Objective
1. “if I had worked hard, I would have passed” is the example of . (third
conditional)
2. Words like “in my opinion” indicate essay. (argumentative)
3. Which type of text is similar to debates . (argumentative)
4. Reflective practice is process. (step wise)
5. Having a stance and pursing that belief . (exposition)
6. There are types of text. (6)
7. Cigarette causes lungs cancer . (exposition)
8. When you transfer the information in your own words, it is called . (reported
speech)
9. Words like “once upon a time” are usually used in writing. (narrative)
10. When a father tells a story to his son, it is . (narration)
11. “I have written a letter” is an example of . (present perfect tense)
12. Difference between discussion and argument is that in discussion one does
not . (confront and challenge)
13. An example of informal language is . (chatting, instant messages, text
messages, all of the above)
14. Type of text which should be written in inverted commas is . (dialogue)
15. It is better to use sentences while doing the listening skill development.
(short)
16. In the class is a good way towards professional development.
(action research)
17. Some examples of expressions are . (probably, uncertain, sure, all of the
above)
18. Second conditions are based on . (wishes)
19. “I eat” become “I ate” in . (past simple tense)
20. When it comes to formal letters we must address the person with .
(surname)
21. Indirect speech is also known as . (reported speech)
22. Emails are an example of . (both formal and informal)
23. Is an interesting exercise in which a student can use his
imagination. (story telling through picture)
24. The most important feature of grammar is/are (tenses)
25. Teacher must discuss scene, context and situation about the before asking
them to write. (short story)
26. A teacher should be in accepting solutions in informal letter. (open)
27. Personal communication is usually . (informal)
28. Conditionals are relevant to tense. (future)
29. “if I had power, I would have eliminated all evil from the world.” Is an
example of sentences. (second conditional)
30. Ali is a teacher, he shows his emotions and the feelings behind his thoughts,
this means he use a lot of (expressions)
31. “I am writing a letter” is an example of . (present continuous tense)
32. Is a useful exercise to enable students to look for another similar
word. (match the words)
33. “I am calling you out.” Is the example (present continuous)
34. There are types of conditionals. (three)
35. In zero conditional sentences, condition is based on . (imagination)
36. Communication gaps take place in . (speaking exercises)
37. Continuous tense is also called tense. (progressive)
38. “I will eat an apple tomorrow” is an example of (Future Tense)
39. In listening exercises, teachers should tell students that they must look for
numbers, for e.g. 15 and 50 may cause: (confusion)
40. In skills, the focus is an intonation and pronunciation. (listening)
Subjective
Q. Planning for different groups
In teaching English, planning for different groups involves tailoring lessons to meet
the diverse needs of students with varying abilities, backgrounds, and learning styles.
For instance, advanced students might work on complex sentence structures, while
beginners focus on basic vocabulary. Differentiation can be achieved by providing
varied materials, like simplified texts for lower levels and challenging readings for
higher levels, ensuring each group is engaged and learning effectively.
Q. Resources and their use
Effective use of resources in teaching English includes integrating a variety of
materials such as textbooks, multimedia, online tools, and real-life objects to
enhance learning. For example, using videos can improve listening skills and
cultural understanding, while interactive websites like Duolingo provide
personalized practice in vocabulary and grammar.
Q. Lesson Delivery
Lesson delivery in English teaching encompasses the methods and strategies used to
present content to students. A well-delivered lesson includes clear instructions,
engaging activities, and effective pacing. For instance, a teacher might start with a
brief introduction, follow with interactive group work, and conclude with a summary
and practice exercises.
Q. Helpful Tips in English teaching
Helpful tips in English teaching can include strategies like incorporating games to
make learning fun, using visual aids to enhance understanding, and providing regular
feedback. For example, playing vocabulary bingo helps reinforce new words in an
engaging manner, and visual aids like flashcards can clarify abstract concepts.
Q. Lesson Planning
Lesson planning in English teaching involves outlining objectives, materials,
activities, and assessments for a class. A detailed lesson plan ensures a structured
and focused lesson. For instance, a plan for a lesson on past tense verbs might include
a warm-up activity, a grammar explanation, practice exercises, and a closing review.
Q. Lesson Stages
Lesson stages in English teaching refer to the sequence of activities within a lesson,
typically including an introduction, development, and conclusion. For example, a
lesson on adjectives might start with a review of known words, followed by
introducing new adjectives with examples, and ending with a creative writing
activity using those adjectives.
Q. Classroom Practices
Classroom practices in English teaching involve strategies and methods used to
manage and facilitate learning. This includes grouping students for collaborative
work, using questioning techniques to encourage participation, and implementing
classroom routines. For example, establishing a 'word of the day' routine helps build
vocabulary consistently.
Q. Reflective Practices
Reflective practices in teaching English involve teachers regularly analyzing their
own teaching methods and student responses to improve their effectiveness. For
example, after a lesson, a teacher might reflect on what activities worked well and
which didn’t, and adjust future lessons accordingly to better meet students' needs.
Q. Feedback
Feedback in English teaching is crucial for student development, involving both
praise and constructive criticism. Effective feedback helps students understand their
progress and areas for improvement. For example, commenting on a student’s essay
by highlighting strengths and suggesting specific improvements in grammar and
structure.
Q. Pronouns and Adjectives
Teaching pronouns and adjectives in English involves explaining their roles and uses
in sentences. Pronouns replace nouns to avoid repetition, while adjectives describe
nouns. For instance, in the sentence "She is wearing a beautiful dress," "she" is a
pronoun and "beautiful" is an adjective.
Q. Auxiliaries
Auxiliaries, or helping verbs, are used in English to form different tenses, moods,
and voices. Teaching auxiliaries involves showing how verbs like "be," "do," and
"have" support main verbs. For example, in the sentence "She is running," "is" is an
auxiliary verb helping to form the present continuous tense.
Q. Grammar
Grammar teaching in English involves the rules and structures that govern the
language. This includes syntax, morphology, and punctuation. For example,
teaching the rules of subject-verb agreement helps students form correct sentences
like "He runs every day," rather than "He run every day."
Q. Professional Development
Professional development for English teachers includes ongoing training and
education to improve their teaching skills and knowledge. This can involve
workshops, conferences, and courses. For instance, attending a seminar on the latest
ESL teaching techniques can help teachers incorporate new strategies into their
classrooms.
Q. Assessment for Learning Policy
An assessment for learning policy in English teaching emphasizes using assessments
to guide and improve student learning rather than merely to evaluate. This involves
formative assessments like quizzes and oral feedback. For example, regular informal
assessments help teachers adjust their instruction to better meet student needs.
Q. Second Language Acquisition & Research
Second language acquisition (SLA) and research focus on how people learn a
language other than their native one, providing insights into effective teaching
strategies. Research might show, for example, that immersive experiences and
conversational practice significantly enhance language learning, guiding teachers to
incorporate more real-life speaking opportunities in their lessons.
BS English (Applied Linguistics)
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