ЕМТИХАН СҰРАҚТАРЫНЫҢ ЖАУАПТАРЫ

1. Comment on the following: A brief history of language teaching.

Language teaching has evolved significantly over time.
In ancient periods, language learning was largely
informal, relying on imitation. During the Renaissance,
Latin dominated education, and the Grammar-
Translation Method emerged, emphasizing text
translation and grammar rules. The 19th century
introduced the Direct Method, focusing on speaking and
listening. The 20th century saw a proliferation of
methods, including Audiolingualism and Communicative
Language Teaching (CLT), driven by advances in
linguistics and psychology. The modern era prioritizes
learner-centered approaches, integrating technology and
emphasizing communication.

2. Describe the following: The Grammar-Translation Method

The Grammar-Translation Method is a traditional way
of teaching languages that focuses mainly on grammar
rules and vocabulary. It was popular in the 19th century
and is still used in some language classrooms today.

3. Identify the principal characteristics of the Grammar-Translation Method.

Overall, the Grammar-Translation Method prioritizes
analytical learning of grammar and vocabulary, with a
focus on reading and writing over communication.

4. Outline the following: Language teaching innovations in the nineteenth

century.
the 19th century saw the development of structured
methods like the Grammar-Translation Method, a shift
toward more communicative teaching in the Direct
Method, and innovations like the phonetic alphabet that
helped improve language instruction. These changes laid
the foundation for modern language teaching methods.
5. Define the following: The Reform Movement.
the Reform Movement sought to make language teaching more
dynamic and communicative, shifting from an academic and
rigid focus on grammar and translation to a more immersive
and interactive approach.

6. Discuss the following: The Direct Method.

the Direct Method is a communicative and immersion-based
approach to language learning, emphasizing speaking and
understanding the language in real-life contexts, and
minimizing the use of translation and explicit grammar
explanations.

7. Summarize the following: The methods era..

The Methods Era was characterized by the search for the most
effective way to teach languages, leading to the development
of various approaches, each with its strengths and weaknesses.
The focus gradually shifted from formal grammar instruction to
more communicative and student-centered methods.

8. Explain the following: Teacher preparation programs.

teacher preparation programs aim to develop well-rounded,
knowledgeable, and effective teachers who are ready to meet
the challenges of the classroom and provide quality education
to all students.

9. Discuss the following: Three Levels of Conceptualization and Organization in

Language Teaching by the American applied linguist Edward Anthony, 1963.
Edward Anthony, a well-known applied linguist, proposed three levels of conceptualization and
organization in language teaching. These levels are key to understanding how a language
teaching method is structured and implemented:

•Approach: Theoretical principles about language and

learning.
•Method: The overall plan for language teaching, based on
the approach.

•Technique: Specific activities used in the classroom to

implement the method.

10. Comment on the following: Theory of language (structural, functional, and

interactional models of language).

1. Structural Model of Language: This model focuses on the rules and patterns that make
up language, such as grammar, syntax, and phonology. It views language as a system of
structures (e.g., nouns, verbs, sentences) and emphasizes accuracy and correctness in
using these structures.
o Example: In a structural approach, learners focus on learning specific
grammatical rules like verb tenses or word order.
2. Functional Model of Language: This model focuses on how language is used to
perform different functions or to achieve communicative purposes. It looks at language as
a tool for interaction and emphasizes context-based usage, like making requests, giving
advice, or making promises.
o Example: In functional language teaching, learners practice language in realistic
contexts, like ordering food in a restaurant or asking for directions.
3. Interactional Model of Language: This model views language as a tool for social
interaction. It emphasizes the importance of communication between people and focuses
on conversational skills, negotiation of meaning, and the social aspects of language use.
o Example: In this approach, learners would engage in dialogues or discussions,
focusing on listening, responding, and negotiating meaning in real-time
conversations.

11. Describe the following: Types of learning theories.

There are several types of learning theories that inform teaching practices:

1. Behaviorism: This theory focuses on observable behaviors and how they're shaped by
external stimuli. Learning happens through repetition and reinforcement.
o Example: Using flashcards to drill vocabulary words and reward correct
responses.
2. Cognitivism: This theory emphasizes mental processes such as memory, perception, and
problem-solving. It views learning as an internal process where the learner actively
constructs knowledge.
o Example: Problem-solving tasks or group activities where students actively
engage with the material and make connections.
3. Constructivism: This theory argues that learners build their own understanding through
experiences and interactions. Knowledge is seen as a personal, active construction rather
than a passive acquisition.
o Example: Projects and hands-on activities where learners explore and discover
concepts by themselves.
12. Outline the following: Design: objectives of a method.
Design involves setting clear objectives, such as improving
speaking, listening, reading, or writing. It includes selecting
appropriate content, materials, and activities aligned with
learners’ goals.

13. Explain the following: Content choice and organization: The syllabus.
The syllabus in language teaching refers to the organized content that will be taught throughout
a course. It is based on the objectives of the method and outlines what topics will be covered and
in what order. The syllabus helps ensure that language learning is structured and progressive.

14. Identify the following: Types of Learning and Teaching Activities.

1. Individual Activities: Tasks performed by one student, like reading comprehension,

writing assignments, or completing worksheets.
o Example: Writing an essay on a specific topic.
2. Pair Activities: Tasks where students work in pairs, such as role-plays or conversations.
o Example: Two students practicing ordering food in a restaurant.
3. Group Activities: Tasks involving small groups of students, such as discussions,
debates, or collaborative projects.
o Example: A group project where students create a presentation on a cultural topic.
4. Whole-Class Activities: Tasks done as a whole group, like discussions, games, or
teacher-led presentations.
o Example: A class debate on a topic, with students taking turns speaking.
5. Interactive Activities: Activities that encourage students to interact and negotiate
meaning, such as information gap tasks or role-plays.
o Example: A role-play where one student is a tourist asking for directions and the
other is a local giving them.

Each type of activity encourages different aspects of language learning, from individual practice
to interactive communication.

15. Define the following: Learner Roles.

Learners can be passive receivers (traditional methods) or
active participants (modern approaches). Roles vary, including
problem-solvers, collaborators, and independent learners,
depending on the method and teacher’s approach.

16. Summarize the following: Teacher roles.

Teachers play various roles in the classroom, including:

 Facilitator: Guides and supports students in their learning journey.

 Controller: Manages classroom activities and maintains discipline.
 Organizer: Structures lessons and prepares resources.
 Assessor: Evaluates student performance and provides feedback.
 Prompter: Encourages participation and critical thinking.
 Resource: Acts as a source of knowledge and reference when needed.

17. Comment on the following: The role of instructional materials.

Instructional materials support teaching by providing content
and context. They include textbooks, audio-visual aids, and
online resources, serving as tools for practice, reinforcement,
and engagement.

18. Describe the following: Procedure. Three dimensions to a method at the level
of procedure.
The procedure in a teaching method refers to the actual practices, techniques, and activities used
in the classroom.

The three dimensions of procedure are:

1. Presentation: Introducing new material to students. This may involve explaining

grammar rules, demonstrating language use, or providing input through reading or
listening activities.
2. Practice: Students engage in controlled activities to practice the new material, such as
drills, repetition, or guided dialogues.
3. Production: Learners use the language in less controlled, more creative contexts, like
role-plays, discussions, or writing tasks.

19. Identify the following: The Oral Approach and Situational Language Teaching.
This method focuses on teaching language structures through
oral practice. Lessons are based on situational contexts, and
vocabulary and grammar are introduced systematically.

20. Outline the following: Vocabulary and grammar control.

This involves selecting and sequencing vocabulary and

grammar to match learners’ proficiency levels, ensuring
gradual progression and mastery before introducing new
concepts.

21. Define the following: The Audio-Lingual Method.

Based on behaviorist principles, this method emphasizes habit
formation through drills and repetition. Listening and speaking
are prioritized, with little focus on grammar explanation or
translation.

22. Discuss the following: Total physical response.

TPR is a method where learners respond physically to verbal
instructions. It helps in learning through action, reducing stress
and improving memory, especially in early language
acquisition.

23. Summarize the following: The silent way

This method encourages learners to take responsibility for their
learning. The teacher speaks minimally, using visual aids and
prompts to guide students in discovering language structures
independently

24. Explain the following: Community language learning.

CLL emphasizes collaboration and emotional support. Teachers
act as counselors, and learners engage in discussions, often
recording and analyzing their conversations to improve
language use.

25. Comment on the following: Suggestopedia.

Suggestopedia uses relaxation, music, and positive
reinforcement to create a stress-free environment. It focuses on
boosting learners’ confidence and memory while minimizing
traditional barriers to learning.

26. Describe the following: Aims of teaching.

Teaching aims to develop learners’ knowledge, skills, and
attitudes. In language teaching, this includes communication
skills, cultural understanding, and the ability to use language in
real-life contexts.

27. Identify the following: Content and Principles of Foreign Language Teaching.
Content includes vocabulary, grammar, pronunciation, and
cultural aspects. Principles involve fostering motivation,
meaningful communication, and balancing fluency with
accuracy.

28. Outline the following: Teaching aids and teaching materials.

 Teaching Aids: Tools used to enhance understanding and engagement, such as visual
aids (charts, pictures), audio-visual aids (videos, projectors), and tactile aids (flashcards,
models).
 Teaching Materials: Resources that directly support the lesson, including textbooks,
workbooks, handouts, and online resources.
Both are crucial for making lessons dynamic, interactive, and effective.

29. Define the following: Classroom management.

Classroom management involves organizing and maintaining a
productive learning environment. It includes setting rules,
managing behavior, and ensuring that activities run smoothly
and efficiently.

30. Summarize the following: Arranging the classroom seats.

Classroom seating arrangements affect interaction and
engagement. Common setups include rows (traditional),
circles (discussion-based), and clusters (group work),
chosen based on the teaching objectives.

II

31. Demonstrate your knowledge and speak on the following: The role of teacher
in the classroom.

the teacher’s role in the classroom is dynamic and involves

being a knowledge provider, facilitator, manager, motivator,
and mentor. Effective teachers create an environment where
students feel supported and empowered to achieve their full
potential.

32. Apply your knowledge and speak on the following: Talking to students and
giving instructions.

talking to students and giving instructions requires clarity,

patience, and engagement. By breaking down instructions into
manageable steps, checking for understanding, and using
supportive language, teachers can ensure that students are
confident and prepared to complete tasks effectively.

33. Use your knowledge and speak on the following: Student talk and teacher talk.

The balance of teacher talk and student talk is crucial in

promoting a productive learning environment. While teacher
talk is necessary for instruction, guidance, and classroom
management, student talk fosters engagement, collaboration,
and language development. Encouraging active student talk
and providing opportunities for meaningful interaction can
significantly enhance learning outcomes and help students
become more confident communicators.

34. Show your knowledge and speak on the following: Using L1.

Using L1 in language teaching is a useful tool when used

appropriately. It can help with understanding, reduce anxiety,
and manage the classroom. However, it should be used
strategically to ensure that students are exposed to enough L2
and are not overly dependent on their first language. The goal
is to balance the two languages, with L1 serving as a support
when necessary, while promoting the active use and
development of L2.

35. Demonstrate your knowledge and speak on the following: Creating lesson
stages.

Creating lesson stages is about organizing the lesson in a way

that builds on students’ knowledge and helps them gradually
acquire new skills or information. A well-structured lesson
keeps students engaged, provides opportunities for practice,
and ensures that learning is scaffolded from introduction to
conclusion. Each stage—warm-up, presentation, practice,
production, review, homework, and cool-down—has a distinct
purpose that contributes to a cohesive learning experience. By
carefully planning and sequencing these stages, teachers can
maximize student engagement, retention, and success.

36. Apply you knowledge and speak on the following: Planning lessons. Reasons
for planning.
Lesson planning is a vital process that allows teachers to create
organized, structured, and effective learning experiences for
their students. It helps meet learning objectives, manage time,
engage students, assess progress, and reflect on teaching
practices. The reasons for planning lessons are numerous, and
effective planning ensures that teaching is purposeful, efficient,
and responsive to student needs. A good lesson plan not only
benefits students by providing clear and engaging activities but
also supports teachers in delivering high-quality lessons that
promote learning and achievement.

37. Use your knowledge and speak on the following: Creating the lesson aims.

Creating clear and focused lesson aims is essential for effective

teaching and learning. Lesson aims guide the teaching process,
help measure student progress, and ensure that the lesson has
a clear focus. They should be specific, measurable, achievable,
and relevant to the students’ needs. By carefully crafting lesson
aims, teachers can design engaging and purposeful lessons
that lead to successful learning outcomes.

38. Show your knowledge and speak on the following: Lesson plan formats.

There are various lesson plan formats that teachers can use
depending on the teaching context, subject, and preferences.
The basic lesson plan is simple and straightforward, suitable for
beginners or informal settings, while more detailed formats
allow for deeper reflection on teaching strategies, assessment,
and differentiation. The PPP model is effective for teaching new
language points, and Task-Based Learning focuses on real-
world language use through meaningful tasks. Regardless of
the format, the most important aspect is to ensure that the
lesson is structured, the objectives are clear, and students are
actively engaged in the learning process.
39. Demonstrate your knowledge and speak on the following: Planning a sequence
of lessons.

When planning lessons, teachers need to think about how each lesson builds on the last one. This
is called a lesson sequence. Here's how you might plan it:

1. Start with a goal: What do you want students to learn by the end of the lesson? It could
be something like learning new vocabulary or practicing a grammar rule.
2. Break it down: Decide what activities will help students reach that goal. For example, if
you want students to learn a new word, you might start with a listening activity, then
move on to practice using the word in sentences.
3. Gradually increase difficulty: Start with easier tasks and slowly make them harder. This
helps students feel successful and gradually challenge them.
4. Include review: At the beginning of each lesson, it's good to review what was learned in
the previous lesson to help students remember and make connections.

Think about teaching like a story. If you want to teach someone something, you need to plan the
beginning, middle, and end.

 First: You think about what you want the kids to learn (like learning new words).
 Next: You plan fun activities to help them learn. Maybe you’ll play a game or do a
drawing.
 Finally: You check if they understood everything and review what you learned together

40. Apply your knowledge and speak on the following: Reasons for reading
and different reading types.
Reasons for Reading: Gain information, enjoy stories, or
develop language skills.
•Reading Types:
•Intensive: Detailed reading for understanding.
•Extensive: Reading for enjoyment or general
comprehension.
•Skimming: Quick reading to find main ideas.
•Scanning: Looking for specific information.

41. Use your knowledge and speak on the following: Reading levels.

Reading levels describe how easy or hard a text is to read. These levels help teachers choose the
right material for students:
 1. Beginner Level: Simple words and short sentences. Perfect for people just starting to
read.
o Example: A picture book with easy words.
2. Intermediate Level: Slightly harder words and more complex sentences. For learners
who know the basics but still need practice.
o Example: A short story or a magazine article.
3. Advanced Level: Difficult vocabulary and complex sentence structures. This is for
students who have a strong command of the language.
o Example: A novel or academic article.

42. Show your knowledge and speak on the following: Strategies for developing
reading skills.

There are different ways to help students get better at reading:

1. Pre-reading: Before reading, teachers can ask students to predict what the text will be
about, based on the title or pictures. This gets students thinking about the topic.
2. Reading Aloud: Having students read out loud helps with pronunciation and
understanding.
3. Understanding Vocabulary: Teach students how to guess the meaning of new words
from context (the words around them).
4. Summarizing: After reading, ask students to summarize what they read. This helps them
remember and understand the main points.
5. Questioning: Ask students questions about the text to check their understanding.

43. Demonstrate your knowledge and speak on the following: Reading principles.

Reading principles are guidelines to help students become better readers:

1. Active Engagement: Encourage students to think about what they’re reading, make
predictions, and ask questions.
2. Comprehension: Focus on understanding the meaning, not just reading the words.
3. Contextual Understanding: Teach students to use the context (the surrounding words or
images) to help understand new words or phrases.
4. Reading for Purpose: Help students recognize why they’re reading something, whether
it's for fun, information, or to study.

44. Apply your knowledge and speak on the following: Reading sequences.

A reading sequence is the order in which activities are done to help students improve reading:
 1. Pre-reading: Introduce the topic, ask predictions, and discuss any new vocabulary.
2. While-reading: Students read the text. This could involve tasks like answering questions,
finding specific information, or summarizing parts of the text.
3. Post-reading: After reading, students can discuss the text, summarize it, or write a
reflection on it. This helps them solidify what they've learned.

45. Use your knowledge and speak on the following: Encouraging students to read
extensively.

Reading extensively means reading a lot of material, especially for fun. Here’s how to encourage
students:

1. Provide Interesting Books: Give students books and articles that they’ll enjoy. It could
be a fun story, comics, or a topic they care about.
2. Create a Reading Routine: Set aside time each day for reading. Just 15 minutes a day
can make a big difference!
3. Offer Choice: Let students choose what they want to read. This makes reading feel less
like a chore and more like something they enjoy.
4. Set Goals: Encourage students to read a certain number of pages or books each month.
They can track their progress, which makes it fun and rewarding.
5. Read Together: Reading as a class or in groups helps students feel motivated and
excited about reading.

46. Show your knowledge and speak on the following: Reasons for teaching
writing.

Teaching writing is essential for several reasons:

1. Communication: Writing is a primary medium for expressing thoughts, sharing ideas,

and communicating effectively in both academic and professional contexts.
2. Language Development: It reinforces grammar, vocabulary, and sentence structure,
helping learners internalize language rules.
3. Critical Thinking: Writing requires organizing ideas logically and presenting arguments
coherently.
4. Cultural Awareness: Writing helps learners understand the conventions and styles of
communication in different cultures.
5. Exams and Career Preparation: Many academic tests and professional tasks require
proficient writing skills.

47. Demonstrate your knowledge and speak on the following: Writing issues.
Learners face various issues when developing writing skills, such as:

 Grammar and Syntax Errors: Difficulty constructing grammatically correct sentences.

 Vocabulary Limitation: Inability to use varied and contextually appropriate words.
 Organization: Struggles with structuring ideas logically and coherently.
 Spelling and Punctuation: Mistakes in orthography that hinder clarity.
 Motivation: Lack of interest in writing tasks due to perceived difficulty or irrelevance.
 Cultural Differences: Challenges adapting to rhetorical styles of the target language.

48. Apply your knowledge and speak on the following: Writing sequences.

A typical writing sequence involves the following stages:

1. Pre-Writing: Brainstorming, gathering ideas, and organizing thoughts. Techniques

include mind mapping and outlining.
2. Drafting: Writing the first version of the text without worrying about errors.
3. Revising: Reviewing and improving content, structure, and clarity.
4. Editing: Correcting grammar, spelling, punctuation, and formatting issues.
5. Publishing: Finalizing and sharing the text with the intended audience.

This process encourages students to approach writing systematically and iteratively.

49. Use your knowledge and speak on the following: Correcting written work.
Handwriting. Strategies for developing writing skills.
 Correcting Written Work: Feedback should focus on both content and form. Teachers can
use error codes, peer reviews, or one-on-one feedback to address mistakes without discouraging
students.
 Handwriting: Clear and legible handwriting is crucial, especially in exams. Teachers can
guide students in proper letter formation, spacing, and alignment.
 Strategies for Developing Writing Skills:

 Regular practice through journals, essays, or creative writing.

 Using model texts to analyze style, structure, and language.
 Encouraging collaborative writing through group tasks.
 Implementing technology, such as writing apps or grammar checkers.

50. Show your knowledge and speak on the following: The role of listening
activities in learning a language.
Listening activities are critical for language learning as they:

 Enhance comprehension of spoken language.

 Improve pronunciation, intonation, and rhythm through exposure to native speakers.
 Provide context for understanding vocabulary and grammar in real-life use.
 Foster listening skills needed for conversations, lectures, or multimedia content.
 Support the development of speaking skills by modeling correct usage.

51. Demonstrate your knowledge and speak on the following: Different kinds of
listening activities. Listening levels, skills and principles.
Activities: Listening for specific information, note-taking,
predicting, and summarizing.
•Levels: Beginner (simple dialogues), intermediate
(narratives), advanced (lectures).
•Skills: Focus on comprehension, prediction, and
interpreting tone.
•Principles: Use authentic materials, provide clear
instructions, and set achievable tasks.

52. Apply your knowledge and speak on the following: Listening sequences.

A structured listening sequence includes:

1. Pre-Listening: Preparing learners with background knowledge, setting a purpose, and

introducing vocabulary.
2. While-Listening: Engaging students with tasks like answering questions, completing
charts, or summarizing.
3. Post-Listening: Reflecting on the content through discussions, writing exercises, or
related activities.

53. Use your knowledge and speak on the following: Listening to audio and video
resources.

Listening to audio and video resources is an essential part of developing listening comprehension
skills in language learning. These resources expose learners to authentic language use, different
accents, intonations, and cultural contexts.
Benefits of Using Audio and Video Resources

1. Exposure to Real-Life Language:

o Learners experience natural speech, colloquial expressions, and cultural nuances.
o Authentic resources like podcasts, news reports, interviews, and movies enhance
comprehension of real-world communication.

2. Improving Pronunciation and Intonation:

o Audio and video resources provide models for accurate pronunciation and rhythm.
o Learners can mimic native speakers' speech patterns for better fluency.

3. Building Listening Strategies:

o Learners develop skills such as skimming for general ideas and scanning for specific
details.
o It fosters critical listening, encouraging students to differentiate between opinions,
facts, and implications.

4. Engagement and Motivation:

o Multimedia resources are more dynamic and appealing, making learning enjoyable.
o Videos, in particular, provide visual cues that help contextualize language, aiding
comprehension.

54. Show your knowledge and speak on the following: Reasons for teaching
speaking.

Speaking is a core component of language learning and is often considered the most important
skill for effective communication. Teaching speaking is essential for enabling learners to express
themselves confidently and interact in real-life contexts.

55. Demonstrate your knowledge and speak on the following: To Correct or NOT
to correct speaking mistakes? Speaking accents. Pronunciation and intonation in
speech practice.
To Correct or NOT to Correct Speaking Mistakes?

 Correcting Speaking Mistakes:

 o Immediate correction can disrupt fluency and reduce a learner’s confidence. However, it
is useful in accuracy-focused activities (e.g., grammar practice, role-plays).
o Teachers should correct selectively, prioritizing errors that impede understanding.
 NOT Correcting Speaking Mistakes:
o During fluency-focused tasks (e.g., discussions), it's better to let learners express
themselves freely and address mistakes after the activity.
o Self-correction and peer feedback are effective strategies that encourage learner
independence.

Speaking Accents

 Importance of Accents:
o Accents reflect cultural identity and are a natural part of language learning.
o The goal should not be "native-like" accents but intelligibility, ensuring learners can
communicate clearly.
o Exposure to diverse accents (e.g., British, American, Australian) helps learners adapt to
real-world communication.

Pronunciation and Intonation in Speech Practice

 Pronunciation:
o Pronunciation focuses on accurate articulation of sounds, word stress, and connected
speech.
o Activities like minimal pair drills (e.g., ship/sheep) and phonemic charts improve clarity.
 Intonation:
o Intonation conveys meaning, emotions, and attitudes. For example, rising intonation for
questions ("Are you coming?") or falling intonation for statements ("I’m leaving.").
o Practicing dialogues, emphasizing tone, and using visual aids (arrows, wave patterns)
enhance intonation.

56. Apply your knowledge and speak on the following: Testing and examining.
Purpose of Testing and Examining

1. Evaluate learners’ progress and understanding.

2. Diagnose strengths and weaknesses.
3. Motivate students by setting goals and benchmarks.
4. Provide feedback for both learners and teachers.

Types of Tests

1. Diagnostic Tests: Identify learners' initial proficiency.

2. Formative Tests: Monitor ongoing progress during lessons.
3. Summative Tests: Assess overall learning at the end of a course or unit.
 4. Proficiency Tests: Evaluate general ability (e.g., IELTS, TOEFL).

Key Considerations for Effective Testing

 Ensure tests are reliable (consistent results) and valid (measure intended skills).
 Include both objective (e.g., multiple-choice) and subjective (e.g., essays) components.
 Make tests aligned with course objectives and communicative needs.

57. Use your knowledge and speak on the following: Teaching Communicative
Grammar.
What is Communicative Grammar?

Teaching grammar not as isolated rules but in real-life, meaningful contexts to promote
communication.

Principles of Communicative Grammar

1. Teach grammar in context, using real-life examples (e.g., dialogues, stories).

2. Focus on form, meaning, and use. For example, teach not only the structure of the present
perfect but when and why to use it.
3. Integrate grammar with other skills, like speaking and writing.

58. Show your knowledge and speak on the following: Teaching Vocabulary.
Vocabulary plays a crucial role in language learning, as it enables
learners to understand and express meaning in both spoken and
written communication. Effective vocabulary teaching requires
thoughtful planning, appropriate techniques, and the integration of
both explicit and implicit learning opportunities.

59. Demonstrate your knowledge and speak on the following: Mistakes, slips,
errors and attempts. Mistakes: Performance errors
corrected by the learner.
•Slips: Temporary lapses due to fatigue or inattention.
•Errors: Indicate gaps in knowledge and need teacher
intervention.
•Attempts: Efforts to use new language creatively, even if
incorrect.
60. Apply your knowledge and speak on the following: Assessment and giving
feedback.
Assessment and feedback are essential components of the teaching
and learning process. They help measure learners’ progress, identify
areas for improvement, and guide future instruction. Effective
assessment and feedback support student motivation, promote self-
regulation, and foster a growth mindset.
III

61. Prepare a mini lesson plan of presenting a new sound.

Lesson Title: Introduction to the /ʃ/ Sound (as in “sh” in

“she”)
1.Warm-Up (5 minutes) To introduce the focus of the lesson
and activate prior knowledge.
2. Presentation (10 minutes) To introduce and demonstrate
the /ʃ/ sound.
3. Practice (10 minutes) To help students recognize and
produce the /ʃ/ sound in different words.
4. Production (5 minutes) To help students use the /ʃ/ sound
in context.
5. Wrap-Up (5 minutes) To review the lesson and ensure
understanding.
Homework:
• For homework, ask students to write 5 sentences using
words with the /ʃ/ sound and practice pronouncing them.

62. Prepare a procedure of a phonetic drill using a poem.

This phonetic drill using a poem not only helps students

practice a specific sound in context but also enhances their
understanding of rhythm, stress, and intonation in English. By
engaging with the poem repetitively and through different
activities, students have multiple opportunities to reinforce
their pronunciation of the target sound.

63. Prepare a mini - lesson plan activity of presenting a new grammar structure.

This mini lesson introduces the present continuous tense

through clear explanations, controlled practice, and
opportunities for students to use it in context. By gradually
moving from structured practice to more free production,
students will gain confidence in using the present continuous
for actions occurring right now.

64. Prepare pronunciation drill for one of the lessons for junior stage to show the
difference in material and in techniques of conducting the drill.
This pronunciation drill uses a variety of techniques such as
minimal pairs, perception activities, and sentence repetition to
help students distinguish and practice the /æ/ and /e/ sounds.
The aim is to ensure students are aware of the differences in
mouth positions and can pronounce both sounds clearly in
isolation and within sentences. The drill is adapted to be
interactive and engaging for young learners by using visual aids
like flashcards and simple sentences.

65. Prepare a mini lesson plan of practicing a grammar structure presented at a

previous lesson.

1. Warm-Up (5 minutes)
To activate students’ awareness of the target sounds and
prepare them for the pronunciation drill
2.Presentation of Sounds (5 minutes)
To introduce the two sounds with clear demonstrations and
explanation of mouth position.
3.Controlled Drill (5 minutes)
To practice the two sounds with controlled repetition and
feedback.
4. Perception Drill (5 minutes)
To help students distinguish between the two sounds when
listening.
5. Production Drill (5 minutes)
To practice using the target sounds in simple phrases or
sentences.
6. Wrap-Up (5 minutes)
To review the key learning points and give feedback on student
performance.
66. Prepare a mini lesson plan of making use a grammar structure presented at the
previous lessons in a monological speech.

1. Warm-Up (5 minutes):
• Objective: To activate prior knowledge and set the
context for using the present continuous in speech.
2. Presentation (5 minutes):
• Objective: To model how to use the present continuous in
a monologue.
3. Guided Practice (8 minutes):
• Objective: To help students practice forming and
organizing sentences using the present continuous for their
own monologues.
4. Speaking Practice (7 minutes):
• Objective: To give students the opportunity to use the
present continuous in a short monologue.
5. Wrap-Up (5 minutes):
• Objective: To consolidate the lesson and provide final
feedback.
Homework:
• For homework, ask students to write a short monologue (5-
6 sentences) about their day, using the present continuous
tense.

67. Prepare a mini lesson plan of presenting new words.

1. Warm-Up (5 minutes):
• Objective: To activate prior knowledge and set the
context for the lesson.
2. Presentation of New Vocabulary (10 minutes):
• Objective: To introduce new words related to animals.
3. Practice Activity (7 minutes):
• Objective: To give students the opportunity to practice
the new vocabulary.
4. Production Activity (5 minutes):
 • Objective: To give students the opportunity to use the
new vocabulary in sentences.
5. Wrap-Up (3 minutes):
• Objective: To reinforce learning and provide feedback.
Homework:
• For homework, ask students to draw their favorite animal
from the lesson and write 2-3 sentences about it using the
new vocabulary.

68. Prepare pronunciation drill for one of the lessons for intermediate stage to
show the difference in material and in techniques of conducting the drill.

1. Introduction and Warm-Up (3-4 minutes):

• Objective: To introduce the concept of minimal pairs and
prepare students for the pronunciation drill.
2. Presentation of Minimal Pairs (4-5 minutes):
• Objective: To clearly demonstrate the difference in vowel
sounds and help students produce them accurately.
3. Pronunciation Practice (5-7 minutes):
• Objective: To help students practice and reinforce correct
pronunciation through repetition and listening activities.
4. Drilling in Context (5 minutes):
• Objective: To practice pronunciation within a more
natural context and check understanding of the meanings of
the words.
5. Controlled Practice (3-4 minutes):
• Objective: To provide controlled practice where students
listen and choose the correct word based on context.
6. Wrap-Up and Feedback (2-3 minutes):
• Objective: To reinforce the lesson and provide final
feedback.
Homework:
• For homework, ask students to create a short story or
dialogue using at least five of the minimal pair words
introduced in class.
69. Make a list of as many presentation techniques for vocabulary as you can think
of.
Flashcards
o Real objects (realia)
o Pictures
o Contextual sentences
o Definitions
o Synonyms/antonyms
o Mime and gestures
o Translation

70. Prepare a mini words in a dialogue. lesson plan of practicing new

Objective: Students will practice using new vocabulary in a conversation.

Level: Beginner

Materials: Flashcards with new words, a dialogue script, a board, and markers.

Step 1: Introduction (5 minutes)

 Introduce the new words through flashcards and provide simple explanations.
 Write the new words on the board.

Step 2: Model Dialogue (10 minutes)

 Show a simple dialogue using the new words. Example:

o A: "Hi, how are you?"
o B: "I'm fine, thank you! How about you?"
o A: "I’m good. I just bought a new book."
o B: "Really? What’s the book about?"
o A: "It's about space exploration!"

Step 3: Pair Work (10 minutes)

 Students work in pairs, creating their own dialogue using the new vocabulary.
 Walk around and help students with pronunciation and sentence structure.

Step 4: Practice (5 minutes)

 Have students perform their dialogues in front of the class.

Step 5: Wrap-up (5 minutes)

 Review the new words, and ask students to share one sentence using a new word from the
lesson.

71. Prepare a mini lesson plan of making use new words in a monological speech.

Objective: Students will practice using new vocabulary in a short monologue.

Level: Intermediate

Materials: Flashcards, a topic list, and a timer.

Step 1: Introduction (5 minutes)

 Show the new vocabulary using flashcards and give examples in context.

Step 2: Demonstration (5 minutes)

 Demonstrate a short monologue using the new words. Example:

o "Today, I want to talk about my favorite hobby. I enjoy reading books, especially
mystery novels. My last book was really exciting, and it gave me a lot of
interesting ideas. I love learning new things through reading."

Step 3: Individual Practice (15 minutes)

 Give students a list of topics (e.g., "My Favorite Movie", "A Memorable Vacation") and
ask them to prepare a 1-2 minute speech using the new vocabulary.

Step 4: Sharing (10 minutes)

 Have students present their speeches to the class.

Step 5: Feedback (5 minutes)

 Provide feedback on pronunciation and how the students used the new words.

72. Prepare the text for control reading.

Objective: Check students' reading comprehension and understanding of vocabulary.

Level: Beginner to Intermediate

Text: Last summer, I went to the beach with my family. The weather was perfect, and the sun
was shining brightly. We swam in the ocean, built sandcastles, and had a picnic on the shore. It
was a lot of fun!

Comprehension Questions:

1. Where did the speaker go last summer?

2. What was the weather like?
3. What activities did they do at the beach?

73. Prepare some activities which may be used while reading an unknown text.
 Pre-reading prediction: Before reading, ask students to guess what the text might be about
based on the title and images.
 Skimming: Ask students to read the text quickly and identify the main idea.
 Scanning: Tell students to look for specific information in the text, like numbers, dates, or
names.
 Vocabulary Guessing: Have students underline unknown words and guess their meanings
from the context.
 Comprehension Questions: After reading, ask students questions to check their
understanding.
 Discussion: Let students discuss the text with a partner or in groups to talk about what they
learned.
 Summarizing: Ask students to write a brief summary of the text.

74. Prepare a set of flashcards for teaching oral reading of the words you choose.
Use a standard textbook.

Objective: Practice reading aloud using flashcards.

Level: Beginner

Materials: Flashcards with words and pictures from a standard textbook.

Example Flashcards:

 Cat: Picture of a cat, with the word "cat" written on it.

 Dog: Picture of a dog, with the word "dog" written on it.
 Apple: Picture of an apple, with the word "apple" written on it.

Activity:

 Show the flashcards to the students one by one.

 Ask them to say the word aloud after you or with a partner.
 Encourage them to use the word in a sentence (e.g., "I have a cat" or "The dog is
running").

75. Choose a text from a standard textbook and prepare some assignments
developing silent reading.

Objective: Improve students' silent reading comprehension.

Level: Intermediate

Text:
The sun was setting over the city, painting the sky with beautiful shades of orange and pink.
People were walking along the streets, chatting with friends, and enjoying the peaceful evening.

Assignments:

1. Silent Reading: Students read the text silently for 5 minutes.

2. Comprehension Questions:
o What time of day is it in the text?
o What colors are mentioned in the sky?
o What were people doing?
3. Vocabulary Match: Match these words with their meanings:
o Setting: (a) a beautiful sky at sunset
o Peaceful: (b) a quiet, calm atmosphere
 4. Summary: Ask students to write a short summary of the text in 3-4 sentences.

76. Prepare a mini lesson plan of making use of words in a dialogue.

Objective: Students will practice using new vocabulary in a meaningful dialogue.

Materials: Vocabulary list, flashcards, dialogue worksheet.

Procedure:

1. Warm-up (5 minutes): Introduce the new words through pictures or context sentences.
2. Guided Practice (10 minutes): Provide a model dialogue that uses the vocabulary. Read
it aloud and discuss the context of the words.
3. Pair Work (15 minutes): Students create their own dialogues in pairs using at least 5 of
the target words.
4. Presentation (10 minutes): Pairs perform their dialogues for the class.
5. Wrap-up (5 minutes): Discuss which dialogues were creative and how the vocabulary
was used.

77. Prepare a lesson plan on any theme for the junior stage.

Objective: Students will identify common animals and their habitats.

Materials: Animal flashcards, habitat posters, worksheet with matching activities.

Procedure:

1. Warm-up (5 minutes): Show pictures of animals and ask students to name them.
2. Presentation (10 minutes): Introduce habitats (forest, ocean, desert) and match animals
to their habitats.
3. Activity (15 minutes): Students work in groups to sort animal flashcards into their
correct habitats.
4. Practice (10 minutes): Students complete a worksheet matching animals to their
habitats.
5. Wrap-up (5 minutes): Review the answers and ask students about their favorite animals.

78. Compile a lesson plan on any theme in the intermediate stage.

Objective: Students will practice discussing holiday preferences and making plans.

Materials: Pictures of holiday destinations, conversation prompts, role-play cards.

Procedure:

1. Warm-up (5 minutes): Ask students about their last holiday experience.

2. Presentation (10 minutes): Teach phrases for planning a holiday (e.g., "I’d like to go
to...", "How about…?").
3. Role-Play (15 minutes): Students work in pairs to plan a holiday using role-play cards.
4. Group Activity (10 minutes): Groups present their holiday plans to the class.
5. Wrap-up (5 minutes): Discuss which holiday sounded the most fun.
79. Compile a lesson plan on any theme in the senior stage.

Objective: Students will practice expressing opinions and debating.

Materials: Debate topic cards, opinion phrases worksheet.

Procedure:

1. Warm-up (5 minutes): Discuss pros and cons of social media.

2. Presentation (10 minutes): Teach phrases for expressing opinions (e.g., "I believe
that…", "On the other hand…").
3. Debate Preparation (10 minutes): Divide the class into two teams and assign roles for a
debate on a social media topic.
4. Debate (15 minutes): Teams present their arguments and counterarguments.
5. Wrap-up (5 minutes): Reflect on the debate and discuss any new perspectives.

80. Prepare some drill activities for developing listening comprehension.

 Word Bingo: Students listen to a recording and mark the words they hear on a bingo card.
 Dictation: Play short audio clips and have students write down key phrases.
 Gap-Fill Exercise: Provide a transcript with missing words for students to fill in while
listening.
 True or False: Play a dialogue and ask students to decide if statements about it are true or
false.
 Order the Sentences: Give scrambled sentences from an audio clip and ask students to
reorder them.

81. Name a text for intensive work which will require the use of the dictionary and
describe the procedure of working with the text.

Procedure:

1. Pre-Reading (5 minutes): Introduce key terms and their meanings.

2. Reading (15 minutes): Students read the text silently and underline unfamiliar words.
3. Dictionary Use (10 minutes): Students use dictionaries to find meanings and write
sentences with the new words.
4. Discussion (10 minutes): Discuss the main ideas of the text and how the vocabulary
supports the content.

82. Imagine some of your students are going to Britain for a short time this
summer. What sort of writing will they need to do?

Students going to Britain may need to write:

 Emails and Texts: Communicating with host families or friends.

 Travel Notes: Keeping a travel diary to remember their experiences.
 Shopping Lists: For planning purchases.
 Postcards: Writing short messages to family or friends.
 Forms and Applications: Filling in customs declarations or event registrations.
 Essays or Reports: Reflecting on their trip for school projects.
These activities help students prepare for practical, real-life writing tasks.

83. Prepare pronunciation drill for one of the lessons for senior stage to show the
difference in material and in techniques of conducting the drill.
Material

 Focus: Differentiating between similar sounds, stress patterns, and intonation.

 Sounds: Minimal pairs (e.g., ship/sheep, live/leave).
 Stress: Contrast between word stress (e.g., record as noun/verb) and sentence stress.
 Intonation: Rising and falling patterns for statements, questions, and emotions.

Techniques

1. Repetition Drill:
o Teacher models: “ship” and “sheep.”
o Students repeat individually and in groups.

2. Chain Drill:
o Each student says a sentence with the target word (e.g., “I saw a ship.”).
o The next student continues with “I saw a sheep.”

3. Rhythm Practice:
o Students clap or tap the stress while saying phrases (e.g., “He wants to reCORD a
song.”).

4. Interactive Drills:
o Use tongue twisters or short dialogues (e.g., "Can you leave or live with that decision?").

84. Work out the activities aimed at presenting and practicing receptive
vocabulary.
Presenting Vocabulary

1. Visuals: Show pictures or realia (e.g., show a photo of a beach to teach “coastline”).
2. Contextual Sentences: Use new words in sentences. E.g., “The coastline is beautiful. The beach
stretches for miles.”
3. Definitions and Synonyms: Provide simple definitions (e.g., “coastline: the edge of the land by
the sea”).

Practicing Vocabulary

1. Matching Activities: Match words to images, synonyms, or definitions.

2. Listening Practice: Play a recording and ask students to tick the words they hear.
3. Gap-Fill: Provide sentences with blanks for students to insert the correct word.

85. Work out the activities aimed at presenting and practicing vocabulary in a
monological speech.
Presenting Vocabulary

1. Mind Maps: Show a central word (e.g., “travel”) and connect related words (e.g., “adventure,
ticket, luggage”).
2. Story Context: Introduce vocabulary through a story or anecdote.

Practicing Vocabulary

1. Speech Practice: Students prepare a short monologue using 5-7 target words (e.g., “Describe
your ideal vacation using today’s vocabulary”).
2. Picture Description: Show a photo and ask students to describe it using the new words.
3. Guided Prompts: Provide questions like, “Why is traveling important?” and encourage students
to use specific vocabulary.

86. Work out the activities aimed at presenting and practicing vocabulary in a
dialogical speech.
Presenting Vocabulary

1. Role-Plays: Introduce vocabulary in role-play scenarios (e.g., shopping dialogue: “price,”

“discount”).
2. Dialogue Examples: Provide a sample dialogue highlighting target vocabulary.

Practicing Vocabulary

1. Paired Dialogues: Students create dialogues based on prompts (e.g., booking a hotel room).
2. Information Gap Activities: Partner A has some information and Partner B asks questions to
complete it.
3. Speed Conversations: Rotate partners for short conversations using new vocabulary.

87. Prepare the procedure of working on a phonetic drill using a poem.

Material

 Poem: “The Road Not Taken” by Robert Frost. Focus on rhythm, stress, and intonation.

Procedure

1. Warm-Up:
o Discuss the poem's theme briefly to engage students.
o Highlight challenging sounds or words.

2. Model Reading:
o Teacher reads the poem aloud with correct pronunciation and intonation.

3. Choral Reading:
o Students read together, following the teacher's rhythm.

4. Focus on Specific Lines:

o Break the poem into chunks and practice line-by-line.
o Emphasize word stress and natural pauses.
 5. Individual Practice:
o Students read aloud in pairs or individually, receiving feedback on pronunciation.

6. Creative Activity:
o Ask students to dramatize the poem or create an alternative ending, practicing fluency.

88. Prepare a lesson plan on any theme in the junior stage.

Theme: Colors and Shapes

1. Objective: Teach students basic colors and shapes (e.g., red, blue, circle, square).
2. Warm-Up: Show flashcards and ask, “What color is this?”
3. Presentation: Use objects or drawings to introduce colors and shapes.
4. Practice:
o Matching game (colors and shapes).
o TPR Activity: “Touch something red.”
5. Production:
o Students draw and describe their pictures (e.g., “This is a red circle”).
6. Wrap-Up: Recap with a short game or song about colors.

89. Prepare a lesson plan on any theme in the intermediate stage.

Theme: Environmental Issues

1. Objective: Discuss pollution and its effects using intermediate vocabulary.

2. Warm-Up: Show images of pollution. Ask, “What do you see?”
3. Presentation:
o Introduce key vocabulary (e.g., “recycle, pollution, climate change”).
o Use a short video to contextualize.
4. Practice:
o Pair work: Students list ways to reduce pollution.
o Group discussion: “How can we help the environment?”
5. Production: Write a short paragraph or create a poster about an environmental problem.
6. Wrap-Up: Share posters or ideas with the class.

90. Prepare a lesson plan on any theme in the senior stage.

Theme: Preparing for Job Interviews

1. Objective: Teach formal vocabulary and expressions for job interviews.

2. Warm-Up: Discuss common interview questions.
3. Presentation:
o Introduce phrases like “I’m a great fit for this role because…”
o Model a sample interview dialogue.
4. Practice:
o Role-Play: Students take turns being interviewer and interviewee.
o Vocabulary Matching: Match formal phrases with informal counterparts.
5. Production: Students draft answers to 3 common interview questions.
6. Wrap-Up: Discuss tips for success in interviews.