EaSTE Online PST Training By QAED Module-1 Unit-5 Solved Quizzes Activities

Unit 5 Complete Solved

How can we help learners to improve their Oral Communication Skills?

Bold and Underlines Answers are Correct

Self-Assessment Checklist

Read the following statements. Mark the ones you practise in your classes.

• I encourage learners to answer yes/ no to my questions. This at least makes them say something.
• I allow learners to listen and respond to their peers.
• I ask open-ended questions in my class to encourage discussion.
• I involve learners in communicative activities.
• It’s best if learners only listen to me.
• Involving learners in a communicative activity is challenging and I struggle to manage this.
• I find it challenging to include everyone in communicative activities.
• I allow learners to use their first language during discussions.
• The only communicative activities I focus on are the ones in the textbook.
• I understand that my learners come from different backgrounds. I have to make sure each one of them is respected and given a chance to contribute.

Drag and Drop

Tap to select then tap to drop.

Learners might have all kinds of barriers that make them passive during communication activities. Drag and drop the appropriate barriers to match them to the explanations below.

Type of barrier and Explanation

1-Cultural Learners are more likely to be uninvolved in activities when they cannot relate personally to a topic.

2-Language
Teachers sometimes use difficult words and sentence structures.
They also give long instructions and do not check learners’
understanding. This makes learners lose interest and they become passive.

3-Physical Sometimes learners cannot hear properly because of factors such as
external/internal noise, obstruction or distance.

4-Emotional & Psychological If learners feel excited or have negative feelings like anger or anxiety, it becomes difficult for them to be fully involved in classroom activities. If learners feel they will not be heard or respected, they might not engage in oral communication activities.

Activity: Advice for teachers

Possible reasons for learners’ lack of engagement in Saira’s lessons. Tick all the possible reasons that apply.

• lack of confidence
• lack of a relaxed classroom atmosphere
• fear of being corrected too much
• fear of using English incorrectly
• monotonous activities
• lack of fun/ enjoyment

Activity

Drag and drop the most appropriate strategy for each activit

1
Learners need to think about the rules to cross a road.
Preparation
This strategy works for both stronger learners and less confident learners as they can think through the ideas before producing the best language that they can.

2
Think, pair share. With a partner,learners exchange ideas and listen to the rules their peers have thought of.
Repetition
As learners repeat the task with different partners, the quality of what they produce will get better.

3
Learners work in groups and prepare a presentation to guide people to follow the rules to cross a road.
Brain-storming
This strategy involves a lot of peer support and makes learners motivate each other.

4
Learners present their ideas for road safety rules. They should be able to use the vocabulary from the textbook.
Language practice
Learners deliver with more confidence when giving presentations.

5
Learners practise their presentation, using vocabulary and sentence structures presented earlier in class.
Presentation skills
This offers learners the chance to use appropriate vocabulary and practise correct sentence structure.

Reflect on your teaching practice

It is useful to reflect on your teaching skills for developing an inclusive classroom. Use this checklist of questions as a guide to self-evaluate and set targets for your own inclusive teaching.

Do I have the attention of all learners before I start?

Have I got activities at different levels?

• Do I give instructions and directions at learners’ level of need and understanding?
• Are all learners able to cope with the tasks and activities? Do I need to differentiate?
• Do I involve learners in setting rules for my classes?
• Do I have a variety of rewards that are well-known to my learners?
• Do I value every learner?
• Do I use a variety of interaction patterns?
• Do I involve learners in setting their learning outcomes?
• Do I support less confident learners?
• Do I provide a safe environment for my learners?
• Do I celebrate diversity?
• Do I encourage learners when they make mistakes?
• Do I use inclusive and positive language

Applying to your context

Which of these ideas could you use with your learners? Tick all that apply.

• Pair work/ group work. Students can ask the question to each other and share responses with the whole class.
• Contextualise – ask how many learners have mothers who work professionally?
• Ask the whole class: “How do you support your family while your mother works?”
• Use visuals to talk about women in different professions.
• Make use of the illustrations in the text.
• Share personal experiences.
• Think-pair-share activities.
• Provide opportunities for learners to listen to each other.
• Let learners provide support to each other.

Unit 5 Solved Quiz

Question 1

Question 1
You can get your students interested in the textbook activities by making them more interactive.

• True
• False

Question 1
Read the statement below and decide whether it’s true or false.

During a conversation class, it is enough to give instructions to the learners to speak.Giving learners extra help if they find the activities too difficult will only waste class time.

• True
• False

Question 2

Question 2
Read the statement below and decide whether it’s true or false.

Physical barriers are when learners cannot hear properly because of factors such as external/ internal noise, obstruction or distance.

• True
• False

Question 2
Read the statement below and decide whether it’s true or false.

Learners being uninvolved in activities when they cannot relate to a certain topic in their own context is known as a psychological barrier.

• True
• False

Question 2
Read the statement below and decide whether it’s true or false.

Emotions can also create barriers for learners to remain fully engaged in an oral communication activity.

• True
• False

Question 3

Question 3
Read the statement below and decide whether it’s true or false.

Gaining attention of all the learners before beginning a lesson is an example of inclusive teaching.

• True
• False

Question 3
Fill in the gap by choosing the right word from the box

We can all learn from diversity ; our strengths are in our differences, as well as in recognizing our similarities.

Question 3
Read the statement below and decide whether it’s true or false.

Creating opportunities for learning for every learner so that learners learn the same content in different ways is called inclusion.

• True
• False

Question 4

Question 4
Teachers should not allow learners to share their personal experiences and contextualise their learning as it takes too much time.

• True
• False

Question 4
Respecting neurodiversity is not an example of inclusive practice.

• True
• False

Question 5

Question 5
Read the statement below and decide whether it’s true or false.

We can differentiate instruction by adapting content, process or product and creating learning opportunities that allow learners to learn the same content in different ways.

• True
• False

Question 5
Read the statement below and decide whether it’s true or false.

A teacher can instruct learners to work in different size groups on the same task.

• True
• False

Question 6

Question 6
Read the statement below and decide whether it’s true or false.

Adapting content to learners’ interest is not a part of differentiated instruction.

• True
• False

Question 6
Read the statement below and decide whether it’s true or false.

A teacher can give more help to some students and less to others, but all students should produce the same kind of work.

• True
• False

Question 6
Read the statement below and decide whether it’s true or false.

Providing learners different vocabulary words and allowing them to choose the taught words in their presentation is an example of differentiated instruction.

• True
• False