1. How can teachers cope with crises and group problems?

 be firm, immediate action, deal with it quietly, do not take things personally, do not use threats
2. Describe some activities that can be used as pre-, while- or post reading/listening tasks.
 identifying the topic, predictive skills, skimming, scanning, extensive reading, extensive reading,
interpreting texts, inferring opinion and attitude
3. Explain the different types of input and output.
INPUT OUTPUT
Roughly-Tuned-above student’s level, authentic Practice- accurate reproduction stage each error is
material corrected controlled/semi-corrected practice
Finely-Tuned- according to students’ level Communicative- free dpractice with gentle or delayed
correction

4. At what stages of lesson is accuracy/fluency in focus?

 Correcting mistakes if it affects communication.
5. Describe some ways of practicing vocabulary.
 controlled and semi-controlled -mistakes in usage must be corrected; and free practice-role play,
language competition or description of somebody.
6. In what ways can you present new words?
 visual presentation, various visual aids, verbal presentation, creating mental linkages
7. What is a realistic aim for a non-native teacher when teaching pronunciation?
 require our students to work towards an intelligible pronunciation rather than achieve a native speaker
quality.
8. Mention some techniques of using the video.
9. What should a teacher pay attention to while using the blackboard?
10. What are the most important factors that the teacher has to consider when responding to oral errors?
 What to correct, when to correct, how much to correct, the ease with which the error or mistake can be
corrected, how to correct.
11. Which are the different ways of scoring tests of writing or oral ability?
 the use of marking scales, multiple marking, assessor training
12. What are the main linguistic and pedagogical ideas behind the communicative approach?
 This approach has a lot of characteristic features both from the cognitive and natural approaches. It is
acknowledged that structures and vocabulary are important but the representatives of
CA emphasize t h e a c q u i s i t i o n o f l i n g u i s t i c s t r u c t u r e s o r v o c a b u l a r y a s w e l l .
W h e n w e c o m m u n i c a t e w e u s e t h e language to accomplish functions (arguing,
persuading, agreeing, promising). These functions are carried out with a social context.
13. What makes an activity communicative?
14. In what ways can the learner’s personality, confidence and inhibition be taken into consideration in the
teaching process?
15. What are the common features of reading and listening?
 Though reading and listening are both receptive skill, it does not mean that the reader and the listener
is only a passive participant of communication, as both skills involve active participation. Reading and
listening are sources of both finely-and roughly-tuned input.
16. What are the typical features of natural conversations/speaking?
17. What do you mean by integrating skills?
 Integrated skills refer to the interaction of the four main language skills all together during instruction.
As we know these skills are: Listening, writing, speaking and reading.
18. Specify the significance of teaching cultures in English classes?
 we need to teach culture so that students can have information about cultural facts and this way they
can get familiar with cognitive domain of culture.
19. What aspects of the lesson should be balanced?
 balance of work forms, the balance of skills, the balance of activities, the balance of stirring and
setting activities.
20. Explain the difference of mistakes and errors?
 Errors are systematic and may give valuable insight into language acquisition. Mistakes are not
systematic; they occur accidentally, the learner is immediately aware of them and can correct them.

21. What are the common task types to assess productive skills?
 Assessed by subjectively scored integrative task types, which means scoring is a matter of judgment.
 Controlled writing tasks are: multiple choice sentence completion, transformation
22. Give some reasons why students might misbehave?
 students may misbehave because of teacher’s behavior, other factors inside the classroom, or outside
the classroom like the family of students, education, self-esteem, boredom, external factors, what the
teacher does, time of the day, a desire to be noticed.
23. Describe the general model of teaching structures.
24. What areas of pronunciation can you distinguish?
 area of individual sound, word stress, intonation, connected speech
25. What are some of the advantages and disadvantages of using visual, auditory and audio-visual aids?
 advantages
1. gets the attention of the participants
2. easy to follow
3. participants feel more engaged
4. easier to explain or put things in perspective
5. easier to remember
6. helps keep mistakes at a minimum
  Disadvatages
1. It’s easier to lose focus
2. requires a well-designed presentation or material
3. participants might pay more attention to the graphics than the audio
 Proficiency tests-

 Diagnostic tests- it is use to identify student’s language problems weaknesses to know which area is needed
further teaching. It is given at the start of the language teaching.
 Placement test- measure the student’s general knowledge of the language, test their previous language
learning experience. It is administered at the start of a new language course.
 Progress test- it is used to assess how much has been taught and how much or what has been taught and what
has been learnt. It is intended to measure the progress that the students have been making.
 Achievement test- it is done in the purpose of knowing if the students have achieved the course objectives and
if they can be moved to the next level.
 Practicality- refers to efficiency in terms of the necessary equipment, the time needed for setting,
administering or marking the test, how much does it cost, how simple and how much equipment is needed to
administer it.
 Aptitude test- with the help of this, we can predict how good language learners students are likely to become.
It is given at the start of a language course.
 Educational test- A test or examination (informally, exam or evaluation) is an assessment intended to
measure a test-taker's knowledge, skill, aptitude, physical fitness, or classification in many other topics
 Assessment- involves testing, measuring or judging the progress. it is one part of evaluation.

 Evaluation- the process of gathering reliable information for the purpose of making decisions.
 Total Physical Response- adult’s foreign language learning could have similar developmental patterns to that
of children’s language acquisition. Like in pronunciation, students developed pronunciation through mostly
listening.
 Grammar Translation Method- its aim it to help students read foreign language literature and it was also
hoped that through studying the grammar of the target language students would become familiar with the
grammar of their native language and that of the target language.

 Community Language Learning- a teacher is a language counselor. A language counselor is a skillful

understander of the struggle students’ fears as they attempt to internalize another language. The goal is to
make students overcome their negative feelings and turn them into positive energy to further their learni
 Direct Method- no translation is allowed. Meaning is to be connected directly with the target language
without translation it to the student’s native language.
 Deductive Approach- A deductive approach to instruction is a more teacher-centered approach. This means
that the teacher gives the students a new concept, explains it, and then has the students practice using the
concept.
 Audio Lingual Method- enable students to use the target language communicatively by over-learning the
target language, to learn to use it automatically without stopping to think.
 Silent Way- enables students to use the language for self-expression to express their thoughts, perceptions
and feelings. In order to do this, they need to develop independence from the teacher, o develop their own
inner criteria for correctness.
 Inductive Approach- makes use of student “noticing”. Instead of explaining a given concept and following
this explanation with examples, the teacher presents students with many examples showing how the concept is
used. The intent is for students to “notice”, by way of the examples, how the concept works.
 Communicative Approach- structures and vocabulary are important but they emphasize the acquisition of
linguistic structures or vocabulary as well.
 Suggestopedia- is the study of suggestive factor on a learning situation. Learning is a matter of attitude, not
aptitude.