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TEFL Final Exam
Course/Guide.
Three main approaches to teaching English 1.Direct Method 2.Communicative Approach 3.Task Based Approach What is the aim of The Direct Method The aim is for accuracy and to sound as much as possible like a native English speaker. What does the Direct method focus on? Pronunciation and Grammar (Structural Approach) Generally speaking, what is the Direct Method? It is basically drilling and memorizing the English language. Students develop word and sentence repertoires to use in real life situations. Strength of Direct Method It helps the learners pronounce sentences correctly. Weakness of Direct Method Does not aid in building fluency and the ability to communicate in an unscripted way. Generally speaking, what is the Communicative Approach? The Communicative approach is more student centric and the teacher acts more as a facilitator. Lots of group work, and encourages individuality and self expression. What is the aim of The Communicative Approach Fluency over accuracy
TEFL Final
Exam
Stud y
Strengths of Communicative It allows students to experiment with the new
language
Approach and focuses on the communicative aspect of
language.
Weakness of
Communicative Approach
Not as much emphasis on
grammar
Generally speaking, what is
the Task-Based Approach?
The Task-Based Approach is a subsection of the
Communicative Approach. You usually use the
Communicative Approach to complete tasks. Usually
done with older students.
Examples of Task-Based
Approach
- You have $80 and are trying t o barter for $
worth of clothes. Talk to seller
- Visiting a doctor
- Conducting an interview
-Calling customer service for help
Strength of the Task-
Based Approach
Builds
fluency
Weakness of the Task-
Based Approach
Sacrifices
accuracy
CultureRoute
Methodology
Learners engage in interactive and
meaningful communication. The teacher is a
facilitator.
Content must
be
Interesting and relevant to
students
Topics vs
themes
1.Topic: work, Theme: My Dream Job
2.Topic: Action Verbs, Theme: Batman Battles Crime
3.Topic: Weather, Theme: Giant Storms
4.Topic: Doctor, Theme: Spiderman Goes to The
Hospital
5.Topic: Items in Bedroom, Theme: Superstar's
Bedroom
You want to pick things your students are
interested in
TEFL Final
Exam
What does the Production stage Fluency (teacher listens for mistakes, but corrects at
the
focus on? end)
Wrap-Up
(Cooler)
It should be a short, simple activity that allows the
students to leave class feeling positive with smiles on
their faces
Benefits of The 3
P's
-The 3 P's framework provides structure and guidelines
for a successful lesson in terms of presenting language
and showing ho wit is used in context.
- Focuses on accuracy as well as fluency, drawing from
all three established schools of thought.
Presentation and Practice
phases draw heavily from
what method?
The Direct Method, which is focused on accuracy
and pronunciation
Production Phase draws
heavily from what method?
The Communicative and Task-Based Approach,
encouraging use of the language in a freer, more
natural way.
Adjustments of The 3
P's
- Teachers do not need to use the 3 P's in the order
they are outlined here.
- Teachers may also want to break the 3 P's approach
into smaller units or chunks for beginners or youth
The three main ways that
people learn
1.Visually (They learn by watching)
2.Auditory (They learn by listening)
3.Tactile (Kinesthetic learners learn by
doing)
What is the importance of
knowing different learning
styles?
Your activities should incorporate all 3 learning styles
for maximum effort. One example of catering to
different learning styles would be in the introduction
of vocab
during the presentation phase of the lesson
TEFL Final
Exam
-Flash
cards
Ways to introduce vocabulary -Pictures -Mosaic
Student
Motivation
-Obligation
-Advancement
-Survival
-Culture
-Tourism/travel
-Fun
Two types of
Motivation
Intrinsic and
Extrinsic
What is Extrinsic
Motivation?
Participating in an activity in order to obtain a reward or
avoid a punishment. Performing an activity to gain
something or to avoid a certain outcome. Outside
factors
What is Intrinsic
Motivation?
Taking part in an activity because it is personally
rewarding. Doing an activity because the person enjoys
it.
Are young learners
more intrinsically or
extrinsically motivated?
Young learners tend to be more extrinsically
motivated, so the attitude of the teacher is
paramount.
What should form the basis of
early lessons?
Numbers, time, days, months, colors, greetings and
basic instruction.
Early teens have how long of
an attention span?
minutes
Practice activities with
young learners
-Start to work with drilling and repetition
-Facilitate practice with fun games and
activities
Young learners still seek
approval from ______________, but...
teacher, but prone to
misbehavior
TEFL Final
Exam
Advanced
Adults
Must be highly intrinsically motivated in order to
continue
studying. Students have highly specialized reasons for continuing. You should match your materials very
closely to their needs.
Lesson Plan
Structure
-Presentation
-Practice
-Production
Lesson Plan Details: Date and
Time
This allows you to keep a historical record of what
you've done with a class and when
Lesson Plan Details: Students
Level of Proficiency
The level of ability the class has with the English
language
Lesson Plan Details: Number
of Students
You should anticipate how many students will attend
to make sure your activities are suitable for the class
size and that you have the required a mount of
resources and supplies.
Lesson Plan Details: Age
Group
The age range of the students who will be receiving
the lesson
Lesson Plan Details: Lesson
Type
Speaking, Reading, or Listening. Despite the lesson
type, you should try to incorporate all four necessary
skills for fluency and proficiency (speaking, reading,
writing,
listening)
Lesson Plan Details:
Topic
The specific content that will be
covered
Lesson Plan Details:
Theme
The context in which the instructor will present the
topic
Lesson Plan Details:
Timetable
It is vital to know how long each activity will take.
Be flexible and realistic with your timing.
TEFL Final
Exam
Time Planning Elements: Teaching What you want your students to learn in the lesson.
Be
Aims clear and concise
Time Planning Elements:
Material and Aids
Materials that you will be using in class. Check and
make sure you have everything you need BEFORE
class!
Time Planning Elements:
Presumed Knowledge
What you expect your students to know going
into a lesson.
Time Planning
Elements: Anticipated
Problems
The possible problems and their
solutions
Time Planning
Elements: Homework
This outlines and homework plans you give with the
lesson
What is teaching
dialogue?
During the Practice phase, we present students with pre-
prepared sets of dialogue or scripts that illustrates
the new vocab presented in the lesson within the
context of a group of sentences.
What is the focus of
teaching dialogue?
Familiarizing the students with accuracy in both
structure and pronunciation
What is
Brevity?
Language should be brief and simple. We don't want
long, convulated sentences.
What is Natural
Speech?
Language should be used in a natural form of English
that could be heard in a conversation between two
native speakers. This helps students model correct
language
What is Relevance in
Dialogue?
Should be relevant to the topic and use the vocab
words introduced in the presentation section
Why should dialogue be easy
to remember?
Language should be short enough that it could
be memorized and used in a real world setting.
TEFL Final
Exam
Student Teacher (ST)
This is when the students ask the teacher the question,
and
the teacher answers (Also give lots of opportunity)
Student Student
(SS)
When the students ask and answer the question
amongst themselves.
-During this time, you can write the couplets on the
board. This will allow you to demonstrate the dialogue
in a written way so the students can see and read it.
Visual cues with teaching
dialogue
-Demonstrates that is is a conversation between
two people
-Illustrates whose turn it is to speak (Ask and
answer sticks)
-Helps garner student interest
-Can tailor to lesson theme
-Can build context for dialogue
Having what to help you
demonstrate who is asking vs
who is answering the question
Some kind of visual aid, like an ask and answer stick, so
the students know when and what to speak.
Why are visual aids
important?
It demonstrates that dialogues are conversations
between two people and whose turn it is to speak. It
should be made relevant and fun for the students
Teaching
Scripts
-Work well in situations where dialogues don't fit
-May also be a better fit for intermediate or
advanced learners
-Also helpful to deploy when focus is on phonics
-Drilling happens just like in teaching dialogue
-Teaching dialogue is an important part of teaching
speaking to beginners, but dialogues don't always
fit ideally with the lesson content
What do students struggle
with when learning dialoge?
Staying
focused
TEFL Final
Exam
Drilling and repetition
are necessary,
but
- Students can get bored
- They can find the activity
monotonous
- They can act out with misbehavior
Especially for young learners and low
proficiency learners
How can we adapt our
dialogue/script practice to
make it more appealing to
students?
Include an exciting game (Putting the Pizzazz in
Practice) within the dialogue couplets or script to
keep the
student's interest
Putting the Pizzazz in
Practice
-1-3 minutes long, must be active and relevant to the
topic
-Teachers should include one Putting the Pizzazz in
Practice activity for each speaking lesson developed
for young learners
Teaching Speaking to
intermediate and advanced
learners
-Discussion and debates
-Pick topic or statement
-Do your research before
hand
- Teacher as facilitator
- Set the rules
-Guide discussion
-Ensured safe environment
-Debate structure
Debates
should...
Interest the students, and if possible, it should be a
topic to divide the students in term of
opinion/preference
When researching the
debate topoc:
1.What are the different facets to the topic?
2.What will the pre-discussion assignment be for
the students?
3.How is the discussion or debate likely to evolve in
the classroom?
Students should speak how
much of the time?
TEFL Final
Exam
How do we overcome
problems with speaking
activities?
-Group work: increases talking done by the student,
and
lowers the inhibition of learners who are unwilling to speak in front of the class
-Base the activity on easy language: the level of
language needed for a discussion should be easily
recalled and
produced by the students so they can speak fluently.
Characteristics of a successful
speaking activity: Learners learn
a lot
The learner should be speaking most of the time.
Too much teacher talk time is very common. Be
careful with this
Characteristics of a successful
speaking activity:
Participation is even
It is easy to let a few students dominate a discussion.
Students should be grouped and organized to
maximize the amount of student talk for each student.
Characteristics of a
successful speaking activity:
Language is appropriate
Learners' discussion should be relevant, easily
comprehensible to each other and an acceptable
level of language accuracy.
Characteristics of a successful
speaking activity: Motivation is
high
Leaners are eager to speak bc they are interested in
the topic and they want to contribute to achieving a
task objective.
Characteristics of a
successful speaking activity:
Teacher monitoring and
modeling
The teacher should be walking around and
monitoring conversations to ensure that the lesson is
meeting its objectives and that the level of activity is
appropriate. Don't be creepy.
Important points when planning
a speaking lesson
-Have a game plan
-Make it interesting
-Have a structure
-Provide a safe environment
-Be careful with your pace of speaking
-Be patient
-Make sure there is some aspect of speaking in
your production activity.
TEFL Final
Exam
Speaking activities and beginners
It is about having good Pizzazz activities, grammar
points
and relevant and interesting dialogues and scripts
Speaking activities
and intermediate
learners
Plan out your debates/discussions before hand and
coming into the classroom with clear ground rules
to ensure respect for those speaking.
Structuring speaking activities
for beginners
1.Presentation: single word vocab (topically related,
often includes basic grammar point)
2.Practice: Drilling and repetition, heavily focused on
two to three Q&A's (very little choice, extremely
focused)
3.Production: Extensive guidance and facilitation (lots
of simple examples/models)
Structuring speaking activities
for intermediate learners
1.Presentation: Can be full phrases (Allows students to
experiment with the language. Focuses on
communicative aspect of language)
2.Practice: Semi structured (Dialogue or scripts more
complex with more response choices, or full
discussion and debates)
3.Production: Guidance provided, but more creative
responsibility is given to the student. Expand on
discussion during practice. (Pull more from knowledge
base, teacher is facilitator)
Reading exercises/activities
should have a specific purpose
-Should help build reading skills, this includes looking
for a specific info, understanding a particular passage
at a
deep level, and being able to extrapolate the text.
-The content should be challenging and able to draw
out the students' self expression.
Reading exercises should
also match the ___________ of
students
Interests. Reading about famous people they know
will help keep interest
Benefits of teaching reading:
Good model for language
production
Students can mirror the sentence structure they use
to that found in the text
TEFL Final
Exam
With beginners, the focus is
on
- Simple comprehension and reading practice.
-Language chosen is simple and words are displayed
with pictures to hold the attention of young learners.
-Focus mostly on the recognition of the vocab words
within the text, as well as working on the development
of proper pronunciation skills.
-The text should be as simple as possible and the
context should be appropriate for the age group.
Comprehension questions
for beginners
-Teachers should include several simple
reading comprehension questions
- These should be short and cover basic
info communicated in the text
Reading production activities
for beginners
-Related to the topic and theme of the lesson
-Include some reading element
-These activities should relate to the overall theme of
the lesson, allow students to express themselves, be
creative and include some reading element
Teaching reading to
intermediate learners
-Teachers should shift towards providing longer
narratives and focus on developing reading strategies.
- To fully exploit a text, a teacher should direct
students to read the text a number of times, but each
time focusing on different skills and strategies
Pre-reading
tasks
-Warmer: Introduce the topic of the day to the
students through a short/fun activity, game or song
-Presentation: Introduce vocab appropriate to
the passage
-Prediction: Get students interested by showing them a
heading/picture and asking them what they think the
story is going to be about.
TEFL Final
Exam
While reading tasks:
Skimming:
"What do you think this will be about?" They are
looking
for the main idea of the text.
- 1 paragraph story: read first, middle and last line of
story
-Multi paragraph story: read first and last sentences of
the paragraphs
While reading tasks:
Scanning
Looking for specific info in the
story
While reading
tasks:
Comprehension
Synthesizing facts to understand what's going on in
the text
Post reading tasks:
inference/interpretation
questions
- Ask students to think outside the
box
-Questions related to the story
Post reading tasks:
Production activities
-Open minded
-Could be role plays or interviews, which utilize
the reading text as a source.
How many sentences should
your stories be for students?
You should have the same number of sentences as
the age of the target group. (5yo-5 sentences, 10yo-
10 sentences)
Benefits of grouping students
when assigning reading activities
-Allows weaker students to work with stronger
students and learn within the group
-Allows for more effective classroom management
during the practice section
-Gives the teacher the flexibility to move around the
room and interact with students in smaller groups, or
one on one.
Receptive vs Productive
skill
Listening is a passive skill. We aren't creating... we
are processing
TEFL Final
Exam
listening
task
-Giving your students a clear and meaningful context
and
How you should lead into your allowing them to contribute to the topic
- For each task, set clear instructions before the
students listen, so they know what to listen for
Structure of a listening
lesson
1.Warmer: if there is a picture, use it and ask
leading questions to help students get ready for
listening
Be careful not to summarize before they
listen
2.Pre-teach Vocab: Part of the presentation
3 Learners predict what is in the text: You will
present a picture and ask them what they think the
story is about
4.Students listen to the story entirely: Steps 4-8 are
all in the practice portion
5.Gist task: Similar to skimming task, the students
will report what the overall story is about
6.Feedback Stage: As a teacher, you don't want to
confirm whether or not the initial student response was
correct.
You can: a) ask another student, "do you agree
with student?" or b) reask the same question to
the class
7.Selective/Intensive tasks: Similar to scanning
and comprehension questions.
If beginner learners, skip the intensive
questions
8.Feedback: see stage 6. At this point you can distribute
a written copy of your listening material so the
students can see visually everything they just heard.
9.Production activity: This is where the students will be
asked to take the activity to the next level by adding a
part that involves their own creativity and self
expression
Ways to make the story
more interesting
When you're reading different characters, use different
voices, and you can use silly voices to make it more fun
for your students.
Important points to
remember about listening
exercises
-Listening lessons should have a purpose
- Set the task clearly before letting them listen
- Let the students discuss with each other
-Don't give the answer yet, throw it back at the
students.
TEFL Final
Exam
Why do we teach
pronunciation?
-Critical to being understood
-Students need training in how to make new,
unfamiliar sounds associated with the English
language
-Builds confidence in communication
What does the process of
learning a new language
involve?
The full use of the mouth, tongue and throat to
produce a variety of sounds that make up words and
help people to communicate.
Training in
pronunciation
We need to break words down and then train students
to produce each sound, and then produce them
together as the word
Phonemes
All of the sounds in the English language that
complete words
Phonemes are also sometimes at the end of
the word
Syllables and
Phonics
You will need to break the word up into
syllables i.e: "can-o-py"
Phonics in larger language
units
-Looking more at stress, intonation and rhythm
i.e: "Do you know how that happened?" "I really
love children" (sarcasm vs sincere)
Tips and tricks for teaching
phonics
-Link words with similar phonemes taught in
previous classes
-Make it fun
What is a
noun?
Person, place or
thing
Demonstrative
Pronoun
this, that, these,
those
Personal
Pronoun
I, you, he, she, it, we, they, me, him, her, us, and
them
Possessive
pronoun
mine, yours, his, hers, ours,
theirs
TEFL Final
Exam
