EaSTE Online PST Training By QAED Module-1 Unit-4 Solved Quizzes Activities

Explaining learning outcomes and content appropriately

Look at the tips for explaining learning outcomes. Are they examples of ‘dos’ or ‘don’ts’? Put a tick (✔) for Dos and a cross (X) for Don’ts

• Describe the skills that language learners will develop during the lesson. ✔▾
• Write the learning outcomes on the board at the start of a lesson (or have a learner write them). ✔▾
• Use academic language. X▾
• Check understanding by using examples and asking questions. ✔▾
• Think of ways the learners can measure their progress. ✔▾
• Take notes to give individuals feedback and decide which areas to focus on. ✔▾

Dos or Don’ts?

Look at these tips for managing timing and pace. Are they examples of dos or don’ts?

• Have a variety of interaction patterns. Do▾
• Set time limits. Do▾
• Change the topic within a lesson. Don’t▾
• Make changes to the lesson plan if needed. Do▾
• Give long instructions for activities. Don’t▾
• Give signals throughout the class about which stage you’re at. Do▾
• Have an additional, optional activity which you can use if there is time. Do▾
• Stop the lesson if you finish your lesson plan. Don’t▾

1-Grouping

Watch the first part of the video How does the teacher put her learners into groups?

• Do the learners show each other their pictures? No
• Do the learners speak English during the warmer? Yes
• Should the teacher slow the lesson down again after a warmer? No

2-Giving instructions

Question 1: John Kay says that the teacher shouldn’t use over- complicated language when giving instructions. Choose the clearer instructions from each pair below.

‘Could you please pass the worksheets out?

‘Pass the worksheets out.’

Question 2: John Kay says that the teacher shouldn’t use over- complicated language when giving instructions. Choose the clearer instructions from each pair below.

Would you mind standing next to your partner for me?’

‘Stand next to your partner’

Question 3: John Kay says that the teacher shouldn’t use over- complicated language when giving instructions. Choose the clearer instructions from each pair below.

‘Pick up your pencil and paper.’

The things you’re going to need are a pencil and a piece of paper.

3-Language

All Answers are placed in colored text.

1. How does the first teacher put her students into groups?

She gives them pictures of animals. The students have to find the other students with the same animal and sit with them. This warmer means the students can interact in English before they even start the task.

2. Why does the teacher say, ‘Will you work alone?’

This is an Instruction-Checking Question. It can be tempting just to ask the students, ‘Do you understand?’ but students can answer that they do, when in fact they don’t.

3. How does John Kay suggest we can tell whether students have understood the instruction or not?

He suggests we look at their actions. If they have understood, they will start the activity.

4. How does the male teacher provide a ‘model’ for his students?

He gets the class to watch as he shows himself interacting with one of the students.

5. How does the teacher give the students useful language for completing the task?

The language is on cards which are on the tables and the walls of the classroom. Remember that along with the target language, students need language to negotiate misunderstandings (e.g. ‘Could you repeat that please?’)

Teaching concepts

Select the meanings from the drop down list next to the teaching concept.

Question 1

• Phrases and words the students will need to complete the task Useful language▾
• Less complicated. Easier to understand Simplified▾
• The sets of students who work together Groupings▾
• Being able to communicate, not necessarily speaking perfect English Fluency▾
• A physical activity to get the students energised Warmer▾
• Asking the students something to find out if they know what to do Instruction-checking question▾
• which the teacher wants learners to practise using Target Language▾
• An example of the kind of language and interaction the students are going to need to complete the task Model▾

Interaction patterns

Answers are bold

Question 1

Learner to learners A learner talks to the whole class at once, or to a group. This might be to present their group’s ideas after group work, or check answers.

Group work Learners work on a task in small groups. The teacher usually monitors, listening to each group and helping where needed.

Rotating groups Learners work in different groups. When they finish part of a task, the group changes and they begin the next part of the task with a new group. This needs to be set up using the classroom space, for example by setting up workstations.

Pair work Two learners work together on a task.

Mingle This involves the whole class moving about and speaking to as many other classmates as possible. This usually needs a carefully set-up task where learners can tick off the people they’ve spoken to.

Learners work alone This is for individual tasks where learners don’t need to work together.
Teacher to learners The teacher talks to the whole class at once, presenting or answering questions. It might also include the teacher asking individual learners to share ideas.

Question 2

Which of these interaction patterns gives the learners the most speaking time

Pair work and Mingles

Question 3

Which of these interaction patterns gives the learners the least speaking time Teacher to learners

Planning interactions

Question 1

Substage: Review vocabulary Substage aim:
Learners should remember the words for fruits and vegetables and how to pronounce them.

Interaction: Group work▾

Language of Interaction: English

Question 2

Substage: Re-group learners Substage aim: Learners get into a new group for the speaking activity.

Interaction: Group Work

Language of Interaction English▾

Question 3

Substage: Model target language Substage aim: Learners practise ‘I like ______because ______.’etc.

Interaction: Teacher to whole class▾

Language of Interaction: English

Question 4

Substage : Instructions. Substage aim: Learners should understand how to do the activity.

Interaction: Teacher to whole class.

Language of Interaction English and L1▾

Question 5

Substage: Check understanding. Substage aim: Learners should be sure they understand how to do the activity.

Interaction: Teacher to whole class

Language of Interaction English▾

Question 6

Substage: Speaking task (Learners will need to clarify things they do not understand). Substage aim: Learners practise talking about their favourite fruits and vegetables.

Interaction: Learner to learner▾

Language of Interaction: English

Question 7

Substage: Content feedback. Substage aim: Learners feed back to the class what they have learnt about each other to show they have completed the activity

Interaction: Learner to Learners

Language of Interaction: English and L1▾

Question 8

Substage: Language feedback Substage Aim: Learners receive support on the accuracy of their

language. Interaction: Teacher to whole class▾

Language of Interaction : English

Quiz Unit 4 

LO 1 Recognise the importance of sharing learning outcomes during setting
of an oral communication task

Read the statement and decide if it is true (T) or false (F):

• 1. Lesson outcomes should be written so learners can understand them. True / False
• 2. ‘Use Academic language’ is a correct example of a learning outcome. True/ False
• 3. Choose and highlight the correct answer:
  • It is a good practice to draw learners’ attention to learning outcomes:
    • a. at the beginning of the lesson
    • b. at the end of the lesson
    • c. at the beginning, during and after the lesson

LO 2 Manage various stages (pre, during and post) of oral communication activities
Choose the correct answer

Read the statement and decide if it is true (T) or false (F):

1. Before starting the lesson, the teacher should describe the skills and language
that learners will develop during the lesson. True/False 

2.The pre-stage of an oral communication lesson allows learners to get
feedback on their performance and conclusion to the task. True/ False

3. You should stop your lesson once your lesson plan finishes. There is no point in
letting learners share what they liked in an oral communication activity.
True/ False

LO 3 Gain insight into setting time and managing pace of Oral Communication
activities

1. Read the statement and decide if it is true (T) or false (F):

Setting the timing and pace of activities ensures that teachers are using class
time for the most useful activities. True / False

2. Changing a topic within an oral communication class motivates the learners.
True/ False

3. Giving long instructions is fun! Teachers should practise giving long instructions
to learners. True/ False

LO 4 Encourage students to practise classroom language by using a variety of
interaction patterns

Read the statement and decide if it is true (T) or false (F):

1. Group work is when two learners work together on a task. True/ False

2 ‘Teacher to whole class’ is when a teacher talks to each student individually.
True / False

3. When learners mingle, they only talk to their friends. True/ False

LO 5 Use a variety of techniques to motivate learners and increase oral communication in the classroom

1. Choose the correct answer:

Useful language means:
a. phrases and words the learners will need to complete a task
b. words that are less complicated
c. words that learners find and note as useful

2. Choose the correct answer:

An example of the kind of language and interaction learners are going to need to
complete a task is:
a. warmer
b. model
c. simplified

3. Read the statement and decide if it is true (T) or false (F):

To teach better, the teacher should be at the front of the class. True/ False

LO 6 Reflect on your lesson management, identifying strengths and weaknesses, and making changes as needed for multilingual classrooms.

Choose and highlight the correct answer

1. When a lesson is finished, there’s no point in thinking about how it went.
True/ False

2. A teacher should keep reflecting on her practice and improving throughout her
career. True/ False

3. It’s good to ask your learners how they feel about their learning progress.
True/ False