TEFL METHODOLOGY TESTED
QUESTIONS AND SOLUTIONS FINAL
PAPER
◉ Use different positive words so that the praise
Answer: Doesn't loose it's effect
◉ Give students the chance to feel empowered by
Answer: giving them opportunities for feedback (to you)
◉ Different ways of giving feedback:
Answer: Display the answer key on the wall or the board.
Hand out the key and encourage the students to peer mark their
work.
Hand out the key and encourage self-marking.
Write down errors during an activity, or choose errors from a
homework task and distribute for the learners to correct before
you doing the whole class feedback on the board.
Encourage the students to listen for the correct answer.
Have a competition in teams.
◉ Remember in order to give good feedback
Answer: keep track of their hw, scores and attendance!
,◉ Alien activity from my feedback for past simple
Answer: Students could take part in a chain story, where they
make up something they did the day before, for example, on their
trip to space, using printed common space vocabulary and the
root of the past simple to use as the structure. Students to sit in a
circle using their teacher's first made-up phrase to start with,
each adding to the chain. For example, "Yesterday I went into
space... but I didn't go to the Moon... I visited Mars....and I met an
alien...and talked to him about the weather...but we didn't talk
about Earth...we walked on Mars...then we chatted about space
food...and visited some alien friends".
◉ My police idea for past simple
Answer: The case of the missing reading glasses! On the board, I
will put the clues the police have gathered. I will tell them to keep
their cards private, then I will hand out cards with A and B. A will
be a policeman and B will be a witness. One B card will also
include 'You are the thief!' The policemen need to solve the case
and ask questions about what B did last night between 6 pm and
10 pm: E.g. 'I cooked dinner at seven... I took the dog on a walk...'
The thief must use the information on the board.
◉ Good days and bad days past simple
Answer: "Good days, Bad days".
Class brainstorms a list of things that make a day great, and a list
of what makes a day bad. They have to use from a list of past verbs
that the teacher puts on the board - so this is controlled not free.
, Then, students ask each other questions and answer (first using
ideas listed) about a day in the past.
One student might ask: "Did you miss the bus yesterday?"
"No, I didn't miss the bus yesterday." / "Yes, I missed the bus
yesterday."
◉ When teaching a new word their are four things to consider
Answer: 1. Use (Meaning and use are different) 2. Part of speech
(what word class is it?) 3. Collocations (how the word interacts
with other words and changes in different contexts) 4. Related
words (synonyms)
◉ Don't translate into their native language, instead...
Answer: Use visual aids (like flashcards), mime and gesture,
synonyms, antonyms and contrast, definitions, scales (agreeing,
disagreeing, amount)
◉ Use physical objects to help describe different textures
Answer: like a scarf, shoes or a ball to bounce.
◉ Simple questions to check understanding of a new word
Answer: What does X mean? Can you give me another
word/phrase for X? How does an X type of person act? Can you
give me a sentence with X in it?
◉ Feedback aliens for second conditional
QUESTIONS AND SOLUTIONS FINAL
PAPER
◉ Use different positive words so that the praise
Answer: Doesn't loose it's effect
◉ Give students the chance to feel empowered by
Answer: giving them opportunities for feedback (to you)
◉ Different ways of giving feedback:
Answer: Display the answer key on the wall or the board.
Hand out the key and encourage the students to peer mark their
work.
Hand out the key and encourage self-marking.
Write down errors during an activity, or choose errors from a
homework task and distribute for the learners to correct before
you doing the whole class feedback on the board.
Encourage the students to listen for the correct answer.
Have a competition in teams.
◉ Remember in order to give good feedback
Answer: keep track of their hw, scores and attendance!
,◉ Alien activity from my feedback for past simple
Answer: Students could take part in a chain story, where they
make up something they did the day before, for example, on their
trip to space, using printed common space vocabulary and the
root of the past simple to use as the structure. Students to sit in a
circle using their teacher's first made-up phrase to start with,
each adding to the chain. For example, "Yesterday I went into
space... but I didn't go to the Moon... I visited Mars....and I met an
alien...and talked to him about the weather...but we didn't talk
about Earth...we walked on Mars...then we chatted about space
food...and visited some alien friends".
◉ My police idea for past simple
Answer: The case of the missing reading glasses! On the board, I
will put the clues the police have gathered. I will tell them to keep
their cards private, then I will hand out cards with A and B. A will
be a policeman and B will be a witness. One B card will also
include 'You are the thief!' The policemen need to solve the case
and ask questions about what B did last night between 6 pm and
10 pm: E.g. 'I cooked dinner at seven... I took the dog on a walk...'
The thief must use the information on the board.
◉ Good days and bad days past simple
Answer: "Good days, Bad days".
Class brainstorms a list of things that make a day great, and a list
of what makes a day bad. They have to use from a list of past verbs
that the teacher puts on the board - so this is controlled not free.
, Then, students ask each other questions and answer (first using
ideas listed) about a day in the past.
One student might ask: "Did you miss the bus yesterday?"
"No, I didn't miss the bus yesterday." / "Yes, I missed the bus
yesterday."
◉ When teaching a new word their are four things to consider
Answer: 1. Use (Meaning and use are different) 2. Part of speech
(what word class is it?) 3. Collocations (how the word interacts
with other words and changes in different contexts) 4. Related
words (synonyms)
◉ Don't translate into their native language, instead...
Answer: Use visual aids (like flashcards), mime and gesture,
synonyms, antonyms and contrast, definitions, scales (agreeing,
disagreeing, amount)
◉ Use physical objects to help describe different textures
Answer: like a scarf, shoes or a ball to bounce.
◉ Simple questions to check understanding of a new word
Answer: What does X mean? Can you give me another
word/phrase for X? How does an X type of person act? Can you
give me a sentence with X in it?
◉ Feedback aliens for second conditional
