MODULE 3

Extending Practice and ELT Specialism

Teaching Exam Classes

Preparing Adolescent Students for FCE Reading and
Use of English Parts 1, 2, 3 and 4

CENTRE NUMBER: ES068

NAME OF CANDIDATE: Paulina Klaudia Woźniak
CANDIDATE NUMBER: 0017
SPECIALISM CHOSEN: EX
WORD COUNT: 4.496
THE VERSION OF WORD USED TO CHECK THE WORD COUNT:
Microsoft Office Professional Plus 2013

1|Page Paulina Klaudia Woźniak – Teaching Exam Classes

TABLE OF CONTENTS
Appendix 3 – A sample of a completed learner questionnaire .......................................................................3
Appendix 4 – A sample of a completed learner preference questionnaire ................................................4
Appendix 5 – A sample of a completed diagnostic test ......................................................................................8
Appendix 6 – A sample of a completed mock exam .......................................................................................... 11
Appendix 7 – Sample teaching materials .............................................................................................................. 21
7.1 Sample teaching materials from course books....................................................................................... 21
7.2 Sample exam practice materials prepared by the teacher ......................................................... 25
Appendix 8 – Assessments .......................................................................................................................................... 26
8.1. Sample mini-proficiency test ........................................................................................................................ 26
8.2. Post-course mock exam .................................................................................................................................. 28
8.3. Marking and assessment criteria ................................................................................................................ 28
Appendix 9 – Record of students’ progress chart.............................................................................................. 41
9.1 Teacher’s version ................................................................................................................................................ 41
9.2 Student’s version ................................................................................................................................................ 41
Appendix 10 – Learner diary...................................................................................................................................... 42
Appendix 11 – Sample emoji exit ticket................................................................................................................. 43
Appendix 12 – Sample evaluation survey ............................................................................................................. 44
Appendix 13 – Appraisal agenda .............................................................................................................................. 46
Appendix 14 – Full observation sheet for the DOS ........................................................................................... 47
Appendix 15 – Drop in observation sheet for the DOS .................................................................................... 49
Appendix 16 – A sample study unit on Quizlet® ............................................................................................... 50
Appendix 17 – A sample Kahoot!® Quiz question ............................................................................................ 50
Appendix 18 – A sample Kahoot!® Jumble question ....................................................................................... 51

2|Page Paulina Klaudia Woźniak – Teaching Exam Classes

APPENDIX 3 – A SAMPLE OF A COMPLETED LEARNER
QUESTIONNAIRE

3|Page Paulina Klaudia Woźniak – Teaching Exam Classes

APPENDIX 4 – A SAMPLE OF A COMPLETED LEARNER PREFERENCE
QUESTIONNAIRE

4|Page Paulina Klaudia Woźniak – Teaching Exam Classes

5|Page Paulina Klaudia Woźniak – Teaching Exam Classes
6|Page Paulina Klaudia Woźniak – Teaching Exam Classes
7|Page Paulina Klaudia Woźniak – Teaching Exam Classes
APPENDIX 5 – A SAMPLE OF A COMPLETED DIAGNOSTIC TEST

8|Page Paulina Klaudia Woźniak – Teaching Exam Classes

9|Page Paulina Klaudia Woźniak – Teaching Exam Classes
10 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes
APPENDIX 6 – A SAMPLE OF A COMPLETED MOCK EXAM

11 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes

12 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes
13 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes
(Cambridge ESOL, 2015a:52-63)

14 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes

(Cambridge English, 2016:26)

(Cambridge ESOL, 2015a:64-65)

15 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes

16 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes
17 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes
18 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes
(Cambridge ESOL, 2015a:44-49)

19 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes

(Cambridge English, 2016:70)

(Cambridge ESOL, 2015a:144-145)

20 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes

APPENDIX 7 – SAMPLE TEACHING MATERIALS

7.1 SAMPLE TEACHING MATERIALS FROM COURSE BOOKS

Straight to First – Student’s Book (Norris, 2016:20)

21 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes

Straight to First – Teacher’s Book (Snelling, 2016:91)

22 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes

Grammar and Vocabulary for FIRST and FIRST for Schools (Thomas, Hashemi, & Matthews,
2015:183)

23 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes

Grammar and Vocabulary for FIRST and FIRST for Schools (Thomas, Hashemi, & Matthews,
2015:204)

The A-Z of Grammar and Vocabulary for FCE (Prodromou & Gibson, 1993:152)

24 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes

 GOLD first exam maximiser (Burgess &
Newbrook, 2012:100)

GOLD first coursebook (Bell & Thomas, 2012:145)

7.2 SAMPLE EXAM PRACTICE MATERIALS PREPARED BY THE TEACHER

0. Helena’s pronunciation used to be much worse two years ago.
FAR
Helena’s pronunciation is far better now than two years ago.
1. Five years ago, Kike was shorter than Irene.
TO
Irene _____________________________ than Kike five years ago.
2. Paula is the fastest reader in this group, she reads up to two books a week!
AS
Nobody in this group _____________________________ as Paula.
3. Victor’s jokes aren’t as funny as Enrique’s.
THAN
Enrique’s jokes _____________________________Victor’s.
4. Ariadna writes lengthy essays of more than 200 words!
ANYBODY
Ariadna _____________________________ else in the group, sometimes more than 200 words!
5. Juan Carlos thinks that learning grammar isn’t as important as learning vocabulary.
IMPORTANCE
Juan Carlos thinks learning vocabulary _____________________________ than learning grammar.
6. María claims that there is no better football player than Ronaldo.
THE
María claims Ronaldo is _____________________________ the world

25 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes

APPENDIX 8 – ASSESSMENTS

8.1. SAMPLE MINI-PROFICIENCY TEST

26 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes

(Cambridge ESOL, 2015b:813)

27 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes

 8.2. POST-COURSE MOCK EXAM

28 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes

29 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes
30 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes
31 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes
32 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes
33 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes
 (Cambridge ESOL, 2015b:74-95, C10-C12)

34 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes

35 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes
8.3. MARKING AND ASSESSMENT CRITERIA

36 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes

37 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes
38 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes
39 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes
40 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes
APPENDIX 9 – RECORD OF STUDENTS’ PROGRESS CHART

9.1 TEACHER’S VERSION

Student’s name Part 1 Part 2 Part 3 Part 4 Comments

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9

Student 10

Student 11

Student 12

9.2 STUDENT’S VERSION

Student’s name Part 1 Part 2 Part 3 Part 4 Comments

Assessment 1

Assessment 2

Assessment 3

Assessment 4

41 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes

APPENDIX 10 – LEARNER DIARY

(Baxter, 1997:91)

42 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes

APPENDIX 11 – SAMPLE EMOJI EXIT TICKET

43 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes

APPENDIX 12 – SAMPLE EVALUATION SURVEY

1. WHAT OVERALL RATING WOULD YOU GIVE THE COURSE?

 Excellent

 Very good

 Good

 Fair

 Poor

2. PLEASE INDICATE YOUR LEVEL OF AGREEMENT WITH THE FOLLOWING

STATEMENTS (1 – STRONGLY DISAGREE, 5 – STRONGLY AGREE):
The course objectives were clear
1 2 3 4 5
The course materials were clear and well written
1 2 3 4 5
The assignments were appropriate for the level of this class
1 2 3 4 5
The course increased my interest in the subject
1 2 3 4 5
The course corresponded to my expectations
1 2 3 4 5
The course made me feel more confident about my exam
1 2 3 4 5
skills
The course has helped me to prepare for my FCE exam 1 2 3 4 5

3. WHAT OVERALL RATING WOULD YOU GIVE THE TEACHER?

 Excellent

 Very good

 Good

 Fair

 Poor

44 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes

 4. PLEASE INDICATE YOUR LEVEL OF AGREEMENT WITH THE FOLLOWING
STATEMENTS (1 – STRONGLY DISAGREE, 5 – STRONGLY AGREE):
The teacher demonstrated knowledge of the subject matter
1 2 3 4 5
The teacher was effective in communicating the content of
1 2 3 4 5
the course
The teacher encouraged feedback from the class
1 2 3 4 5
The teacher showed genuine concern for the students
1 2 3 4 5
The teacher was enthusiastic about the course
1 2 3 4 5

5. WOULD YOU RECOMMEND THIS COURSE TO OTHER STUDENTS?

 Definitely

 Probably

 Not sure

 Probably not

 Definitely not

6. PLEASE PROVIDE ANY COMMENTS OR SUGGESTIONS THAT MIGHT HELP

IMPROVE THIS COURSE IN THE FUTURE?

45 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes

APPENDIX 13 – APPRAISAL AGENDA

(Baxter, 1997:93)

46 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes

APPENDIX 14 – FULL OBSERVATION SHEET FOR THE DOS
Name of teacher: Paulina Wozniak Class: FCE Date: __/__/_____

Module __ - Lesson __ Time: 17:30 -18:30 Observer: Michael Smith

Exceeds Meets Could Immed.

Teaching Area Stds Stds improve Improve
N/A Comments
Managing student relationships and behaviours:
engagement, rapport, atmosphere, cultural
awareness
Managing oneself: body language, voice, presence
Managing interaction patterns in the classroom:
grouping students, teacher to student interactions,
use of nomination and TTT
Managing the lesson and Pacing
activities
cohesion and flow
Monitoring / Attention to Individual Students
Setting and Objectives are SMART
Communicating Communication of
Objectives Objectives to class
Link between Objectives
class activities
Link between Objectives
and Level Descriptors
Achievement of
Objectives
Choice and exploitation Coursebook materials
of materials Supplementary materials
Technologies
Teaching Techniques selecting and grading
language
Responding to learner
contributions
encouraging students to
take risks
Clarity and effectiveness
of instructions
Checking understanding
including CCQs
developing learner
autonomy
Relating target language
to real life
Facilitating class
discussion
Supporting SEN students
Feedback Error correction;
appropriate choice of
technique

47 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes

 Error correction;
appropriate timing -
delayed or immediate
Evaluating learning based
on lesson objectives
Board work Aims
Clarity
Organisation
Textbook software
Teaching of Skills (R/W/S/L)
Systems - Grammar
Systems - Lexis
Pronunciation
Summarising Comments

Strengths Areas to work on

48 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes

APPENDIX 15 – DROP IN OBSERVATION SHEET FOR THE DOS
Name of teacher: Paulina Wozniak Class: FCE Date: __/__/_____

Exceeds Meets Could Immed.

Teaching Area N/A Comments
Stds Stds improve Improve
Managing student relationships
and behaviours: engagement,
rapport, atmosphere, cultural
awareness
Managing oneself: body language,
voice, presence
Managing interaction patterns in
the classroom: grouping students,
teacher to student interactions, use
of nomination and TTT
Managing the lesson and activities:
pacing, cohesion, flow
Setting and communicating
objectives
Choice and exploitation of
materials

Teaching Techniques

Feedback

Boardwork

Teaching skills / systems

Summarising Comments

Strengths Areas to work on

Suggestions for Further Development

49 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes

APPENDIX 16 – A SAMPLE STUDY UNIT ON QUIZLET®

APPENDIX 17 – A SAMPLE KAHOOT!® QUIZ QUESTION

50 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes

APPENDIX 18 – A SAMPLE KAHOOT!® JUMBLE QUESTION

51 | P a g e Paulina Klaudia Woźniak – Teaching Exam Classes