Section I

The basis for English as a Foreign Language Teacher:

Use of English language and grammar

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The basis for English as a Foreign Language

Teacher: Use of English language and grammar

SECTION I The basis for English as a Foreign Language Teacher:

Use of English language and grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
2.1 Lexis and vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

2.2 Grammar structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

2.3 Phonology and phonetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

4. Reading comprehension skills development and assessment . . . . . . . . . . . . .

11 Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12 Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
13

5. Writing skills development and assessment . . . . . . . . . . . . . . . . . . . . . . . . .

14 Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
15 Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
16

6. Listening skills development and assessment . . . . . . . . . . . . . . . . . . . . . . . . 16

Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

7. Speaking skills development and assessment . . . . . . . . . . . . . . . . . . . . . . . . .

18 Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
18 Exercise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19

ANNEX Section I Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Practice tests Section I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
ENGLISH TEACHING QUALIFICATIONS COURSE CERTIFICATION
References Sections I, II and III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 2
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SECTION 1
The basis for English as a Foreign Language Teacher:
Use of English language and grammar

2.1 Lexis and vocabulary

Lexis is an indispensable component in language acquisition. Due to its relevance in expres-
sing ideas through speaking or writing, learners could feel frustrated when they lack knowle-
dge of it. First, it is important to consider the difference between Vocabulary and Lexis. Voca-
bulary is defined as “The words that make up a language; all of the words known and used by
a person: words that are related to a particular subject.” (Merriam-Webster, 2015). Similarly,
Macmillan (2009-2016) defines it as “All the words that a person knows; all the words in a
particular language.” These online dictionaries agree with linguistics and applied linguistics
scholars since they have a similar definition for vocabulary. Scholars such as Linse and Nu-
nan (2005) assert, “Vocabulary is the collection of words that an individual knows.” (p. 121).
Likewise, Richards and Schmidt (2010) state that “Vocabulary is a set of lexemes, including
single words, compound words, and idioms” (p. 629).
On the other hand, there is the term Lexis which is sometimes used as a synonym of voca-
bulary. For instance, Barcroft, Sunderman, and Schmitt (2011) define it as “ The term lexis,
from the ancient Greek for ‘word’, refers to all the words in a language, the entire vocabulary
of a language.” This definition is also supported by Larsen-Freeman and Decarrico (2010)
when they state that vocabulary/lexis includes “…not only syntax and morphology but also
phonetics, phonology, semantics, and lexis (that is, vocabulary)” (p.18).
Nonetheless, others state that the term lexis is broader than the term vocabulary. It is said that
lexis is not only words. It includes the derivation of words, such as prefixes and suffixes, lexi-
cal sets, and collocations. As Lee (2004) utters, “recently, several linguists have proposed the
importance of putting lexis, not grammar, at the center of the classroom to help learners de-
velop their ability to use English for real communication” (Prioritizing lexis over grammar,
paragraph 2). Moreover, Lewis (1993, p. vi) expresses that “language consists of grammati-
calized lexis, not lexicalized grammar”; that is to say, lexis is necessary to create meaningful
utterances and grammar should be attributed to it and not vice versa. In addition, Widdowson
(1990) expresses, “Teaching which gives primacy to form and uses words simply as a means
of exemplification denies the nature of grammar as a construct for the mediation of meaning.
I would suggest that the more natural and more effective approach would be to reverse this
traditional pedagogic dependency, begin with lexical items and show how they need to be
grammatically modified to be communicatively effective.” (p. 95).
Therefore, lexis needs to be taught in the classroom with the relevance that it has. Herewith,
Coady (1997) cited in Duppenthaler (2007) four aspects that teachers must develop to make
an impact when teaching lexis:“(1) the teacher’s own learning experiences, (2) the teacher’s
metacognitive attitude toward learning vocabulary, (3) the teacher’s knowledge of the

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research in the field, and (4) the effect of experiences gained through teaching” (p.4). Having
these four aspects, teachers will be able to teach lexis successfully.
Furthermore, Hunt and Beglar (2002) present a systematic framework to teach and learn
lexis. It compasses incidental learning, explicit instruction, and independent strategy develo-
pment. They state that incidental learning is when lexis is acquired through reading and lis-
tening. They suggest that this should be carried out with intermediate and advanced learners.
On the other hand, explicit instruction is when lexis is taught directly. They suggest that this
should be used more with beginners and intermediate learners with limited lexis. Finally, in-
dependent strategy development is used for learners to become autonomous. This can happen
when teachers are aware of the learner’s current lexical competence and communicative
needs, this way, teachers can create meaningful communicative contexts for learners to use
the language in real-life situations.
Hence, vocabulary and lexis are often used as synonyms although lexis is a broader
term that includes words, derivation of the words, and groups of words and it must become
more relevant when teaching English.

Example of vocabulary:
Question:
Select the correct definition for the word “strange”?
unusual or surprising
normal or familiar
seen before

Example of synonym:
Question:
What is NOT a synonym of the word “amazing”?
astonishing
surprising
awful

Example of the prefix:

Question:
Which one is the correct prefix for the negative of happy?
(dis)happy
(un)happy
(in)happy

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Example of suffix:
Question:
Which one is the correct suffix for the adjective of love?
love(ly)
love(ed)
love(vy)

Example of collocation:
Question:
Select the correct verb to complete the following sentence:
I need to a phone call.
make
do
realize

Example of lexical sets:

Question:
Select the correct answer:
My grandparents, aunts, uncles and cousins are .
my couple
my relatives
my friends

Exercise

Aims: This exercise is for participants to see different activities that are used when teaching
vocabulary and lexis. Plus, participants will also use the concepts seen in this topic.
Duration: 50 minutes.

1.Participants will work in pairs. Each pair will be given cards with letters and partici-
pants will order them to make a word or as many words as they can with the letters that
were given to them. (worksheet 1)
2. Participants will write the words on the board, they must say the words’meaning.
3.Participants will be given a worksheet with a crossword puzzle. Each description will
be the definition of the words that they have to write in the puzzle. (worksheet 2)

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4. Participants will be given a worksheet with prefixes and suffixes in one column and
root words in the other column. Participants have to match the prefix or suffix to the corres-
ponding word. (worksheet 3)

Participants will discuss how they felt doing the activities and share any observations, com-
ments, or ideas to teach vocabulary and lexis.

2.2 Grammar structure

Grammar is defined by (Merriam-Webster, 2015) as “the set of rules that explain how words
are used in a language.” It is thought that “grammar is the way that a language “ought to”
be used.” (Larsen-Freeman, 2014). Linguistics describes this idea as prescriptive grammar.
Prescriptive grammar has an important role in English language teaching, especially for the
learners that use English for academic purposes. Nonetheless, there is also descriptive gram-
mar, which is “how speakers of a language use the language” (Larsen-Freeman, 2014). This
would be a more modern way to teach grammar to English learners. However, grammar also
tells us the order of words in sentences (syntax), and to be understood, the sentences produ-
ced need to follow that order.
Yule (2010) described grammar as “The process of describing the structure of phrases and
sentences in such a way that we account for all the grammatical sequences in a language and
rule out all the ungrammatical sequences is one way of defining the grammar of a language.”
(p. 81) Hence, one way of describing the structure of sentences is with parts of speech. These
are explained in the following chart:

Parts of Speech
Definition
Example

Nouns
Words are used to refer to people, things, animals, and places.
mom, Kevin, palm, dog, school

Articles
Words used with nouns to specify the noun that is being mentioned
a, an, the

Adjectives
Words used to describe a noun
big, beautiful, smart

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Verbs
Words are used to refer to actions and states of being.
be, have, walk, eat

Adverbs
Words used to describe actions(verbs), states, or events.
fast, happily, yesterday

Prepositions
words that provide information about time, place, and connections with things, actions, or
people.
with, by, on, at

Pronouns
Words used instead of noun phrases, usually used to refer to a person or thing previously
mentioned.
he, themselves, it, you

Conjunctions
Words that make connections and show relationships between events.
and, because, but, when

In the case of English, the grammatical word order for sentences is article + adjective +
noun + verb, if a sentence is in a different order it will be considered as ungrammatical and
it might not be well-understood.
Example:
Grammatical sentence
The little girl runs.
Ungrammatical sentence.
*Girl little runs the.
Due to this, it is important to teach grammar prescriptive and descriptive so the learners can
use the language appropriately according to the situation that they are in. Besides, there are
other grammatical aspects, such as verb tenses that need to be in a certain way to express an
idea well.
Example 1: word order
Unscramble the words to make a sentence:
students we are
Answer (clic here):

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Example 2: verb tense

Select the correct option to complete the sentence using the passive voice:
They to take legal action.
has been advised
have been advised
had being advised

Example 3: adverbs
Select the correct comparative and superlative for the following adverb:
Far
further, furthest
farer, farthest
more far, most far

Example 4: conjuntions
Drag and drop the co-ordinating or subordinating conjunctions to complete the text:
1. We had a hard time finding a direct flight, we chose to take the train instead.
2. I am going to clean the house, i am finished watching this movie.
3. i have been to Paris, there is still so much to see.
4. He is going to be working on his birthday, we will celebrate on the weekend.
5.we are not able to leave the country right now, we will explore our home country
instead.
6. I would really like to see that movie, i don´t like the main actor at all.

Options:
but even though as soon as Although Since so Check answers

Exercise

Aims: This exercise is for participants to see different activities that are used when teaching
Grammar. Plus, participants will also use the concepts seen in this topic.
Duration: 50 minutes.

1.Participants will be given cards with words and they have to order the words to make a
sentence. (worksheet 4)
2. Participants will say which verb tense is used in the sentence they formed.
3.Participants will change the sentence to two different tenses and can change adverbs,
prepositions, among others. (She works on Saturday - She is working today)

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4. Each participant will share their sentences and the rest have to say the tenses of the
sentences.
Participants will discuss how they felt doing the activities and share any observations, com-
ments, or ideas to teach grammar.

2.3 Phonology and phonetics

Phonetics is the general study of speech sounds’ characteristics. On the other hand, Phonolo-
gy focuses on each language and studies its patterns of speech sounds. “Phonology is essen-
tially the description of the systems and patterns of speech sounds in a language.” (Yule, 20
). In other words, each language has different sounds that are called phonemes. For example,
there are 44 phonemes in the English language. These sounds are written between slashes:
/p/, /b/, /t/, among others. Moreover, these sounds are classified into vowels and consonants.
In English, there are 12 vowels, 8 diphthongs, and 24 consonants. Vowels are sounds produ-
ced without any obstruction, that is to say, vowels are voiced. Vowels are classified into open,
close, front, central, back, high, mid, and low depending on the articulation to produce the
sound as it can be seen in the following chart:
IPAVowel Chart

Front Central Back

High / Close i: I ʊ u:
Mid e ə 3: ɔ:
Low / Open æ ʌ a: ɒ

Contrastingly, consonants have three different classifications which are a manner of articu-
lation, place of articulation, and voicing.
Manner of articulation:
There are plosives, fricatives, affricates, nasals, liquids, and semi-glides.
Place of articulation:
There are bilabial, labiodental, dental, alveolar, post-alveolar, palatal, velar, and glottal.
Voicing:
Voiced or voiceless.
Plosives are consonants that are produced by completely blocking the air flow. There are 6
plosives in English: bilabial /p/ /b/, alveolar /t/ d/, and velar /k/ /g/.
Fricatives are consonants that are produced by partially blocking the air flow. There are 9
fricatives in English: labio-dental /f/ /v/, dental /θ/ /ð/, alveolar /s / /z/, post-alveolar /ʃ/
/ʒ/, and glottal /h/.

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Affricates are consonants that are produced with an obstruction of air that is slowly released
and friction is heard. There are 2 affricates in English: /tʃ/ voiceless and / dʒ/ voiced.
Nasals are consonants that when they are produced the airflow goes through the nasal cavity.
There are 3 nasals in English: bilabial /m/, alveolar /n/, and velar /ŋ/.
There are 2 liquids in English: alveolar /l/ and post-alveolar /r/.
There are 2 semi-glides in English: bilabial /w/ and palatal /j/.

This classification helps with phonetic transcripts to see how words should be pronounced.
For example, the word “three” in phonetic transcription is /θriː/ not /tri/.
Therefore, these phonemes are combined to make words. However, not all of these phone-
mes can be mixed. There are rules and combinations of sounds that are permitted, this is
called Phonotactics. For example, to combine these phonemes there must be a vowel and
usually a consonant before the vowel (CV). This is how syllables are created. The vowel is
the nucleus of the syllable, the onset is in front of the syllable, and the coda is behind the
vowel. Plus, there are open syllables and closed syllables. Open syllables are consonant +
vowel, for example, me and so. Contrary, closed syllables are consonant + vowel + conso-
nant, for example, cat, pen, and map.
Example 1: pronunciation

The pronunciation of minimal pairs can make a big difference in the context of what is
being said?
True
False

Example 2: syllables
How many syllables are in the word “photographer”?
2 syllables
3 syllables
4 syllables

Example 3: phonetic transcription

Which one is the correct phonetic transcription of the word “cupcake”?
/cupceik/
/kapkeik/
/kʌpkeɪk/

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Exercise

Aims: This exercise is for participants to see different activities that are used when teaching
Phonology and Phonetics. Plus, participants will also use the concepts seen in this topic.
Duration: 60 minutes.
1.Participants will be given a list of words and they have to write the phonetic transcription
for each word using the IPA chart. (worksheet 5)
2. Then, participants have to say if the word is an open or closed syllable.
3.Participants will be given a worksheet with phonetic transcriptions of songs. Participants
will read them and guess the song. (worksheet 6)
4.Images of the production of sounds will be shown to participants and they have to guess
what phoneme is being produced depending on the manner and place of articulation. (wor-
ksheet 7)
Participants will discuss how they felt doing the activities and share any observations, com-
ments, or ideas to teach Phonology and Phonetics.

4. Reading comprehension skills development and assessment

Reading comprehension is one of the four language skills that language learners must deve-
lop to be proficient in the target language. Reading sometimes is considered tedious; therefo-
re, teachers need to give a reading that is interesting for the learners. Besides, teachers must
focus on the skills that learners need to develop to read successfully without having to read
every single word in a long text. There are three main skills:
• Skimming
• Scanning
• Reading for detailed information
First, learners must learn to skim. Skimming is the reading technique where readers get an
overview of the text. Readers skim when they want to get the general idea of the text. Ano-
ther reading skill is Scanning, which is used when readers want to find a specific concept. As
Harmer (20 ) said, “They need to be able to scan the text for particular bits of information
they are searching for.”
Contrary, there are cases in which students need to read for detailed information. In these
cases, learners must read carefully and pay attention to each word from the text. Once lear-
ners have developed these skills, they need to consider their situation to see which one would
help them more.

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After teaching those skills, teachers can assess learners in different ways
• Reading comprehension questions, such as wh- questions, true or false,
among others.
• Creating a timeline from the text.
• Predicting
• Fill in the blanks

Example 1
Midas, the king
Once upon a time in Ancient Greece, there was a king named Midas. He was a rich king with
a large palace and a beautiful garden, but he still had a love for gold and wanted to be even
richer.
One day, Midas saw a satyr in his rose garden. A satyr was half-man, half-goat. This satyr
was very ill. Midas brought the satyr into his palace and took care of him. A few days later,
the satyr became healthy again, and he told Midas that he was a friend of Dionysus, the god
of wine. Dionysus knew that Midas had helped his friend, so he granted Midas a wish. With
a love of gold in his heart, Midas wished that everything he touched would become gold.
The king went to his garden to try out his new power. Midas touched an apple, and it turned
into gold, pure gold. He then raced around his palace, and everything he touched became
gold!
Midas loved his new power…
Read carefully and answer the question:
What wish did Midas ask from Dionysus?
To be able to turn things into wine
To be able to turn things into gold

Example 2
The slumber party
Last weekend, a group of high school girls had a slumber party at Jane’s house. You wouldn’t
believe how much drama there was! First, Katie was whispering with Rebecca in the corner,
and when the other girls asked what they new talking about, they said they couldn’t tell.

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“You’re being rude” said Jane. “There is no secret-keeping allowed at my house” she added.
“Rebecca needs to say it because it’s her secret” Katie told the group.
“That’s not even true!” Rebecca retorted.
After some arguing, the gils decided to forget about it and play a video game. During the
game, however, Melissa randomly started crying.
“What’s wrong?” Jane asked. But Melissa wouldn’t speak. She just kept pointing at Rebecca.
Rebecca said she didn’t know why Melissa was upset at her, but then Katie split the beans.
“Melissa found out Rebecca told Connor that Melissa likes him”
All the girls in the room gasped.
“Rebecca, how could you?” Elise yelled “You know Melissa wasn’t ready to talk to Connor.”
“Well, Jane was the one who asked Connor to go with her to the prom!” Rebecca blurted out.
Now the room was in chaos. This was a secret that nobody knew, and everyone was looking
at Jane for explanations.
“Alright, fine” Jane said indignantly as she stood up. “I’ve been friends with Connor since
the first grade, and he’s the only person I could think of going to the prom with. Is it so bad
to go with the person I want to go with?”
“You and Rebecca could have talked to me first because you knew that I liked Connor. I
would have been okay with it because I don’t even want to go to the prom” Melissa finally
spoke up.
“But it feels like a betrayal to me that neither of you even spoke to me about it.”
Rebecca finally apologized and told Melisa that she would help her work things out with
Connor. Jane was silent for the rest of the night.

Select the response that best answers the question:

Katie the group that Rebecca needed to share her secret.
tells
told
said

Exercise

Aims: This exercise is for participants to see different activities that are used when teaching
reading. Plus, participants will also use the concepts seen in this topic.
Duration: 60 minutes.

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1. Participants will be given a short story. They have to skim it and say what it is about.
(Worksheet 8)
2. Then, participants have to scan it looking for the characters in the short story.
3. Participants have to predict an ending. After that, they have to read it to see what
happened.
4. Participants will order chronologically 4 main events of the story. (Worksheet 9)
5. Participants will answer true or false questions about the story. (Worksheet 10)
Participants will discuss how they felt doing the activities and share any observations, com-
ments, or ideas to teach reading comprehension skills and assessment.

2.5 Writing skills development and assessment

The most important aspect when developing writing skills is making it interesting for lear-
ners. Teachers should always consider learners’ interests to give them a topic that will be
attractive for them and be interested in doing the activity. Plus, the type of texts that they
need to learn to write will depend on their needs. For example, if they work in journalism,
they might want to learn how to write articles. On the other hand, if the learners are univer-
sity students, they will need to know how to write essays. Nonetheless, they can learn about
different types of writing, but focus more on the one that is more relevant for their context.
After making writing interesting for them, there are different ways in which they can start
writing more. One way to introduce writing is by rewriting sentences and changing the verb
tense or any other part of the sentence. Also, teachers can give prompts to students, such as,
“my best trip was when I…” and let learners write about their best trip. It is always a good
idea to personalize the activities. Another strategy is to give them adjectives or certain words
that they must include in their text.
To assess writing skills, teachers usually check them with a red pen with lots of words cros-
sed. This might make learners feel unmotivated and might think that they do not like writing,
making them avoid writing or feel overwhelmed about writing. For this reason, one way in
which teachers can assess learners is by only focusing on one aspect of writing in each task.
For example, if they are going to write about their day, the teacher could only check punc-
tuation or the verb tense. This has some other advantages as well. As Harmer (1998) said,
“it makes students concentrate on that particular aspect, and it cuts down on the correction.”
This way, learners do not feel overwhelmed about trying to write the perfect text and will not
feel as bad as if they see everything red in their text.
Besides, teachers can avoid using a red pen due to its negative effect on the learners. Teachers
can use other colors to check and use written symbols. These written symbols include “WO”
which refers to word order, “S” which refers to spelling, and “VT” which refers to verb

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tense. Underlying the words or sentences and just writing these letters next to them makes
it less frightening for learners.
Another way to assess writing is through pair assessment. When learners assess each other,
they are also practicing and using their knowledge to verify how the text should be. Mo-
reover, learners must do something about their observations in their text because if they do
not, it might be pointless to even make any comments. Therefore, after learners receive their
feedback, they should make the corrections and present their corrected work.

Example 1 (activity)
Rewrite the sentence from the passive voice to the active voice:
The car will be fixed by the mechanic

Accepted answer (clic here):

Example 2 (activity)
Write a postcard to a family member or a friend as if you were on vacation in Europe. You
can use the words greetings, send, sightseeing, traveling, and awesome.

Example 3 (assessment)
My best trip was when I go (VT) to Italy. It was magical because I visit (VT) many great
cities. I go (VT) to Venice and I take (VT) a gondola ride.
Teacher’s comment: Great work! Check the verb tense :)

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Exercise
Aims: This exercise is for participants to see different activities that are used when teaching
writing skills. Plus, participants will also use the concepts seen in this topic.
Duration: 25 minutes.
1.Participants will be given some words (nouns, adjectives, verbs) and they have to make
sentences with them. (Worksheet 11)
2. Then, participants will write a short story combining the words given in the first task.
3. Participants will check each other’s work in pairs only focusing on word order.
4. Participants will make the necessary corrections mentioned in their partner’s feedback.
Participants will discuss how they felt doing the activities and share any observations, com-
ments, or ideas to teach writing skills and assessment.

2.6 Listening skills development and assessment

When teaching listening skills it is important to expose learners to the different variants of
English. Learners get used to the way their teacher speaks, so one great way to train their
ears to different dialects of English is by including listening activities where they can listen
to people from all over the world. Teachers can include authentic listening materials such as
news reports, radio ads, interviews, among others. It is important to remember that any cho-
sen audio needs to be relevant for the learners. This way they can also learn more vocabulary,
grammar, pronunciation, stress, tone, and rhythm.
Besides, some aspects to consider when working with listening materials are to give an in-
troduction to the audio. Teachers need to elicit learners’ attention by giving some details and
background information about the audio they are about to listen to. One way to do this is
with a pre-listening activity where the teacher can show an image of a famous singer and ask
learners if they know the singer.
Plus, some other things to consider when teaching listening, just as the skills required to
develop reading skills, are the sub-skills that learners need to develop: Listening for specific
information and listening for general understanding. The usage of these skills will depend on
the learners’needs.
To check if these skills have been developed, teachers can assess listening through while-lis-
tening activities and after listening activities. For example, the continuation of the case of
the pre-listening activity previously mentioned would be: the teacher says they will listen to
an interview about the singer. Then, the teacher can give activity to do while listening to the
audio. For example, answer some questions about it. Then, learners can do an after

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listening activity where they can suppose things based on what they heard. Moreover, liste-
ning skills can also be assessed with multiple-choice questions, true or false questions, fill
in the blanks, and give their opinion about the situation in the audio.

Example 1
Home sick

Listen carefully and select the correct answer:

Toma was doing homework then it rained.
a) True
b) False
Answer:
True
Example 2:
How Costa Rica can teach us how to avert the apocalypse.

Listening carefully and answer the following questions:

How economic growth counterbalance our best efforts to protect the environment?
a) Because carbon emissions are linked to more production.
b)A growing economic requires more resources and energy thus nullifying the overall
effect of reducing carbon emissions.
c)It does not counterbalance carbon emissions; it actually helps to make countries weal-
thier.
Answer
Because carbon emissions are linked to more production.

Exercise
Aims: This exercise is for participants to see different activities that are used when teaching
listening skills. Plus, participants will also use the concepts seen in this topic.
Duration: 25 minutes.
1.Participants will discuss if they like to give and receive advice. The teacher will tell
them that they will listen to a conversation where they listen to two friends asking for advi-
ce. (AUDIO)

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2. Participants will listen to the audio and pay attention to details.

3.Participants will listen again and will answer some questions. “What’s the problem?”
“What’s the advice?”
4. Participants will discuss their answers and write advice for the people involved in the
audio.
Participants will discuss how they felt doing the activities and share any observations, com-
ments, or ideas to teach listening skills and assessment.

2.7 Speaking skills development and assessment

One commonly forgotten skill to teach is speaking. There are many cases where language
learners say that they understand a language but cannot speak it well.
Some activities that can be used when teaching speaking skills are information gaps, surveys,
role-plays, debates, and board games. In information gaps, learners have to ask questions to
their classmates to find the information that they are missing. Surveys are when learners go
ask people or classmates about their opinion or comment on a situation so they can see how
many people think in a certain way. When doing role-plays, learners have the opportunity to
create a conversation, practice it while also working on their body language, and say it out
loud. With debates, learners can share their opinion about a specific topic and prepare what
they will say with reasons. Learners can also practice speaking when playing board games or
any type of game where they need to talk to other people to complete the game.
These activities will make learners develop their speaking skills, which include presenting
oral reports with surveys, expressing and responding to opinions and ideas, being part of ac-
tive discussions, asking and answering questions, narrating events, among others.
Consequently, something important when assessing speaking skills development is to not
interrupt the learners when they are speaking. Sometimes it is better to let them speak so they
can become more fluent. Nonetheless, teachers can give feedback after learners finish spea-
king. Teachers can assess their fluency, pronunciation, accuracy, interaction, and vocabulary.
It is a good idea to focus on one of these aspects at a time. That is to say, in one activity, i.e. a
role-play, the teacher can focus on assessing the learner’s fluency so they can also focus only
on that and improve it.
Example 1:
Go around the classroom and ask your classmates what they prefer, staying in or going out.
Then, present the results in front of the class.

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Example 2:
Create a conversation with a partner about two tourists in New York. It has to be 3 minutes
long. You will present it in front of the class.

Example 3:
The class will be divided into two teams. One team will be in favor and the other one
against. Each team member will have 2 minutes to speak and share their point of view.

Exercise
Material Worksheet 1.7 A, 1.7B
Aims: This exercise is for participants to see different activities that are used when teaching
speaking skills. Plus, participants will also use the concepts seen in this topic.
Duration: 20 minutes.
1.Participants will be given an invitation that has some information missing. There are
only two types of invitation. Type A has information that Type B does not have. (Worksheet
12, Worksheet 13)
2.Participants have to go around and ask for the information. For example, “do you know
where the party is?” The teacher will check the formation of the questions with do.
3. Participants will share the complete invitation to the class.
Participants will discuss how they felt doing the activities and share any observations, com-
ments, or ideas to teach speaking skills and assessment.

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ANEX SECTION
Worksheet 1

Words:

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Worksheet 2

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Across
3.Each of two or more words having the same pronunciation but different meanings, ori-
gins, or spelling.
4.A word or phrase that means exactly or nearly the same as another word or phrase in the
same language, for example shut is a synonym of close
6.A group of words established by usage as having a meaning not deducible from those of
the individual words.
7. A word opposite in meaning to another.
8.An additional element placed at the beginning or end of a root, stem, or word, or in the
body of a word, to modify its meaning.
9. A morpheme added at the end of a word to form a derivative.
10.Each of two or more words having the same spelling or pronunciation but different
meanings and origins.

Down
1. A word made up of two or more existing words, such as steamship.
2. A word, letter, or number placed before another.
5. The habitual juxtaposition of a particular word with another word or words with a fre-
quency greater than chance.

Worksheet 3
Prefix and suffix
Write the letter of the correct match next to each problem.
1. ment a. biography
2. im b. bore
3. age c. forget
4. extra d. able
5. ful e. post
6. auto f. govern
7. over g. cook
8. hood h. terrestrial
9. dom i. child
10. un j. possible

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Worksheet 4

1.
2.
3.
4.
5.
6.
7.
8.
9.

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Worksheet 5

Word Phonetic transcription

Bugle
Basson
Continuous
Pedal
Egyptian
Radio
Climate
Widow
Comic
Future
Pivot
Given
January
Doctor
Irish
Cobweb
Potato
Sudden
Silent
Napkin
Station
Tiny
Falcon

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Worksheet 6
Write the phonetic transcription:

1. I love watching TV until midnight.

2. I lost my phone on the subway.

3. My niece wants a new doll for Christmas.

4. They are our new neighbours.

5. I’m a big fan of swimming.

6. There’s a new record store in town.

7. My mom loves buying herself a latte whenever she has free time.

8. Doctors work in hospitals.

9. I missed my favourite TV show!

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10. Ursula is taking cooking lessons.

Worksheet 7
Which phonemes are being produced?

1. 2.
Manner: Plosive Manner: Nasal
Place: Bilabial Place: Labiodental

Answer: Answer:

3. 4.
Manner: Plosive Manner: Fricative
Place: Dental Place: Alveolar

Answer: Answer:

5. 6.
Manner: Approximant Manner: Trill
Place: Palatal Place: Alveolar

Answer: Answer:

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Worksheet 8
Clown City
“Limbo” is a happy clown, one with lots of friends to hang out with.
Limbo doesn’t work on a circus, but rather on Broadway. Yeah, you heard it right! Limbo is
a stage actor. Recently, Limbo was the main star of the tabloid-praised success, “Clowns on
the Street”.
Limbo is lucky enough to have the job of his dreams; he is even luckier because he works
surrounded by most of his friends. There’s “Camilla”, a female clown with a million jokes
to tell; “Arnie”, the eternal clown looking for a job at the circus; and “Meredith”, the icon of
silly behaviour.
Every morning, Limbo “must” do some errands before arriving at the Broadway theatre whe-
re he works. First, he likes stopping by at the florist to buy some flowers for Meredith. It is
well-known, for a fact, that Meredith is obsessed with tulips; she’s even saving some money
to buy herself a house in The Netherlands. Then, after a bouquet of tulips is already on his
trunk, Limbo stops by at the chocolate store to buy a box for Arnie. Arnie has a love-hate
relationship with chocolate. On one side, he hates getting fat because of it; but, on the other,
he enjoys eating chocolate to “lift his spirits”.
After the errands are done in the city, Limbo does some other stops on the outskirts of town.
Camilla adores reading poetry, so Limbo, as a gesture of kindness, buys her several new
books at a library outside town often. Limbo is not that into poetry himself, but he can’t resist
having a peek at whatever everyone else is reading. Finally, before heading to the theatre,
Limbo has breakfast at the Clown Restaurant, a place where waiters, chefs, and customers
are circus clowns.
When he’s ready, Limbo gets into his car and heads toward Broadway, “the place where ma-
gical dreams come true”. Right now, Limbo’s rehearsing for a new play, one that it’s sure to
get rave reviews. The title isn’t decided yet; producers are still torn between “Clown, I See
You” and “Clowns, Clowns and More Clowns”.
During the day, Limbo learns his lines and acts wonderfully. Some of his colleagues think
he’s a “Shakespearean actor”, totally multifaceted. Limbo has a good memory, and a talent
for the dramatic arts. He can play the silly one, the dumb one, the clever one, the malicious
one, or the naïve one. Limbo is a wonder on stage!
Whenever he forgets one of his lines, Limbo quickly remembers it by doing a kooky dance
in front of his colleagues. He says dancing (and facing stage fright as a result) is the best way
to force your mind to recover lost information.
Meredith is sometimes jealous of him; she’s not as talented as Limbo. Nevertheless, Limbo

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is always ready to help her get into the role. As to Arnie and Camilla, contrary to popular
belief, they dream of making it big on the big top, but they’re stuck in the theatre for eternity.
After rehearsing, Limbo goes to his changing room to practice his makeup skills. Limbo likes
red cheeks and white faces, full of dramatic dust.

Worksheet 9
Order the events of “Clown City” in chronological order:

1. “Limbo” has breakfast at the “Clown Restaurant”.

2. “Limbo” practices his make-up skills.

3. “Limbo” rehearses for an unnamed play.

4. “Limbo” buys flowers for a friend.

Order:

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Worksheet 10
According to the story you just read, answer True or False for every question:

1.
Meredith hates Limbo because he is more talented than her.
TRUE FALSE

2.
Limbo is a caring friend, always thinking about his friends’ needs.
TRUE FALSE

3.
Limbo wants to become a circus clown.
TRUE FALSE

4.
Limbo has breakfast at the Clown Restaurant, the only place in town where clown attire is
out.
TRUE FALSE

5.
The library Limbo stops by is on the outskirts of town.
TRUE FALSE

6.
Arnie is in love with chocolate.
TRUE FALSE

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7.
Limbo says stage fright is the best way to fail on showbiz.
TRUE FALSE

8.
One of the proposed titles for Limbo’s new play is “Clown, I See You”.
TRUE FALSE

9.
Limbo loves reading, as much as Camilla.
TRUE FALSE

10.
Arnie longs to work forever on theatre plays.
TRUE FALSE

11.
Meredith is the icon of silly behaviour.
TRUE FALSE

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Worksheet 11
Nouns Adjetives Verbs
Chair Cute Take
Clock Old Write
Lamp Rough Buy
Bed Brown Share
TV Yellow Use
Board Green Wear
Eraser Soft Set
Cat Tender Read
Dog Useful Skim
Human Cheap Turn on
Book Expensive Turn off
Leaflet Innovative Love
Mask Old-fashioned Hate
Shield Heavy Prefer
Pen Light Get
Door Strong Accumulate
Backpack High-quality Play
Record Low-quality Leave
Headphones Perfect Erase
Friend Plastic Light
Computer Cosy Forget
Candle Friendly Give
Umbrella Little Sell
Carpet Big Rent
ID Good Own
Flat Bad Replace
Charger Scary Fill
Sunscreen Bizarre Drive
Jar Reckless Need

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Nouns Adjetives Verbs

Airplane Crazy Win
Car Successful Admire
Helicopter Metallic Follow
Poem Protective Meet
Novella Cheerful Stand
Author Melancholic Put
Philosopher Upset Apply

Worksheet 12
You are invited to party
In honor of:
Place: View Restaurant
Date:
Time: 13pm

Requirement:

Worksheet 13
You are invited to a costume party
In honor of: Kennedy Graham
Place:

Date: 10th October 2022

Time:
Requirement: Wear a carnival-inspired mask

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Practice test

1. Mail:*

2. What is important to expose learners to when teaching listening skills:

To audio introductions.
To the different variants of English.
To the different English opinions.
To the teacher’s speaking opinions.

3. Teachers need to elicit learners’ attention by:

Naming the learner’s name.
Giving the title of the audio.
Playing the audio automatically.
Giving some details and background information about the audio.

4.What can be included in the listening activities to train learner’s ears to different
dialects:
Listening activities where they can listen to people around the world.
Listening activities where they can listen to conversations.
Listening activities where they can listen to teachers.
Listening activities where they can speak.

5. What can teachers use as listening resources:

Authentic resources such as interviews, news reports and radio ads.
It can be any chosen audio, not relevant for the learners.
The stress, tone and rhythm.
Authentic resources for pronunciations and speaking.

6.What is an example for: To check if listening skills have been developed, teachers can
assess listening through while-listening activities and after listening activities.

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The continuation of the case of the pre-listening activity previously mentioned would
be: the teacher says they will listen to an interview about the singer. Then, the teacher
can give activity to do while listening to the audio.
To answer some questions about it. Then, learners can do an after listening activity
where they can suppose things based on what they heard.
It can be assessed with multiple-choice questions, true or false questions, fill in the
blanks, and give their opinion about the situation in the audio.
All of the above.

7. Which is one commonly forgotten skill to teach:

Listening
Speaking
Writing
Reading

8. Some activities that can be used when teaching speaking skills are:
information gaps, surveys, role-plays, debates, and board games.
listening to audios, interviews and conversations.
multiple choice activities and writing a journal.
listening to songs and poems.

9.With this learners have to ask questions to their classmates to find the information that
they are missing:
Role- plays
Surveys
In information gaps
Debates

10.This activity is when learners go ask people or classmates about their opinion or
comment on a situation so they can see how many people think in a certain way:
Surveys
Debates
Role-plays
In information gaps

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11.In this activity learners have the opportunity to create a conversation, practice it while
also working on their body language, and say it out loud:
Debate
Role-plays
Surveys
In information gaps

12.With this activity learners can share their opinion about a specific topic and prepare
what they will say with reasons.
Debates
Surveys
In information gaps
Role - plays

13. are consonants that are produced with an obstruction of air that is slowly
released and friction is heard
Nasals
Fricatives
Plosives
Affricates

14. is defined as “The words that make up a language; all of the words known and
used by a person”.
Vocabulary
Lexis
Phonology
Grammar

15.It includes the derivation of words, such as prefixes and suffixes, lexical sets, and
collocations.
Vocabulary
Lexis
Phonology
Grammar

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16.Four aspects that teachers must develop to make an impact when teaching :“(1)
the teacher’s own learning experiences, (2) the teacher’s metacognitive attitude
toward learning vocabulary, (3) the teacher’s knowledge of the research in the field,
and (4) the effect of experiences gained through teaching” (p.4). Having these four
aspects, teachers will be able to teach lexis successfully.
Vocabulary
Lexis
Phonology
Grammar

17.Hunt and Beglar (2002) present a systematic framework to teach and learn lexis which
compasses:
Vocabulary, grammar, lexis and phonology.
Active methodologies and the four skills: reading, writing, listening and speaking.
Incidental learning, explicit instruction, and independent strategy development
Competency-based learning, Learning by teaching method, and explicit instruction

18.Incidental learning is developed when:

Lexis is acquired through music.
Lexis is acquired through reading and listening.
Lexis is taught directly.
Lexis is taught by teachers by creating meaningful communicative contexts for learners
to use the language in real-life situations.

19.Explicit instruction is when:

Lexis is acquired through music.
Lexis is acquired through reading and listening.
Lexis is taught directly.
Lexis is taught by teachers by creating meaningful communicative contexts for learners
to use the language in real-life situations.

20.Independent strategy development is used for learners to become autonomous. This

can happen when:
Lexis is acquired through music.

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Lexis is acquired through reading and listening.

Lexis is taught directly.
Lexis is taught by teachers by creating meaningful communicative contexts for learners
to use the language in real-life situations.

21.“Love(ly)” is an example of:

Prefix
Suffix
Synonym
Collocation

22.“(un)happy” is an example of:

Prefix
Suffix
Synonym
Collocation

23. is the set of rules that explain how words are used in a language.
Vocabulary
Lexis
Grammar
Phonology

24.“mom, Kevin, palm, dog, school” are examples of:

Nouns
Verbs
Adjectives
Articles

25.“be, have, walk, eat” are examples of:

Nouns
Verbs
Adjectives
Articles

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26. is the general study of speech sounds’characteristics.

Phonology
Phonetics
Lexis
Vocabulary

27. is essentially the description of the systems and patterns of speech sounds in a
language.
Phonology
Phonetics
Lexis
Vocabulary

28.Each language has different sounds that are called .

Phonologies
Phonetics
Sounds
Phonemes

29. is a main skill to read succesfully.

Skimming
Creating
Writing
Listening

30.There are bilabial, labiodental, dental, alveolar, post-alveolar, palatal, velar, and glottal.
Places of articulation
Manners of articulation
Voicing

31.Reading can be assesed by .

skimming
voicing
predicting

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phonetics

32.Read for detailed information is to read .

fast
carefully
madly
distracted

33.Reading comprehension is one of the four language .

arts
techniques
skills
atractions

34.When reading, scanning is used to find a concept.

solution
important
problem
specific

35.What is the most important aspect when developing writing skills?

Making it fun for learners
Making it dinamic for learners
Making it accurate for learners
Making it interesting for learners

36.There are plosives, fricatives, affricates, nasals, liquids, and semi-glides.

Voicing
Manners of articulation
Skimming

37.If you want to be a journalist yo need to learn how to write .

essays
articles

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books
poems

38. To assess writing skills is recomended for the teachers to .

cross the words with a red pen
ask students to rewrite everything
only focus on one aspect of the writing
only focus on the vocabulary

39.“WO” is a symbol to assess writing skills that means .

work out
word off
word order
work on

40.Pair assessment is when .

teachers assess each other
a group assess other group
learners autoassess themselves
learners assess eachother

41. are consonants that are produced by partially blocking the air flow.
Fricatives
Affricates
Nasals
Plosives

42.How many diphthongs does the English language have?

5
6
7
8

Test - Google forms

https://docs.google.com/forms/d/1P39p3N6A3ydDnMj_KWHw3S5mvTSwiV2i--SUFm23t3Y/edit

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References Sections I, II and III

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Dörnyei, Z. (1997). Psychological processes in cooperative language learning: Group dyna-

mics and motivation. The modern language journal, 81(4), 482-493.
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Marzano, R. J. (with Marzano, J. S., & Pickering, D. J.). (2003b). Classroom management
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