UNIT 2 MODUL 2 TASK 1

1 What is the name of the more modern approach to teaching grammar in the ESL classroom?
communicative

2 Apart from form (grammatical structure), what else must we focus on when teaching
grammar?
integrating foc

3 Briefly explain the difference between a Deductive Approach and an Inductive Approach.
In Deductive a

4 Explain in your own words, and give example sentences of the different language functions
of ‘can.’

5 Using your notes from Self-Check 3,explain how you would present the target structure
‘can/can’t’ for ability to beginner students.Decide on your topic, and explain the presentation
of the language.
UNIT 2 MODUL 3 TASK 1
1

1.Research on the internet, or use your own experience and knowledge to give two examples
of vocabulary games that can be used in the ESL classroom.You do not have to create the game
yourself, but you must write it in your own words.

2.State which level you think it would be suitable for.

3.State the materials needed, and how much preparation time would be needed before class to
get the materials ready.

4.Write down your personal comments on the game, and any possible problems that might
occur when playing this with an ESL class.

GAME 1 :

Name of the Game

Materials needed

& time required to

prepare them
Level
Procedure
Comments
Potential Problems
GAME 2

Name of the Game

Materials needed & time
required to prepare them
Level
Procedure
Comments

Potential Problems

UNIT 2 MODUL 3 TASK 2

1
Word Meaning: Think of the noun, ‘book’ – something that you read.
a)Give 5 more uses of this word including the collocations.They could be different parts of
speech, idioms, phrasal verbs etc.
b) Explain the meaning of each word or phrase.
c) Use each word or phrase in a sentence.
Example :
Iron (n): a household implement used to make clothes free of creases.
Other meanings :
Iron (n) : a heavy metal .Eg. The metal door was very heavy.
To iron out (idiom) : To settle a problem through discussion and negotiation. E.g. The union
leaders met the managers to try to iron out the problems.

No Word/Expression Part of speech Meaning Example sentence

1-
2-
3-
4-
5-

UNIT 2 MODUL 3 TASK 3

You have recently completed a module on the topic of ‘work’ with your intermediate level
students.
You want to assess your students with regards to the vocabulary learnt in that module.
Prepare a matching exercise for your students using the 6 words below.
For each word you must write a definition and an example sentence in jumbled order.
The students will then have to match the correct definition and example sentence to each
word.
The example below will help you.
Example with 3 words Definitions Example Sentences
1.Putting all my books into
1.Healthy(adj) 1.Suitable for something alphabetical order is very
………….
2.He has not got the necessary
2.To be in good physical
2.Time-consuming (adj.) qualifications for this job.He is
condition
not an ………. candidate.
3.In order to be …….. a person
3.Appropriate (adj) 3.Taking a lot of time to do must eat a good diet, exercise
regularly and get enough sleep.

WORDS DEFINITIONS EXAMPLE SENTENCES

1. The area has a high
1. Not employed; without a
1.Unemployed (adj) percentage of unemployed
job; out of work.
men.
2. A person working for
2. She is an employee of Ziraat
2.Employee (n) another person or a business
Bank.
firm for pay.
3. If you have decided to
3. To give up (an office, resign from your job, you'll
3.Resign (v)
position, etc.), often formally. need to write and submit a
formal letter.
4. A fixed compensation
4. The minimum salary of
4.Salary (n) periodically paid to a person
doctors is determined by law.
for regular work or services.
5. To leave your job or stop
5. He is planning to retire from
5.Retire (v) working because of old age or
his job next year.
ill health.
6. In the sentence "She is a
6. Characterized by verbosity
single unmarried woman", the
6.Redundant (adj) or unnecessary repetition in
word "unmarried" is
expressing ideas.
redundant.

UNIT 2 MODUL 3 TASK 4

You are planning your next lesson for a beginner level group.
Aims : Students will be able to describe people’s personalities.
Choose 6 adjectives of personality appropriate for this level, and explain how you will teach
those words.
Include an example sentences for each word.

1
You are planning your next lesson for a beginner level group.
Aims : Students will be able to describe people’s personalities.
Choose 6 adjectives of personality appropriate for this level, and explain how you will teach
those words.
Include an example sentences for each word.
Target Adjectives

1. Rude

2.Clever

3.Helpful

4.Friendly

5.Selfish

6.Polite
Materials Required :Flashcards
Examples sentences :

1. I apologized for Ali’s rude behaviour.

2. You're a clever boy and you'll know how to manage.

3. The instructions are full of helpful photos and useful tips.

4. The teams are playing a friendly games on Tuesday.

5.You made selfish choices.

6. He was too polite to point out my mistake.

Activity :

UNIT 2 MODUL 3 TASK 5

Write an example sentence or
Explain the idioms related to
Task 5 : sentences to demonstrate the
emotions in your own words
meaning of the idioms in context.
‘over the moon’
‘down in the dumps’
‘cheesed off’
‘hit the roof’
‘sick as a parrot’

UNIT 2 MODUL 3 TASK 6

1
Collocations
Mark which of the adjectives collocate with the given nouns

Light heavy strong slight

Wind
Accent
Cold
Meal
Rain
Turbulence

UNIT 2 MODUL 4 TASK 1

Task 1 :

1.Name the three elements of pronunciation.

Phonetic, stress and intonation

2.Name the two main patterns of intonation in the English language.

Raising intonation and falling intonation.

3.Give 3 reasons why learners of English might experience problems with pronouncing words
correctly.

4.Explain two methods of demonstrating word stress when teaching new words.

To learn word stress is through regular exposure to the language (listening).As teachers we should
also highlight the stressed syllable when we teach new words.

It is useful to teach students how to refer to good dictionaries to discover which syllable is stressed in
a word.
5.When is a falling intonation pattern used with question tags?

If the speaker is actually expecting an answer to the question, then the question demonstrates rising
intonation.

UNIT 2 MODUL 4 TASK 2

Task 2 :

a)Think of a common problem with pronunciation that you have observed in your students.

Or, if you are not teaching either:

- think of a pronunciation problem commonly experienced by native speakers of your own

language (if you are a non-native speaker )

-think of a problem that you have experienced (if you are a native speaker of English) when

learning a foreign language

b)Explain the problem clearly and specify the native lanuage and the foreign language.

Then suggest an activity which could be used in class to address this problem area.

UNIT 2 MODUL 4 TASK 3

Task 3 :
Prepare a powerpoint on Rising and Falling Intonation to use with Elementary students in the
classroom.

Include the following :

a)Introduction to Intonation

b)The two main intonation patterns

c)The rules of both types of intonation

d)Example sentences
e)An example dialogue to practise the intonation patterns with students

UNIT 2 MODUL 4 TASK 4

Task 4 :

Prepare an exercise on contrastive

stress for use in the classroom.
Question :
Answer a a)
Answer b b)
Answer c c)
Answer d d)

a)

b)
Answer Key :Write the word that
must be stressed in the question in
c)
order to get the a,b,c,d answers
d)

UNIT 2 MODUL 4 TASK 5

Task 5 :
E.g. TEAcher
Write the stressed syllables in the following words
in capital letters
1.unprofessional 6.prepare
2.communication 7.innovate
3.holiday 8.compromise
4.successful 9.celebration
5.unusual 10.telecommunications

UNIT 2 MODUL 4 TASK 6

Identify the schwa sounds in the following words
Task 6 by writing them in capitals.Some of the words
may contain more than one schwa sound.
1.propagation 6. environment
2.understand 7. suspicious
3.marina 8. disappear
4.banana 9. doubtful
5.exploration 10.government

UNIT 3 MODUL 1 TASK 1

TASK 1:
1.What is the teacher’s ultimate aim in the 1.

classroom?

2.In your own words, explain why the lesson topic 2.

is important.

3. State two things to consider when choosing a 3 a)

lesson topic appropriate for your students. b)

4.Name 3 TYPES of warm up. 4 a)

N.B. Do NOT give the names of specific warm

ups (e.g. Hotseat)This question is asking for b)

‘types’ of warm up activities.

c)

5.Describe 3 important elements of effective 5 a)

instruction giving.

b)

c)

6.Name 3 types of drilling.

6 a)

b)

c)
7.What technique can teachers use when doing
dialogue work to promote more natural
pronounciation?
8.Why should the use of the students’ mother
tongue be used with care in the classroom?
UNIT 3 MODUL 1 TASK 2
TASK 2
1.Name two benefits of using testing.
2.Name 3 types of test often used in ESL
settings.
3.Name and describe the 2 main types of
assessment.
7.
8.
1 a) Tests provide students with feedback on
strengths and weaknesses and enable them to
identify areas that they need to work on more.
b) Tests enable a teacher to evaluate her/his own
teaching and teaching materials.
2 a) Diagnostic Tests
b)
c)
3 a) Summative Assessment : as the name implies,
focusses on summarising progress.This type of
assessment provides a score or grade, and shows a
student’s level of success.This is the kind of
assessment used during an achievement test.We
can say that it is an assessment OF learning.
b) Formative Assessment : The aim of this type
of assessment is diagnosis.The information gained
from a formative assessment is used by the
teacher to adapt and improve future lessons to
 meet the students’needs more specifically.It can
also provide students with specific advice about
what they need to do to improve learning.

4.Look at the following comments made by

teachers following progress tests.Identify

which are examples of summative, and

which are examples of formative

assessment.

a)Formative

a)25/30 Very good. b)Summative

a)Formative

b)Reading : 15/20 Writing : 10/20 b)Summative

Listening : 16/20 Speaking : 17/20

a)Formative

c)Revise expressions for inviting and giving b)Summative

advice.

a)Formative

d)There will be another test on b)Summative

Friday.Please revise further.

a)Formative

e)Revise how to form direct and indirect b)Summative

speech.

a)Formative

f)Excellent.You have done a great job! b)Summative

 a)Formative

g)You need to do extra writing practice. b)Summative

a)Formative

h)Always check your answers for mistakes. b)Summative

Revise the use of the narrative tenses,

i.e. past simple and past continuous.

UNIT 3 MODUL 2 TASK 1

1.What is meant by EXTENSIVE reading and listening?

Extensive reading and listening is; when we listen or read widely (extensively), often for
pleasure.The person reading or listening is not concerned about understanding every detail.

2.What is meant by INTENSIVE reading and listening?

Intensive reading and listening is; a more focussed and concentrated approach to reading and
listening usually associated with studying.While reading or listening intensively the person
has a specific goal in mind and must understand specific details of the language.

3.Explain TWO ways that a teacher can encourage students to read or listen extensively

outside the classroom.

1. With regard to listening, we can recommend relevant materials from the internet, and
encourage students to listen to music in English.Teachers can also encourage higher level
students to watch T.V. programmes and films in English.For lower level students, however
,these kinds of materials can be discouraging, because the level of English is often too
advanced for their level.

2. to encourage reading outside the classroom by forwarding interesting materials to

students by e-mail.(The productive skills of speaking and writing could also be integrated
here by getting students to discuss the text in their next lesson, or to write a reply to the e-
mail.)

4.What is the aim of the pre-reading & pre-listening stage of a lesson?

During this stage of the process, we prepare students for what they are about to read or hear
in order to make the task more manageable.
5.Name 3 problems that students might experience if the pre-reading/listening stage is

overlooked.

1. they do not know what to expect

2. they do not know what they should focus on while reading/listening

3. they will be distracted by unknown vocabulary

6.Name two ways of using prediction during the pre-reading stage.

1.

2.

7.What is the aim of the while reading and while listening stage of a lesson?

8.What is the aim of the after reading and after listening stage of a lesson?

9.Name 3 types of task that can be given during the after reading stage of a lesson.

1.

2.

3.

10.Describe 3 strategies that can be used to lower students’ anxiety levels when doing
listening tasks in the classroom.

1.

2.

3.
11.Give 3 reading strategies that we should teach our students in order for them to be able to
read more effectively.

1.

2.

3.

UNIT 3 MODUL 2 TASK 2

TASK 2

You will now prepare a forty-minute reading lesson based on the attached text, Unusual
Holiday Homes.

The text is aimed at Pre-Intermediate level.

The grammar focus is on First conditionals (The students have been taught first conditionals,
but the text offers an opportunity to see and understand their use in the context of an
authentic text.)

The lesson aims :

Skills :To develop the skills of reading for gist and reading for details in a holiday brochure.

Grammar :To understand the use of first conditional statements in an athentic context.

Follow the lesson format provided and include each stage of the lesson.

Take care with your use of grammar and spelling.

Include the anticipated timing for each stage of the lesson.

After you have finished planning your lesson, you will be required to present your lesson on
skype using a video-cam.Therefore, you will need to prepare all the materials that you will
use in the lesson, e.g. comprehension tasks, visuals etc.

Your peronal tutor will play the part of your student.

You will be graded on your lesson plan.

READING TEXT : HOLIDAY BROCHURE

Unusual Holiday Homes

If you want to do something different for your next holiday, you have come to the right
place.We have a wide range of alternative and exciting holiday options waiting for you.We
are confident that you will find the holiday of your dreams with us.

Luxurious hotels are great, but are they truly memorable? If you want a unique,
unforgettable experience, you will love the accomodation we have waiting for you.

Eco Yurts : If your perfect holiday means getting away from everything and getting close to
nature, our eco yurts will not disappoint you.

What is an eco yurt? A yurt is a portable dwelling traditionally used by nomadic people
across Asia.It is a kind of circular domed tent.

Are they comfortable? If you expect our yurts to be primitive, you will be surprised.

Look at the interior in the photo below.

As you can see, our yurts are cosy, warm and comfortable.The yurts are heated by a central
stove and retain their heat even in the coldest weather.Traditional decoration and furniture
make our yurts beautiful and cosy.A microwave and a fridge in each yurt will make your stay
very comfortable.Shower and washing facilities are located a close distance from the yurts
and are kept heated at all times during the cooler times of the year.

What if it rains? You might ask,’What will I do if it rains?’

The answer is simple.You can relax and keep dry, because our yurts are completely
watertight.You won’t get wet if it rains!

How many people does a yurt cater for? If you want to come with friends, you can share one
of our larger yurts which sleep 7 people.

What about location? If you want to discover the delights of France, Spain or Britain, you
will find a number of eco yurt villages in the middle of the beatiful countryside in each of
these countries.

Each eco yurt village is in a peaceful green location but within easy reach of many local
attractions.

So, why not book now and make your dreams come true!

A warm welcome and a cosy yurt awaits you.

Call Eco Yurts now

 Bookings & enquiries : 0342 222 333 55

UNIT 3 MODUL 3 TASK 1

TASK 1 :
1.What is communication? 1.

2.Explain the difference between 2.

language practice and skills practice.

3.Which skill is closely linked to writing? 3.

4.Which 2 aspects of speaking do we need 4.

to consider when teaching speaking

skills?

5.Explain 3 strategies for making speaking 5 a)

activities more effective? b)

c)

6.Name 4 types of communicative 6 a)

speaking task. b)

c)

d)

7.Which skill is closely linked to writing? 7

8.When deciding on which types of 8 a)

writing tasks to use, what 2 things b)

do we need to consider?

9.What 3 things do students need to know 9 a)

in order to be able to complete a writing b)

task successfully? c)

10.What is ‘Product Writing’? 10

11.What is ‘Process Writing’? 11

12.Name 3 things that the teacher can 12 a)

focus on when using a model text. b)

c)

13.What is ‘collaborative writing’? 13

14.How can you make writing tasks more 14 a)

meaningful for students? b)

 UNIT 3 MODUL 3 TASK 2
TASK 2

1.You will now prepare a forty-minute writing lesson. You will, however, integrate speaking

skills in your lesson in order to make your lesson meaningful & interesting, and in order

to prepare your students for the writing task.

2.Along with your score from task 1, the grade that you receive for this module will be

based on the score you receive for this lesson plan.

3.Use the lesson plan framework to write your plan.

4.Include the estimated timing of each activity.

5.Attach any materials that you will use in your lesson.

6.After this task has been marked, you will be required to deliver this lesson to your

personal trainer on skype.

You can choose from the following options :

1.A short narrative text aimed at intermediate level students, e.g. a funny story/ a happy
memory/ an exciting event etc. You should include a focus on the narrative tenses, past
simple and past continuous tense .

2.A short descriptive text focussing on the use of adjectives aimed at pre-intermediate level
students, e.g describing a person, an event, a place etc.

3.An informal letter aimed at elementary students, e.g. a letter of introduction, giving news to
a friend, a thank you letter etc.

TASK 2 : WRITING LESSON PLAN

Task :

(State which lesson you have chosen)

Warm Up : (…… mins.)

Lead In : ( ….. mins.)

Model Text : (…… mins.)

Writing Preparation: (…… mins.)

Writing Task :First Draft : (…….. mins.)

Editing & Final Draft : ( ….. mins.)

UNIT 3 MODUL 4 TASK 1

1.Explain in your own words 3 ways that we can correct oral errors effectively.

2.Explain 3 ways that we can correct written errors effectively.

UNIT 3 MODUL 4 TASK 2

TASK 2 :

Noticing patterns of error in students’ written texts is not always easy to do, but it is an
important skill to develop.If you can identify patterns of error, you will be able to prepare
appropriate remedial exercises to address those problems.

In the example student text below you will see a number of different types of error.However,
you must look carefully and identify the MAIN type of error made by this Intermediate
level student (Student 1).

News story – escaped criminal

A prioner escaped from the low-security prison near the Denver last night.The police say that
he may be dangerous, and warn that he may have weapon.He escaped over the prison wall at
about 3 a.m. The ladder was found at the scene of a crime.Police do not know how he got a
ladder.Perhaps he has an accomplice.Police think that he may still be in local area, and are
continuing to search in the 10-mile radius.This is the third prisoners in three years to escape
from a prison.A prisoner which escaped last year was caught at home eating the breakfast
with his wife five hours after escaping.Town mayor has asked for an investigation and better
security at prison.
Type of error :

UNIT 3 MODUL 4 TASK 3

TASK 3 :
Look at the student text below and identify the main type of error made by this Intermediate
level student.(Student 2)

My University Days

When I was studying at the university I worked very hard for passing my exams.I used to go
to the main library for studying every evening after lessons.At the weekends, I sometimes
studied with a friend, Ali.

Ali was a hard-working student too, but he had to work partime for helping paying for his
living expenses.His parents sent him an allowance every month, but it wasn’t enough for
living.

Ali worked nights in the local Chinese take-away on Saturdays, so he was always too tired
for studying on Sunday mornings with me.He slept until late Sunday afternoon, but I used to
get up at 10 a.m., go to the gym for keeping fit, then do a few hours studying at the library.

Type of error :

UNIT 3 MODUL 4 TASK 4

TASK 4 :

Prepare a remedial exercise for either student 1 (see Task 1), or student 2 (see task 2).

1.State which student the exercise is written for (student A or B)

2.Give one example of an error made by that student (the area of error that you will address is
your remedial exercise)

3.Identify the area of error (e.g. incorrect formation of indirect speech)

4.Write a remedial task for the student to address the area of error you have identified.This
should consist of 5 questions.

5.Write down the aim of the exercise.

E.g. The student will be able to use indirect speech correctly.

6.Write clear instructions for the student.

E.g.Identify and correct the errors.

7.Provide a worked example to support your instructions.

E.g. I finish work on 5 o’clock –incorrect

Correct : I finish work at 5 o’clock.

8.Include the answer key.

The exercise is aimed at :

(i.e. student 1 or student 2)

Example student error :

The area of error :

The aim of the remedial exercise :

Instructions to the student :

A worked example :

The remedial exercise :

1.
2.

3.

4.

5.

The answer key :

UNIT 3 MODUL 5 TASK 1

Choose 5 strategies which you consider to be especially important for good classroom
managment.

Describe those strategies in your own words.

UNIT 3 MODUL 5 TASK 2

TASK 2
Research on the internet to find 3 motivational quotes that you could use in the classroom to
motivate your students.The quotes do not have to be directly related to education, but must be
related to motivation and success.

1.
2.
3.
Write down the sources of the quotes :

1.

2.

3.

Which student level would you use these quotes with?

Explain how you would introduce these in your classroom , e.g. through discussion, through a
game, through posters etc.

UNIT 3 MODUL 5 TASK 3

Two days ago you began teaching a new group of adult Intermediate level students.During
that first lesson you noticed a potential problem that you would like to address before it
becomes a real problem.

The problem : The group are forming into two definite cliques,.i.e. the two groups tend to
exclude each other.The reason for this is that the two groups were taught by different
teachers at the previous language level.

Your aim :You want to introduce an activity to encourage the two groups to mix, and that
will promote mutual respect between all the students.

The task : Describe the activity you would use to encourage the two groups to mix and get to
know each other.Explain any other ways that you would aim to overcome this problem.

UNIT 4 MODUL 1 TASK 1

1.Choose a lesson topic, decide on the group’s level, and the language aims of the lesson

e.g. Topic : Holidays / Level : Elementary / Language aims : To practise the past simple tense
.To use holiday-related vocabulary.
2.Now find or create your own visual aid to use in that lesson.For example, this could be a
video clip, a photo or picture, a powerpoint, flashcards etc.

3.Upload the visual aid

4.Complete the details in the table and explain how you would use the visual aid in class.

Describe the visual aid you have chosen

Lesson Topic
Lesson Aims
Student Level
Describe the activity : how & when will you
use this visual aid in class

UNIT 4 MODUL 2 TASK 1

Task
1a

1b
1.What is a lesson plan for?
(Name 4 points)
1c

1d
2.Give 2 reasons why the teacher 2a
should refer to the lesson plan
during the lesson? 2b
3a

3b
3.Name 4 types of learning
objectives.
3c

3d
4.Why is it important to know the
4
student profile of your class?
5.Name 2 important 5a
considerations with regard to time
management. 5b
6.Why should standby activities
6
be included in a lesson plan?
7.What kind of activities can be 7a
used as standby activities?
 7b
8a
8.Name and explain the 3 stages
8b
of the PPP process.
8c
9.What is a plenary? 9
10.Why is it essential to include a
10
plenary at the end of a lesson?
11.Why should a teacher reflect
on his/her lessons at the end of a 11
lesson?
12a
12.Name 3 questions that a
teacher should ask herself/himself 12b
at the end of lessons.
12c