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TEFL > Unit 2 Test > Flashcards

Unit 2 Test Flashcards

1
Q

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

A

S
Spiky
P
Profile

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2
Q

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)

A

Pre-intermediate

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3
Q

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…)

A

Beginner

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4
Q

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.)

A

Upper-intermediate

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5
Q

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

A

Beginner

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6
Q

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)

A

Beginner

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7
Q

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)

A

Upper-intermediate

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8
Q

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…)

A

Proficiency

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9
Q

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

A

Proficiency

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10
Q

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)

A

Pre-intermediate

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11
Q

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)

A

Upper-intermediate

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12
Q

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)

A

Pre-intermediate

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13
Q

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)

A

Pre-intermediate

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14
Q

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.)

A

Beginner

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15
Q

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)

A

Upper-intermediate

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16
Q

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.

A

Visual

17
Q

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.

A

Kinaesthetic

18
Q

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

A

Auditory

19
Q

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.

A

Lesson outcome

20
Q

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.

A

Lesson outcome

21
Q

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.

A

Lesson aim

22
Q

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.

A

Lesson aim

23
Q

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.

A

Lesson aim

24
Q

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).

A

Lesson outcome

25
Q

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…).

A

Lesson aim

26
Q

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’.

A

Lesson outcome

27
Q

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.

A

Lesson outcome

28
Q

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).

A

Lesson aim

29
Q

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

A

False

30
Q

Any lesson that doesn’t achieve its aim will be a waste of time for the students.
Select one:

True
False

A

False

31
Q

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

A

Unclear

32
Q

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

A

Clear

33
Q

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

A

Unclear

34
Q

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

A

Unclear

35
Q

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

A

Clear

TEFL (9 decks)

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