FINAL WRITTEN EXAM

Course: METHODOLOGY FOR EFL TEACHERS TWO

Book: Learning Teaching / 3rd edition
Name: Estefany Rodriguez Date: 26/08/2020

Teacher’s name: Roxana Saavedra Units: 5 – 7

I. Read the statements below and mark True (T) or False (F) before each statement.
(2 points each / total: 20 points)

(T) 1. A form analysis is traditionally based around sentences.

(T) 2. Making small variations to substitution tables can add up to the level of
difficulty students may encounter.

(T) 3. Small talk at a restaurant, writing an e-mail to a friend or having a business

meeting are examples of authentic output.

(T) 4. When we talk about recognizing grammatical items we are talking about
recognizing the type of words that are being used in a sentence (adjectives,
tenses, prepositions, etc.)
(F) 5. When trying to convey meaning of a word, it’s important to try to use more
complex language to explain the word.
(F) 6. Words that typically “go together" are called prepositions.

(T) 7. Asking concept questions helps teachers know whether students understand
meaning or not.
(T) 8. A situational presentation of a grammar structure is done by presenting a
situation from our daily lives using the target structure.

(F) 9. It is recommended to give long grammar explanations so that the use of the
target structure is clear and mistakes are prevented.
(T) 10. Having a clear achievement aim helps teacher know why they are doing an
activity and where students need to get by the end of a lesson, unit or month.

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II. Match the functions below with the exponents on the right.
(3 points each / total: 12 points)

Functions Exponents

( b ) Asking for the date of birth. a) That sounds great!

( c ) Asking for the frequency of activities. b) When were you born?

( d ) Making suggestions. c) How often do you…?

( a ) Responding to an idea. d) Let’s … / How about…?

III. Focus on the grammatical meaning of the following sentences, and make two concept
questions with their corresponding answers. (4 points each / total: 16 points)

a. Concept question
When would be possible for Anne might travel?

(1) Anne might travel to Spain if the

restrictions are lifted. b. Concept question
What would happen if the restrictions are lifted?

a. Concept question
What had you been doing during the earthquake?

(2) We had been working all night

when the earthquake started b. Concept question

IV. Match the achievement aims to the materials. (2 points each / total: 6 points)

Achievement aims

a) By the end of the lesson, b) By the end of the lesson, c) By the end of the lesson,
the learners will be able to the learners will be able to the learners will be able to
make invitations using ask and answer questions ask and answer questions
material they created. about their favorites. about age.

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 Materials

(c) (a) (b)

V. Study the grammar activity below and write down the most suitable achievement aim.
(4 points)

Achievement aim:
 By the end of the lesson, the learners will be able to identify singular and plurals
nouns related to the topic of clothes.
 By the end of the lesson, the learners will be able to identify Count and Noncount
Nouns.
 By the end of the lesson, the learners will be able write and complete sentences
about clothes using a, some, a pair of or nothing.

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VI. Now plan how you’re going to teach the previous grammar activity. Consider the stages
below. (6 points each / total: 24 points)

Stage Activity

Show pictures about the vocabulary on the board. One group for singulars
and the other group for plurals. Using cards with the meanings, students
Lead-in
have to label the pictures according of what they think is the correct relation
between the cards and the pictures.
T ask to Ss to look now the chart. T is going to explain the theory with the
examples.
Clarification: T explain activity b. In this activity, Ss have to use the expressions in order to
explanation complete the sentences.
Ss are going to work with a partner. They are going to discuss about the
options.

Restricted Ss can practice reading the sentences to their partner and compared their
output answers.

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 T ask to Ss about their personal opinion of what would they like to received
Authentic
as a gift?
output
Ss have to answer a complete sentence using the grammar that they learn.

VII. You want to enrich the previous route map. Choose what kind of activity you would like to
insert and explain the following: (6 points each / total: 18 points)

Activity name:

What is the activity about?

A game: Uncountable and countable nouns.
At what stage of the lesson
In the explanation.
would you insert it?

T is going to rearrange students into groups of four.

T is going to give each group a set of countable and
uncountable heading cards and a set of noun cards.
Ss are going to take it in turns to turn over a noun card and
place it under the countable or uncountable heading.
T explain the game in general.
Each time a S puts a noun under its correct heading, they
score one point.
When the Ss have correctly matched all the noun cards, give
each group a set of quantifier cards.
What are the steps to
The Ss place the quantifier cards face down in a pile.
follow?
Ss then take it in turns to turn over the top quantifier card
from the pile and make a sentence with one of the nouns on
the table.
T make some advertences:
If a student manages to make a grammatically correct
sentence with the quantifier and chosen noun, they keep the
noun card and score a point. If not, play passes to the next
student. This continues until there are no more noun cards
left on the table. The student with the highest score from the
two games wins.

In order Ss have fun, learn and work.

Why did you choose that
The idea is to recognize which nouns are countable or
activity?
uncountable.

END OF TEST

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