Practice test Unit 32 / 33 Qahtani

Unit 32 . Q1- From 1-3 are common strategies to correct students mistakes, in A , B , and C choose the techniques which  match the correct strategy.

1- Finger correction

2- gesture or facial expression

3- Time line 

A- The teacher use the board to draw a time line for explaining the tense to students.

B- The teacher point two finger for contraction instead of four fingers.

C- One student make mistake and the teacher correct him without interrupting by giving worried. 

Unit 33. Q2-  From A,B,C these are types of feedback given by a teacher to students in the situation 1 match the the type of feed back and one is not .

1- At the end of the class the teacher writes to one student that he did very great job.

A.Feedback on effort 

B.Feedback on content

C.Feedback on Language

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.

TKT Units 15 & 16

Here is my game:
https://play.kahoot.it/#/?quizId=d419f659-aad5-44d7-9233-937387a0f3c7

WARMERS/ICE-BREAKERS

          The introductory activities such as classroom activities and ice-breakers are the most effective techniques that most teachers should follow. The reason is as Nadia Zehni mentioned in her article My favourite EFL classroom warmers, that some students are like zombies and need to capture their interest and involve them from the start. 

             Why did I like her ways of warming the students?  It was because she put three different warmers and within these warmers she involved some ice-breakers. She started the class with True/False warmer and she let the her students mingle between each other asking questions related to their personalities, which of course ice-breakers. 

            There is a Guess the famous person and Where in the world warmers, but for me I did the like the True/False one, and I have tried these on my students, and because it focusses in how they will form the yes/no questions and to answer them on. 

           They can be effectively good to warm lazy kids and at the same time it can break the tension between the students who do not know each other for asking them personal thing, and the teachers might also get involved in this to let them feel thy know something about them, which found it very wonderful. 

 

COURSE BOOK REVIEW

          The listening workshop and the morning discussion that we went through was how we can teach the listening skills to especially military students which was the main purpose of our study. At first we explore the concept of receptive listening and that means to listen more than speak, and how can we make sense of the meaning sounds we hear it, of course by its context and our knowledge of the world.

     
           The second important step was to know the characteristic of the spoken language. It differs from the written language because it has features which can be disappear as it is spoken, fast or slowly, and stresses,  also most important the sentences sometimes are not complete in connected speech. It also has facial expressions etc.

Moreover, there were pre-teaching key words involved through the books we looked at, for an example, there is a banana. This was like repeating task followed by sentences with authentic materials pre- listening tasks, so the students can speak as they pronounced, which was contractions, hesitation, utterance, and interruption.

         I liked the way these books were presenting the listening activities, by giving them some pre- teaching key words in authentic texts, so the the student have the time to process and understand the language, then they followed them by some listening tasks to know what kind of interaction patterns these conversations were taken place. Sometimes they were while- listening task and some of them not in great number in post- listening tasks.

Finally, we mentioned that since we are teaching military students we must concentrate on the most important skill which was listening intensively, because they are not normal students, they must listen carefully according to their jobs.
  


  

Phonology - Pronunciation Games

Pronunciation Games

I have read the book which is written by Mark Hancock called Pronunciation games. First the book has keys to phonetic symbols, glossary of phonological terms,and last lots of games that help enriching learners vocabulary and pronunciation. 

There are three sections in the book each section emphasises on some parts of the phonemes function in the words. In the first section it concentrates on Syllables and stress, which are divided into many games for different levels, .e.g. Making tracks game target is to count the syllables and the level is elementary learners. The way this game is played by dividing the class into pairs and each pairs board and a dice. 

To sum up, I found the book is more useful than the random books, because the variety games that are involved make it easier to understand the difficult way of pronunciation also funny at the same time. 

I will definitely use these type of games in my classes in the future, because it takes the boring of  the learning process.

  

Teaching Knowledge Test (TKT) Preparation Course Lexis

Lexis : 

• Watch this video and write a summary.  Should your colleagues also watch?  Why?  Write a short VIDEO-REVIEW post. 
• https://www.youtube.com/watch?v=w0wPfNeBg4E

First, the YouTube video in this website was very helpful and interesting for many reasons. I also advise my colleagues to watch it rather than going and read the TKT booklet. .The reason for that it grasps my attention for the way it shows the meaning of the words in easy and enjoyable pattern. 

Second, this video is not as difficult as the books we have. Of course not to mention the importance of the books and the handouts, but the way videos are played as slides of different terms and lexical words. I think it is much easier, and colourful that it will explain all TKT much better than books. 

Third point, the slides that are shown in the videos have information and reference you might not get it in the book. But I recommend my colleagues not to depends only to this video for their studies, I think it is a useful tool, if you are sick of reading normal books.