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 TEFL Iberia pre­course task & answers Classroom management 1) Imagine the floor plan of your classroom. How would you arrange the students to maximise student­student interaction? Describe below how you would arrange the students and teacher. Arrange the students into a semi­circle or horseshoe with the teacher sitting in the middle­front. Ss can work in pairs with each other or in groups of three. The teacher can circulate around the room and monitor students´ work from the back and from the front when they are speaking. 2) Rewrite the following instructions to make them more comprehensible to an English learner: a) “If you could all sit down that would be great”: Ok! Everybody sit down. b) “Ok so I’m going to ask you a question. Where are you from?”: Where are you from Juan? c) “If you have any questions just give me a shout”: Questions? d) “If you would just take a peek at your partner's notes and compare your findings”: Check with your partner. (use hand gestures to show working together) 3) Why is it important to make eye contact with all your students? To build student rapport and ensure that all the students are engaged and attentive. It's especially important to maintain eye contact when giving out instructions. Language 4) Imagine an English learner asks you the following. How would you respond? a) How do you answer the phone in English?: ‘Hello’ or ‘Joanna speaking’. The latter is used in a formal setting for example at work. b) What is the correct spelling: ​
specialize​
or ​
specialise​
?: The first is American English spelling and the second is British English. c) What is the past of ​
must​
?: Had to d) Why can you say ​
I’m absolutely furious​
but not ​
I’m absolutely angry​
?: Furious is a non­gradable adjective. These collocate with non­grading adverbs such as ´absolutely´ or ´totally´ ​
which emphasize absolute qualities​
. Angry is a gradable adjective and so there can be degrees of being angry e.g. very angry, a bit angry etc. Gradable adjectives ​
describe qualities which can be measured in degrees and so collocate with grading adverbs such as very, extremely. e) Is it ​
different from​
or ​
different than​
?: When ​
different​
is followed by a prepositional phrase, the preposition should be ​
from​
. Fruit is different from vegetables. When it is followed by a dependent clause the conjunction should be ​
than​
. The film was different than I had expected. f) How would you introduce your unmarried partner to a stranger?: This is my partner Jane or this is my girlfriend Jane. The latter is more informal. g) Do I say ​
I didn’t use to​
... or ​
I usedn’t to​
....?: I didn't use to be vegetarian. 5) Why don’t these alternatives work as well as the original ​
‘​
You heard a seal bark​
’? a) Your heard a sill berk: The speaker is mispronouncing the words seal and bark by flattening and shortening the vowel phonemes. b) You heard a seal moo: The speaker is not using the wrong word to to describe the sound a seal makes. c) You heard bark a seal: The word order is incorrect, in a positive statement word order the verb follows the subject in this case the seal. d) You’ve heard a seal barking: The sentence is in the present perfect tense which would denote an action that has happened at some point in the person's life. The action of barking is also denoted as ongoing for a period of time. e) Would you like to hear a seal bark?: In this case the question is an offer to hear a seal bark, and the speaker is not expressing a statement thus the wrong function is performed. f) Dear Albert, You heard a seal bark. Yours truly, Beryl.: The register is more suitable for a written medium. g) A marine pinniped mammal going bow​
wow was audible unto thee.: The register in this sentence is archaic and dated. 6) Each of the alternatives above represent ‘incompetence’ in one of the following systems. Can you match them? The first has been done for you: Vocabulary: knowledge of what words mean and how they are used. You heard a seal moo Syntax: knowledge of how words are ordered and sentences are constructed: You heard bark a seal Appropriacy and style: knowledge of what language is appropriate according to who one is speaking to, about what and by what means. ​
A marine pinniped mammal going bow​
wow was audible unto thee Phonology: knowledge of how to produce individual sounds, words and chunks of speech. Your heard a sill berk Grammar and morphology: knowledge of how words and phrases are marked for tense, person, case, etc. You’ve heard a seal barking Knowledge of different types of texts and their conventions (sometimes called ‘discourse competence’).: Dear Albert, You heard a seal bark. Yours truly, Beryl Knowledge of what forms are appropriate in order to realise one’s communicative purpose (or function).: Would you like to hear a seal bark? 7) Choices often have to be made with regard to the teaching of vocabulary. For example, these words and expressions are included in the ​
Longman Language Activator​
under "angry". Which of them are more likely to feature in a beginner’s course, an intermediate course and an advanced course? Select the appropriate box. Beginner Intermediate Advanced angry (​
x​
) ( ) ( ) mad (​
x​
) ( ) ( ) annoyed (​
x​
) ( ) ( ) cross (​
x​
) ( ) ( ) be in a temper ( ) (​
x​
) ( ) pissed off ( ) ( ) (​
x​
) be worked up ( ) ( ) (​
x​
) furious ( ) (​
x​
) ( ) irate ( ) ( ) (​
x​
) incensed ( ) ( ) (​
x​
) livid ( ) (​
x​
) ( ) seething ( ) ( ) (​
x​
) be on the warpath ( ) ( ) (​
x​
) Dictionaries often provide coded information concerning the connotation of words. The Cambridge International Dictionary of English , for example, uses the following labels: 1. Formal: words and phrases used in a serious way. Formal language is often used when people want to appear polite. 2. ​
Informal: used with friends or family or people you know in relaxed situations. Informal words are more common in speech than in writing. 3. Slang: Informal language which might include words which are not polite. 4. Taboo: words which are likely to offend someone and are not used in formal situations. 5. Literary: words and phrases which are mainly used in literature. 6. Dated: words or phrases which sound old​
­fashioned. 8) How would you categorise the following dictionary entries using the above terms? knackered: ​
informal Whacked: ​
slang Fatigued:​
formal buggered: ​
taboo ennervated: ​
dated/ literary dog­tired: ​
dated Lexis and collocations 9) What would you need if you were teaching the following? To rely: ​
on somebody, something To look forward: ​
to + v­ing To depend: ​
on sb or sth. To apply: ​
for a job, a membership, an internship but to university There are many types of multi​
word units or ‘lexical phrases’, that have become fixed and behave as if they were a single word. They include phrasal verbs (​
make up, get over)​
; idioms and proverbs (​
head over heals, the grass is always greener)​
; social formulae (​
how are you?, long time no see​
); binomials (​
to and fro, back to front​
); discourse markers (​
mind you, by the way​
): and sentence builders (​
the problem is that..., if you ask me​
...). There are also many semi­​
fixed phrases such as ​
a month/year/hour ago;​
​
see you soon/later,​
etc. 10) Identify the multi​
word units in this extract from Harry Potter and the Chamber of Secrets: October arrived, spreading a d
​amp chill ​
over the grounds and into the castle. Madam Pomfrey, the nurse, was ​
kept busy​
by a ​
sudden spate ​
of colds among the staff and students. Her Pepperup potion worked instantly, though it left the drinker smoking at the ears ​
for several hours afterward. Ginny Weasley, who had been looking pale, was ​
bullied into ​
taking some by Percy. The steam ​
pouring from ​
under her vivid hair​
gave the impression that​
her whole head was o
​n fire.​
Raindrops ​
the size of bullets ​
thundered on the castle windows f​
or days on end;​
the lake rose, the flower beds t​
urned into ​
muddy streams, and Hagrid's pumpkins swelled to the size of​
garden sheds. Oliver Wood's e
​nthusiasm for ​
regular training sessions, however, was not dampened, which was why Harry was to be found, late one stormy Saturday afternoon a few days before Halloween, returning to Gryffindor Tower, ​
drenched to the skin ​
and ​
splattered with ​
mud. Question forms 11) Translate these questions into a language you are familiar with. Are there any significant differences of form between the way each language structures its questions? (You can skip this question if you have no knowledge of another language) a) Is Maria Scottish?: ​
¿es escocia Maria? b) Do you smoke?: ​
¿Fumas? c) Where has John been?: ​
¿Dónde ha estado John? d) Why didn’t Jack come?: ​
¿Por qué no volvió John? e) You’ve seen this film, haven’t you?: ​
¿Has visto esta pelicula, no? f) Could you tell me where the bathroom is?: ​
¿El baño? g) Where do you want to start from?: ​
¿De dónde quieres empezar? 12) Which of the above questions are: yes/no questions: ​
Is Maria Scottish?,Do you smoke? "wh" questions: ​
Where has John been?, Why didn’t Jack come? subject questions: ​
Where do you want to start from? question tags: ​
You’ve seen this film, haven’t you? indirect question: ​
Could you tell me where the bathroom is? The future 13) There are a number of ways of referring to the future in English. In each of the following phrases identify the verb phrase that has a future reference. The first one has been done as an example. a) I reckon it’ll rain this weekend: ​
It´ll rain b) The film starts at 9pm: ​
starts c) After gathering all the photos I’m going to make an album: ​
going to make d) Maybe I’ll go out this weekend: ​
I´ll go e) I’m meeting her tonight: ​
I´m meeting f) Will you give me a hand once you’ve finished your book?: ​
will you give me 14) In the above examples, which of the verb phrases: expresses a request?: ​
Will you give me a hand once you’ve finished your book? expresses an intention?: ​
After gathering all the photos I’m going to make an album expresses a possibility?: ​
Maybe I’ll go out this weekend expresses a prediction made by the writer or speaker?: ​
I reckon it’ll rain this weekend states a fact?: ​
The film starts at 9pm reports an arrangement?: ​
I’m meeting her tonight Grammar 15) Match the following grammatical terms to their examples. E.g. First conditional = "I'll tell him if I see him" You’re coming, aren’t you? stronger, worse, more difficult I would have come if I had known always, sometimes, never come in, get up, push over I’ve been paid I’ll tell him if I see him He said he would help First conditional x Phrasal verbs x Reported speech x Comparativ
es x The passive voice x Third conditional x x x Question tags Adverbs of frequency 16) Give an example of a regular and irregular verb in the infinitive, gerund, past simple and past participle form: Regular Irregular Infinitive Walk Be Gerund Walking Being Past participle Walked Been Past simple Walked Was 17) All the following are examples of the present continuous but they have different meanings. Match each example to the correct definition, e.g. "I'm meeting them tonight" ­ a fixed plan in the near future a fixed plan in the near future an action in progress now a long term action a repeated action, often annoying I'm meeting them tonight (x) ( ) ( ) ( ) She's always complaining ( ) ( ) ( ) (x) He's training for a marathon ( ) ( ) (x) ( ) I'm listening to you ( ) (x) ( ) ( ) 18) Choose the correct definition for each sentence below: a)​
I went to the market yesterday ( ) An action happening now (​
x) An action completed in the past ( ) An action completed before another action b)​
I was having a bath when the phone rang ( ) An action happening now ( ) An action completed in the past (x) An action interrupted by another action in the past c)​
I've been to Madrid ( ) An action happening now (x) An action at an undefined time before now ( ) An ongoing action d)​
The film had already begun when we arrived (x) An action completed or started before another action in the past ( ) An action in the past ( ) An action at an undefined time before now e)​
I've been living in Barcelona for 10 years ( ) An action happening now (x) An action started in the past, which will continue into the future ( ) A past action f)​
I brush my teeth every morning ( ) An action happening now ( ) A completed action (x) A habit / routine g)​
I'll be lying on the beach this time next week ( ) An action happening now ( ) A completed action in the future (x) An action in progress in the future Parts of speech 19) Match the examples to the parts of speech E.g. Noun = car, John, friendship N. Pro V Adj Adv. Prep Det Conj Interj car, John, friendship (x) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) big, red, expensive ( ) ( ) ( ) (x) ( ) ( ) ( ) ( ) ( ) you, him, mine ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) go, lift, sit ( ) ( ) X ( ) ( ) ( ) ( ) ( ) ( ) quickly, here, often ( ) ( ) ( ) ( ) (x) ( ) ( ) ( ) ( ) in, over, on, at ( ) ( ) ( ) ( ) ( ) (x) ( ) ( ) ( ) Wow! Hey! Oops! ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) (x) This, these, those ( ) ( ) ( ) ( ) ( ) ( ) (x) ( ) ( ) however, so, nevertheless ( ) ( ) ( ) ( ) ( ) ( ) ( ) (x) ( ) (x) 20) Consider the following table and the root 'love': Noun: ​
a lover, love Verb: ​
to love Adjective: ​
He is loving Adverb: ​
lovingly a) Complete the following table for the noun 'medicine' Noun: ​
a medication Verb: ​
to medicate Adjective:​
it is medicinal Adverb: ​
medicinally b) Similarly with the adjective 'different': Noun: ​
a difference Verb: ​
to differ Adjective: ​
it is different Adverb: ​
differently 21) Complete the following table: Object pronouns Possessive pronouns Reflexive pronouns Possessive adjectives I Me My Myself Mine You You Your Yourself Yours He Him His Himself His She Her Her Herself Hers It Its Itself Its Us Our Ourselves Ours Them Their Themselves Theirs You Your Yourselves Yours It We They You (plural) Pronunciation and phonology 22) Look at the exercise above. What is it designed to practise? ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ 23) What is the teaching objective of the exercise below? Notice the words in italics. A We were ​
robbed​
! B​
Stripped​
of everything! A They ​
jumped​
out into the road... B And when we ​
stopped​
... A They ​
grabbed​
me and ​
thumped ​
me in the ribs... B And said if we didn’t shut our traps... A We’d be ​
stabbed​
. B They tied us up with ropes A And ​
dumped​
us in the back of a van B Finally they ​
dropped​
us at the bottom of these steps... A And the polite one I’d ​
described ​
to you... B Oh, yes ​
he said he was sorry we’d been ‘​
disturbed’!​
A And ​
hoped​
the ropes weren’t too tight! B Actually he was rather charming! This dialogue helps students practice the pronunciation of the ­ed ending in regular past tense verbs. The ­ed ending can be pronounced with 3 different phonemes­ /t/, /d/, and /id/ depending on whether the stem finished in a voiced or unvoiced consonant. 24) Which is the odd one out in each group below? a) [ ] meat [ ] wheat [x]​
great [ ] seat b) [x]​
give [ ] five [ ] alive [ ] arrive c) [ ] thin [ ] thick [x] ​
this [ ] thing 25) Can you explain these invented, but plausible, problems of communication? a) I asked where the boss was, but they sent me to the bus station. The speaker has mispronounced vowels in the word ´boss´. b) I asked her if she was living here, and she said no, she was staying. The speaker mispronounced the vowels in ´leaving´ by shortening the /i/ phoneme​
. c) I told him I had worked a lot over the weekend, and he asked me how many miles. The speaker mispronounced the vowel phoneme in the word´walked´. TEFL terminology Using the internet or a reference book, look up the answers to the following questions: 26) The communicative approach is one of the most applied approaches to language teaching today. Can you name some of its characteristics? The prime focus is on genuine communication in the classroom and this is achieved through personalization of tasks, using authentic materials and simulating real­life situations. The lessons are structured around the student and their needs and interests. This student­centredness means that the teacher tries to incorporate plenty of pair­work, group work and discussions into the lesson. The communicative approach favours a non­intimidating atmosphere in the classroom where errors are tolerated and arriving at meaning is in the hands of the students who are guided by the teacher. 27) What is a ​
false friend,​
in the context of EFL? A false friend is a word that sounds very similar in the students L1 but has a different meaning or use in the L2. For example­ embarazada in Spanish means pregnant but in English it could be confused for embarrassed. The same with sensible­ which in Spanish denotes sensitive and sensible 28) What is L1 and L2? L1 is the student's first language i.e. the mother tongue. L2 is the language the student is currently learning i.e. English. The student could have more than 1 L2 that they are currently studying. 29) What is ​
realia​
? Realia is a real life object the teacher brings to the class­ for example an umbrella to show the meaning of the word umbrella. Realia can also be used in role­plays as stimulating prompts. 30) What’s the difference between a choral drill and individual drill? Choral drilling is done with the whole class­ all the students repeat after the teacher at the same time. Individual drilling is when an individual student is nominated to pronounce the word or phrase this is usually followed or preceded by choral drilling. 31) What do the following abbreviations stand for? a) ESL: ​
English as a second language. b) ESP: ​
English for special purposes. c) TTT: ​
Test­Teach­Test as a lesson staging model or teacher talking time. d) CCQ: ​
Concept checking questions. e) PTV: ​
Pre­teaching vocabulary before a reading or listening task. Thank You!