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1. Mention for advantages of the slides

It is easier to write on a transparency than on the blackboard.
The transparencies can be prepared in advance.
Important transparencies can be re-used, with different classes or from day to-day with the same class.
The teacher can build up a file of transparencies giving frequently needed exercises and clear, well-
prepared examples for the most common grammar points.
2. What should a teacher do when he cannot answer a students question? Why?
The solution is admit that you do not know consult a college or look the answer up, and make sure that if you
say you will tell the student in the next lesson, you do actually say something about the problem even if
you cant find the answer.
3. Why should a teacher demonstrate new activities?
There is no better, or more explicit, way to introduce new activities than for the teacher to demonstrate, or
ask a group of students to demonstrate.
Demonstrating reduces the amount of unnecessary teacher language, is explicit, gives an idea of timing, and
is generally more effective than any explanation.
4. How should a teacher divide the blackboard?
Larger boards should be divided into three parts two smaller side panels, and a larger central area. One side
panel is used for listening new words and phrases, and is not cleaned during the lesson.
The second small section is used for doodles, drawing, unexpected odds and ends, etc. it may be cleaned
A large central section is used to present the main material of the lesson-grammatical examples, examples for
exercises, etc.
5. When should a teacher sit down in a language class?
Firstly if the students are doing something which, for the moment, does not involve you. The second
occasion is if you are having a conversation or discussion with the class if you remain standing, it is all too
easy for you to dominate and inhibit the students.
6. Explain two reasons for using your hands when you are teaching?
There are two main reasons for using your hands you avoid unnecessary language; be used to increase the
pace of the lesson
7. Why shouldnt a teacher inject constantly ideas?
In discussions the student sometimes needs time to formulate a thought and, most important of all, if the
teacher is constantly injecting ideas, students will soon sit back and expected the teacher to do the work.
8. Is there a danger inconsulting too frequently? Explain
There is a danger in consulting the students too frequently, so that they feel the process of language learning
is more important that learning itself.


1. What are cooperating learning teams?

Cooperating learning teams in contrast, have a strong, positive team identity, ideally consist of four
members, and endure over time. Teammates know and accept each other and provide mutual support.
2. How are tams formed?
By friendships or interests, random teams may be formed by the luck of the draw, or teachers can assign
students to teams.
3. Mention an argument for random teams?
An argument for membership in many random teams is that students learn and transfer cooperative skills
to many situations.
4. Why should a teacher changes tams after 5 or 6 weeks?
I suggest changing teams after five or six weeks, even if they are functioning well. It enables students to
transfer their new social and academic skills to new situations.
5. What is the most common way of created a cooperative task structure?
The most common way of creating a cooperative task structure is to require a group product which no one
group member can produce without the help of the others.
6. Why does group work lack individual accountability?
Group work does not hold individual accountable for his or her contribution.
7. Why does group work lack equal participation?
A group work almost always results in some students doing most or all of the work while others d little or
8. Why is a sequential structure?
This is a sequential structure, in that each person participates in turn, one after the other in sequence.
9. Who is a Freerider?
The Freerider is an individual who will accept the team grade but who does no work.
10. Who is a Workhorse?
The workhorse does more than his/her share.
11. Why dont we consider a pair discussion an example of cooperating learning?
We concludes a pair discussions is group work, not cooperative learning.


1. Explain 3 important characteristic of a worksheet

Be neat: clean, with lines of neat writing, clear margins, differet components wll spaced.
Begim with clear instructions(if appropriate in the learners mother tongue), urually including an
Be clear and attractive to look at: have a balanced and varied layout, using underlining and other form
of emphasis to draw attention to significant items; if possible using colour and pintures.

2. Explain the difference between a worksheet and a workcard.

Worksheets are disposable: intended to be used one time only.
Workcards are permanent are re-usable and are often made in sets for students to work through at their
own level.
3. What is a game?
Is defined as a form of play governed by certain rules or conventions.
4. Mention two accuracy-focused games?
a) Guessing games.
b) Sentence - building games.
5. Mention two fluency focused games?
a) Describe and draw.
b) Find the difference.
6. Explain an accuracy focused game.
a) Sentence - building games, this game consist to complete a sentence by the students; for example: I
went to the market and I bought .. then the first player completes the sentence with an item (e.g. a
loaf of bread) the second player repeats that sentence and adds another item (e.g. .bought a loaf of
bread and some bananas) and so on.
7. Explain a fluency focused game.
a) Describe and draw, this game is about of a player who has to describe to the other player a picture
which they are not allowed to see. Those who are listening have to draw the picture. They may ask
questions for clarification and they can discuss any difficulties amongst themselves.

1. When does the teacher play the role of assessor?

When the teacher correcting and organizing feedback.
2. When does the teacher play the role of controller?
When he is totally in charge of the class. He controls not only what the students do, but when they speak
and what language they use.
3. When does the teacher play the role of prompter?
The teacher needs to encourage students to participate or needs to make suggestions about how students
may proceed in an activity when there is silence or when they are confused.
4. When does the teacher play the role of participant?
The teacher shouldnt be afraid to participate since not only will it probably improve the atmosphere in
the class, but it will also give the students a chance to practice English with someone who speaks it better
than they do.
5. How can a teacher be a resource?
When the teacher doesnt interview. One is to be aware of what is going on in his role as assessor, be a
kind of walking resource center, be ready to offer help if it is needed.

6. When does lock-step occur?

When only one interaction is taking place at a time and the teacher is in control of that interaction. Lock-
step work can be:

7. Whats the difference between an error and a mistake?

A mistake is a kind of slip of the tongue when he/she says something incorrect but which the learner is
capable of correcting, he/she knows the correct form. An error cannot be self-corrected, simply because
the learner does not know the form
8. Whats gentle correction?
Gentle correction involves showing that incorrectness has occurred, but not making a big fuss about it.


1. Mention two linguistic reasons for using a video.

It combines sound and vision and provides a full content for language making it more accessible and
It shows all factors of communication, including non-verbal communication.
2. Mention two cognitive reasons for using a video.
It heightens childrens powers of observation and awareness of visual and audio clues as aids to
It enables children to maximize their abilities to infer from context.
3. Mention two cultural reasons for using a video.
It takes the child outside of the classroom into a real or fantasy world.
It helps bridge the culture gap by providing background cultural information.
4. What activities does viewing for detail include?
Activities include: watch and complete the picture, number, tick, sort, label, draw or write.
5. Mention two uses of the internet by young learners.
Accessing a site such as the one above to produce a quiz for other pupils based on the model above.
Looking for specific information connected to a topic.
6. Explain two basic steps to follow to unsure responsible and effective computer room management.
a) Establish ground rules for using computers. Its important establish rules because is a way to guide
them towards a quality in education directed to their own learning.
b) Never allow a child to access a link or download anything unless authorized and supervised by
the teacher. The teacher should include this step like a rule for all the students because they must obey
the instructions of the teacher at all times.


1. What are the major characteristics of the Grammar Translation Method?

Students first learned the rules of grammar and bilingual lists of vocabulary pertaining to the reading or
reading of the lesson.
Prescription for translating the exercises that followed the grammar explanation were given.
Comprehension of the rules and readings was tested via translation.
The native and target languages were constantly compared. The goal of instruction was to convert L1
into L2, and vice versa, using a dictionary if necessary.
There were very few opportunities for listening and speaking, practice since the method concentrated
on reading and translation exercises.
2. What are the major characteristics of the Direct Method?
Language learning should start with the here and now, utilizing classroom objects and simple
The direct method lesson often develops around specially constructed pictures depicting life in the
country where the target language is spoken. These pictures enable the teacher to avoid the use of
translation, which is strictly for bidden in the classroom.
From the beginning of instruction, students hear complete and meaningful sentences in simple
Correct pronunciation is an important consideration in this approach.
Grammar rules are not explicitly taught should be learned through practice.
Reading goals are also reached via the direct understanding of text without the use of
dictionaries or translations.
3. What are the major characteristics of the Audio-Lingual Methodology?
Behaviorist laws. Five basics tenets of the audio-lingual method:
The goal of second language teaching is to develop in students the same abilities to the native
speakers have.
The native language should be banned from the classroom
Students learn language through stimulus - response (S-R) techniques.
Pattern drills are to be taught initially without explanation.
In the developing the four skills, the natural sequence followed in learning the native
language should be maintained.
Every ALM textbook chapter consisted in three basic parts: the dialogue, pattern drills and application
There were very few grammar explanations within the pages of the text.
Types of pattern drills included: repetition drills and transformation drills.
Application activities. Students worked with memorized material, repeating it, etc.
4. What are the major characteristics of the Cognitive Approaches?
The goal of cognitive teaching is to develop in students the same type of abilities that native speakers
have. This is done by helping students attain a minimal control over the rules of the target language so
that they can generate their own language.

The instructor must move from the known to the unknown; that is, the students present knowledge
base must be determined so that the necessary prerequisites for understanding the new material can be
provided. Students must be familiar with the rules of the nw language before being asked to apply them
to the generation of the language. Competence must come first. Performance will follow once
competence is laid.
Text materials and the teacher must introduce students to situations that will promote the creature use
of the language.
Grammar should be overtly explained and discussed in a cognitive classroom.
Learning should always be meaningful, that is students should understand at all times what they are
being asked to do. The new material should always be organized so that it is relatable to students
existing cognitive structure. The teacher should appeal to all senses and learning styles.
5. What are the major characteristics of the Multiple Approaches?
Language is generated that is, uniquely created - by each speaker. It is no learned through mimicry
and memorization techniques.
Language is also culture.
The target language (L2) should be used exclusively as the medium of instruction.
There should be a single emphasis in each lesson; that is, only one thing should be taught at a time.
Both grammar and vocabulary should be sequenced and carefully programmed to build on previous
All four skills should be taught at the same time.
Grammar is taught inductively in the target language with examples first and then an explanation of the
The language is introduced in long dialogues, accompanied by question-answers exchanges led by the
teacher, or through sentences groups consisting of question - answers exchanges.
6. What are the major characteristics of Total Physical Responses?
Understanding of the spoken language; must be developed in advance of speaking.
Understanding and retention is best achieved through movement of the students bodies in response to
Students should never be forced to speak before they are ready. As the target language is internalized,
speaking will emerge naturally.
7. What are the major characteristics of the Natural Approaches?
Terrell suggests that the entire class period be devoted to communication activities. Explanation and
practice with linguistics forms should be done outside of class for the most part.
According to Terrell, there is no evidence to show that the correction of speech errors is necessary or
even helpful in language acquisition.
Responses in both L1 and L2 initial. Terrell suggests that initial classroom instruction involve listening
comprehension activities almost exclusively, with response from students permitted in the native