For questions 1 to 5 state whether the materials used for each classroom scenario would be considered authentic or non-authentic. The students...

For questions 1 to 5 state whether the materials used for each classroom scenario would be considered authentic or non-authentic.

The students individually read a section of the text book.

1.  Authentic
2.  Non-authentic

2

The students take notes while watching a TV advert for a local company.

1.  Authentic
2.  Non-authentic

3

The students take turns to read a section from a company brochure.

1.  Authentic
2.  Non-authentic

4

The students complete a gap-fill worksheet based on a job interview.

1.  Authentic
2.  Non-authentic

5

The students perform a presentation based on the yearly report of a large company.

1.  Authentic
2.  Non-authentic

6

Which of the following could be considered a disadvantage of using authentic materials in the classroom?

1.  They are often more realistic than non authentic materials.
2.  They are not graded for specific language levels.
3.  Their content is usually more varied than non authentic materials.
4.  They can expose the students to foreign cultures.

7

Which of the following does NOT represent a benefit of producing a lesson plan for your class?

1.  The teacher is able to stick to an exact plan and avoid being distracted by any additional issues raised by the students.
2.  The teacher is able to re-use the same plan for multiple classes.
3.  The teacher is able to use the plan as a record of topics covered throughout the course.
4.  The teacher may use the plan as an outline guide to the lesson.

8

For questions 8 to 12 match the sentence with the MOST appropriate lesson plan heading. Note: Each option may only be used once.

Students take turns to read a paragraph from the brochure.

1.  Procedures
2.  Personal aims
3.  Learner objectives
4.  Anticipated problems for students
5.  Anticipated problems for teacher

9

Being able to explain the definitions of difficult vocabulary within the brochures.

1.  Procedures
2.  Personal aims
3.  Learner objectives
4.  Anticipated problems for students
5.  Anticipated problems for teacher

10

Increase MY usage of the 3x3 drilling technique to aid student pronunciation.

1.  Procedures
2.  Personal aims
3.  Learner objectives
4.  Anticipated problems for students
5.  Anticipated problems for teacher

11

Reluctance to read aloud in front of the class.

1.  Procedures
2.  Personal aims
3.  Learner objectives
4.  Anticipated problems for students
5.  Anticipated problems for teacher

12

To practice reading skills with the aid of company brochures.

1.  Procedures
2.  Personal aims
3.  Learner objectives
4.  Anticipated problems for students
5.  Anticipated problems for teacher

13

Which of the following activities would be the most suitable for the Engage stage of a business English lesson based on the ESA methodology?

1.  A role play where students practice conversational skills in small groups.
2.  A worksheet where students are required to fill in the gaps in a company document.
3.  Pronunciation work where students practice the target language of the lesson.
4.  Students play an alphabet game for jobs, such as, artist, bodyguard, chemist and so on.

14

Which of the following activities would be the most suitable for the Study stage of a business English lesson based on the ESA methodology?

1.  An informal chat where the students tell the teacher their plans for the upcoming weekend.
2.  A worksheet where the students have to rearrange the dialogue of a business meeting into the correct order.
3.  A survey activity where the students have to walk around the room and complete a questionnaire based on the other students answers.
4.  A light hearted board game that has been adapted for practicing the grammar points learnt during the lesson.

15

Which of the following activities would be the most suitable for the Activate stage of a business English lesson based on the ESA methodology?

1.  The students are given a biography to read, followed by a set of comprehension questions.
2.  3x3 drilling of any difficult vocabulary encountered during the lesson.
3.  A 'find someone who....' activity, where the students move around the room asking each other questions based on the topic of the lesson.
4.  A word search activity where the students have to find the target vocabulary of the lesson hidden within a worksheet.

16

For questions 16 to 21 your answers should complete the sequences of a lesson plan designed for a class of intermediate level business students using the ESA methodology. The lesson aim is for students to learn and practice their understanding of vocabulary related to job interviews. For each question you must choose the most suitable option listed.

Which of the following options would be the most appropriate for the Engage stage of the lesson?

1.  The teacher uses the whiteboard to elicit the target language of the lesson. Vocabulary such as qualifications, overtime and references are taught. The teacher takes note of any pronunciation difficulties that the students encounter.
2.  Each group of students performs the role play activity in front of the class. Upon completion of the activity, the teacher praises the student's efforts throughout the lesson.
3.  The students complete a gap-fill worksheet based on job interview vocabulary. The teacher then introduces a second worksheet where the students have to rearrange the dialogue of a job interview.
4.  The teacher introduces a role play activity where the students conduct mock job interviews. In small groups, students are given time to prepare their questions and answers for the interview.
5.  To get the students talking and thinking in English the teacher asks the students for any interview questions they remember having in their life.
6.  The teacher writes any words that the students found problematic on the whiteboard and then uses 3x3 drilling to practice pronunciation.

17

After completing the Engage stage, which of the following options would be the most appropriate to begin the Study stage of the lesson?

1.  The teacher uses the whiteboard to elicit the target language of the lesson. Vocabulary such as qualifications, overtime and references are taught. The teacher takes note of any pronunciation difficulties that the students encounter.
2.  Each group of students performs the role play activity in front of the class. Upon completion of the activity, the teacher praises the student's efforts throughout the lesson.
3.  The students complete a gap-fill worksheet based on job interview vocabulary. The teacher then introduces a second worksheet where the students have to rearrange the dialogue of a job interview.
4.  The teacher introduces a role play activity where the students conduct mock job interviews. In small groups, students are given time to prepare their questions and answers for the interview.
5.  To get the students talking and thinking in English the teacher asks the students for any interview questions they remember having in their life.
6.  The teacher writes any words that the students found problematic on the whiteboard and then uses 3x3 drilling to practice pronunciation.

18

Following the previous process, which of the following options would be the most appropriate to continue the Study stage of the lesson?

1.  The teacher uses the whiteboard to elicit the target language of the lesson. Vocabulary such as qualifications, overtime and references are taught. The teacher takes note of any pronunciation difficulties that the students encounter.
2.  Each group of students performs the role play activity in front of the class. Upon completion of the activity, the teacher praises the student's efforts throughout the lesson.
3.  The students complete a gap-fill worksheet based on job interview vocabulary. The teacher then introduces a second worksheet where the students have to rearrange the dialogue of a job interview.
4.  The teacher introduces a role play activity where the students conduct mock job interviews. In small groups, students are given time to prepare their questions and answers for the interview.
5.  To get the students talking and thinking in English the teacher asks the students for any interview questions they remember having in their life.
6.  The teacher writes any words that the students found problematic on the whiteboard and then uses 3x3 drilling to practice pronunciation.

19

To complete the Study stage of the lesson, which of the following options would be the most appropriate to allow the students to practice the vocabulary they have been taught?

1.  The teacher uses the whiteboard to elicit the target language of the lesson. Vocabulary such as qualifications, overtime and references are taught. The teacher takes note of any pronunciation difficulties that the students encounter,
2.  Each group of students performs the role play activity in front of the class. Upon completion of the activity, the teacher praises the student's efforts throughout the lesson.
3.  The students complete a gap-fill worksheet based on job interview vocabulary. The teacher then introduces a second worksheet where the students have to rearrange the dialogue of a job interview.
4.  The teacher introduces a role play activity where the students conduct mock job interviews. In small groups, students are given time to prepare their questions and answers for the interview.
5.  To get the students talking and thinking in English the teacher asks the students for any interview questions they remember having in their life.
6.  The teacher writes any words that the students found problematic on the whiteboard and then uses 3x3 drilling to practice pronunciation.

20

Following the previous Engage and Study stages, which of these options would be the most appropriate to begin the Activate stage of the lesson?

1.  The teacher uses the whiteboard to elicit the target language of the lesson. Vocabulary such as qualifications, overtime and references are taught. The teacher takes note of any pronunciation difficulties that the students encounter.
2.  Each group of students performs the role play activity in front of the class. Upon completion of the activity, the teacher praises the student's efforts throughout the lesson.
3.  The students complete a gap-fill worksheet based on job interview vocabulary. The teacher then introduces a second worksheet where the students have to rearrange the dialogue of a job interview.
4.  The teacher introduces a role play activity where the students conduct mock job interviews. In small groups, students are given time to prepare their questions and answers for the interview.
5.  To get the students talking and thinking in English the teacher asks the students for any interview questions they remember having in their life.
6.  The teacher writes any words that the students found problematic on the whiteboard and then uses 3x3 drilling to practice pronunciation.

21

Which of the following options would be the most appropriate to complete the lesson?

1.  The teacher uses the whiteboard to elicit the target language of the lesson. Vocabulary such as qualifications, overtime and references are taught. The teacher takes note of any pronunciation difficulties that the students encounter.
2.  Each group of students performs the role play activity in front of the class. Upon completion of the activity, the teacher praises the student's efforts throughout the lesson.
3.  The students complete a gap-fill worksheet based on job interview vocabulary. The teacher then introduces a second worksheet where the students have to rearrange the dialogue of a job interview.
4.  The teacher introduces a role play activity where the students conduct mock job interviews. In small groups, students are given time to prepare their questions and answers for the interview.
5.  To get the students talking and thinking in English the teacher asks the students for any interview questions they remember having in their life.
6.  The teacher writes any words that the students found problematic on the whiteboard and then uses 3x3 drilling to practice pronunciation.

22

Which of the following should NOT be a consideration when designing an activity worksheet for use in the classroom?

1.  The best way to organize the classroom for the activity.
2.  How to demonstrate the material and activity to the students.
3.  The specific vocabulary or grammar points that you wish to use or test.
4.  How to ensure that every student will easily be able to complete the worksheet.

23

Which of the following would NOT be a suitable personal aim for a lesson plan?

1.  To learn more of the students first language.
2.  To increase the use of 3x3 drilling for pronunciation work.
3.  To improve board work presentation and structure.
4.  To improve the clarity of activity instructions.

24

Which of the following scenarios does NOT represent a suitable method of preparation by the teacher, before a student undertakes an activity?

1.  The teacher explains the outline of a worksheet activity and then demonstrates the process by completing an example on the whiteboard.
2.  The teacher gives a verbal explanation of the activity and then asks the students if they have understood what is expected of them.
3.  The teacher introduces a language based board game and then plays a practice round while the students observe and ask any questions they may have.
4.  The teacher gives an explanation and demonstration of the activity and then asks a student to describe how they will approach the task.

25

The acronym URL stands for?

1.  Uniform Research Language
2.  Uniform Resource Language
3.  Uniform Research Locator
4.  Uniform Resource Locator