Module 6 Tefl Notes Questions With
Complete Solutions.
lesson dplanning d- d d d dcorrect danswer.The dmost dnatural dstrategy dfor ddealing dwith ddifferent dlevels dis dto
dencourage dgroup dwork dand dalso dpair dstronger dstudents dwith dweaker dstudents. dThis dtype dof
ddifferentiation dwill dallow dboth, dgifted dand dtalented dchildren, dand dweaker dstudents dto dflourish
dtogether. dIt's dgood dto dremember dthat dwe dall ddevelop dat ddifferent dspeeds dthroughout dour dlives dand dit's
dnatural dfPlanning da dlesson dis dcrucial dto dyour dsuccess dand dplanning dwill dallow dyou dto drelax dmore dand
dmore, dshowing dyour dtrue dpersonality dand dyour dreal dreasons dfor dbecoming da dteacher: dto dhelp dand
dguide dothers dto dlearn dEnglish.
A dplan dshould dbe da dwritten dor delectronic ddocument don dyour dtablet dor dlaptop. dMany dof dthe dschools
dyou dwill dwork dat dwill dhave da dset dformat dto dfollow. dHowever, dmost dlesson dplan ddocuments dcontain dthe
dsame dinformation. dThere dare dsome dsample dlesson dplans dat dthe dend dof dthis dSection dwhich dcan dbe
ddownloaded dand dused. dor dus dto dshare dknowledge dand dideas.
more dlesson dplanning d- d d d dcorrect danswer.Planning da dlesson dis dcrucial dto dyour dsuccess dand dplanning
dwill dallow dyou dto drelax dmore dand dmore, dshowing dyour dtrue dpersonality dand dyour dreal dreasons dfor
dbecoming da dteacher: dto dhelp dand dguide dothers dto dlearn dEnglish.
A dplan dshould dbe da dwritten dor delectronic ddocument don dyour dtablet dor dlaptop. dMany dof dthe dschools
dyou dwill dwork dat dwill dhave da dset dformat dto dfollow. dHowever, dmost dlesson dplan ddocuments dcontain dthe
dsame dinformation. dThere dare dsome dsample dlesson dplans dat dthe dend dof dthis dSection dwhich dcan dbe
ddownloaded dand dused. d
Pre-Planning dWork dto dbuild dcontext:
Methods dof dlanguage dteaching d
Timetable dand dclassroom d
Who dare dyour dstudents?
Age dof dyour dstudents
Level dof dyour dstudents d
Class dsize d
,Differentiation
Learning dstyles
SMART daims dand dobjectives
Potential dproblems
The dStructure dof dthe dlesson:
Teaching dtechniques
Stages dof dthe dPPP dTechnique
Timing d
Presentation dStage d
Practice dStage d
Production dStage
End dof dthe dlesson: dSummary dand dReflection d
Activities dto duse din dthe dPractice dand dProduction dStages
Practice dand dProduction dActivities
A dwell-planned dlesson dwill dallow dyou dto dshow dyour dhumour, dpersonality dand dpassion. dIt dwill dlet dyou
dhave dfun dand dbecome dan doutstanding dand dinspirational dteacher. d
Let's dshow dyou dhow dand dgive dyou dsome dtips dfrom dreal dteaching dexperiences don dhow dto dcreate da dwell-
planned dlesson dwithin dyour dsafe dand dfun dlearning denvironment.
Unit d1: dPre-Planning dStages d- d d d dcorrect danswer.In dthe dPre-Planning dsection, dit's dcrucial dthat dyou dtry dto
dunderstand dall dthe delements dthat dwill dhelp dyou dgain da dbetter dfeeling dof dthe dcontext dof dthe dlesson.
dTherefore, dit's dcritical dthat dyou dknow dthe dage dof dyour dstudents dand dtheir dlevels, dor drange dof dlevels, dso
dthat dyou dcan dplan dsome dactivities. dOnce dyou dhave dbeen dgiven dyour dtimetable dyou dwill dbe dable dto
dascertain dthe dlevel dand dsize dof dthe dgroups. dIf dyou dhave dlarge dgroups dyou dwill dhave dto dthink dabout dre-
arranging dthe dlayout dof dthe droom dand dusing dsome dlarger dgroup dactivities. d
As dyou dget dto dknow dyour dclass, dyou dwill dbegin dto dunderstand dwho dthe dgifted dchildren dare dand dyou'll
dalso dhave da dbetter didea dof dpotential dissues. d
,As dmentioned din dModule d2, dsuccess dis dthe dclassroom dis dall dabout dbuilding dsolid drelationships. dHaving da
dsound dplan dwill dhelp dyou drelax dand dbuild dthese drelationships.
Let's dnow dconsider dsome dof dthe dkey dpoints dyou dwill dneed dto dconsider dto dunderstand dthe dcontext dof
dthe dclassroom. d
Pre-Planning dWork dto dbuild dcontext:
Methods dof dlanguage dteaching d
Timetable dand dclassroom d
Who dare dyour dstudents?
Age dof dyour dstudents
Level dof dyour dstudents d
Class dsize d
Differentiation
Learning dstyles
SMART daims dand dobjectives
Potential dissues
You dwill dhave dto dplan ddifferent dlessons dfor ddifferent dages dand ddifferent dlevels dof dstudents.
dUnfortunately, d'one dsize' ddoes dnot dfit dall dand dyou dwill dhave dto dtailor-make deach dof dyour dlessons dto
dmeet dthe dneeds dof dyour dlearners.
A dsmall dgroup dof dBusiness dEnglish dlearners dwill dhave dvery ddifferent dneeds dto dthose dof da dlarge dgroup dof
dteenage dstudents. dYoung dlearners dwill drequire dlots dand dlots dof dshort, dfun dactivities dto dhelp dthem dkeep
dtheir dfocus dcompared dwith dadult dbeginners dwho dmight dfeel dself-conscious dwhen dtrying dto dspeak.You
dwill dfind dthat dhaving da dWikispaces dsite dwill dhelp dyou dmanage dmany ddifferent dtypes dof dgroups dand
dallow dyou dto ddiffe
Unit d2: dTeaching dMethodologies d- d d d dcorrect danswer.The dGrammar-Translation dmethod: dStudents dhave
dto dmemorise dgrammar drules dand dvocabulary dand dpractise dby dtranslating dsentences dfrom dtheir dmother
dtongue dinto dthe dforeign dlanguage. dThere dis dlittle dtime dspent ddeveloping doral dskills. d
, The dDirect dMethod dor dOral dmethod dor dNatural dmethod: dThis dmethod dadvocates dteaching din donly dthe
dtarget dlanguage. dThis dmethod dalso dfocuses don dteaching doral dskills, dpractice din dhaving dconversations,
dand dimproving dpronunciation. dWriting dand dreading dis ddeveloped dlater. dGrammar dis dlearnt dusing dthe
dinductive dapproach.
The dAudio-Lingual dmethod: dThis dis da ddrilling dmethod dwhere da dstudent dlistens dand dthen drepeats.
dStudents dpractise ddifferent ddialogues dfor ddifferent dsituations. d
The dStructural-Situational dmethod: dA dmodel dpattern dis dintroduced dand doften dpractised dwith ddrilling.
dHowever, dcontext dis dadded dto dthe dscenarios. dGrammatical drules dare dlearnt done dat da dtime. d
Task dBased dLearning: dWith dthis dform dof dlearning, dthe dstudents dare dgiven da dtask dand dtry dto dwork dout
dthe dstructure dthemselves. dOften dthere dis dno dformal dinstruction, das dstudents dmust dfind dthe dsolution
dthemselves.
The dSilent dWay:
In dthis dmethod, dthe dteacher dwill dsay das dlittle das dpossible dand dencourages dstudents dto dcreate dtheir down
dlanguage, dprompted dby dphysical dobjects.
Immersion:
In dthis dmethod, dstudents dare dimmersed din dEnglish dthroughout dthe dday din dschool. dThey dare dtaught dall
dsubjects din dEnglish. dThis dmethod dis doften dused din dAsian dschools. d
The dLexical dApproach: dIn dthis dapproach, dthe dstudents dare dtaught dthe dmost dcommonly dused dlexical
dchunks dof dwords dand dstructures. dThe didea dis dthat dcommon dphrases dare dtaught
Eclectic dApproach: dThis dapproach duses dall dof dthe dabove dteaching dmethods dand duses dstyles dwhich dsuit
dlearners dat ddifferent dlevels.
Communicative dApproach: dAs ddescribed din ddepth, dpreviously din dModule d1.
Complete Solutions.
lesson dplanning d- d d d dcorrect danswer.The dmost dnatural dstrategy dfor ddealing dwith ddifferent dlevels dis dto
dencourage dgroup dwork dand dalso dpair dstronger dstudents dwith dweaker dstudents. dThis dtype dof
ddifferentiation dwill dallow dboth, dgifted dand dtalented dchildren, dand dweaker dstudents dto dflourish
dtogether. dIt's dgood dto dremember dthat dwe dall ddevelop dat ddifferent dspeeds dthroughout dour dlives dand dit's
dnatural dfPlanning da dlesson dis dcrucial dto dyour dsuccess dand dplanning dwill dallow dyou dto drelax dmore dand
dmore, dshowing dyour dtrue dpersonality dand dyour dreal dreasons dfor dbecoming da dteacher: dto dhelp dand
dguide dothers dto dlearn dEnglish.
A dplan dshould dbe da dwritten dor delectronic ddocument don dyour dtablet dor dlaptop. dMany dof dthe dschools
dyou dwill dwork dat dwill dhave da dset dformat dto dfollow. dHowever, dmost dlesson dplan ddocuments dcontain dthe
dsame dinformation. dThere dare dsome dsample dlesson dplans dat dthe dend dof dthis dSection dwhich dcan dbe
ddownloaded dand dused. dor dus dto dshare dknowledge dand dideas.
more dlesson dplanning d- d d d dcorrect danswer.Planning da dlesson dis dcrucial dto dyour dsuccess dand dplanning
dwill dallow dyou dto drelax dmore dand dmore, dshowing dyour dtrue dpersonality dand dyour dreal dreasons dfor
dbecoming da dteacher: dto dhelp dand dguide dothers dto dlearn dEnglish.
A dplan dshould dbe da dwritten dor delectronic ddocument don dyour dtablet dor dlaptop. dMany dof dthe dschools
dyou dwill dwork dat dwill dhave da dset dformat dto dfollow. dHowever, dmost dlesson dplan ddocuments dcontain dthe
dsame dinformation. dThere dare dsome dsample dlesson dplans dat dthe dend dof dthis dSection dwhich dcan dbe
ddownloaded dand dused. d
Pre-Planning dWork dto dbuild dcontext:
Methods dof dlanguage dteaching d
Timetable dand dclassroom d
Who dare dyour dstudents?
Age dof dyour dstudents
Level dof dyour dstudents d
Class dsize d
,Differentiation
Learning dstyles
SMART daims dand dobjectives
Potential dproblems
The dStructure dof dthe dlesson:
Teaching dtechniques
Stages dof dthe dPPP dTechnique
Timing d
Presentation dStage d
Practice dStage d
Production dStage
End dof dthe dlesson: dSummary dand dReflection d
Activities dto duse din dthe dPractice dand dProduction dStages
Practice dand dProduction dActivities
A dwell-planned dlesson dwill dallow dyou dto dshow dyour dhumour, dpersonality dand dpassion. dIt dwill dlet dyou
dhave dfun dand dbecome dan doutstanding dand dinspirational dteacher. d
Let's dshow dyou dhow dand dgive dyou dsome dtips dfrom dreal dteaching dexperiences don dhow dto dcreate da dwell-
planned dlesson dwithin dyour dsafe dand dfun dlearning denvironment.
Unit d1: dPre-Planning dStages d- d d d dcorrect danswer.In dthe dPre-Planning dsection, dit's dcrucial dthat dyou dtry dto
dunderstand dall dthe delements dthat dwill dhelp dyou dgain da dbetter dfeeling dof dthe dcontext dof dthe dlesson.
dTherefore, dit's dcritical dthat dyou dknow dthe dage dof dyour dstudents dand dtheir dlevels, dor drange dof dlevels, dso
dthat dyou dcan dplan dsome dactivities. dOnce dyou dhave dbeen dgiven dyour dtimetable dyou dwill dbe dable dto
dascertain dthe dlevel dand dsize dof dthe dgroups. dIf dyou dhave dlarge dgroups dyou dwill dhave dto dthink dabout dre-
arranging dthe dlayout dof dthe droom dand dusing dsome dlarger dgroup dactivities. d
As dyou dget dto dknow dyour dclass, dyou dwill dbegin dto dunderstand dwho dthe dgifted dchildren dare dand dyou'll
dalso dhave da dbetter didea dof dpotential dissues. d
,As dmentioned din dModule d2, dsuccess dis dthe dclassroom dis dall dabout dbuilding dsolid drelationships. dHaving da
dsound dplan dwill dhelp dyou drelax dand dbuild dthese drelationships.
Let's dnow dconsider dsome dof dthe dkey dpoints dyou dwill dneed dto dconsider dto dunderstand dthe dcontext dof
dthe dclassroom. d
Pre-Planning dWork dto dbuild dcontext:
Methods dof dlanguage dteaching d
Timetable dand dclassroom d
Who dare dyour dstudents?
Age dof dyour dstudents
Level dof dyour dstudents d
Class dsize d
Differentiation
Learning dstyles
SMART daims dand dobjectives
Potential dissues
You dwill dhave dto dplan ddifferent dlessons dfor ddifferent dages dand ddifferent dlevels dof dstudents.
dUnfortunately, d'one dsize' ddoes dnot dfit dall dand dyou dwill dhave dto dtailor-make deach dof dyour dlessons dto
dmeet dthe dneeds dof dyour dlearners.
A dsmall dgroup dof dBusiness dEnglish dlearners dwill dhave dvery ddifferent dneeds dto dthose dof da dlarge dgroup dof
dteenage dstudents. dYoung dlearners dwill drequire dlots dand dlots dof dshort, dfun dactivities dto dhelp dthem dkeep
dtheir dfocus dcompared dwith dadult dbeginners dwho dmight dfeel dself-conscious dwhen dtrying dto dspeak.You
dwill dfind dthat dhaving da dWikispaces dsite dwill dhelp dyou dmanage dmany ddifferent dtypes dof dgroups dand
dallow dyou dto ddiffe
Unit d2: dTeaching dMethodologies d- d d d dcorrect danswer.The dGrammar-Translation dmethod: dStudents dhave
dto dmemorise dgrammar drules dand dvocabulary dand dpractise dby dtranslating dsentences dfrom dtheir dmother
dtongue dinto dthe dforeign dlanguage. dThere dis dlittle dtime dspent ddeveloping doral dskills. d
, The dDirect dMethod dor dOral dmethod dor dNatural dmethod: dThis dmethod dadvocates dteaching din donly dthe
dtarget dlanguage. dThis dmethod dalso dfocuses don dteaching doral dskills, dpractice din dhaving dconversations,
dand dimproving dpronunciation. dWriting dand dreading dis ddeveloped dlater. dGrammar dis dlearnt dusing dthe
dinductive dapproach.
The dAudio-Lingual dmethod: dThis dis da ddrilling dmethod dwhere da dstudent dlistens dand dthen drepeats.
dStudents dpractise ddifferent ddialogues dfor ddifferent dsituations. d
The dStructural-Situational dmethod: dA dmodel dpattern dis dintroduced dand doften dpractised dwith ddrilling.
dHowever, dcontext dis dadded dto dthe dscenarios. dGrammatical drules dare dlearnt done dat da dtime. d
Task dBased dLearning: dWith dthis dform dof dlearning, dthe dstudents dare dgiven da dtask dand dtry dto dwork dout
dthe dstructure dthemselves. dOften dthere dis dno dformal dinstruction, das dstudents dmust dfind dthe dsolution
dthemselves.
The dSilent dWay:
In dthis dmethod, dthe dteacher dwill dsay das dlittle das dpossible dand dencourages dstudents dto dcreate dtheir down
dlanguage, dprompted dby dphysical dobjects.
Immersion:
In dthis dmethod, dstudents dare dimmersed din dEnglish dthroughout dthe dday din dschool. dThey dare dtaught dall
dsubjects din dEnglish. dThis dmethod dis doften dused din dAsian dschools. d
The dLexical dApproach: dIn dthis dapproach, dthe dstudents dare dtaught dthe dmost dcommonly dused dlexical
dchunks dof dwords dand dstructures. dThe didea dis dthat dcommon dphrases dare dtaught
Eclectic dApproach: dThis dapproach duses dall dof dthe dabove dteaching dmethods dand duses dstyles dwhich dsuit
dlearners dat ddifferent dlevels.
Communicative dApproach: dAs ddescribed din ddepth, dpreviously din dModule d1.
