pytania na egzamin


1. Name the steps the T takes to teach receptive skills and explain each :

  1. Lead-in (to familiarize with the topic pre-teaching vocabulary, pre-listening, introduction to topic, discussion, pics etc.)

  2. (optional) pre-task work: looking through worksheet, work on vocab, prediction etc.

  3. setting the task (has to be set in clearly)

    1. task: cd, video, text - Ss don't have to understand everything

  4. feedback (checking if the task is done correctly) Ss to Ss, Ss to T,..

  5. conclusion/ follow-up activities (tasks connected with the text) to do sth with the text

2. 6 EXAMPLES OF READING TASKS :

    1. jumbled sentences

    2. jigsaw reading -looping info.

    3. Summaring? General questions

    4. matching headlines with paragraphs

    5. true/false

    6. multiple choice questions, open-ended

3. Differences between authentic & non-authentic texts :

Authentic texts are written for native speakers (prepared). They should prepare Ss for real life reading. Non-authentic are specially written for teaching purpose. They present new grammar structures (which is repeated). Lg there is always correct & Ss have to understand everything, In non-authentic texts can appear mistakes & Ss don't have to know everything.

4. 4 ideas on how to make listening more effective :

5. Explain :

6. Your motto :
T is like a road sign. Ss need only clues to go further

7. 2 methods for introducing grammar (explain each) and give another names for them :

8. Which method with which Ss ?

9. Model of introducing new grammar :

10. 4 different kinds of drills : ??

11. 4 cons of drilling :

12. 4 tips on how to make drills more effective :

13. Explain :

14. Differences between errors and mistakes :

15. 3 main causes of errors - explain :

16. What's the key principle for responding to errors during speaking activities :

During fluency-oriented activities we should use delayed correction (after the speech) and during accuracy-oriented active. We should respond to mistake/error immediately.

17. 4 examples how T can show incorrectness :

18. What types of errors are you familiar with :

19. 3 ways of correcting mistakes in the class (who corrects?)

20. In eclectics how are errors perceived ?

Errors are part of the process of learning, they are its stage/step

21. Elements of the lesson plan (8)

22. 4 ways of varying the lesson according to P.Ur

23. Explain :

24. 4 examples of TMM : posters, flashcards, pictures, copies with tasks

25. What are discovery technique and why are they used ?
Discovery techniques are used to force Ss to learn ; they have to figure out how lg works; e.g. we give Ss text and have to find new grammar structure and check how it works by themselves.

26. 6 techniques for presenting and practicing grammar :

27. Mention 4 arguments for and 4 against drills :

28. 6 techniques of testing grammar :

29. Name 6 receptive sub-skills to practice listening or reading :

30. The top down approach to reading/listening utilizes the knowledge which is ….

The real life knowledge based on Ss' life and experience; “knowledge outside the text”

31. The bottom up approach to reading/listening utilizes the knowledge which is ….

The knowledge derived from the text; “knowledge outside the head”

32. “The going is more important than getting there' (Scrivener) refers to:

The truth that the most important is the process of performing the task - not the goal and its achieving

33. Grade the task not materials means that :

we should only grade tasks (from simple to more difficult) owing to it each tape will fit the tasks (also more advanced). Lower level smaller/ simpler task. Higher level more complicated, extended task

34. Which are fluency-oriented and which accuracy-oriented task?

ACCURACY ORIENTED

FLUENCY-ORIENTED

35. Which technique are top-down and which bottom-up?

36. What are :

37. Main principles for planning the lesson according to Harmer :

38. Ways of varying the lesson by P. Ur :

- stir/settle, mood, pace, organization, mode & skill, difficulty, topic, active/passive

39. Drills by Komorowska :

- Repeated grammar structures procedure :

  1. the whole class repeats

  2. small groups repeat

  3. individual Ss repeat(T uses gestures & eye-contact - no command)

  4. if there are problems - use of backchaining

40. Enumerate main components of class arrangement (3)

41. Characteristic of disciplined class :

  1. learning takes place

  2. smooth cooperation (T-Ss)

  3. Ss are motivated

  4. T-charismatic = “authority”

  5. T in control

  6. it's quiet

  7. T& Ss have the same goal

42. Differences between authoritarian T and authoritative one

Authoritarian = bossy, power from “above” Authoritative = respected model, obeyed bc is trusted

43. Gentle correction - explain :

It's nice correction, polite and/or descent way.

44. 2 extreme T roles :

Facilitator and controller

45. Code of conduct by Harmer :

Created democratically set of rules that both sides (T and Ss) agree to obey

46. Which interaction patterns would you consider best for the following :

a) drilling b) simulation c) listening

- T-Ss - Ss-Ss - Ss individually

- Ss-Ss

47. Harmer mentions self-esteem as one of the causes of problem behavior. Why?

Ss with weak self-esteem want to be noticed by the T and other Ss, therefore they're naughty and behave badly.

48. How does Scrivener classify discovery technique? Explain each

  1. self-directed - Ss have to find rules by themselves

  2. guided - T helps Ss by asking questions

49. What are :

50. 5 techniques for showing incorrectness by Harmer :

      1. echoing,

      2. denial,

      3. repetition,

      4. expression,

      5. hints

51. Explain :

52. How do you categorize vocabulary to its storage? Explain

53. Suggest different ways for presenting these words :

54. 4 examples of tasks where discovery techniques can be used :

55. Main criteria for selecting the vocabulary:

  1. appropriateness (level of Ss)

  2. coverage (more than 1 meaning)

  3. frequency (how often used by native sp)

  4. expediency (usefulness)

56. 8 vocabulary testing techniques :

    1. word formation ??

    2. multiple choice

    3. odd-one out

    4. dictation

    5. filling the gaps

    6. matching (synonyms)

    7. sentence completion

    8. writing sentences

    9. translation

57. 6 things that need to be taught when teaching vocabulary (UR)

  1. word formation

  2. form: spelling & pronunciation

  3. collocation

  4. meaning relationships

  5. meaning in the context / denotation, connotation, appropriateness

  6. grammar

58. Explain and give an example of a technique called “sandwich” by Komorowska :

59. 1 advantage and one disadvantage of pre-teaching vocabulary :

a) make learning easy - some general idea for Ss; Ss' attention is not distracted

b) we cannot use discovery technique

60. How would you encourage your Ss to use monolingual dictionaries?

Explain them how it is built. Prepare some games with it. Show them how much info they can find in monolingual dicts (e.g. in comparison with biling dicts)

61. Explain :

62. Main differences between spoken and written discourse :

63. 6 differences between the process and product approach in writing :

64. Explain the term process writing and mention its main steps :

- process in which we produce written text

      1. generating ideas

      2. focusing

      3. structuring

      4. drafting

      5. finished draft

      6. final responding to draft

65. Problems on heterogeneous classes and solutions :

Problems:

  1. correcting written assignment - involve Ss - peer-correction, divide the Class into 3 or 4 groups and check only one part of works

  2. discipline - get the Ss interest

  3. participation - Ss can work in pairs, groups = peer -learning

  4. effective learning for all - ?

  5. materials - T can use materials from diff sources

  6. individual awareness - evaluation sheets

  7. interest - universal topic

66. Communicative and non-communicative activities :

COMMUNICATIVE (to know sth)

NON-COMMUNIVATIVE

67. Roles of the teacher

Controller, assessor, organizer, prompter, participant, tutor, resource, facilitator. performer, observer

68. Differences between simulations and role-plays

69. Dakowska's segments of typical simulation activity :

70. Characteristic of project work :

71. What aspects need to be taught while teaching pronunciation

72. Opportunistic teaching -> teaching pronunciation when a problem arises

73. Stages in project work

  1. opening

  2. topic presentation

  3. research and data collection

  4. preparation of data presentation

  5. presentation

  6. evaluation

  7. follow up

74. 3 main types of projects :

75. 3 types of lessons presented by Harmer :

      1. Straight arrow sequence -ESA

      2. Boomerang sequence - EASA

      3. Patchwork sequence - EAASASEA



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