Which of the following statements accurately depicts the level of student participation in the two lessons?

1 –

The students participate effectively in both lessons.

2 –

In the first lesson the students participate effectively in the class.

3 –

The students are reluctant to participate in the second lesson.

4 –

The students participate more effectively in the second lesson than the first.

5 –

The students don’t participate effectively in either lesson.

Which of the following most accurately describes the students in the first lesson?

1 –

Rude and disrespectful.

2 –

Happy and interested.

3 –

Confident and active.

4 –

Confused and intimidated.

5 –

Tired and uninterested.

How does the attitude of the teacher affect the students in the two lessons?

1 –

The teacher has a firm attitude in the first lesson and the students respond with a high level of participation.

2 –

The teacher has a positive and engaging attitude in the first lesson but there isn’t a lot of student participation.

3 –

The teacher’s attitude doesn’t change in the two lessons but there is more student participation in the second lesson.

4 –

The students don’t really respond to the attitude of the teacher in either lesson.

5 –

The teacher has a positive and engaging attitude in the second lesson and the students respond with a high level of participation.

Why are the students unable to understand the lesson point in the first lesson?

1 –

The lesson point is too difficult for the students.

2 –

The students are not given a clear explanation of the lesson point (modal auxiliary verbs) so find it hard to understand.

3 –

The students are noisy and disruptive in the first lesson.

4 –

The lesson point is too dull and boring.

5 –

The students aren’t interested in the lesson point because it is well below their level of English comprehension.

Which of the following is one of the errors that the teacher made in the first lesson?

1 –

The teacher starts with an Engage activity.

2 –

The teacher asks them if they have brought their textbooks.

3 –

The teacher starts teaching immediately, without an Engage phase.

4 –

The teacher explains they will be doing a Patchwork lesson that day.

5 –

The teacher explains they will be doing a Boomerang lesson that day.

In the first lesson, how does the teacher react when students can’t answer questions?

1 –

He slowly explains what he means.

2 –

He demonstrates what he means.

3 –

He asks more questions, causing further confusion.

4 –

He draws a picture to help them.

5 –

He keeps asking the same question until they get it.

In the first lesson there is a drill at 5m 30s. What does the teacher learn about the individual students’ pronunciation from this drill?

1 –

He finds out they are all saying it incorrectly.

2 –

He finds that they are saying it perfectly.

3 –

He finds the males are using correct pronunciation.

4 –

He finds the females are all saying it wrong.

5 –

Nothing. He would need to do some individual drilling to learn anything.

Why is the Engage phase effective in the second lesson?

1 –

The students are familiar with the concepts discussed so they can participate in the Engage phase.

2 –

The Engage phase is effective because the teacher gives them the answers.

3 –

The students happened to guess what they were supposed to do.

4 –

The Engage is effective because the teacher doesn’t waste time by letting the students talk.

5 –

It is effective because he probably does the same thing every lesson.

In the second lesson during the Engage phase the teacher did not correct the students’ mistakes in grammar. This is because…

1 –

he didn’t notice any.

2 –

errors and mistakes should not be addressed during the Engage phase.

3 –

the students didn’t make any.

4 –

he was in a hurry to get to the study phase.

5 –

it wasn’t a grammar lesson.

How does the teacher use his voice more effectively in the second lesson?

1 –

The teacher’s voice is louder and more forceful in the second lesson.

2 –

The teacher speaks more slowly and clearly in the second lesson.

3 –

The teacher speaks more quickly in the second lesson, which forces the students to pay closer attention.

4 –

The teacher speaks more softly in the second lesson, which forces the students to pay closer attention.

5 –

The teacher uses some of the students’ native language to generate interest in the lesson.

How does the teacher build a better rapport with the students in the second lesson?

1 –

He doesn’t put up with problem behavior in the second lesson.

2 –

He calls mostly on the more advanced students to produce more correct answers.

3 –

He learns the students’ names and involves all of the students in the lesson.

4 –

He asks the students personal questions and treats them as friends.

5 –

He tells the students about himself before beginning the lesson.

What simple gesture does the teacher use in the second lesson that helps the students feel comfortable and also keen to participate in the class?

1 –

The teacher points at the students.

2 –

The teacher smiles in the second lesson.

3 –

The teacher calls on the students to participate in the second lesson in an unpredictable manner.

4 –

The teacher uses a puzzled look when students answer incorrectly.

5 –

The teacher claps in the second lesson to indicate that time is up.

During the board work study phase of the second lesson the teacher kept leaving gaps for the students to fill in both visually and verbally. These were examples of…

1 –

drilling for pronunciation.

2 –

monitoring the students.

3 –

elicitation of the target language.

4 –

teaching for an exam.

5 –

laziness of the teacher.

In the second lesson, before starting the activity at around 24 minutes, what did the teacher do to check the students understood the activity?

1 –

He elicited a correct answer from the worksheet he was about to give them.

2 –

He asked “Do you understand”?

3 –

He didn’t do anything, as he was pretty sure they knew what to do.

4 –

He went through it all a couple of times again, to make sure.

5 –

He told them that if they got it wrong he would be angry.

In the same activity as the previous question (14) he handed out only one worksheet between groups of two or three people. Why didn’t he give them one each?

1 –

If every student gets a worksheet each, they will have no reason to talk to each other.

2 –

He didn’t have enough for everyone to get one.

3 –

He was in a rush to get them going, so it was quicker to give one between two or three.

4 –

They would probably talk too much when they had one each.

5 –

He was being environmentally aware.

In the first lesson at around 19m 50s when the teacher starts an Activate activity, the students are confused. Why?

1 –

There was no clear demonstration given or any context outlined for the activity’s purpose.

2 –

They had not been listening to the teacher telling them what to do.

3 –

The students are at the wrong level for the teacher.

4 –

The students only appear confused, they are actually just bored.

5 –

The study phase had been too successful.

After watching the videos which of the following statements is most accurate with regards to the relationship between students and teachers?

1 –

Students often have poor listening skills and concepts need to be explained multiple times.

2 –

The attitude that the teacher comes into class with will have a profound effect on the success of the lesson.

3 –

Teachers will sometimes have bad lessons and there is little that can be done about this fact.

4 –

If students don’t understand a concept the teacher should just continue on through the lesson.

5 –

Teachers must first and foremost maintain discipline in the classroom.

Which of the following is NOT a good reason to monitor students during a Study phase activity?

1 –

To be available to answer students’ questions.

2 –

To judge individual students’ strengths and weaknesses.

3 –

To judge how much more time is needed to complete the activity.

4 –

To reprimand students for incorrect answers.

5 –

To ensure that the instructions were understood.

What lesson plan structure does the teacher use in the second lesson?

1 –

A Presentation, Practice and Production ESA lesson plan.

2 –

A Grammar Translation ESA lesson plan.

3 –

A Boomerang ESA lesson plan.

4 –

A Straight Arrow ESA lesson plan.

5 –

A Patchwork ESA lesson plan.

Which of the following describes the type of activity that took place starting at around 35 min in the second lesson?

1 –

An elicitation technique.

2 –

A three by three drill.

3 –

Class monitoring.

4 –

An Engage phase.

5 –

A mill drill.

Unit reflection: Write a brief overview of the content of this unit and what you feel that you have learnt from it. If stating an opinion you will need to give reasons. This section is not graded but may be part of a sample of work reviewed by the course moderator and therefore should be clear and concise, relevant to the unit, professional in nature and a minimum of 100 words. This unit reflection is therefore a requirement of the course. Repetition from previous unit reflections will not be accepted.

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