1) Design and briefly describe a warm-up activity for a listening lesson on Environment.

The lesson focus is “listening for main ideas.” Tell why you choose that activity. Write
no more than 200 words.
Activity Name: “Picture the Environment”

Description: This activity begins with students being divided into pairs. Each pair is given a
picture related to the environment (e.g., a forest, a cityscape, a beach, etc.). Students are
asked to describe the picture to their partner, focusing on the environmental aspects. The
partner listens and then shares what they understood to be the main ideas from the
description.

Rationale: This activity is chosen because it engages students in active listening and
encourages them to identify main ideas, which is the focus of the lesson. It also provides a
context for the topic of the environment, making the subsequent listening task more
meaningful. The use of pictures caters to visual learners and can stimulate more interest in
the topic. The pair work fosters cooperative learning and can lower anxiety, promoting a more
conducive learning environment. This activity also provides an opportunity for the teacher to
assess students’ prior knowledge about the environment, which can inform the direction of the
lesson.

2) Describe two qualities a teacher of English should have to be a good one. There are
various activities teachers may use to get students to practice their speaking skill.
Describe an activity that you think is helpful in a class of fifteen young learners.

Qualities of a Good English Teacher:

1. Patience: Teaching English, especially as a second language, can be a challenging

task. Students learn at different paces and may struggle with certain concepts. A good
teacher should have the patience to explain these concepts multiple times and in
different ways until the student understands.
2. Creativity: A creative teacher can make lessons engaging and fun, which can enhance
the learning experience. They can use various teaching methods and materials to cater
to different learning styles, making the lessons more effective.

Speaking Activity for Young Learners:

Activity Name: “Story Chain”

Description: In this activity, the teacher starts a story with a sentence, and then each student
in the class adds a sentence to continue the story. The story goes around the class until it
reaches a natural conclusion. The teacher can guide the story as needed to ensure it stays on
track.

Rationale: This activity encourages students to think creatively and practice their speaking
skills in a fun and engaging way. It also promotes active listening, as students need to listen
to what others are saying to continue the story appropriately. The activity is suitable for a
class of fifteen young learners, as it ensures everyone gets a chance to participate. It can be
adapted to any topic or language point that is being taught.

3) Suggest two different ways in which the role play technique can be carried out. Give
specific examples to illustrate each way. Write no more than 200 words.

1. Structured Role Play: In this method, the teacher provides a specific context, characters,
and script for the students to follow. For example, in a lesson about ordering food, students
could be given roles as a waiter and a customer with a script to practice ordering food in a
restaurant. This method is beneficial for beginners who may need more guidance and
structure.

2. Improvisational Role Play: This method gives students more freedom to create their own
dialogue based on a given situation. For instance, in a lesson about travel, students could be
given roles as a tourist and a local, with the task of asking for and giving directions. The
dialogue is not pre-determined, allowing students to practice spontaneous conversation and
creative thinking. This method is more suitable for intermediate to advanced learners who can
handle more complex tasks.

Both methods provide valuable speaking practice and can help students gain confidence in
using English in real-life situations. They also make learning more engaging and fun, which
can enhance motivation and retention.

4) Explain Morrow's three features of communication: information gap, choice, and feedback.
Design a communicative activity to teach the two sounds /I/ and /I:/, making sure that these
three features are present.

Morrow’s Three Features of Communication:

1. Information Gap: This refers to a situation where one person knows something that the other
person does not. The goal is to transfer this information through communication.
2. Choice: This means that the speaker has the freedom to decide how to express their ideas.
They can choose the words, grammar structures, and language functions they want to use.
3. Feedback: This involves the listener responding to the speaker’s message. It can be verbal
(e.g., asking questions, making comments) or non-verbal (e.g., nodding, facial expressions).

Communicative Activity: “Pronunciation Pairs”

Description: Divide the class into pairs. Each pair is given a set of cards. Each card has a word that
contains either the /I/ or /I:/ sound (e.g., “sit” vs “seat”). One student picks a card and describes the
word without saying it (e.g., “It’s something you do on a chair”). The other student listens and guesses
the word, paying attention to the pronunciation.

Rationale: This activity incorporates Morrow’s three features. There’s an information gap as one
student knows the word and the other doesn’t. Choice is present as students decide how to describe
their words. Feedback occurs when the listener guesses the word and the speaker confirms if it’s
correct. This activity also provides a fun and interactive way to practice the /I/ and /I:/ sounds.
5) Make THREE suggestions on how to address the challenges of teaching English to a large
class containing learners of different proficiency levels. Elaborate your answer with
explanations and/or examples.

1. Differentiated Instruction: This involves tailoring instruction to meet individual needs. For
example, a teacher could provide different materials or tasks to students based on their proficiency
levels. Beginners might work on basic vocabulary and sentence structure, while more advanced
students might work on complex grammar and conversation skills. This allows each student to work
at their own pace and level.

2. Peer Teaching: Encourage students to help each other. More proficient students can assist those
who are struggling. This not only helps the less proficient students but also reinforces the knowledge
of the more proficient students. For instance, during group activities, mix proficiency levels so that
each group has at least one advanced learner who can help others.

3. Use of Technology: Technology can be a great aid in managing large classes with different
proficiency levels. Online resources and apps can provide additional practice tailored to each
student’s level. For example, language learning platforms offer exercises at different levels and
instant feedback, allowing students to practice at their own pace.

Remember, the key is to ensure that all students are engaged and challenged at their own level,
promoting an inclusive learning environment.

6) Identify AT LEAST ONE advantage and ONE disadvantage of regularly pre-teaching

vocabulary to help learners understand difficult texts. Give reasons for your answer and/or
include any relevant examples from your own knowledge or experience.