Unit 2 Test Flashcards
How might we describe students who have strengths and weaknesses in different areas? E.g. A student who has very good speaking and listening skills but struggles with writing in English.
The first letter of each word has been provided. You do not need to repeat the first letter - only complete the word.
S
P
S
Spiky
P
Profile
Level of Students
Match the language below to the appropriate level at which you would teach it. Use the examples in brackets to help you.
Choose…Pre-intermediate/Beginner/Upper-intermediate/Proficiency
Comparatives. (Elephants are bigger than lions)
Pre-intermediate
Level of Students
Match the language below to the appropriate level at which you would teach it. Use the examples in brackets to help you.
Choose…Pre-intermediate/Beginner/Upper-intermediate/Proficiency
First, second, third person of ‘be’ (I am, you are, he is…)
Beginner
Level of Students
Match the language below to the appropriate level at which you would teach it. Use the examples in brackets to help you.
Choose…Pre-intermediate/Beginner/Upper-intermediate/Proficiency
Used to, be used to, get used to (I’m getting used to living in Spain.)
Upper-intermediate
Level of Students
Match the language below to the appropriate level at which you would teach it. Use the examples in brackets to help you.
Choose…Pre-intermediate/Beginner/Upper-intermediate/Proficiency
Days of the week
Beginner
Level of Students
Match the language below to the appropriate level at which you would teach it. Use the examples in brackets to help you.
Choose…Pre-intermediate/Beginner/Upper-intermediate/Proficiency
Cardinal numbers (first, second, third)
Beginner
Level of Students
Match the language below to the appropriate level at which you would teach it. Use the examples in brackets to help you.
Choose…Pre-intermediate/Beginner/Upper-intermediate/Proficiency
Present perfect (I have eaten frog’s legs)
Upper-intermediate
Level of Students
Match the language below to the appropriate level at which you would teach it. Use the examples in brackets to help you.
Choose…Pre-intermediate/Beginner/Upper-intermediate/Proficiency
Presenting Arguments, (One justification is often given for… is that…)
Proficiency
Level of Students
Match the language below to the appropriate level at which you would teach it. Use the examples in brackets to help you.
Choose…Pre-intermediate/Beginner/Upper-intermediate/Proficiency
Idioms (I looked in every nook and cranny but couldn’t find my earring
Proficiency
Level of Students
Match the language below to the appropriate level at which you would teach it. Use the examples in brackets to help you.
Choose…Pre-intermediate/Beginner/Upper-intermediate/Proficiency
Relationships (classmates, have something in common, get in touch, get engaged)
Pre-intermediate
Level of Students
Match the language below to the appropriate level at which you would teach it. Use the examples in brackets to help you.
Choose…Pre-intermediate/Beginner/Upper-intermediate/Proficiency
Crime and punishment (verdict, investigate, evidence, guilty)
Upper-intermediate
Level of Students
Match the language below to the appropriate level at which you would teach it. Use the examples in brackets to help you.
Choose…Pre-intermediate/Beginner/Upper-intermediate/Proficiency
Sounds (slurp, hiss, creak, hum)
Pre-intermediate
Level of Students
Match the language below to the appropriate level at which you would teach it. Use the examples in brackets to help you.
Choose…Pre-intermediate/Beginner/Upper-intermediate/Proficiency
Clothes (blouse, belt, tie, tights)
Pre-intermediate
Level of Students
Match the language below to the appropriate level at which you would teach it. Use the examples in brackets to help you.
Choose…Pre-intermediate/Beginner/Upper-intermediate/Proficiency
Basic greetings, (Hello, how are you? I’m fine, thank you.)
Beginner
Level of Students
Match the language below to the appropriate level at which you would teach it. Use the examples in brackets to help you.
Choose…Pre-intermediate/Beginner/Upper-intermediate/Proficiency
Third conditional (If I’d known you were ill, I would have visited you)
Upper-intermediate
When you start working with a new class, remember it is useful to explore the different learning styles amongst your students. Match the learner preferences to the type of learner you think they are.
Choose…Visual/Kinaesthetic/Auditory
Learners prefer pictures and diagrams to text.
Visual
When you start working with a new class, remember it is useful to explore the different learning styles amongst your students. Match the learner preferences to the type of learner you think they are.
Choose…Visual/Kinaesthetic/Auditory
Learners prefer physical stimulus in the classroom.
Kinaesthetic
When you start working with a new class, remember it is useful to explore the different learning styles amongst your students. Match the learner preferences to the type of learner you think they are.
Choose…Visual/Kinaesthetic/Auditory
Learners prefer listening to podcasts, music, or the radio
Auditory
As we looked at during the unit, deciding lesson aims and outcomes is an important factor in lesson planning. Look at the following and decide if they are lesson aims or lesson outcomes.
Choose…lesson outcome or lesson aim
As we looked at during the unit, deciding lesson aims and outcomes is an important factor in lesson planning. Look at the following and decide if they are lesson aims or lesson outcomes.
Lesson outcome
As we looked at during the unit, deciding lesson aims and outcomes is an important factor in lesson planning. Look at the following and decide if they are lesson aims or lesson outcomes.
Choose…lesson outcome or lesson aim
By the end of the lesson, students will have designed a poster showing what they ‘can’ and can’t’ do in the classroom, e.g. We can’t eat food in the classroom.
Lesson outcome
As we looked at during the unit, deciding lesson aims and outcomes is an important factor in lesson planning. Look at the following and decide if they are lesson aims or lesson outcomes.
Choose…lesson outcome or lesson aim
By the end of the lesson, students will be able to identify and use modals of deduction (might, can’t, must) in the context of a crime scene.
Lesson aim
As we looked at during the unit, deciding lesson aims and outcomes is an important factor in lesson planning. Look at the following and decide if they are lesson aims or lesson outcomes.
Choose…lesson outcome or lesson aim
By the end of the lesson, students will be able to find specific information quickly in a text by practicing scanning skills.
Lesson aim
As we looked at during the unit, deciding lesson aims and outcomes is an important factor in lesson planning. Look at the following and decide if they are lesson aims or lesson outcomes.
Choose…lesson outcome or lesson aim
By the end of the lesson, the students will be better able to identify and produce sentences starting with ‘I have…’ plus body parts, e.g. I have a nose.
Lesson aim
As we looked at during the unit, deciding lesson aims and outcomes is an important factor in lesson planning. Look at the following and decide if they are lesson aims or lesson outcomes.
Choose…lesson outcome or lesson aim
By the end of the lesson, students will have written a letter to their future selves using the future perfect (e.g. By the time you read this, you will have finished your degree).
Lesson outcome
As we looked at during the unit, deciding lesson aims and outcomes is an important factor in lesson planning. Look at the following and decide if they are lesson aims or lesson outcomes.
Choose…lesson outcome or lesson aim
By the end of the lesson, most of the students will have practiced writing an informal letter to accept/decline an invitation using appropriate language (e.g. I wouldn’t miss it for the world or I wish I could but…).
Lesson aim
As we looked at during the unit, deciding lesson aims and outcomes is an important factor in lesson planning. Look at the following and decide if they are lesson aims or lesson outcomes.
Choose…lesson outcome or lesson aim
By the end of the lesson, most of the students will have written a story with their partner, which uses narrative tenses on the topic of ‘A crime in the city’.
Lesson outcome
As we looked at during the unit, deciding lesson aims and outcomes is an important factor in lesson planning. Look at the following and decide if they are lesson aims or lesson outcomes.
Choose…lesson outcome or lesson aim
By the end of the lesson, students will have written a letter to a friend about their recent experience in the UK.
Lesson outcome
As we looked at during the unit, deciding lesson aims and outcomes is an important factor in lesson planning. Look at the following and decide if they are lesson aims or lesson outcomes.
Choose…lesson outcome or lesson aim
By the end of the lesson, the students will be able to identify eight sports (tennis, football, rugby, badminton, golf, cricket, basketball, gymnastics).
Lesson aim
It doesn’t matter if a lesson doesn’t have a clear aim as long as the students are learning English.
Select one:
True
False
False
Any lesson that doesn’t achieve its aim will be a waste of time for the students.
Select one:
True
False
False
Every lesson plan should have a clearly stated aim. Look at the lesson aims below and decide which are clear and which are not.
I will introduce the present perfect simple.
Select one:
a. Unclear b. Clear
Unclear
Every lesson plan should have a clearly stated aim. Look at the lesson aims below and decide which are clear and which are not.
By the end of the lesson, students will be able to identify and produce the names of 6 types of crimes (murder, mugging, pickpocketing, fraud, blackmailing, burglary).
Select one:
a. Clear b. Unclear
Clear
Every lesson plan should have a clearly stated aim. Look at the lesson aims below and decide which are clear and which are not.
Students will make a poster about the four seasons.
Select one:
a. Unclear b. Clear
Unclear
Every lesson plan should have a clearly stated aim. Look at the lesson aims below and decide which are clear and which are not.
To enable students to say words connected to the human body e.g. head, shoulders
Select one:
a. Clear b. Unclear
Unclear
Every lesson plan should have a clearly stated aim. Look at the lesson aims below and decide which are clear and which are not.
Students will be better able to use should and ought to give advice to a friend who is sick.
Select one:
a. Unclear b. Clear
Clear
