QUESTIONS FOR THE FINAL EXAM

1) What is the role of a teacher?

Teachers play vital roles in the lives of the students in their
classrooms. Teachers are facilitalor; they facilitate the students learning
process and achievement, foster learner autonomy (where students not
only learn on their own, but also take responsibility for that
learning). Beyond that, teachers serve many other roles in the classroom.
Teachers offer help or guidance if it is needed, intervenes to offer
feedback and correct mistakes, encourage their students to participate,
think creatively or make suggestions.

2) What does Presenting new vocabulary involve?

Presenting new vocabulary involves: showing how the word is
pronounced and spelt; showing the meaning of that word clearly; eliciting
techniques (Rather than the teacher telling the students everything, the teacher asks the
students for responses and information throughout the lesson. Eliciting can be done through
questions, gesture, mime and pictures),
giving students the opportunity to hear how
the word is used, giving contextual support for meaning through the uses
of:
-visuals and graphics (flashcards, posters, charts) and points to the items
they wish to teach
-Teachers can also perform the action (TTP), make gestures, show real
objects if the word is not clear, Substitution (the use synonyms or
opposites), give examples to make the meaning clear, use collocations.
Teachers can also use the students own language if necessary.

3) Name and explain ways of showing the meaning of a word.

Some ways of showing the meaning of a word is to give contextual
support through the uses of:
Visuals and graphics (flashcards, posters, charts) and point to the
items they wish to teach
 Teachers can also perform the action (TTP), make gestures,

The use of realia or real-life objects can make a huge difference in

student learning. It engages them and motivates them to learn.

Substitution (the use synonyms or opposites),

Give examples to make the meaning clear, use collocations.

Teachers can also use the students own language if necessary.

But there are lots of ways in which you can effectively introduce
new vocabulary and not have to resort to translation.
Make sure you introduce new words in context and give students plenty
of chances to practice.
Example of Substitution: it works very well with phrasal verbs, which
usually have a one-word equivalent: Do you put off going to the dentist?
You postpone seeing your dentist

4) Explain the ways of involving the class and checking

comprehension of new words.
Instead of giving the class a direct translation of a word, give an
example and then let the class guess what the word means.
Use the word in simple questions or clear explanation. This gives
the class a chance to hear the word in context and react to it.

5) What types of questions can you mention? Give examples.

There are 3 basic types of question:

a) Yes/No Questions (the answer to the question is "Yes" or "No")

Example: Do you drink tea? /Can you drive?

b) Choice Questions (the answer to the question is "in the question")

 Example: Will you walk or go by bus? / Did she go to London or
New York?

c) Question Word Questions (the answer to the question is

"Information")

Example: What do you usually drink? / When are you leaving?

6) Explain the basic strategy for asking questions.

A basic strategy for asking questions:
Once you have asked the question, give students time to think, and then
choose a student to answer. Do not let good students to answer; it is
important to involve students who do not participate a lot or those who
are shyer.

7) What can you do to show the meaning of a structure?

To show the meaning of a structure, you can:
o Show the meaning directly, using things the students can see in the
classroom, such as objects, your face, clothes, the students, pictures
o Give them examples from real life (your own life, students live,
your town, etc.
o Invent a situation and give imaginary examples.
o
8) Explain the basic procedure for presenting
a structure (grammar).
Give one or two example to show what the structure means
Say the structure /explain how the structure is formed and ask
students to repeat it
Write examples on the board
Give other situation and examples
 Give them the opportunity to copy those examples on their
notebook/ to take notes.
9) How can we involve the class as much as possible when
presenting structures?
To involve the class as much as possible:
Think of interesting situations and examples
Ask questions during the presentation
Get students to tell you what to write on the board
Get students to give their own examples of the structure

10) What tips we have to take into account when using the
blackboard?
Stand sideways and write with your arm extended, so that students
can see the board. (When using the blackboard, the teacher must
give the chance to the students to see what she/he is writing.
Teachers do not have to give their students their back)
Talk as you write. To involve the class more, ask students to tell you
what to write next.
Decide before the lesson how to organize the blackboard clearly.
Leave the centre free for writing the main structures; write
vocabulary in a list at the side.
Show structures using different chalk color, tables or by
underlining,
Use the board to write prompts for practice
Use the board for blackboard drawings, stick figures

11) Give a possible procedure for reading a text.

A possible procedure of reading a text:
1. Introduce the text, and present essential new vocabulary.
 2. Give one or two guiding questions for ss to think as they read.
3. Let students read the text silently, then check answers to guiding
questions.
4. Ask questions on the text to check comprehension, and explain any
new words
5. If the text is suitable, use it as a basis for further language practice.
Vocabulary: you do not need to present all the new vocabulary
beforehand. Encourage them to guess the meaning of unknown words
about the text.
Introducing the text: this is to help the ss to read and to increase their
interest-so do not give too much information about the text.
Silent reading: if you let students read the text silently to themselves:
-they read at their own speed and think about the meaning of the text;
-it gives them practice in reading alone, without hearing the words they
read (skill that they need to develop)
Checking comprehension:
-Ask short, simple questions which will help to focus attention on the text
-Encourage students to give short answers (to show whether they have
understood the text)
- Let ss keep their books open, so that they can refer to the text to answer
the questions.
Pre-reading: prepare learners for skill work, active students prior knowledge
about the topic, make prediction. Ask questions. Make students aware of the
type of text they will be reading and the purpose(s) for reading

While-reading: what learners do while they are doing another activity

(note-taking, guessing)

Post-reading: what is done after an activity, what is done after reading

Scanning: reading quickly to find for specific information

Skimming: reading quickly to find for getting the main idea

Detailed reading: for extracting information accurately

12) What types of drilling do you know? Explain.

1. Repetition: the teacher gives examples of a structure; students
repeat them
2. Substitution: the teacher gives prompt; students give example of
the structure using the prompt

13) Structure practice can be either mechanical or meaningful:

explain them.
Mechanical practice: students can do the practice correctly without
thinking about meaning. The focus is entirely on the form of the structure
Meaningful practice: students must think and understand what are they
saying in order to the do practice. Ways of making practice meaningful:
-get students to say real things about themselves.
-give a situation which suggests a certain structure but leaves the
students to choose exactly what to say.
-let students add sth of their own
14) Explain the three ways of involving the class in structure
practice.
1. Do the practice quickly, getting responses from different students
in turn
2. In question/answer practice, get students to ask each other
questions
3. For freer practice, give a few minutes preparation time, so that
students can think of things to say.
15) Mention some visual aids that you can use in your own teaching.

16) When planning a lesson, what is it important to know at the very

beginning? Explain.
17) Which are the main stages of the lesson? Can you explain them?

18) Explain the techniques for practicing reading.

19) What are the main problems of your students pronunciation?

20) Which are the necessary steps when teaching sounds, stress and
intonation (pronunciation)?

21) Which steps are important when teaching a new letter?

22) Which handwriting problem would you focus on in your own

lesson? Give the steps to follow to deal with the problem.

23) Explain the techniques for copying words.

24) Explain the techniques of pairwork and groupwork.

25) What are the advantages of using pairwork and groupwork?

26) What problems might be when using pairwork and groupwork?

27) What techniques can be used for writing activities?

28) What does eliciting means?

29) What eliciting techniques can you explain?

30) What are the stages for Reading Comprehension? Explain them
and give examples.

31) What techniques to correct errors can teachers use?

32) What are the stages for listening activities? Explain them.

33) Explain the ways of helping to focus students attention during

listening.

34) What techniques can be used for communicative activities?

Explain them.

35) What steps can be followed when planning communicative

activities?

36) What are the advantages of using English in class?

37) What is a role play?

38) What types of role plays can be used? Explain them.

39) What are the advantages of using worksheets in class?

40) Give examples of using worksheets for oral practice and for
reading and writing.

41) What should we test?

42) What techniques can be used for reading, listening, writing or
speaking?

43) How can teachers improve students chances of learning?

Glossary:

Eliciting
How:

1. Instead of giving information, ask if anyone in the class can provide

it. When a student asks "What does this mean?" or "What's the past
of this verb?" etc. say something like "That's a good question - what
do you think?" Can you guess? Can anyone help Maria here?"

2. If you want to teach some vocabulary, for instance, then rather than
giving it to the students, try to get them to give it to you. For
example: I want to teach the word "cow". I could draw a little picture
on the board. I could explain what a cow is. Or I could elicit the word
from the students along these lines: "What do we call/What's the
word for an animal which makes milk and goes "mooo"?! With any
luck the students will say "cow". There you go - I've elicited the word
"cow" from the students. I didn't say it to them - they said it to me;
that's eliciting.

Why:

1. 1. If you don't elicit you run the risk of telling the students
everything they want to know and ending up spoon-feeding them
(see TT9 - the "Why to avoid doing it" part for further explanation).

2. 2. Eliciting means getting information from people as opposed to

giving it to them - asking, throwing questions back at the students,
in a nutshell.

Extra Info:

When I take the register, I always elicit today's date from the students
("What's the date today?") because I find that even at high levels students
are shockingly bad on dates.
Sometimes students don't understand the value of eliciting. They think that
you're not doing your job if you don't answer their questions. If I have a
student like that I tend to explain like this: "I know I know the answer but
I'm not the one learning English here. What is important is, do any of you
know the answer?" or "Why should I explain again? We did this last week!"

If you try to elicit something and obviously no one knows what you are
getting at or they've all forgotten it or they haven't done their homework
then don't keep on trying to get it out of them. Flogging a dead horse will
get you nowhere and it just embarrasses/irritates the students and wastes
valuable lesson time.