303 Level award in Preparing to Teach in the Lifelong

Make the third conditional
1. If you had trained more, you (lose) so easily.
2.We wouldn't have spent all the money if you (insist) on going to that boutique.
3. If you had told me that you were having problems, I (help) you.
4.If I (know) that she was in town, I would have called her.
5.If she had offered a better price for the car, I (buy) it.
6.There wouldn't have been so many problems if they (organize) the race a bit better.
7.We (get) lost if you had asked for directions.
8.We would never have met if you (introduce) us to each other at that party.
9.If she had embarrassed me in front of all my friends, I (hate) her for ever.
10.I (save) her life if I had paid more attention.
Choose the correct answer
1. 'If you ...C... that plate, you'll burn your fingers.' 'Why? Has it been in the oven?'
A would touch B will touch C touch
2. ' ....... you're busy, we'll talk now.' That's fine. I'm not busy at the moment.'
A If B Provided C Unless
3. 'If you watch the news, you ..........a lot.' 'I know. I watch it every day.'
A learn B were learning C would learn
4. ' ........ you wear warm clothes, you won't get cold.' 'I'll wear an extra jumper.'
A Unless B Providing C Supposing
5. 'Shall I invite John to the party?' 'Well, were I you, I ................... him.'
A would invite B will invite C am inviting
6. ............ the teacher comes back now, what will you do?' 'I don't know.'
A When B Providing C Supposing
7. 'Could I see the menu, please?' 'Yes, sir. If you .......... a seat, I will fetch it for you.' A take B had taken C have taken
8. 'Don't cry. Everything will be alright.' 'Yes, but if I .............. the bus, I wouldn't have been late for school.'
A didn't miss B hadn't missed C don't miss
9. 'When water boils, it ............... steam.' 'Yes, I know; and the steam is hot, too.'
A would produce B produce C produces
10. 'Can you help me, please?' 'Well, if I wasn't studying, I .................. you.'
A would help B help C will help
1.4 Justify maintaining normal patterns of speech during presentation of grammar

Teachers should pay attention to speech qualities such as stress, intonation, and overuse while discussing grammatical phenomena. Each of these contributes significantly to making grammar sessions more engaging and fascinating. The teacher might use tone to illustrate different sorts of sentences or phrases. The pitch of the voice, which rises and falls, rises and falls, phrase or word stress (strong stress on words, weak stress) are all useful in explaining grammatical information to pupils. Intonation patterns contribute significantly to the presentation of sentence, phrase, and text levels. For example, in the phrase: If Mary appears, please notify me immediately. (A few guests are anticipated, but the speaker is more interested in Mary.) Please notify me as soon as Mary arrives. (No one else is anticipated to attend except Mary.)

Another crucial aspect of delivering grammar with intonation is to demonstrate clearly how the structure is generated so that students may use it to construct their own sentences. Appropriate tone in presenting aids in explaining how to discriminate between different sorts of sentences. The same sequence of words can be understood as a different syntactical type, such as a statement or a query, a question or an exclamation with various terminal tones, for example, Tom noticed it. (statement) - Did Tom see it? (generic inquiry); Did you enjoy it? (generic inquiry) - Did you enjoy it? Will you be quiet? (exclamation) Will you just be quiet? (command). The teacher should underline that the goal is simply to give pupils a "feel" for the sentence patterns, particularly how they sound. It is possible to fossilize it by recycling. An alternate method of involving pupils in grammar courses in order to avoid overuse. To successfully teach tense rules, it is necessary to master the use of clear contexts, timelines, marker sentences, and concept check questions to elicit and assess comprehension of target forms. Using simple short phrases will lessen student anxiety while increasing learner knowledge of English tenses.
To summarize, in English, lexical (content) words are normally accented, but grammatical (form) words are more likely to be unaccented, however terms from both groups may be unaccented or accented depending on the meaning. In the same way that punctuation does in writing, the grammatical function of intonation aids in the identification of grammatical structures in speech. To indicate the beginning and end of grammatical units such as clauses and sentences, we utilize intonation. In addition, we employ intonation to differentiate phrase kinds, such as inquiry vs. assertion, and to disambiguate numerous grammatically unclear constructions. Thus, learning intonation will substantially improve a non-native speaker's conversational intelligibility.

1.5 Evaluate the place of elicitation

Elicitation is the technique that a teacher uses to make learners to participate actively in the classroom. When he/she is asking questions instead of providing information to the learners, he/she is eliciting. The English language teacher (like teachers of other subjects) aims at having the learners generate speech and written material through brainstorming upon a topic. The teacher assumes that the learners have a great data base of knowledge of the language in question, along with having a huge repertoire of information of the real world. The teacher when using the elicitation technique is leveraging this knowledge bank of the learners to further her teaching objective. When learners are asked questions, they are in fact being made to think and process their existing knowledge base. It is also assumed that, imparting of new knowledge is largely based on the knowledge that the learners already have. This process of elicitation benefits both the teacher and the learners. For the teacher, elicitation is a fantastic diagnostic tool. This technique is helpful for the teacher for gleaning key information about what the learners know or do not know. The learners on the other hand are coaxed into exploring information which results in long term memory retention of the concept learnt.

Teaching of language depends a lot on use of elicitation, albeit with an immense amount of inputs in form of prompts by the teacher. To be able to further their language skills, the teacher uses various prompts, associations and reminders of previous information in the form of visuals or by writing on the board. A situational idea in the form of sentences, anecdotes, pictures, videos or reading articles may also be provided to supply a context for teaching. Questions based on these situations may then be used to elicit the target language. Eliciting acts as stimuli for the learners and makes teaching learner-centred. This strategy will give them a sense of confidence when answering the question asked. Also, the teacher will try to maintain an encouraging attitude while eliciting answers. When teaching language, confidence building is more important an objective than accuracy of concepts.
Thus we see, elicitation can change the traditional teacher-centred teaching method and make learning more interesting and effective for the learners. Learning through self-discovery paves way for the learners to produce language through simple and interactive means.

1.6 State the natural order of a lesson

The order in which lessons are presented is called 'lesson sequencing'. Lesson sequencing is the process of organizing several lesson plans that will be taught consecutively. The purpose of lesson sequencing is to create smooth transitions between lessons in order to meet the objectives of the unit plans and to achieve optimal learning outcomes.
Well-sequenced lesson plans benefit both the teacher and the students. Well-organized and properly sequenced lesson plans allow for a smother functioning classroom; classroom disruptions are minimized, the stress on the teacher is reduced and the learning environment is optimized for the students. Some of the other benefits to be gained from effective lesson sequencing include, the following:

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  Smoother transitions: Unit planning allows the teacher to be aware of the end goals of a learning segment. As a result, the order in which material is presented; that is, lesson sequencing, can be planned as well. When the teacher can plan what is intended to happen during each lesson they will be able to make the transitions between lessons as smooth as possible. This will benefit the students, as well, since they will be better prepared to absorb new material when it is presented in an orderly manner.
  
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  Facilitates scaffolding: Clear end goals and sequenced lessons allow teachers to anticipate difficulties and problem areas. Additional supports; such as, specific exercises and activities, can be provided to assist students meet the challenge of more difficult concepts. The teacher can scaffold the subject matter, so that as the tasks grow more complex and difficult the students will have more resources and insight to draw upon in order that they meet the challenge successfully.
  
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  Better organization: The job of a teacher is demanding and requires good organization skills. A teacher who sequences lessons will know in advance what will be covered in a particular lesson. This allows the teacher to prepare photocopies, worksheets, hand-outs, etc… in advance. Lesson sequencing has some additional benefits as well; for example, if the class progresses through the material more quickly than anticipated, the teacher will be able to move on to more advanced tasks very readily since they have already been planned. In addition, if the students do not progress through the material at the same rate, the teacher will be able to set up a differentiated lesson plan to accommodate faster and slower learners since the whole package of lessons have been prepared.
  
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  Future planning: Sequencing lessons in advance allows teachers to predict how long they think it will take to cover certain material, and then see how long it actually took when the lessons are delivered to the students. Since teachers often recycle unit plans and lesson plans over several years, they will be able to modify their planning for future years based on their experience.
  
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  Assessment checks: Since the unit plans and lesson plans have been prepared in advance, the teacher will be able to identify the optimal points in the program for checking the students’ understanding of the material and also how best to structure these assessments.
  

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  It is beneficial to identify the learning goals for both the unit plan as a whole, as well as each individual lesson plan. Setting such over-all and specific goals assists in the lesson sequencing process. It also it reveals what materials and learning aids are necessary to achieve those goals.
  
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  Utilize the BSLIM model to double check the progression of learning activities. Is the Giving It segment sufficient? Do the students have enough Getting It activities? Is the lesson sequencing leading the students toward Using It and Proving It activities and then helping them through those activities?
  
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  Review your lesson plans to assess whether enough scaffolding has been built in. Do the students have the necessary tools to complete each particular activity?
  
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  Consider your planning of checks of student understanding of the material and your assessments. Are they appropriate given the class size? The type of student in the class? The type of activities they will be engaging in?
  

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  Be able to select the target language appropriate to the linguistic level of the learners
  

2.1 Explain the pedagogical value of recycling language

Teachers are often pressured to teach more – more vocabulary, more grammar, more content – to satisfy parents and administrators. Moving through a coursebook quickly becomes the measure of success. However, the classes in which I see students making the greatest progress are those in which teachers introduce relatively little new language and actively recycle previously learned language, spending the majority of class time reusing both new and familiar language in new contexts.
The measure of a successful lesson isn’t how much you teach; it’s how much students can do with the language they’ve learned.
There are certainly times when you might choose to throw students into the deep end of the language pool – when asking them to work at understanding the gist of a listening or reading task, for example. But, it should be a choice that works toward your lesson goals, not the standard approach. If you need to spend most of your class with books open, explaining the language on the page, then students are unlikely to remember much for the next class. You end up teaching the same things over, and over, and over again without much feeling of progress.
In contrast, when we recycle language in class, we’re teaching students how to use the language they already know to figure out language that they don’t. It’s one of the most important abilities that skilled language users employ.
There’s no way we will ever be able to teach our students all the English they’ll ever need to know, so instead let’s teach them how to be confident in their ability to figure things out for themselves.

2.2 Explain ways in which language can be recycled for educational purposes during a language lesson

One of the easiest ways to model this skill is to introduce new language in the context of familiar. Another way of looking at this is to make sure you maximize the value of any language your students spend the time learning. Here’s one simple example of how using familiar language to introduce new language can help students learn more effectively.

If you teach without recycling familiar language, this looks like a dense lesson – eight new vocabulary words and two question and answer patterns. However, actively recycling previously learned language can make the lesson more manageable. For example, students have already learned the concept of plurals, and how to add an –s to the end of words to indicate more than one item. They may need to be reminded, but they don’t need to learn it again. That reduces the vocabulary load to four new words (and their plurals). What’s this? It’s a (CD) is also a very familiar pattern. It’s the first question students learned to ask and answer in the first book of the series to which this page belongs (Let’s Begin). It was recycled in a lesson two units prior to this lesson.
By recycling the familiar pattern with the singular vocabulary words, it’s a small step for students to understand that the new pattern, What are these?, is the same question but for asking about more than one of something. By reducing the amount of new language to be taught, students now have more time to practice the language they’ve learned. They can use the questions and answers with vocabulary from earlier lessons, or apply their plural-making skills to topics that interest them, or personalize the language and build new skills by using the language to write about things in their own lives (e.g., This is my bedroom. These are my CDs. This is my cell phone. etc.) and then to read what classmates have written. Language becomes a tool for communicating about things students want to talk about, and because language is constantly recycled, students are unlikely to forget it.
A simple guideline is to teach one new thing (new pattern or new vocabulary, but not both) in each lesson, or for longer lessons or older students, in each section of a lesson. Reducing the amount of time spent on introducing new language creates more time for students to use language:

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  to use it in games and activities that provide the repetition necessary for memory
  
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  to add it to their language repertoire in order to talk about new things
  
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  to learn to read what they can say and understand
  
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  to use language they can read to write about their own unique lives and experiences
  
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  and to use language to connect with other students in order to share their own and learn about others’ lives and experiences.
  

2.3 Explain structures generally learned at different levels,
including:
− beginner
− elementary
− intermediate
− advanced


The Common European Framework of Reference for Languages (CEFR) is an international standard for describing language ability. It describes language ability on a six-point scale, from A1 for beginners, up to C2 for those who have mastered a language. This makes it easy for anyone involved in language teaching and testing, such as teachers or learners, to see the level of different qualifications. Here are given English language levels and explanations for each of them.


A1 – Beginner
A2 – Elementary
B1 – B2 – Intermediate
C1 – C2 – Advanced