Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

TEFL Level 5 > Unit 1 - An Introduction To Lesson Planning > Flashcards

Unit 1 - An Introduction To Lesson Planning Flashcards

1
Q

What are PARALINGUISTIC FEATURES?

A

Something in addition to the language that adds meaning. eg physical gestures & tone

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What does LINGUA FRANCA mean?

A

Global language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What are the three language components?

A

Vocabulary, Grammar & Pronounciation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What are the four language skills?

A

Reading, Writing, Listening & Speaking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What are receptive skills and productive skills?

A

Receptive skills: ability to receive or understand Productive skills: ability to produce language

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What are two procedures used for teaching grammar lessons?

A

PPP & TTT

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What does PPP stand for?

A

Presentation, Practice, Production

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What does TTT stand for?

A

Test, Teach, Test

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What basic structure should all lessons fit into?

A

Warmer, Body, Plenary

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What does WBP stand for?

A

Warmer, Body, Plenary

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What part of the lesson is PPP (present, practice, produce) and TTT (test, teach, test)?

A

Body

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What are components that lessons should focus on?

A

Skills: Reading, Writing, Speaking, Listening

Language Components: Vocabulary, Grammar, Pronunciation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Is a speaking lesson receptive or productive?

A

Productive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What is functional language

A

Phrases that may be used time and time again/ that are used in a given situation (eg. You should/shouldn’t, I suggest, If I were you, I´d… etc)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What are the two aspects to focus on when teaching students to produce language through speech?

A

Fluency and Accuracy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Define fluency and accuracy when teaching a speaking lesson

A

Fluency: ability to speak freely without hesitation
Accuracy: ability to use accurate pronunciation, grammar and the correct vocabulary when speaking

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Is a writing lesson receptive or productive?

A

Productive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

What do writing lessons focus on?

A

Form, Register/Formality, Structure and Tone

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

What is an essential first step in learning to write different genres?

A

Identifying components of text in the genre

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

What is common procedure for writing lessons?

A

1) look at model text to identify typical features of that type of writing
2) practice writing aspects of a text in required genre
3) given a task and plan the text that will be produced
4) product the text

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

How does a writing and speaking lesson differ?

A
  • many styles and genres of writing
  • written styles will differ across cultures
  • writing is often more formal than speaking
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Why might writing be more difficult for some students?

A
  • mistakes are more obvious in written language
  • knowledge of punctuation is required when writing & can be difficult to master
  • English speaking is difficult as it is not phonetic (not always written as it sounds)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Is a reading lesson receptive or productive?

A

Receptive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

What do reading lessons focus on?

A

Reading comprehension and reading skills (such as skimming, scanning, reading for detail)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

What do listening lessons focus on?

A

Listening comprehension and listening skills

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Why do language learners find listening more difficult than reading?

A
  • can’t control speed when people speak
  • variety of accents
  • people may link words together making them difficult to distinguish
  • you can read something over and over to understand
  • you can stop reading and check a word in the dictionary
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

What are three important aspects to focus on when teaching a new language?

A

MFP - Meaning, Form, Pronunciation

28
Q

Explain MFP

A

Meaning - students understand meaning of target language within a given context
Form - students know how to construct the language Pronunciation - students know natural pronunciation of the language

29
Q

What will pronunciation classes & activities focus on?

A
  • individual sounds of English
  • word and sentence stress
  • rhythm of language
  • rise and fall of voice when speaking
  • features of connected speech (how sounds link, alter, disappear in a sentence
30
Q

What are collocations?

A

Words that typically occur with another word eg. run a race, run a marathon, run a bath, run my life

31
Q

What should be taught to higher level students in vocabulary lessons?

A

Phrasal verbs and Idioms

32
Q

What is a phrasal verb?

A

phrase consisting of a verb & another element (typically an adverb or a preposition) eg. break down (adverb) see to (preposition) or look down on (adverb and preposition)

33
Q

What is an adverb?

A

word that describes a verb, adjective, another adverb, or a sentence. Used to show time, manner, place, frequency, or degree. eg. first, last, later, never, down.

34
Q

What does an adverb describe or show?

A

Time, Manner, Place, Frequency, or Degree

35
Q

What is a preposition?

A

word governing and usually preceding a noun or pronoun and expressing relation to another word or element in the clause. eg. man ON the platform, she arrived AFTER dinner.

36
Q

What are different types of class interactions when teaching?

A

Teacher to learners, pair & group work, peer teaching, one-to-one lessons

37
Q

What are two different techniques for peer teaching?

A

Think-pair-share

Reciprocal peer tutoring

38
Q

Describe think-pair-share in peer teaching

A

Teacher poses a challenging question and gives students time to think about an answer.
Students are then partnered up for a discussion about what they think & why before sharing with the class

39
Q

Describe reciprocal peer tutoring in peer teaching

A 
In class tutor/tutee relationship where students take turns being the tutor & tutee
Students will benefit from both explaining their own personal understanding of material & hearing another viewpoint of the same material
40
Q

What is differentiation when teaching EFL?

A

Ways in which a teacher can support learners with different needs in the same class.

41
Q

What are some aspects that differentiation encompasses?

A 
learners first language
cultural background
professional and educational backgrounds
varying motivations
interests
learning styles
ages
aptitude's
abilities
etc..
42
Q

What are some strategies for differentiation?

A

lessons based on student learning style
grouping students by shared interest, topic, or ability for assignments
assessing students learning using formative assessment
managing classroom to create safe & supportive environment

43
Q

When giving feedback, feedback should be…

A 
constructive
prompt
specific in terms of need for improvement
encouraging
clear
given regularly
44
Q

What are ways to give constructive feedback?

A 
oral feedback
visual feedback (expressions/gestures)
written feedback (returning writing with feedback)
sandwich method (sandwiching a negative comment between two positive comments)
45
Q

How can you makes sure your oral feedback is received well by students?

A

Give positive reinforcement

Instead of telling students they are wrong, ask them to try again/reconsider

46
Q

What is another tool for feedback that doesn’t come directly from the teacher?

A

Self-appraisal

47
Q

How does self-appraisal/self assesment help students?

A

encourages learners to self reflect on their performance and whether they can improve on their current standards
also helps students understand students goals & learning styles

48
Q

What are monolingual classes?

A

Classes where all learners share the same first language

49
Q

What are advantages of teaching monolingual classes?

A

Students likely to have similar language difficulties (grammar, pronunciation issues)
Students will have shared interests which makes it easier to pick topics that work well for the entire class

50
Q

What are disadvantages of teaching monolingual classes?

A

May reinforce accent that all students share
Students may resort to using their mother tongue and not use english
Teacher may rely on frequent translation in mother tongue, so the amount of English they are exposed is reduced and progress will be slower

51
Q

What are multilingual classes?

A

Class that include learners of various first languages

52
Q

What are advantages of teaching multilingual classes?

A

Students are forced to communicate in English
Generally takes place in English speaking country so students have more exposure to language
Diversity and numerous different cultures to draw ideas from for teaching
Students will become exposed to different accents and will have to work together to understand each other and produce intelligible pronunciation

53
Q

What are disadvantages of teaching multilingual classes?

A 
Teachers may experience increased preparation time due to different grammar and pronunciation difficulties
Lessons risk focusing on a problem that may only affect a small proportion of the class 
Teacher needs to identify difficulties for speakers of each mother tongue in the class
More difficult for students to communicate with ease, which may affect class dynamic
54
Q

When starting to plan a lesson which two components of the lesson plan should you start with?

A

Aims and objectives

55
Q

Describe what AIMS are in terms of lesson planning

A

Aims describe the overall goal of the lesson

56
Q

Describe what OBJECTIVES are in terms of lesson planning

A

Objectives describe how the aims will be achieved

activities students will do in order to achieve the aims

57
Q

What is an authentic material?

A

Material that written/recorded for native speakers, not designed as a language teaching exercise

58
Q

Describe the WARMER/lead in of a lesson

A

Opening stage of the lesson. Students are given an introduction to the topic and/or target language of the lesson you will give. This introduction may also consist of reviewing work done in an earlier lesson. The warmer should be a lively activity which gets students working together and engages their interest. Lasts 5-10 minutes.

59
Q

Describe the BODY of a lesson

A

Main content & activity of the lesson. The body itself will be divided into a number of different stages.

60
Q

Describe the PLENARY/final stage of a lesson

A

Brings together and summarizes what has been done in the days lesson. Does not have to be a formal listing of what has been learned. Should be an engaging activity which requires students to apply what they have learned that day. Lasts 5-10 minutes.

61
Q

Describe what PROCEDURE is in terms of lesson planning

A

Part of a lesson plan where detail of lesson is described. WHAT will happen in the lesson? Divided into teacher activity and student activity

62
Q

What are the two activities when planning procedure of a lesson?

A

Student activity and teacher activity

63
Q

Describe what INTERACTIONs are in terms of lesson planning

A

Who is talking to whom during the lesson?

64
Q

What does CEFR stand for?

A

Common European Framework of Reference for Languages

65
Q

What are the 3 broad levels (CEFR) for EFL classes?

A

A) Elementary
B) Intermediate
C) Advanced

66
Q

What are the six subdivided levels (CEFR) for EFL classes?

A

1) Elementary
2) Pre-intermediate
3) Early-intermediate
4) Upper-intermediate
5) Early advanced
6) Advanced

TEFL Level 5 (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions