1. Why do learners make mistakes?

Pag 155
-three broad categories: slips, errors, attempts.
Because of pattterns they transfer from L1 to L2 and language structure scaffolding.
2. Give the six ways teachers can assess learners, according to Harmer.
- Comments
- Marks and grades
- Reports
3. K
4. Which feedback technique is not mentioned for oral accurecy work?
- Paraphrasing
5. Who needs to be able to use correction codes in order to corect written work?
- Both
6. a/b
7. Can we implement sanctions to modify unwanted behavior in class?
- Yes
8. Which grouping pattern ensures the best student-teacher ratio for personalized teaching?
- Individualized
9. What is the minimum resource teachers need to have a successful class?
- Learners and themselves
10. B
11. When would a mousepa cooperation network be succesfull?
12. Give examples of authentic materials.
- An example of authentic material could be an audio which presents a dialogue between two
competent or native speakers.
- Televisions soup operas
- Stage play
- . A father talking to his baby daughter may be employing ‘baby talk’ – rough-tuning the
language so that it is comprehensible .
13. Is acquisition a conscious process? Explain.
- Acquisition is not a conscious process.
14. Explain beheviorism.
- Behavior theory refers to the creation of good habits through conditioning and repetition.
- Translated into the language classroom, constant repetition seemed to be a way of teaching
language behaviour.
15. What is a syllabus?
- A syllabus is a document that communicates information about a specific academic course or
class. It is often divided in grammar syllabus and vocabulary syllabus, parts that are
teachable.
- Syllabus and curriculum A syllabus is the list of language or other content that will be taught
on a course (and the order in which these items should be taught). It is different from a
curriculum, which expresses an overall plan for a school or subject (with its philosophy and
how evaluation will take place). There are advantages and disadvantages to any of these
choices. A grammatical syllabus, for example, restricts the kind of tasks and situations which
 the students can work with. In a functional syllabus, it may be difficult to work out a
grammar sequence when there are so many different ways of performing the same function. It
can be difficult, too, to sequence language if we base our syllabus on situations or tasks.
What most planners and coursebook writers try to provide, therefore, is a kind of ‘multi-
syllabus syllabus’, an interlocking set of parameters for any particular level or point of study,
which includes not only the categories discussed above, such as grammar and vocabulary, but
also issues of language skills and pronunciation – see, for example, the extract from a
coursebook contents page in Figure 1 on page 214.
16. What is concordancer?
- A concordancer is a computer program that automatically constructs a concordance.
- Using concordance software, a search provides a KWIC (key word in context) display where
the search word or phrase occurs in the middle of the screen in a list of the many and various
sentences containing that word that are in the corpus. We can then look at the words that
come immediately before and after the key word to identify collocations, etc.
17. Give three examples of techniques used in the Grammar Translations method and explain their
rationale.
18. Which methods relies on arts in the lesson?
19. Give the sequence of a lesson in the Silent way.

20. Describe teenage learners.

This passion can also extend to causes they believe in and stories that interest them. They can be
extremely humorous – teenage classrooms are often full of laughter – and very creative in their thinking.
As they develop, their capacity for abstract thought and intellectual activity (at whatever level) becomes
more pronounced. Far from being problem students (though they may sometimes cause problems),
teenage students may be the most enjoyable and engaging to work with.

23. Summarize the Neuro-linguistic Programming theory.

Perceptual preferences Each of us reacts to a range of sensory input. In the world of NLP (neuro-
linguistic programming) these are described as Visual (relating to what we see), Auditory
(relating to what we hear), Kinaesthetic (relating to movement), Olfactory (relating to our sense
of smell) and Gustatory (relating to our sense of taste). Most people, while using all these systems
to experience the world, nevertheless have one ‘preferred primary system’ (Revell and Norman
1997: 31), or, suggests Marjorie Rosenberg, ‘in stressful situations, we tend to use a primary and
(sometimes) a secondary system in which we perceive, process and store information’
(Rosenberg 2013a: Part A)
24. What typeof intelligence is a learner who enjoys reordering jumbled texts and writes a story
from sentences contributed in term from his peers?
-logical/mathematical intelligence.
25. What is the false beginner?

- The former are those students who have absolutely no knowledge of English at all, whereas ‘false
beginners’ know something, but not enough to really say anything.

26. What CEFR level is an adult learner who can write enough to fill in forms with his personals and talk
about where he works and what he does there?

- A2.

27. What is rapport?

Rapport, according to the Longman Dictionary of Contemporary English is the ‘friendly agreement and
understanding between people’. In teaching terms, this definition works well, but perhaps there is
something more, too. When teachers establish good rapport in a classroom, the level of respect, humour
and safety is almost palpable, and though it is difficult to describe exactly what is going on, even a casual
observer of a class where there is good teacher–student rapport would agree that there is something
special about the relationship between the people in the room.

28. It is important for students to have agency? Explain

Agency describes our ability to have control in our lives and, through our own thinking and will, to effect
change in the way we live. A lot of the time students have things done to them and, as a result, risk being
passive recipients of whatever is being handed down. We should be equally interested, however, in things
done by the students, so that they become, like the agent of a passive sentence ‘the thing or person that
does’. When students have agency, they get to make some of the decisions about what is going on, and, as
a consequence, they take some responsibility for their learning. For example, we might allow our students
to tell us when and if they want to be corrected in a fluency activity, rather than always deciding
ourselves when correction is appropriate and when it is not. We might have the students tell us what
words they find difficult to pronounce, rather than assuming they all have the same difficulties.

31. How do we solve the issue of unwanted mobile phones in your class?

Lesson plan

- A lesson will often have more than one aim.

- Class profile
- Assumptions
- Personal aims
- Skill and language focus
- Timetable fit
- Success indicators