TASK
1. Q) Name the primary language skills in TEFL.
A) Speaking, listening, reading, and writing.
2. Q) Which should be included in a general English teaching syllabus?
A) All four of these primary language skills (i.e. speaking, listening,
reading, and writing).
3. Q) Which 2 skills appear more often in a course specifically designed
for telephone operators / receptionists?
A) Speaking and listening.
4. Q) How can you ensure that you are considering the needs of every
learner?
A)You will ensure that you are catering for all styles of learner if you make sure that you are giving your students the chance to hear and say and see and write a piece of language.
5. Q) Why could it be necessary for you, as the teacher, to provide extra
materials?
A)Some textbooks and English language study materials emphasise only certain of the four primary language skills at the expense of the others. Therefore the teacher may need to provide supplementary materials to ensure that adequate practice is provided in all four of the skills.
6. Q) What extra materials could be useful? (Name 3)
A) Some useful supplementary materials are:
- Authentic texts (such as selected articles from the internet or newspapers)
- Recordings of dialogues
- Extracts from DVDs
7. Q) Which receptive skill is used when conversing?
A) Listening.
8. Q) Which productive skill is used when making notes at lectures?
A) Writing.
9. Q) What do we call a discussion of the text in which the teacher raises
the awareness of what they already know about the text, in order to
lay a foundation for understanding the information they are going to
hear?
A)Activate schemata (this involves discussing the general topic of the text and making students aware of what they already know about it, so that the new information they hear will be laid on some sort of foundation, thereby improving their understanding).
10. Q) "Reading is an inbuilt skill." Is this statement true or false?
A) False.
11. Q) What decides which sub-skills of reading will be necessary in a
particular reading exercise?
A)The purpose for which the reader is reading a particular text will
determine which particular sub-skills of reading are required (so, for example, with intensive reading a reader may engage in skimming or scanning depending on whether the aim is to read for gist or for detail; or the aim may be to gain precise understanding, or imaginative understanding, or practical understanding, and sometimes, in the case of extensive reading, superficial understanding).
12. Q) Is reading a novel extensive or intensive reading?
A) Extensive reading.
13. Q) What name is given to the sub-skill involved in running over a
text to identify its general topic?
A) Skimming (reading for gist).
14. Q) Which sub-skill of reading involves in-depth study of a text?
A) Precise understanding.
15. Q) Why do you need to know whether your learners are eg university
students, business English students etc?
A)Knowing what kind of student you are dealing with is important in assessing which reading techniques and sub-skills need to receive more attention (e.g. literature students may need to be given more practice in reading for imaginative understanding, while business students may need to focus more on reading for practical understanding), though students of all kinds need to gain some measure of experience in all the reading techniques and sub-skills.
16. Q) In Example Text 1 are your students required to get to know every
word before completing the exercises?
A) No.
17. Q) In Exercise 1 of Example Text 1 what kind of reading is
required – skimming or scanning?
A) Skimming.
18. Q) In which of the 2 texts is the student required to predict?
A) Example Text 2.
19. Q) In Exercise 3 of Example Text 2 would your students be exercising
skimming or scanning?
A) Scannning.
20. Q) For which stage of a receptive skills lesson would you plan
exercises on grammar structures used in the text, a role-play based
on the text or an essay on the topic of the text.
A)The third and final stage of a receptive skills lesson (i.e. the After Reading / Listening stage).
Unit 3Module 2