as teacher points to picture of a man
playing basketball)
S: 'He's playing basketball!' Yes, this is the odd one out. The type of questioning is not wrong in itself,
except this particular question isn't checking understanding of the present continuous. This question
would be more suited if the students were revising vocabulary for sport/games
'I am here since this morning'

Select one:
a. The student has confused their superlative word use
c. The student is using the wrong tense
'Can you please make a photo for me?'
Select one:
b. The student has confused their superlative word use
c. The student is using the wrong verb
'This piece of cake is more big than that one!'
What error is the student making?Select one:
c. The student has confused their superlative word use
When a student makes an obvious mistake during a communicative practice activity, it's best to:
Select one:
a. Correct the student as you hear them make the mistake using echo correction Yes, this is the best way
to correct this error, getting the student to think about it immediately after making the error, so that
they can then be sure to correct themselves in the rest of the activity.
b. Let it pass this time around and remember you have to check that student's progress again after
further practice
c. Let the student make the mistake and then correct it as a whole class later when you are drilling in
your take-up of the activity
Which of the following writing tests is the Odd One Out:
Select one:
Multiple choice test
Research project
Fill in the blank grammar test
Filling in a form Yes, this is the odd one out. This is the only example of a writing test that is a direct test
Choose which of the following shows only examples of indirect tests:
Select one:
Answer questions to show comprehension of the radio; Read a newspaper article and talk about it.
Reading the phone book; having an impromptu conversation; writing a letter
Grammar true/false test; reading a passage from the course book; a true/false test based on a taped
dialogue. Yes! These are all examples of indirect tests that are not really communicative and test only
your students' skills, and not their ability to use those skills in a realistic environment.
Ordering food from a menu; journal writing; plan and conduct a debate.
Which of the following is NOT an example of an ESP course:
Select one:
A class of pre-intermediate teenagers in China who are studying General English Yes, this is the correct
answer. General English doesn't fit into the category of ESP, as these classes are in a category of their
own. GE classes teach students a wide range of skills and language, dependent upon their level, and do
not focus on specific vocab or language for use in particular situations.
A small group of Japanese mothers who are learning survival English for a trip to Australia with their
husbands
A group of Spanish scuba divers who are learning English for SCUBA for a diving trip in England
A Business English class for Korean business people who work at a multinational corporation
EAP
Select one:
be competent in once they start university. Yes! This is the correct match. EAP (English for Academic
Purposes) courses are designed to help students from overseas prepare for studies at university in
English-speaking countries.
IELTS
Select one:
final test score for entrance into university in English speaking countries such as Australia. Yes! This is
the correct match! The International English Language Testing System gives students an average score of
a series of tests results that test the four macro skills.
TOEIC
Select one:
a. A course where you will prepare your students to pass an exam that tests your students' skills in each
of the macro areas of listening, speaking, reading and writing. These are all tested individually to get the
b. A course where you will prepare students to pass an exam which evaluates their ability to use and
c. A course where you will prepare Japanese students to pass an exam with 200 questions that measures
reading comprehension. Yes! This is the correct match! The Test of English for International
Communication is a popular test in Japan and students want to study hard to prepare for this test so
they get the best score and therefore better job opportunities.
d. A course for students who plan to study at an English language university and where you will teach
your students skills such as note-taking in lectures, conducting private reading, referencing and using
library materials, researching, writing reports and essays and completing exams - all the things they will
have to be competent in once they start university.
TOEFL
Select one:
American language focus. Yes! This is the correct match! This course described would prepare students
to take the Test of English as a Foreign Language.
Parachute
Like the traditional game of hangman, this game gets the students to guess a word when just a blank for
each letter of the word is given. Instead of a hangman, draw a shark's jaws and a stick figure man above
the open shark's mouth. The students have to save the main by building his parachute. Each letter they
guess right gets another part of the parachute drawn on!
Select one:
a. Warm-up
b. Ice-breaker
c. Time-filler Yes! This is the best example of a time-filler activity. It is quick to prepare at the last minute
in class as it only requires the blackboard as a resource, and you can use words that you have taught
that day in class, so it consolidates what your students have learnt that day. It is a fun way to end the
lesson on a high note and can go for 2-10 minutes quite easily.
BTN (Behind the News) www.abc.net.au/btn/
Designed for native-speaker primary and secondary students, the website covers Current Affairs and
news events. It includes worksheets and teaching resources as well as compilations of recent stories on
a given topic. Issues covered range from health and science to society and money. The specially
designed reports which have been developed to be interesting and easy to understand for young adults.
Select one:
a. Teenage students who want to do some extra English practice on their computer at home
in their course book. Yes! The Behind the News website would be great for students to use as part of a
unit of work on current affairs. The BTN news programmes are tailored for primary and secondary
students, so the language level would be quite appropriate to the level of these students and would
supplement their unit of work very well.
Playschool http://www.abc.net.au/children/play/
Based around the popular children's tv show, this website includes videos and songs from Playschool, as
well as some interactive games with Playschool characters and some online and printable activities.
Select one:
a. Some young learners (5 years old) who are given an opportunity in their school to use the classroom
computer for 20 minutes each, once a week. Yes! This website could be used with young learners who
have some computer time in their classroom. With short activities and games, it would suit the attention
span of young children and would allow time for all students to get some time with the one computer in
the classroom.
b. Teenage students who want to do some extra English practice on their computer at home.
WebQuest.Org http://webquest.org/index.php
A database that includes many webquest and webquest related resources for teachers. Webquests are
learning activities where students interact with each other and the internet to complete a task they have
been given. They can be likened to an online treasure hunt!
Select one:
a. Teenage students who want to do some extra English practice on their computer at home.
b. Adult pre-intermediate level students in a General English class who are doing a unit of current events
c. Some young learners (5 years old) who are given an opportunity in their school to use the classroom
d. Young adults who are studying General English, and are given a one-and-half hour long lesson in the
computer laboratory every week Yes! Adult students would find a webquest to be an interesting activity
to fill an hour and a half long lesson, and it would not only utilise their computer skills but also assist
them with their English.
English Club http://www.englishclub.com/esl-games/
Online games for English learners, including hangman, crosswords and other word games.
Select one:
a. Young adults who are studying General English, and are given a one-and-half hour long lesson in the
c. Teenage students who want to do some extra English practice on their computer at home. Yes! These
kind of websites are most suited to students who want to study at home on the computer. Online
grammar and vocab games are a good supplement to in-class work, but are best used as private study
practice rather than in-class, because while at school there should be chances to study interactively on
the computer (through activities such as webquests, for example).
You are working at a primary school in Africa where your students have no books, you have no
photocopier and you want to review some new vocabulary with your students in a fun way. You decide
to:
Select the Odd One Out:
Select one:
Bring in some cardboard from some packaging you have saved, and get each student to each draw
pictures of a word they are given. Then you use these cards to review the vocabulary by holding up the
card and getting the students to say what it is.
Get the students to stand in three lines facing the board. Write the words you want to review on the
board. You say one of the words and the first student in each line has to be the first to touch that word
on the board and then say the word in a sentence to show its meaning.
Play a game where you whisper a word into a student's ear and they have to mime the word for the rest
of the class to guess.
Ask students to read through some magazines and cut out pictures of items they have learnt and then
write a sentence using that word. Yes, this is the odd one out. It is the only one from the selection that
would not suit this particular situation. The school is unlikely to have magazines available for the
students to cut, and the students probably don't have paper and pens to write on. The other vocabulary
activities are all suitable as they require no resources for the students and are also fun for the students
to do as vocab review.
One of the children in your class keeps talking to the others around them and is distracting everyone
else in the class by standing up when they are not meant to.
Select one:
aware of your presence and can be watched closely without disrupting the whole class. Yes, this is the
most appropriate technique for one disruptive student. Shouting and yelling is not effective as a
behaviour management technique, especially if the student's misbehaving to get attention. Physical
proximity to the disruptive student makes them aware that you are watching them and you can
continue your lesson without preventing the rest of the class from learning.
Many of your adult students who come to a late-night class are tired and unenthusiastic when they
come to class, and it is difficult to get them involved.
Select one:
students motivated, engaged and alert. Yes! Keeping the students energised through games and
activities and mixing up the groupings will ensure any tiredness does not overtake the lesson and will
help to enthuse and wake up the tired students.
One teenage student in your class refuses to do his work and never hands in his homework.
Select one:
could be done to assist them. Yes! This is the best way to deal with a student like this. Hopefully the
student will not want to be singled-out by their classmates and this will provide some intrinsic
motivation that they may be lacking. Talking to them one-on-one will allow you to identify any issues or
problems so that you can address them directly.
Your students always speak in their native language and you find it difficult to get them to use English
only.
Select one:
students who follow the rules such as using English only. Yes! The fine jar system works very well for
keeping the English only rule implemented. Students will police each other, keeping the policy of English
Only in check.
c. provide semi controlled practice and to build confidence in using the target language practically Yes!
Cued dialogues are a great way to build upon the language that has already been practiced in the
controlled dialogue, to one that is freer and which allows some student input while they follow the
prompts given

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Foundation in Tesol Answers key

The role of an English teacher abroad is to:

All students of English abroad will:

The likely purpose of the first activity is to

a. play a fun game just for fun

b. get the students moving around the classroom

c. warm-up the students

b. an active and energetic way

c. a fun and engaging way

The purpose of the dialogue was to

a. get the students interested in the topic

c. give the students free practice

a. provide a stimulus and a visual aid

c. check and "take-up" the task

a. introduce the target language

b. give the students writing practice

c. provide a stimulus and a visual aid

c. She maintains a conversation with the class as an activity

b. past studies and current knowledge

c. skills they want to practice

Choose the learning style:

Listening to a song which contains new grammar structures.

Choose the learning style:

Choose the learning style:

Choose the learning style:

a. Ordering coffee at a cafe

b. The alphabet and numbers

c. The parts of the body

a. Colours and Body Parts

b. Ordering food at a restaurant

c. Making a phone call

d. Going to the doctor

a. News and current affairs

b. Talking about sporting events

d. Colours and body parts

a. Ordering food at a restaurant

b. Going to the doctor

d. Making a phone call

Match the students to the appropriate level:

a. are as diverse as your many different students.

c. are easier to teach.

Your answer is correct.

Mark 1.00 out of 1.00

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Your answer is correct.

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Your answer is correct.

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Choose the word class:

Choose the word class:

Choose the word class:

Choose the word class:

Choose the word class:

Choose the word class: