UNIT 4

For questions 1 to 5 state whether the materials used for each classroom scenario would be
considered authentic or non-authentic.

The students take notes while watching a TV advert for a popular new toy.

1. Authentic

2. Non-authentic

970 46

The students read the teacher's prepared text on a subject.

1. Authentic

2. Non-authentic

971 46

The students play a matching game using text taken from English newspapers and magazines.

1. Authentic

2. Non-authentic

972 46

The students complete a gap fill worksheet based on clothing related vocabulary.

1. Authentic

2. Non-authentic

973 46

The students take turns to read a section from an English-language magazine.

 1. Authentic

2. Non-authentic

974 46

Which of the following should NOT be a consideration when designing an activity worksheet for
use in the classroom?

1. The best way to organise the classroom for the activity.

2. How to demonstrate the material and activity to the students.

3. The specific vocabulary or grammar points that you wish to use or test.

4. How to ensure that every student will easily be able to complete the worksheet.

975 46

Which of the following does NOT represent a potential benefit of producing a lesson plan for
your class?

1. The teacher is able to stick to an exact plan and avoid being distracted by any
additional issues raised by the students.

2. The teacher is able to re-use the same plan for multiple classes.

3. The teacher is able to use the plan as a record of topics covered throughout the
course.

4. The teacher may use the plan as an outline guide to the lesson.

976 46

8
For questions 8 to 12 match the sentence to the MOST appropriate lesson plan heading.

Students take turns to read a paragraph from the magazine.

1. Procedures XXX

2. Personal aims

3. Learner objectives

4. Anticipated problems for students

5. Anticipated problems for teacher

977 46

Being able to explain the definitions of difficult vocabulary within the magazine.

1. Procedures

2. Personal aims

3. Learner objectives

4. Anticipated problems for students

5. Anticipated problems for teacher

978 46

10

Increase MY usage of the 3x3 drilling technique to aid student pronunciation.

1. Procedures
 2. Personal aims

3. Learner objectives

4. Anticipated problems for students

5. Anticipated problems for teacher

979 46

11

Reluctance to read aloud in front of the class.

1. Procedures

2. Personal aims

3. Learner objectives

4. Anticipated problems for students

5. Anticipated problems for teacher

980 46

12

To practice reading skills with the aid of an English magazine.

1. Procedures

2. Personal aims

3. Learner objectives

4. Anticipated problems for students

5. Anticipated problems for teacher

 981 46

13

When teaching young learners using the ESA methodology, which of the following activities
would be most suitable for the Engage stage of the lesson?

1. A role play where the students practice formal greetings and introductions.

2. A worksheet where students are required to identify the colour of various household
objects.

3. Pronunciation work where students practice the target language of the lesson.

4. A short game of hangman where the students have to guess the famous musician on
the whiteboard.

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14

When teaching young learners using the ESA methodology, which of the following activities
would be most suitable for the Study stage of the lesson?

1. An informal chat where the students tell the teacher their plans for the upcoming
weekend.

2. A worksheet where the students have to rearrange the sentences into the correct
order.

3. A survey activity where the students have to walk around the room and complete a
questionnaire based on the other students answers.

4. A light hearted board game that has been adapted for practicing the grammar points
learnt during the lesson.

983 46

15

When teaching young learners using the ESA methodology, which of the following activities
would be most suitable for the Activate stage of the lesson?
 1. The students are given a biography of a famous actor to read, followed by a set of
comprehension questions.

2. 3x3 drilling of difficult vocabulary.

3. A ‘find someone who….’ activity, where the students move around the room asking
each other questions based on the topic of the lesson.

4. A word search activity where the students have to find the target vocabulary of the
lesson hidden within a worksheet.

984 46

16

For questions 16 to 21 your answers should complete the sequences of a lesson plan designed for
a class of 9-year-old students using the Engage and Practice method. The lesson’s aim is for
students to learn and practice the present continuous tense. For each question you must choose
the most suitable option listed.

Which of the following options would be the most appropriate for the Engage stage of the
lesson?

1. The students watch a DVD containing the song “Are you sleeping” complete with
subtitled lyrics. The teacher encourages the students to sing along using the subtitles as a
guide.

2. After praising the student’s efforts, the teacher uses the results of the cartoon activity
as a basis for reading practice. The students take turns to read selected sentences aloud to
the class.

3. The teacher uses the actions previously written on the whiteboard to demonstrate the
different forms of the present continuous tense. The teacher then introduces an activity
where the students have to write a present continuous sentence to describe the actions
being performed in a series of cartoon pictures.

4. The class performs a full rendition of the “Are you sleeping” song, including the new
verses performed by each pair of students. Upon completion of the sing along the teacher
praises the student’s efforts during the lesson.
 5. To get the students thinking and speaking in English, the class play a short game of
charades using specific actions supplied by the teacher. Once the class guesses each
answer the teacher writes the actions on the whiteboard.

6. The teacher places the students into pairs and instructs them to create their own verse
to fit into the “Are you sleeping” song. The teacher monitors their progress and gives
assistance when required.

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17

After completing the Engage stage, which of the following options would be the most
appropriate to begin the first Practice stage of the lesson?

1. The students watch a DVD containing the song “Are you sleeping” complete with
subtitled lyrics. The teacher encourages the students to sing along using the subtitles as a
guide.

2. After praising the student’s efforts, the teacher uses the results of the cartoon activity
as a basis for reading practice. The students take turns to read selected sentences aloud to
the class.

3. The teacher uses the actions previously written on the whiteboard to demonstrate the
different forms of the present continuous tense. The teacher then introduces an activity
where the students have to write a present continuous sentence to describe the actions
being performed in a series of cartoon pictures.

4. The class performs a full rendition of the “Are you sleeping” song, including the new
verses performed by each pair of students. Upon completion of the sing along the teacher
praises the student’s efforts during the lesson.

5. To get the students thinking and speaking in English, the class play a short game of
charades using specific actions supplied by the teacher. Once the class guesses each
answer the teacher writes the actions on the whiteboard.

6. The teacher places the students into pairs and instructs them to create their own verse
to fit into the “Are you sleeping” song. The teacher monitors their progress and gives
assistance when required.

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18
Following the previous process, which of the following options would be the most appropriate to
complete the first Practice stage of the lesson?

1. The students watch a DVD containing the song “Are you sleeping” complete with
subtitled lyrics. The teacher encourages the students to sing along using the subtitles as a
guide.

2. After praising the student’s efforts, the teacher uses the results of the cartoon activity
as a basis for reading practice. The students take turns to read selected sentences aloud to
the class.

3. The teacher uses the actions previously written on the whiteboard to demonstrate the
different forms of the present continuous tense. The teacher then introduces an activity
where the students have to write a present continuous sentence to describe the actions
being performed in a series of cartoon pictures.

4. The class performs a full rendition of the “Are you sleeping” song, including the new
verses performed by each pair of students. Upon completion of the sing along the teacher
praises the student’s efforts during the lesson.

5. To get the students thinking and speaking in English, the class play a short game of
charades using specific actions supplied by the teacher. Once the class guesses each
answer the teacher writes the actions on the whiteboard.

6. The teacher places the students into pairs and instructs them to create their own verse
to fit into the “Are you sleeping” song. The teacher monitors their progress and gives
assistance when required.

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19

Following completion of the first Practice stage, which of the following options would be the
most appropriate to begin the second Practice stage?

1. The students watch a DVD containing the song “Are you sleeping” complete with
subtitled lyrics. The teacher encourages the students to sing along using the subtitles as a
guide.

2. After praising the student’s efforts, the teacher uses the results of the cartoon activity
as a basis for reading practice. The students take turns to read selected sentences aloud to
the class.
 3. The teacher uses the actions previously written on the whiteboard to demonstrate the
different forms of the present continuous tense. The teacher then introduces an activity
where the students have to write a present continuous sentence to describe the actions
being performed in a series of cartoon pictures.

4. The class performs a full rendition of the “Are you sleeping” song, including the new
verses performed by each pair of students. Upon completion of the sing along the teacher
praises the student’s efforts during the lesson.

5. To get the students thinking and speaking in English, the class play a short game of
charades using specific actions supplied by the teacher. Once the class guesses each
answer the teacher writes the actions on the whiteboard.

6. The teacher places the students into pairs and instructs them to create their own verse
to fit into the “Are you sleeping” song. The teacher monitors their progress and gives
assistance when required.

988 46

20

Following the previous process, which of the following options would the most appropriate to
continue the second Practice stage?

1. The students watch a DVD containing the song “Are you sleeping” complete with
subtitled lyrics. The teacher encourages the students to sing along using the subtitles as a
guide.

2. After praising the student’s efforts, the teacher uses the results of the cartoon activity
as a basis for reading practice. The students take turns to read selected sentences aloud to
the class.

3. The teacher uses the actions previously written on the whiteboard to demonstrate the
different forms of the present continuous tense. The teacher then introduces an activity
where the students have to write a present continuous sentence to describe the actions
being performed in a series of cartoon pictures.

4. The class performs a full rendition of the “Are you sleeping” song, including the new
verses performed by each pair of students. Upon completion of the sing along the teacher
praises the student’s efforts during the lesson.
 5. To get the students thinking and speaking in English, the class play a short game of
charades using specific actions supplied by the teacher. Once the class guesses each
answer the teacher writes the actions on the whiteboard.

6. The teacher places the students into pairs and instructs them to create their own verse
to fit into the “Are you sleeping” song. The teacher monitors their progress and gives
assistance when required.

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21

Which of the following options would be the most appropriate to complete the lesson?

1. The students watch a DVD containing the song “Are you sleeping” complete with
subtitled lyrics. The teacher encourages the students to sing along using the subtitles as a
guide.

2. After praising the student’s efforts, the teacher uses the results of the cartoon activity
as a basis for reading practice. The students take turns to read selected sentences aloud to
the class.

3. The teacher uses the actions previously written on the whiteboard to demonstrate the
different forms of the present continuous tense. The teacher then introduces an activity
where the students have to write a present continuous sentence to describe the actions
being performed in a series of cartoon pictures.

4. The class performs a full rendition of the “Are you sleeping” song, including the new
verses performed by each pair of students. Upon completion of the sing along the teacher
praises the student’s efforts during the lesson.

5. To get the students thinking and speaking in English, the class play a short game of
charades using specific actions supplied by the teacher. Once the class guesses each
answer the teacher writes the actions on the whiteboard.

6. The teacher places the students into pairs and instructs them to create their own verse
to fit into the “Are you sleeping” song. The teacher monitors their progress and gives
assistance when required.

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22
Which of the following answers would NOT be a suitable personal aim for a lesson plan?
 1. To learn more of the students first language.

2. To increase the use of 3x3 drilling for pronunciation work.

3. To improve board work presentation and structure.

4. To improve the clarity of activity instructions.

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23
Which of the following statements is NOT generally true about all course books designed for use
in the classroom?

1. Course books are graded to suit different language levels.

2. Course books contain activities that have been previously tested.

3. Course books are designed for the use of specific nationalities.

4. Course books provide a solid structure for inexperienced teachers.

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24
Which of the following answers does NOT represent a suitable method of controlling the
classroom environment?

1. Reduce excessive noise by using hand gestures and eye contact to indicate when
students should be quiet.

2. Avoid repeated disciplinary issues by regularly changing the groups and pairings
used for activities.

3. Reduce opportunities for misbehaving by utilising different classroom layouts and

teacher positions.

4. Avoid classroom conflict by being relaxed on things such as punctuality and noise
levels.
 993 46

25
Which of the following scenarios does NOT represent a suitable method of preparation by the
teacher, before a student undertakes an activity?

1. The teacher explains the outline of a worksheet activity and then demonstrates the
process by completing an example on the whiteboard.

2. The teacher gives a verbal explanation of the activity and then asks the students if
they have understood what is expected of them.

3. The teacher introduces a language based board game and then plays a practice round
while the students observe and ask any questions they may have.

4. The teacher gives an explanation and demonstration of the activity and then asks a
student to describe how they will approach the task.

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26
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.

#8: I would say that the statement is a procedure, not an objective. Objectives are a
bit larger and require broader-thinking skills.
#9: This one is anticipated teacher problems. Students wouldn't be expected to
explain the difficult vocabulary found in a text (unless it specifically stated that the
activity was with vocab), so I think this one could be teacher problems, not student
problems.
#18: Change to option 3!
#19: Change to option 2! (Swap w/18)
#22: I think this one might be option #1. In a class where students are coming in
and learning English, learning their first language is a wonderful aim for outside of
the classroom, but using English only (or mostly) helps with understanding and
comprehension. Immersion helps with comprehension!
#24: OPTION 4 !! Noise level and punctuality create huge conflict and chaos, and
create even more so if you do not address them. Avoiding discipline and conflict in
groups by changing up partners/teams is a great strategy for helping with rowdy
kiddos.
#25: This one is a tough one... I feel as though the answer you put is accurate, but
something about the teacher only introducing the game, then playing a round and
just having students ask if they need help is also an issue. Verbal directions are not
the greatest, but the teacher there is asking for confirmation that they are
understood, and are using a check-in/formative assessment to measure
understanding, so I feel like option 3 might be the NOT recommended one? Maybe?
This one threw me for a loop lol.

For questions 1 to 5 state whether the materials used for each classroom scenario would be
considered authentic or non-authentic.

The students take notes while watching a TV advert for a popular new toy.
1 - Authentic --> Correct
2 - Non-authentic --> Incorrect: Please refer to page 2 (Authentic and non-authentic materials)

Your answer is correct.

Your answer: 1
Correct answer: 1
2
The students read the teacher's prepared text on a subject.
1 - Authentic --> Incorrect: Please refer to page 2 (Authentic and non-authentic materials)
2 - Non-authentic --> Correct

Your answer is correct.

Your answer: 2
Correct answer: 2
3
The students play a matching game using text taken from English newspapers and magazines.
1 - Authentic --> Correct
2 - Non-authentic --> Incorrect: Please refer to page 2 (Authentic and non-authentic materials)

Your answer is correct.

Your answer: 1
Correct answer: 1
4
The students complete a gap fill worksheet based on clothing related vocabulary.
1 - Authentic --> Incorrect: Please refer to page 2 (Authentic and non-authentic materials)
2 - Non-authentic --> Correct

Your answer is correct.

Your answer: 2
Correct answer: 2
5
The students take turns to read a section from an English-language magazine.
1 - Authentic --> Correct
2 - Non-authentic --> Incorrect: Please refer to page 2 (Authentic and non-authentic materials)

Your answer is correct.

Your answer: 1
Correct answer: 1
6
Which of the following should NOT be a consideration when designing an activity worksheet for
use in the classroom?
1 - The best way to organise the classroom for the activity. --> Incorrect: Please refer to pages 3-
4 (Authentic and non-authentic materials)
2 - How to demonstrate the material and activity to the students. --> Incorrect: Please refer to
pages 3-4 (Authentic and non-authentic materials)
3 - The specific vocabulary or grammar points that you wish to use or test. --> Incorrect: Please
refer to pages 3-4 (Authentic and non-authentic materials)
4 - How to ensure that every student will easily be able to complete the worksheet. --> Correct

Your answer is correct.

Your answer: 4
Correct answer: 4
7
Which of the following does NOT represent a potential benefit of producing a lesson plan for
your class?
1 - The teacher is able to stick to an exact plan and avoid being distracted by any additional
issues raised by the students. --> Correct
2 - The teacher is able to re-use the same plan for multiple classes. --> Incorrect: Please refer to
page 5 (Lesson Planning)
3 - The teacher is able to use the plan as a record of topics covered throughout the course. -->
Incorrect: Please refer to page 5 (Lesson Planning)
4 - The teacher may use the plan as an outline guide to the lesson. --> Incorrect: Please refer to
page 5 (Lesson Planning)

Your answer is incorrect.

Your answer: 2
Correct answer: 1
8
For questions 8 to 12 match the sentence to the MOST appropriate lesson plan heading.

Students take turns to read a paragraph from the magazine.

1 - Procedures --> Correct
2 - Personal aims --> Incorrect: Please refer to pages 5-8 (Lesson Planning)
3 - Learner objectives --> Incorrect: Please refer to pages 5-8 (Lesson Planning)
4 - Anticipated problems for students --> Incorrect: Please refer to pages 5-8 (Lesson Planning)
5 - Anticipated problems for teacher --> Incorrect: Please refer to pages 5-8 (Lesson Planning)

Your answer is correct.

Your answer: 1
Correct answer: 1
9
Being able to explain the definitions of difficult vocabulary within the magazine.
1 - Procedures --> Incorrect: Please refer to pages 5-8 (Lesson Planning)
2 - Personal aims --> Incorrect: Please refer to pages 5-8 (Lesson Planning)
3 - Learner objectives --> Incorrect: Please refer to pages 5-8 (Lesson Planning)
4 - Anticipated problems for students --> Incorrect: Please refer to pages 5-8 (Lesson Planning)
5 - Anticipated problems for teacher --> Correct

Your answer is correct.

Your answer: 5
Correct answer: 5
10
Increase MY usage of the 3x3 drilling technique to aid student pronunciation.
1 - Procedures --> Incorrect: Please refer to pages 5-8 (Lesson Planning)
2 - Personal aims --> Correct
3 - Learner objectives --> Incorrect: Please refer to pages 5-8 (Lesson Planning)
4 - Anticipated problems for students --> Incorrect: Please refer to pages 5-8 (Lesson Planning)
5 - Anticipated problems for teacher --> Incorrect: Please refer to pages 5-8 (Lesson Planning)

Your answer is correct.

Your answer: 2
Correct answer: 2
11
Reluctance to read aloud in front of the class.
1 - Procedures --> Incorrect: Please refer to pages 5-8 (Lesson Planning)
2 - Personal aims --> Incorrect: Please refer to pages 5-8 (Lesson Planning)
3 - Learner objectives --> Incorrect: Please refer to pages 5-8 (Lesson Planning)
4 - Anticipated problems for students --> Correct
5 - Anticipated problems for teacher --> Incorrect: Please refer to pages 5-8 (Lesson Planning)

Your answer is correct.

Your answer: 4
Correct answer: 4
12
To practice reading skills with the aid of an English magazine.
1 - Procedures --> Incorrect: Please refer to pages 5-8 (Lesson Planning)
2 - Personal aims --> Incorrect: Please refer to pages 5-8 (Lesson Planning)
3 - Learner objectives --> Correct
4 - Anticipated problems for students --> Incorrect: Please refer to pages 5-8 (Lesson Planning)
5 - Anticipated problems for teacher --> Incorrect: Please refer to pages 5-8 (Lesson Planning)

Your answer is correct.

Your answer: 3
Correct answer: 3
13
When teaching young learners using the ESA methodology, which of the following activities
would be most suitable for the Engage stage of the lesson?
1 - A role play where the students practice formal greetings and introductions. --> Incorrect:
Please refer to page 6 (Lesson Planning), as well as Unit 2 (Adopting an Approach)
2 - A worksheet where students are required to identify the colour of various household objects.
--> Incorrect: Please refer to page 6 (Lesson Planning), as well as Unit 2 (Adopting an
Approach)
3 - Pronunciation work where students practice the target language of the lesson. --> Incorrect:
Please refer to page 6 (Lesson Planning), as well as Unit 2 (Adopting an Approach)
4 - A short game of hangman where the students have to guess the famous musician on the
whiteboard. --> Correct

Your answer is correct.

Your answer: 4
Correct answer: 4
14
When teaching young learners using the ESA methodology, which of the following activities
would be most suitable for the Study stage of the lesson?
1 - An informal chat where the students tell the teacher their plans for the upcoming weekend.
--> Incorrect: Please refer to page 6 (Lesson Planning), as well as Unit 2 (Adopting an
Approach)
2 - A worksheet where the students have to rearrange the sentences into the correct order. -->
Correct
3 - A survey activity where the students have to walk around the room and complete a
questionnaire based on the other students answers. --> Incorrect: Please refer to page 6 (Lesson
Planning), as well as Unit 2 (Adopting an Approach)
4 - A light hearted board game that has been adapted for practicing the grammar points learnt
during the lesson. --> Incorrect: Please refer to page 6 (Lesson Planning), as well as Unit 2
(Adopting an Approach)

Your answer is correct.

Your answer: 2
Correct answer: 2
15
When teaching young learners using the ESA methodology, which of the following activities
would be most suitable for the Activate stage of the lesson?
1 - The students are given a biography of a famous actor to read, followed by a set of
comprehension questions. --> Incorrect: Please refer to page 6 (Lesson Planning), as well as Unit
2 (Adopting an Approach)
2 - 3x3 drilling of difficult vocabulary. --> Incorrect: Please refer to page 6 (Lesson Planning), as
well as Unit 2 (Adopting an Approach)
3 - A ‘find someone who….’ activity, where the students move around the room asking each
other questions based on the topic of the lesson. --> Correct
4 - A word search activity where the students have to find the target vocabulary of the lesson
hidden within a worksheet. --> Incorrect: Please refer to page 6 (Lesson Planning), as well as
Unit 2 (Adopting an Approach)

Your answer is correct.

Your answer: 3
Correct answer: 3
16
For questions 16 to 21 your answers should complete the sequences of a lesson plan designed for
a class of 9-year-old students using the Engage and Practice method. The lesson’s aim is for
students to learn and practice the present continuous tense. For each question you must choose
the most suitable option listed.

Which of the following options would be the most appropriate for the Engage stage of the
lesson?
1 - The students watch a DVD containing the song “Are you sleeping” complete with subtitled
lyrics. The teacher encourages the students to sing along using the subtitles as a guide. -->
Incorrect: Please refer to page 6 (Lesson Planning), as well as Unit 2 (Adopting an Approach)
2 - After praising the student’s efforts, the teacher uses the results of the cartoon activity as a
basis for reading practice. The students take turns to read selected sentences aloud to the class.
--> Incorrect: Please refer to page 6 (Lesson Planning), as well as Unit 2 (Adopting an
Approach)
3 - The teacher uses the actions previously written on the whiteboard to demonstrate the different
forms of the present continuous tense. The teacher then introduces an activity where the students
have to write a present continuous sentence to describe the actions being performed in a series of
cartoon pictures. --> Incorrect: Please refer to page 6 (Lesson Planning), as well as Unit 2
(Adopting an Approach)
4 - The class performs a full rendition of the “Are you sleeping” song, including the new verses
performed by each pair of students. Upon completion of the sing along the teacher praises the
student’s efforts during the lesson. --> Incorrect: Please refer to page 6 (Lesson Planning), as
well as Unit 2 (Adopting an Approach)
5 - To get the students thinking and speaking in English, the class play a short game of charades
using specific actions supplied by the teacher. Once the class guesses each answer the teacher
writes the actions on the whiteboard. --> Correct
6 - The teacher places the students into pairs and instructs them to create their own verse to fit
into the “Are you sleeping” song. The teacher monitors their progress and gives assistance when
required. --> Incorrect: Please refer to page 6 (Lesson Planning), as well as Unit 2 (Adopting an
Approach)

Your answer is incorrect.

Your answer: 1
Correct answer: 5
17
After completing the Engage stage, which of the following options would be the most
appropriate to begin the first Practice stage of the lesson?
1 - The students watch a DVD containing the song “Are you sleeping” complete with subtitled
lyrics. The teacher encourages the students to sing along using the subtitles as a guide. -->
Incorrect: Please refer to page 6 (Lesson Planning), as well as Unit 2 (Adopting an Approach)
2 - After praising the student’s efforts, the teacher uses the results of the cartoon activity as a
basis for reading practice. The students take turns to read selected sentences aloud to the class.
--> Incorrect: Please refer to page 6 (Lesson Planning), as well as Unit 2 (Adopting an
Approach)
3 - The teacher uses the actions previously written on the whiteboard to demonstrate the different
forms of the present continuous tense. The teacher then introduces an activity where the students
have to write a present continuous sentence to describe the actions being performed in a series of
cartoon pictures. --> Correct
4 - The class performs a full rendition of the “Are you sleeping” song, including the new verses
performed by each pair of students. Upon completion of the sing along the teacher praises the
student’s efforts during the lesson. --> Incorrect: Please refer to page 6 (Lesson Planning), as
well as Unit 2 (Adopting an Approach)
5 - To get the students thinking and speaking in English, the class play a short game of charades
using specific actions supplied by the teacher. Once the class guesses each answer the teacher
writes the actions on the whiteboard. --> Incorrect: Please refer to page 6 (Lesson Planning), as
well as Unit 2 (Adopting an Approach)
6 - The teacher places the students into pairs and instructs them to create their own verse to fit
into the “Are you sleeping” song. The teacher monitors their progress and gives assistance when
required. --> Incorrect: Please refer to page 6 (Lesson Planning), as well as Unit 2 (Adopting an
Approach)

Your answer is incorrect.

Your answer: 5
Correct answer: 3
18
Following the previous process, which of the following options would be the most appropriate to
complete the first Practice stage of the lesson?
1 - The students watch a DVD containing the song “Are you sleeping” complete with subtitled
lyrics. The teacher encourages the students to sing along using the subtitles as a guide. -->
Incorrect: Please refer to page 6 (Lesson Planning), as well as Unit 2 (Adopting an Approach)
2 - After praising the student’s efforts, the teacher uses the results of the cartoon activity as a
basis for reading practice. The students take turns to read selected sentences aloud to the class.
--> Correct
3 - The teacher uses the actions previously written on the whiteboard to demonstrate the different
forms of the present continuous tense. The teacher then introduces an activity where the students
have to write a present continuous sentence to describe the actions being performed in a series of
cartoon pictures. --> Incorrect: Please refer to page 6 (Lesson Planning), as well as Unit 2
(Adopting an Approach)
4 - The class performs a full rendition of the “Are you sleeping” song, including the new verses
performed by each pair of students. Upon completion of the sing along the teacher praises the
student’s efforts during the lesson. --> Incorrect: Please refer to page 6 (Lesson Planning), as
well as Unit 2 (Adopting an Approach)
5 - To get the students thinking and speaking in English, the class play a short game of charades
using specific actions supplied by the teacher. Once the class guesses each answer the teacher
writes the actions on the whiteboard. --> Incorrect: Please refer to page 6 (Lesson Planning), as
well as Unit 2 (Adopting an Approach)
6 - The teacher places the students into pairs and instructs them to create their own verse to fit
into the “Are you sleeping” song. The teacher monitors their progress and gives assistance when
required. --> Incorrect: Please refer to page 6 (Lesson Planning), as well as Unit 2 (Adopting an
Approach)

Your answer is incorrect.

Your answer: 3
Correct answer: 2
19
Following completion of the first Practice stage, which of the following options would be the
most appropriate to begin the second Practice stage?

1 - The students watch a DVD containing the song “Are you sleeping” complete with subtitled
lyrics. The teacher encourages the students to sing along using the subtitles as a guide. -->
Correct
2 - After praising the student’s efforts, the teacher uses the results of the cartoon activity as a
basis for reading practice. The students take turns to read selected sentences aloud to the class.
--> Incorrect: Please refer to page 6 (Lesson Planning), as well as Unit 2 (Adopting an
Approach)
3 - The teacher uses the actions previously written on the whiteboard to demonstrate the different
forms of the present continuous tense. The teacher then introduces an activity where the students
have to write a present continuous sentence to describe the actions being performed in a series of
cartoon pictures. --> Incorrect: Please refer to page 6 (Lesson Planning), as well as Unit 2
(Adopting an Approach)
4 - The class performs a full rendition of the “Are you sleeping” song, including the new verses
performed by each pair of students. Upon completion of the sing along the teacher praises the
student’s efforts during the lesson. --> Incorrect: Please refer to page 6 (Lesson Planning), as
well as Unit 2 (Adopting an Approach)
5 - To get the students thinking and speaking in English, the class play a short game of charades
using specific actions supplied by the teacher. Once the class guesses each answer the teacher
writes the actions on the whiteboard. --> Incorrect: Please refer to page 6 (Lesson Planning), as
well as Unit 2 (Adopting an Approach)
6 - The teacher places the students into pairs and instructs them to create their own verse to fit
into the “Are you sleeping” song. The teacher monitors their progress and gives assistance when
required. --> Incorrect: Please refer to page 6 (Lesson Planning), as well as Unit 2 (Adopting an
Approach)

Your answer is incorrect.

Your answer: 2
Correct answer: 1
20
Following the previous process, which of the following options would the most appropriate to
continue the second Practice stage?
1 - The students watch a DVD containing the song “Are you sleeping” complete with subtitled
lyrics. The teacher encourages the students to sing along using the subtitles as a guide. -->
Incorrect: Please refer to page 6 (Lesson Planning), as well as Unit 2 (Adopting an Approach)
2 - After praising the student’s efforts, the teacher uses the results of the cartoon activity as a
basis for reading practice. The students take turns to read selected sentences aloud to the class.
--> Incorrect: Please refer to page 6 (Lesson Planning), as well as Unit 2 (Adopting an
Approach)
3 - The teacher uses the actions previously written on the whiteboard to demonstrate the different
forms of the present continuous tense. The teacher then introduces an activity where the students
have to write a present continuous sentence to describe the actions being performed in a series of
cartoon pictures. --> Incorrect: Please refer to page 6 (Lesson Planning), as well as Unit 2
(Adopting an Approach)
4 - The class performs a full rendition of the “Are you sleeping” song, including the new verses
performed by each pair of students. Upon completion of the sing along the teacher praises the
student’s efforts during the lesson. --> Incorrect: Please refer to page 6 (Lesson Planning), as
well as Unit 2 (Adopting an Approach)
5 - To get the students thinking and speaking in English, the class play a short game of charades
using specific actions supplied by the teacher. Once the class guesses each answer the teacher
writes the actions on the whiteboard. --> Incorrect: Please refer to page 6 (Lesson Planning), as
well as Unit 2 (Adopting an Approach)
6 - The teacher places the students into pairs and instructs them to create their own verse to fit
into the “Are you sleeping” song. The teacher monitors their progress and gives assistance when
required. --> Correct

Your answer is correct.

Your answer: 6
Correct answer: 6
21
Which of the following options would be the most appropriate to complete the lesson?
1 - The students watch a DVD containing the song “Are you sleeping” complete with subtitled
lyrics. The teacher encourages the students to sing along using the subtitles as a guide. -->
Incorrect: Please refer to page 6 (Lesson Planning), as well as Unit 2 (Adopting an Approach)
2 - After praising the student’s efforts, the teacher uses the results of the cartoon activity as a
basis for reading practice. The students take turns to read selected sentences aloud to the class.
--> Incorrect: Please refer to page 6 (Lesson Planning), as well as Unit 2 (Adopting an
Approach)
3 - The teacher uses the actions previously written on the whiteboard to demonstrate the different
forms of the present continuous tense. The teacher then introduces an activity where the students
have to write a present continuous sentence to describe the actions being performed in a series of
cartoon pictures. --> Incorrect: Please refer to page 6 (Lesson Planning), as well as Unit 2
(Adopting an Approach)
4 - The class performs a full rendition of the “Are you sleeping” song, including the new verses
performed by each pair of students. Upon completion of the sing along the teacher praises the
student’s efforts during the lesson. --> Correct
5 - To get the students thinking and speaking in English, the class play a short game of charades
using specific actions supplied by the teacher. Once the class guesses each answer the teacher
writes the actions on the whiteboard. --> Incorrect: Please refer to page 6 (Lesson Planning), as
well as Unit 2 (Adopting an Approach)
6 - The teacher places the students into pairs and instructs them to create their own verse to fit
into the “Are you sleeping” song. The teacher monitors their progress and gives assistance when
required. --> Incorrect: Please refer to page 6 (Lesson Planning), as well as Unit 2 (Adopting an
Approach)

Your answer is correct.

Your answer: 4
Correct answer: 4
22
Which of the following answers would NOT be a suitable personal aim for a lesson plan?
1 - To learn more of the students first language. --> Correct
2 - To increase the use of 3x3 drilling for pronunciation work. --> Incorrect: Please refer to page
6 (Lesson Planning)
3 - To improve board work presentation and structure. --> Incorrect: Please refer to page 6
(Lesson Planning)
4 - To improve the clarity of activity instructions. --> Incorrect: Please refer to page 6 (Lesson
Planning)

Your answer is correct.

Your answer: 1
Correct answer: 1
23
Which of the following statements is NOT generally true about all course books designed for use
in the classroom?
1 - Course books are graded to suit different language levels. --> Incorrect: Please refer to page
10 (Book Resources)
2 - Course books contain activities that have been previously tested. --> Incorrect: Please refer to
page 10 (Book Resources)
3 - Course books are designed for the use of specific nationalities. --> Correct
4 - Course books provide a solid structure for inexperienced teachers. --> Incorrect: Please refer
to page 10 (Book Resources)

Your answer is correct.

Your answer: 3
Correct answer: 3
24
Which of the following answers does NOT represent a suitable method of controlling the
classroom environment?
1 - Reduce excessive noise by using hand gestures and eye contact to indicate when students
should be quiet. --> Incorrect: Please refer to pages 13-14 (Classroom Management)
2 - Avoid repeated disciplinary issues by regularly changing the groups and pairings used for
activities. --> Incorrect: Please refer to pages 13-14 (Classroom Management)
3 - Reduce opportunities for misbehaving by utilising different classroom layouts and teacher
positions. --> Incorrect: Please refer to pages 13-14 (Classroom Management)
4 - Avoid classroom conflict by being relaxed on things such as punctuality and noise levels. -->
Correct

Your answer is correct.

Your answer: 4
Correct answer: 4
25
Which of the following scenarios does NOT represent a suitable method of preparation by the
teacher, before a student undertakes an activity?
1 - The teacher explains the outline of a worksheet activity and then demonstrates the process by
completing an example on the whiteboard. --> Incorrect: Please refer to page 4 (Authentic and
non-authentic materials)
2 - The teacher gives a verbal explanation of the activity and then asks the students if they have
understood what is expected of them. --> Correct
3 - The teacher introduces a language based board game and then plays a practice round while
the students observe and ask any questions they may have. --> Incorrect: Please refer to page 4
(Authentic and non-authentic materials)
4 - The teacher gives an explanation and demonstration of the activity and then asks a student to
describe how they will approach the task. --> Incorrect: Please refer to page 4 (Authentic and
non-authentic materials)

Your answer is correct.

Your answer: 2
Correct answer: 2
26
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.

Your answer is .

Your answer: I learned a lot from this lesson it was informative in relation to the teacher's
materials and resources. The authentic versus non-authentic and concept of authentic material
which are considered real-life material used for a social purpose in the language community of
the native speakers. On the other side, non-authentic materials are teaching materials which are
made and designed for teaching purposes only. I have to say that one can use either depending on
what the needs call for in the teaching and plan lesson designed to teach students. I like both for
my lesson plan and of course unauthentic will probably work better depending on what purpose
and/or class of students learning point.