met 6 quizzes

8/10/2019 MET 6 Quizzes

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Assessment Feedback

Total score: 9 out of 9, 100%

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1. Video playback activities are divided into three general categories:

1. Brainstorming: what you do before you watch a section of recording;

2. Viewing: what you do while you watch;

. !ollow"up: what you do after watching.

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2. 'he role of the teacher changes when using video in class:

1. Before presenting the video) the teacher must engage the learners* interest in what they will be doing) andprepare them to do it successfully.

2. +hile learners view the video) the teacher should remain in the classroom with the learners to observe theirreactions and see what they do not understand) what they are intrigued by) and what bothers them.

. &fter viewing) the video,segment) the teacher should review and clarify comple- points) encourage discussion)e-plain) and assign follow"up activities.

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. 'his video segment is about /elebrations0. !ive friends talk about birthdays.

dentify the stages when using this video segment.

a3 4review b3 Viewing c3 !ollow"up

a3 !ollow"up b3 4review c3 Viewing

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. +hich activity has been used in stage a04review activities

1. & language focus on le-is) function or grammar that will come up on the recording;

2. <tudents predict what will happen from some given information or pictures;

. <tudents discuss a topic that leads into or is connected with the sub=ect on the recording;

. <tudents study a worksheet that they will use when watching the recording.

MET 6 quizzes

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1. !lashcards is %' =argon for pictures that you can show to students) typically something you can hold up whenstanding in front of the whole class.

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#$%&'( 'hey are also useful for handing out as part of various activities.

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2. 'he main aim of storytelling is to get students to focus on le-is) grammar or function. 'rue

!alse

1 out of 1+567%$!8( 'he main aim of storytelling should be the listener*s pleasure itself. By engaging in this practice)teachers not only model literacy skills) but they cultivate listening skills and promote vocabulary ac?uisition) as well.

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. !illers are things to do when the teacher has run out of other material) perhaps because the main activity wentmuch faster than e-pected and there is still a few minutes gap at the end of the lesson before the class is over.

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. 'he situation of this @ller is 'he policeman in the street.0 t involves handing one of these sentences to a studentwho must mime it well enough for the class to guess the original sentence. t could be a team game with points) too.

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>. 'he 5rdering0 @ller involves instructing students to line up shortest to tallest) and discuss what they do on theirvacation and then sit down.

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Assessment Feedback

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1. +hat do Back to the board0 game and /ategory ist0 game have in commonn both games students are e-pected to provide longer streams of speech) so that the right answer is

guessed.<tudents play in teams in both games.

n both games) students must write something on the board.

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2. dentify the two le-ical games below.

13 +ord seeds 23 !ictionary or /all my blu3

13 !ictionary or /all my blu3 23 +ord seeds

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.Cow does the +ord 7ominoes0 game dier from the +ord 'hieves0 gamen the +ord 7ominoes0 game students have to =ustify the reasons for their choices) whereas in the +ord

'hieves0 game they don*t.n the +ord 7ominoes0 game) students will need to write) whereas in the +ord 'hieves0 game they won*t.

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. <ome basic guidelines to keep hold of when using video in class are: DDDDDDDD. !ind the guideline that will 65'help when using video in class.3Eeep it short

%-ploit the material

<witch the 'V o when the students don*t need to look at it.

5nly use video material to e-tract language for study.

Fake sure the video and e?uipment are ready to be used before you start class so as not to waste time.

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>. +hat are some other ideas to liven up a video lesson Fatch the e-cerpts in the balloons with the items below.a. 7on*t let students mentally switch o; make them think; challenge them. /over up the screen and ask

?uestions; isten to the words,music G what*s the picture0 +hat are they describing:0 +here are they0



'hen) look at the images and compare.b. n pairs) the above idea becomes an instant communicative activity: 'ell your partner what you think was

happening0. t could lead to drawing and comparison of pictures.

a3 2 b3 1

a3 1 b3 2

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H.'eachers have increasingly found ways to e-ploit computers in classroom time; even if they don*t have anyspecial programs) there are useful things to do with a computer and standard oIce"user software. Fatch thee-cerpts in the balloons with the items below.

1. /omputer"based reference materials are very useful. & good thesaurus dictionary and encyclopedia aregreat classroom resources) allowing students to ?uickly check things during lesson time.

2. 'eachers often think in terms of a computer lesson0. 'hat*s @ne) but also consider planning lessons thatinvolve short periods of computer usage) e.g.) ten minutes writing a te-t as a follow"on from a previousclassroom activity) and then printing it out for others to read.

. 'eachers can mark students* work. 'hey can ask students to submit their homework on e"mail attachment)and then mark it using a notes"adding or comment option so that students can go back and review theirwork and prepare a new draft.

13 b 23 a 3 c

13 c 23 b 3 a

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J. dentify the dictation ideas below.



&3 /ollocation dictation B3 Eeywords dictation

&3 Eeyword dictation B3 /ollocation dictation

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• & suggested answer for the Eeyword dictation could be: ife in a big city like 6ew Kork is very competitive. am from Fichigan) but studied in 6.K. attended 6ew Kork 8niversity. was a dedicated student and hadvery good grades. 7uring my last semester) studied genetics. researched some interesting aspects of76&. 'omorrow *m going to my councelor*s oIce to @nd out if my application for a scholarship wasauthoriLed.

• 'he suggested answers for /ollocation dictation0 are: give advice) have an inMuence) make a donation)and set an e-ample.

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A. Fatch these si- types of drama activities.

13 a 23 f 3 d 3 c >3 e H3 b

13c 23 b 3 d 3 f >3 a H3 e

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Assessment Feedback

Total score: 1! out of 1!

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1.4ut these learners and classes in the correct column.a. & Napanese marine biologist is preparing to present a research paper in %nglish at an international

conference.b. &n intermediate class of young adults of dierent nationalities are preparing to sit the /ambridge !irst

/erti@cate in %nglish e-amination.c. & group of !rench air traIc controllers are receiving instruction in aviation %nglish.d. &n &rgentinean civil right activist is planning a trip to an international conference) and wants to take an

%nglish course) so she can brush up her social %nglish skills.e. & /roatian businessman) who lives and works in /roatia) has to handle regular email and phone

communication in %nglish) and occasionally take part in conference calls in %nglish.

f. & group of students from /hina are getting instruction in how to write academic essays in %nglish) inpreparation for post"graduate study at a university in 6ew Oealand.g. +orkers and clerical sta attend an on"site beginners level %nglish class at a paint factory in 4oland.



%<4 a) b) c) e) f) , #eneral %nglish d) g

%<4 a) b) d) e) g , #eneral %nglish c) f

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2. dentify three popular nternational %-ams.

13 '5%! 23 %'< 3 !/%

13 !/% 23 '5%! 3 %'<

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. &n e-amination preparation course should DDDDDDDDD. !our answers are correct.31. include language work that is likely to be relevant to that needed in the e-am;2. include tasks and activities to raise general language awareness) ability and skills;

. include speci@c practice on e-am techni?ues e.g. multiple"choice ?uestions) writing essays) etc.3;. only include lots of mock tests;>. include work on study skills e.g. use of dictionaries and grammar books) ways of working with recordings

at home) etc.3.

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. t is often a good idea on e-am preparation courses to be even more systematic than usual about what has beenstudied and to take care that items) once met) are recycled usefully. Fatch two ideas used by teachers on e-amcourses.

13a 23 b

13b 23 a

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>.&s teachers) we should make practice of e-am techni?ues a little more interesting. Fany of these ideas alsoperform the essential task of raising awareness about how the tests are marked and the criteria the e-aminer willuse. !ind @ve ideas that will do so.

1. <tudents mark each other*s tests.2. <tudents do an e-ercise at great speed BlitL it3 G 1R"2R percent of the normal time allowance G no thinking

time. 'eacher records the grades.. 'eacher gives students the chalk and let them discuss and work through an e-am paper together on the

board teacherless lesson03. 'eacher only looks at and marks3 the board when students have completely@nished. 'his is also a good group"building0 e-ercise) as it becomes a =oint responsibility to get the bestpossible answers.3

. <tudents set tests in a particular style for each other e.g. they take a te-t and rewrite it with gaps; theyprepare multiple"choice ?uestions on a te-t) etc.3>. <tudents take some written information about the e-am e.g. from a prospectus or a marking scheme3 and

turn it into e-ercises in the style of typical e-am ?uestions.H. 'eacher does the e-ercise including a mistake or two(3 and the students correct it.

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1 out of 1#557( #rades students get on this kind of activities shouldn*t be recorded oIcially. 'eacher should keep theatmosphere light"hearted" it*s not a serious test.

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H. dentify these two features that depict how teenage students feel about their classes.

13 'eenage learners respond well when they see that their teachers are well"prepared and their work is clearly

organiLed. 23 'eenage learners can bring a strong enthusiasm for topics they are interested in.13 'eenage learners can bring strong enthusiasm for topics they are interested in. 23 'eenage learners

respond well when they see that their teachers are well"prepared and their work is clearly organiLed.

1 out of 1+567%$!8( 'eenage learners can get very focused on speci@c things relevant to themselves) and they have areputation for being demanding on the teacher.

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J. +hy might teenage classes seem demanding on the teacher Fatch the e-cerpts in the balloons with the itemsbelow.

1. 'eenagers have changing interests. 'hey get bored ?uickly.2. t*s a diIcult period of life. 'eenagers are often not sure about themselves and how they feel about things.. <trong emotions of various kinds may be rising and falling. <e-ual or romantic feelings may alter the

workings of some techni?ues and activities.. Fotivation may appear to be low) especially if learners feel that they have been forced to attend something

they don*t want to.>. &ctivities might be re=ected or done without personal investment because the learners feel silly or

embarrassed when doing them.H. 7iscipline can seem to be a problem. 'eenagers seem particularly averse to things that they see as

imposed on them.



1. imposed by school or parental e-pectations or syllabus or government2. a personal decision not to do something

1. a personal decision not to do something2. imposed by school or parental e-pectations or syllabus or government

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9b.+hat are some constraints teachers and students might have in a large class. Fatch the e-cerpts in theballoons with the items below.

1. 'he teacher can*t give attention e?ually to all students.2. nteraction tends to be restricted to those closest to the front.. 'he seats at the back tend to attract people who want to do something other than learn %nglish.. ecturing seems to be the only workable lesson type.

13 d 23 b 3 a 3 c

13 b 23 c 3 a 3 d

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9c. &s we have seen) one of the best ways to work with large classes is using group work) but a key element to doso is how to organiLe the groups to suit the students* abilities. Fatch the two halves.

13 b 23 c 3 d 3 a

13 c 23 d 3 a 3 b

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1.4ut these learners and classes in the correct column.a. & Napanese marine biologist is preparing to present a research paper in %nglish at an international

conference.b. &n intermediate class of young adults of dierent nationalities are preparing to sit the /ambridge !irst



/erti@cate in %nglish e-amination.c. & group of !rench air traIc controllers are receiving instruction in aviation %nglish.d. &n &rgentinean civil right activist is planning a trip to an international conference) and wants to take an

%nglish course) so she can brush up her social %nglish skills.e. & /roatian businessman) who lives and works in /roatia) has to handle regular email and phone

communication in %nglish) and occasionally take part in conference calls in %nglish.f. & group of students from /hina are getting instruction in how to write academic essays in %nglish) in

preparation for post"graduate study at a university in 6ew Oealand.g. +orkers and clerical sta attend an on"site beginners level %nglish class at a paint factory in 4oland.

%<4 a) b) c) e) f) , #eneral %nglish d) g

%<4 a) b) d) e) g , #eneral %nglish c) f

1 out of 1#557( %nglish for <peci@c 4urposes includes %nglish for scientists) %nglish for academic purposes) %nglish fordoctors,health care workers) tourism %nglish)etc.

Assessment Feedback

+% 756%(

Total score: 6 out of 6, 100%

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1.%<4 stands for %nglish for <peci@c 4urposes. t may mean %nglish for hotel receptionists. %nglish for pharmaceuticalsalesmen) %nglish for telephoning) etc.

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1 out of 1#557( %<4 implies that the teacher is going to take the client*s needs and goals more seriously when planning thecourse) and rather than teach general %nglish0) he,she is going to tailor everything

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2. n teenage classes) the learners are discovering a range of new possibilities for themselves. 'hey are discovering whatimpact they can have on the world and can be very motivated.

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. %<4 often means teaching all the %nglish a teacher already teaches in all the ways he,she knows how to do) but usingle-is) e-amples) topics and conte-ts that are relevant to the students and practice relevant speci@c skills.

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. & needs analysis is not necessary in an %<4 course.Verdadero

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1 out of 1#$%&'( +e can*t really address a student*s speci@c needs unless we are absolutely clear about what they are. & typical%<4 6eeds analysis might be a ?uestionnaire that the teacher and the client talk through and @ll in together.

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>. 5ne of the main constraints when teaching a large class is that there*s limited eye contact from the teacher tostudents and amongst students.Verdadero

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1 out of 1#557 N5B( 'wo other constraints if the classroom isn*t big enough could be:

• 6either the students nor the teacher can move easily.

• 'he seating arrangement can prevent a number of activities.

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H. 'here are cases when the constraining factor may be the teacher*s own worry or doubts) or their fear of tryingsomething dierent from what is normally done. %.g. 'hey don*t have students move from their seats because of thenoise they might make.

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Assessment Feedback

+% 756%(Total score: 10 out of 10, 100%

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1. dentify two kinds of activities you can do with Mashcards below.

13 'o introduce phonetic symbols and the sounds they represent 23 'o ?uickly show the meaning of a le-ical item

13 'o ?uickly show the meaning of a le-ical item 23 'o introduce phonetic symbols and the sounds they represent

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2. dentify two other kinds of activities you can do with Mashcards.

13 'o use them as prompts to remind students of a speci@c grammar point 23 'o illustrate the presentation of

language by giving a visual image of a story students already know13 'o illustrate the presentation of language by giving a visual image of a story students already know.23 'o use

them as prompts to remind students of a speci@c grammar point.

1 out of 1+567%$!8( <tories like S'he $ed $iding Cood0 can be used to present the 4ast /ontinuous 'ense) e.g. 'he little girl

was walking in the forest whenTTT..0

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. dentify two other kinds of activities you can do with Mashcards.

13 'o tell a story) providing occasional images to give students something tangible to look at and help their

understanding) e.g. Tand then a large red van turned around the corner and drove towards them. 23 'o illustratepresentations of language) by giving a visual image to an imaginary character e.g.) 'his is 'om. %very day he gets up atTT0

13 'o illustrate presentations of language) by giving a visual image to an imaginary character e.g.) 'his is 'om.

%very day he gets up at TT0 23 'o tell a story) providing occasional images to give students something tangible to lookat and help their understanding) e.g. Tand then a large red van turned around the corner and drove towards them.

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. <torytelling is a useful short activity for the end of a lesson) perhaps) or mid"lesson to provide a change of mood.<ome basic techni?ues in storytelling are DDDDDDDDDDDDD. Fatch the two halves.3



13 a 23 c 3 b 3 d

13 c 23 a 3 d 3 b

1 out of 1#$%&'( $emember that storytelling is about real listening; not listening because the teacher is going to hound thestudents with ?uestions. 'here is much academic speculation that students learn language best when they forget aboutstudying the grammar and get totally involved in the content itself.

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>. 'raditionally pictures have been used as a starting point for writing e-ercises) but they are also very useful forfocusing on speci@c language points or as material for speaking and listening activities. $ead the information) andidentify the dierent approaches used with the material picture stories3 below.

&ccuracy to Muency , !luency to accuracy

!luency to accuracy , accuracy to Muency

1 out of 1#557 N5B( et*s not forget that accuracy to Muency0 suggests that we start by looking at the language involved in thestory and work on getting this understood and correct before we move on to work on telling the story) whereas Muencyto accuracy0 starts with a Muency activity and only focuses in on accurate use of language at a later stage.

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H. +hat would you hope to achieve in a @rst lesson with a new class where the adult learners are meeting each other forthe @rst time Fatch the e-cerpts in the balloons with the statements below.

1. earners will have learned some %nglish.2. earners will have gained some insights into the methodology of the course.. earners will have learned some information about the course.. earners will have spoken to a number of other students in the class.>. earners will have taken part in a number of interesting and involving activities.H. earners will have started to @nd ways of working co"operatively with others.J. earners will have started to feel more comfortable in their class.



13 h 23 f 3 e 3 a >3 c H3 d J3 g A3 b

13 b 23 c 3 f 3 g >3 e H3 d J3 d A3 a

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J. dentify three #etting to know you &ctivities. that can help students learn each other*s names.

4eople bingo , &nagrams , 'he small dierence

'he small dierence , 4eople bingo , &nagrams

1 out of 1+567%$!8( 'he anagrams of the names are: 1. Oaida 2. 7iane . &bel . Brian >. Farcela H. 'eresa J. Felina A. %dgard9. Nulian

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A. 8nscramble the instructions the students must follow to complete the popular icebreaker !ind some whoTT.a. 'ell the learners that they must move around the room) asking other learners ?uestions until they @nd someone

who replies yes0 to a ?uestion.b. #ive one copy of the handout containing ?uestions to each learner.c. &fter each yes0) the learners must change partners.d. 'he learners should try to complete the form by @nding a name to go with every ?uestion.0 $emember that

learners don*t =ust read aloud from the paper. 'hey have to do some work turning the prompts into ?uestions.

e. !or e-ample) !ind someone who likes chocolate0 needs to become 7o you like chocolate0f. +hen they @nd a yes0) they must write that learner*s name in the space after the ?uestion.

13 f 23 d 3 b 3 c >3 a H3 e

13 b 23 a 3 f 3 c >3 d H3 e

1 out of 1#557('his would be the right order for this activity:

1. #ive one copy of the handout to each learner.2. 'ell the learners that they must move around the room) asking other learners ?uestions until they @nd someone

who replies yes0 to a ?uestion.

. +hen they @nd a yes0) they must write that learner*s name in the space after the ?uestion.. &fter each yes0) the learners must change partners.>. 'he learners should try to complete the form by @nding a name to go with every ?uestion.0 $emember that

learners don*t =ust read aloud from the paper. 'hey have to do some work turning the prompts into ?uestions.H. !or e-ample) !ind someone who likes chocolate0 needs to become 7o you like chocolate0

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9. n a class with more than a basic level of %nglish) teachers can choose to get students to know each other0 withactivities like the one below. /omplete the description of the activity.3Ask students to "ork in a #air "it$ someone 1& ''''''''( E)#lain t$at t$e* s$ould c$at for ten minutesabout +&''''''''''''' life, interest, $o#es, etc, - di.idin/ t$e time about equall* bet"een t$em( Eac$student s$ould make !& ''''''''about $is$er #artner basic information and an* #articularl* interestin/or unusual t$in/s( At t$e end of t$e ten minutes, ask t$ree #airs to meet u# to/et$er in si)es( n eac$/rou#, students introduce t$eir #artner to t$e ot$ers, sa*in/ a fe" interestin/ facts about t$em( T$eot$ers can 2& '''''''''' if t$e* "ant to(

13they don*t know 23 anything they want to 3 a few notes3 ask ?uestions

13they know 23 some speci@c topic 3 a lot of notes 3 remain ?uiet

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9a.!ind the assertion that does 65' apply to 4ro=ects0.1. 4ro=ects are a useful way of providing an ongoing thread0 to classroom work. 'hey supply a longer term goal to

focus on) and students can invest their energy in something that has a tangible outcome.2. 4ro=ects are successfully done when students have all the same language level.. 4ro=ects are usually task"oriented rather than language oriented. 'he learners focus on doing something

practical rather directly on studying language.. 4ro=ects typically involve learners in decisions about precisely what is done and how to do it) as well as in

collecting information) solving problems and presenting the @nal outcome as a written or performedpresentation.>. 'he planning) decision"making) ideas"collecting) structuring) discussion) negotiation) problem"solving) etc. are all

an integral part of pro=ect work.H. 'he language learning arises from learners having a reason to communicate authentically in %nglish to achieve a

speci@c goal.

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1 out of 15n the contrary) pro=ects oer a valuable chance for learners of mi-ed levels to work on something at their own currentability level.

met 6 quizzes

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