TEFL METHODOLOGY COMPLETE
QUESTIONS AND CORRECT ANSWERS
EXAM REVIEW
◉ Use practice examples
Answer: to consolidate and fix the language in your students
minds
◉ Avoid overly complicated
Answer: vocabulary as this distracts from the TL
◉ Different songs, games, stories and real life situations
Answer: For song, you could sing about verbs, games you could do
conjunctions, stories you could make a story using adjectives and
real-life stories could be used to explain 'if'
◉ Four different ways to use song:
Answer: Choose a song that mainly uses a single grammar
structure or one that uses several different tenses or grammar
points. Students can identify and practise these by looking at the
lyrics or listening to the song.
Get students to listen out for particular language points in the
song, e.g. adjectives, adverbs. Now get them to replace them with
synonyms or antonyms and try out how the song sounds then.
,Do a lyrics gap fill activity and take out all of the verbs. Students
can then listen and fill in the verbs with the correct form. You
could get them to predict which verbs are missing first too.
Choose individuals to say or sing a verse from the song but change
the tense. This way they can practise using different tenses and
verb forms, but in a more light-hearted way.
◉ Why do games work so well?
Answer: It makes learning easier for both adults and children,
competition can motivate your students, if students don't want to
participate don't make them, games are supplementary not the
main practice, they provide a break, games need to be appropriate
for ability. If students don't take to a game try something else.
◉ Blackboard race
Answer: For this game, divide the board in two halves. Split the
class into two teams. You can decide what the theme will be. The
students need to race to the board one by one and write as many
related words as possible (one at a time) These could be grammar
or vocabulary related. You could go for irregular past verbs for
example. Remember to set a time limit. Students who like
competitions love this. With larger classes, you could have them
work in teams using flipchart paper. Always remember to set a
time limit.
◉ Tic-tac-toe
,Answer: To play this game, draw a tic-tac-toe grid on the board.
Fill each square with a grammar point you want to practise. This
could be any grammar point, for example, 2nd conditional
sentences. You could fill the grids with two verbs in their infinitive
form. Students work in teams. The first team picks a square, allow
time to confer in their group. They need to come up with a correct
2nd conditional sentence. If they get it right, they can claim the
square of the grid; if not they 'lose' the square. The game goes on
until one team scores a tic-tac-toe.
◉ Hot potato
Answer: You could use a soft ball or a soft toy. The objective of the
game is to pass the ball in a circle as fast as possible. It's a very
flexible game. You can adapt it based on what grammar point you
want to practise. It could be based on words, like verb forms, or
full sentences, maybe comparatives. You could use it as a warmer,
controlled practice or review stage of the lesson.
◉ Sentence matching game
Answer: You will need cards - the same number as the number of
students in the group so that every learner can have one card. On
each card write a subject, verb or object/ prepositional phrase.
Distribute the cards and play some music, the students have to
walk freely around the classroom. When the music stops, they
have to get into groups and create correct sentences. You can use
this as a controlled practice if the sentences are set and there are a
limited number of possibilities. It would be a production (free)
activity if students use the prompts to make up sentences
themselves.
, ◉ Using stories in your lessons is good because..
Answer: It makes learning more fun, the students can visualise
what is being said, look at grammatical structures, students can
use a character to describe and this is a good way of using past,
present, future tense and the present simple (through routines),
adjectives, adverbs of frequency ect. Putting mistakes up on the
board for students to correct is a good idea. Or use a chain story -
everyone adds a word or detail.
◉ Real-life situations can come in handy when...
Answer: Allowing more student talking time, comparative
adjectives to compare two films that students like, use modal
verbs to advise students, for example: what to do on a trip to your
home town or city, use the past simple tense to talk about a recent
holiday, event or celebration, Use the future simple to speculate
on what life will be like 6 months, 5 years or 10 years from now,
Use the present perfect to find out what amazing experiences
your students have had!
◉ How to give clear instructions
Answer: Speak clearly, grade or simplify your language to a level
your students will understand, use as few words as possible, use
gestures and vitals to help, demonstrate tasks, check that students
understand what they are being asked to do, establish procedures
and routines, write down your instructions in a lesson plan
◉ 12 squares to get people using real life experiences
QUESTIONS AND CORRECT ANSWERS
EXAM REVIEW
◉ Use practice examples
Answer: to consolidate and fix the language in your students
minds
◉ Avoid overly complicated
Answer: vocabulary as this distracts from the TL
◉ Different songs, games, stories and real life situations
Answer: For song, you could sing about verbs, games you could do
conjunctions, stories you could make a story using adjectives and
real-life stories could be used to explain 'if'
◉ Four different ways to use song:
Answer: Choose a song that mainly uses a single grammar
structure or one that uses several different tenses or grammar
points. Students can identify and practise these by looking at the
lyrics or listening to the song.
Get students to listen out for particular language points in the
song, e.g. adjectives, adverbs. Now get them to replace them with
synonyms or antonyms and try out how the song sounds then.
,Do a lyrics gap fill activity and take out all of the verbs. Students
can then listen and fill in the verbs with the correct form. You
could get them to predict which verbs are missing first too.
Choose individuals to say or sing a verse from the song but change
the tense. This way they can practise using different tenses and
verb forms, but in a more light-hearted way.
◉ Why do games work so well?
Answer: It makes learning easier for both adults and children,
competition can motivate your students, if students don't want to
participate don't make them, games are supplementary not the
main practice, they provide a break, games need to be appropriate
for ability. If students don't take to a game try something else.
◉ Blackboard race
Answer: For this game, divide the board in two halves. Split the
class into two teams. You can decide what the theme will be. The
students need to race to the board one by one and write as many
related words as possible (one at a time) These could be grammar
or vocabulary related. You could go for irregular past verbs for
example. Remember to set a time limit. Students who like
competitions love this. With larger classes, you could have them
work in teams using flipchart paper. Always remember to set a
time limit.
◉ Tic-tac-toe
,Answer: To play this game, draw a tic-tac-toe grid on the board.
Fill each square with a grammar point you want to practise. This
could be any grammar point, for example, 2nd conditional
sentences. You could fill the grids with two verbs in their infinitive
form. Students work in teams. The first team picks a square, allow
time to confer in their group. They need to come up with a correct
2nd conditional sentence. If they get it right, they can claim the
square of the grid; if not they 'lose' the square. The game goes on
until one team scores a tic-tac-toe.
◉ Hot potato
Answer: You could use a soft ball or a soft toy. The objective of the
game is to pass the ball in a circle as fast as possible. It's a very
flexible game. You can adapt it based on what grammar point you
want to practise. It could be based on words, like verb forms, or
full sentences, maybe comparatives. You could use it as a warmer,
controlled practice or review stage of the lesson.
◉ Sentence matching game
Answer: You will need cards - the same number as the number of
students in the group so that every learner can have one card. On
each card write a subject, verb or object/ prepositional phrase.
Distribute the cards and play some music, the students have to
walk freely around the classroom. When the music stops, they
have to get into groups and create correct sentences. You can use
this as a controlled practice if the sentences are set and there are a
limited number of possibilities. It would be a production (free)
activity if students use the prompts to make up sentences
themselves.
, ◉ Using stories in your lessons is good because..
Answer: It makes learning more fun, the students can visualise
what is being said, look at grammatical structures, students can
use a character to describe and this is a good way of using past,
present, future tense and the present simple (through routines),
adjectives, adverbs of frequency ect. Putting mistakes up on the
board for students to correct is a good idea. Or use a chain story -
everyone adds a word or detail.
◉ Real-life situations can come in handy when...
Answer: Allowing more student talking time, comparative
adjectives to compare two films that students like, use modal
verbs to advise students, for example: what to do on a trip to your
home town or city, use the past simple tense to talk about a recent
holiday, event or celebration, Use the future simple to speculate
on what life will be like 6 months, 5 years or 10 years from now,
Use the present perfect to find out what amazing experiences
your students have had!
◉ How to give clear instructions
Answer: Speak clearly, grade or simplify your language to a level
your students will understand, use as few words as possible, use
gestures and vitals to help, demonstrate tasks, check that students
understand what they are being asked to do, establish procedures
and routines, write down your instructions in a lesson plan
◉ 12 squares to get people using real life experiences
