The review/consolidation of Modules 1-3

The review/consolidation of Modules 1-3

Nawaf

First of all, I thank all of my teachers and colleagues in TKT course about their efforts inside classroom.
The modules 1,2 and 3 are difficult but need to a suitable study to pass the final exam.
Module one is very long and has alot of information which need efforts and I was not good on 1st Mock exam. So, I need to study and review it again by individual studying.
Module two was fantastic to me because I spent a lot of efforts to understand the module and practice on the TKT book. Therefore, I have got a real motivation to do the next mock exam very well.
Module three is understood in some units but I need to review all the units again and I will ask my teachers or my colleagues to explain any ambiguous information or term. 

Mock Exam Units 32-33 Nawaf

Mock Exam Units 32-33 

Nawaf Alharthi

19/06/14

Unit 32:

Match the classroom situations in which students make mistakes with the most appropriate correction strategies listed A, B and C.

Mark the correct letter (A, B or C):

	A.      Delayed correction     B.      Peer or self-correction     C.      Immediate teacher correction

 

    1-      Grammar error but it doesn't stop them communication.

    2-      The learners write the same story in groups of four. Each group produces one copy of the story for the next group to read. The stories all contain some slips.

Unit 33:

Look at the classroom situations and the three ways of giving written feedback listed A, B and C for the classroom situation.

Two of the ways of giving written feedback are appropriate. One is not.

Mark the letter (A, B or C) which is not appropriate for the classroom situation on your answer sheet.

     1-      The teacher wants to give feedback to her young learners on their written work. She wants to encourage and motivate them.

A.      She puts a smiley face next to their writing.

B.      She reads out the marks to the whole class.

C.      She writes well done at the bottom of their writing.

      2-      The teacher wants to give written feedback to an individual student on his behaviour. He writes a comment in his portfolio.

A.      Your mark of 86% is very good.

B.      I am quite pleased with you this term. You have really tried hard.

C.      This was a good term for you. You have calmed down a lot.

REVIEW OF UNITS 32 & 33

June 19, 2014

Questions from 32 & 33

Mohammed Ahmad AlGorib

_________________________________________________________________________________

     As for the direction of Mr. Sam, here the questions from these units:

1- Recasting means:

a- Sometimes we recast a student utterance by rewording it and saying it back to the learner in its improved form.

b- Paraphrasing the sentences made by the teacher to the students to consolidate the correct the form.

c- Students correct each other according to their level.

2- Slip means:

a- A mistake made by a complex error speaker.

b- It is a mistake made unconscionably or without purpose.

c- an error made by speakers of the learners in the second language during the conversation.

REGARDS, AND BEST WISHES,

MOHAMMED AHMAD ALGORIB   

Error Correction

Error Correction

Nawaf Alharthi

18/06/2014

Most of the errors appear in vocabulary, pronunciation and grammar whither from students or teachers. These errors always happen in writing or speaking and the two websites, which mention in the TKT book, explain all of these errors and help teachers to deal with it correctly during their work inside the class. In my opinion some of errors I did not except it because I think they will come by the time. As a teachers, we must understand these errors and figure out the suitable resolves form these below websites to get a successful result from our teaching.

http://www.teachingenglish.org.uk/article/error-correction-1

http://www.teachingenglish.org.uk/article/error-correction-2

UNIT 24 QUESTIONS. NAWAF @ QAHTANI

Module 2  Unit:24

1:1 matching

Match the strategies in the box with the related problem.

                           The strategies:

	A-     Extending material. B-      Changing the methodology. C-      Changing of the level of the material.

 

Problems:

1-      The exercises are too long and most of its form are same.

2-      The practice material is not enough in the particular unit.

Option-matching

Match the strategies in the box with the related possible solutions.

You will need to use some of the options more than once.

                        The strategies:

A-     Reordering material. B-      Changing the methodology. C-      Shortening material.

  

1-      Use as much you need, but do not feel you have to use it all.

2-      Give different parts of the text or task to different learners.

Multiple-choice

Look at the questions about strategies and the three possible answers listed A,B or C.

Mark the correct letter (A,B or C).

1.       Which sentence does NOT contain a possible solution.

A.      Write extra items, following the same pattern.

B.      You want to preview material in a future unit.

C.      Make the material less challenging.

2.        Which sentence does NOT contain a strategies.

A.      Reordering material.

B.      Making use of all the resources in the book.

C.      Motivating.

Sequencing

Read these ways of adapting coursebook materials and put them in correct sequence under A,B, and C.

1-      If the material is too young for the age of the learners 2-      If the material is culturally inappropriate 3-      If the practice material is too easy for some students

A-     Find more motivating text.

....................................................................................................

B-      Adapt unsuitable tasks .

……………………………………………………………………………………………….

C-      Find new text on other topics.

…………………………………………………………………………………………………

For questions 1-3 look at the corsebook materials sentences and three options below them A, B, and C.

Two of them are correct and one option is not.

Choose the letter that does not follow the material statement correctly.

1-      If there isn’t enough reading skills development we can

a-      Set up a class library of graded readers.

b-      Ask students to read the texts loud.

c-       Find an appropriate supplementary skills book.

2-      If there isn’t enough controlled practice material we can

a-      Re-use the same material.

b-      Extend exercise in the book following the same pattern.

c-       Use the pictures in the book for further practice.

LISTENING...

LISTENING

MAY 22, 2014

THURSDAY

_________________________________________________________________________________

Why listening is selected? 

     This skills is the favorite of mine. Many researches are made to discover it, because I personally it is the most ambiguous one between all the fourth skills.    

What is listening?

     Listening is one of the four language skills. In fact, it is a receptive skill, where it involves responding to language rather than producing it. In this summary, we are going to explain and show this skill with certainly the help of several trusted websites and the issued book (TKT-CAMBRIDGE ENGLISH).

What are the characteristics of the spoken language?

     1- Stress:* the way that a word or syllable is pronounced with greater force than other words in the same sentence or other syllables in the same word.

     2- Intonation: *the sound changes produced by the rise and fall of the voice when speaking, especially when this has an effect on the meaning of what is said.

     3- Connected speech: sounds and single words connected together to formulate a form of speaking.

     4- Facial expression: the express appeared in the face during the conversations, 

     5- Hesitations:  *the act of pausing before doing something, especially because you are nervous or not certain.

What are the characteristics of the written language? 

     1- Punctuation: *The most common punctuation marks in English are: capital letters and full stops, question marks, commas, colons and semi-colons, exclamation marks and quotation marks.

     2- Logical sequence:  The organization of the whole essay or the paragraph, and how it is gradually connected to each other.

     3- Complex: stylish and highly developed sentences with the use of the Punctuation.

_____________________________________________________________________________________________

     Some important terms in listening skills

     1- utterances: * the action of saying something

     2- text types: spoken language such as, conversations, stories, songs, and many other examples.

     3- interaction: Different way of organizing the language according to the speaker.

     4- relevant: suitable/appropriate

     5- linking: a connection between words and sentences.

     6- listen for gist: listening looking for the main idea

     7- global understanding specific: listening for well-known thing.

     8- infer attitude: listening to see what attitude a speaker is expressing.

_____________________________________________________________________________________________

     

    TYPES OF LISTENING

In the mentioned website, there are:

*Informative Listening

 Informative listening is the name we give to the situation where the listener’s primary concern is to understand the message. Listeners are successful insofar as the meaning they assign to messages is as close as possible to that which the sender intended.

*Relationship Listening

The purpose of relationship listening is either to help an individual or to improve the relationship between people. Therapeutic listening is a special type of relationship listening. Therapeutic listening brings to mind situations where counselors, medical personnel, or other professionals allow a troubled person to talk through a problem. But it can also be used when you listen to friends or acquaintances and allow them to “get things off their chests.” Although relationship listening requires you to listen for information, the emphasis is on understanding the other person. Three behaviors are key to effective relationship listening: attending, supporting, and empathizing.

*Appreciative Listening

Appreciative listening includes listening to music for enjoyment, to speakers because you like their style, to your choices in theater, television, radio, or film. It is the response of the listener, not the source of the message, that defines appreciative listening. That which provides appreciative listening for one person may provide something else for another. For example, hard rock music is not a source of appreciative listening for me. I would rather listen to gospel, country, jazz, or the “golden oldies.”

*Critical Listening

The ability to listen critically is essential in a democracy. On the job, in the community, at service clubs, in places of worship, in the family—there is practically no place you can go where critical listening is unimportant. Politicians, the media, salesmen, advocates of policies and procedures, and our own financial, emotional, intellectual, physical, and spiritual needs require us to place a premium on critical listening and the thinking that accompanies it.

  

*Discriminative Listening

The final type of listening is discriminative listening. It may be the most important type, for it is basic to the other four. By being sensitive to changes in the speaker’s rate, volume, force, pitch, and emphasis, the informative listener can detect even nuances of difference in meaning. By sensing the impact of certain responses, such as “uh huh,” or “I see,” relationship listening can be strengthened. Detection of differences between sounds made by certain instruments in the orchestra, or parts sung by the a cappella vocal group, enhances appreciative listening. Finally, sensitivity to pauses, and other vocal and nonverbal cues, allows critical listeners to more accurately judge not only the speaker’s message, but his intentions as well.

 __________________________________________________________________________________________

Finally, it is really important topic to talk about, and to search it. I highly recommend all my classmates to make a check.

 Regards,

* this mark is an indication of the usage of the below websites.

http://dictionary.cambridge.org/

http://www.ldoceonline.com/dictionary

http://www.au.af.mil/au/awc/awcgate/kline-listen/b10ch4.htm

  

FUNCTIONS...

Mohammed Ahmad AlGorib

May 21, 2014

Functions...

SOURCE: TKT COURSE

_________________________________________________________________________________

     Unit 4 is one of the best and beneficial chapter. It is seen and checked. So, it is decided to write about, because it is needed for us.

     A function is a reason why we communicate. Every time we speak or write, we clearly do it for a reason. 

   Functions:

apologizing (I am very sorry)-greeting (How are you?)-clarifying (Let me explain that in other words)-inviting (You are invited to the party)-advising (You should go to the doctor)-agreeing (I totally agree with you about that)-disagreeing (I do not think so, it is a good idea)-refusing (I am afraid I cannot do that for you)-thanking (I really thank you for that)-interrupting (I am sorry for interrupt you)-expressing obligation (You must work hard)-expressing preferences ()-giving complaint (I will go to speak to the manager about the work)-making suggestions (Really it is a good suggestions), and many types of functions used in the daily life.

     Exponent: the language we use to express a function. Also, the exponent could express many different functions. Example for that, I am tired, here it has two functions, one, expressing feeling, two, apologizing.

     Level of formality: ways of saying things from top-formal to less formal (more relaxed way). Example for that, when we say:

 Breakfast?

Coming for breakfast?

Come for breakfast with us?

Why do not you come for breakfast with us?

Would like to come to breakfast with us?

We would be very pleased if you could join us for breakfast?

Informal exponents are sometimes called colloquial, i.e. very casual and conversational, such as, He is off his head. There are also neutral exponents which we use when we want to show neither great respect nor too much casualness toward the person we are talking to.

     Register: language that reflects the situation in which it is used is often.