Graduation Paper- Methodology-k08 (1)

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Graduation Paper - Methodology

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HCMC University Of Technical EducationFaculty of Foreign LanguagesGRADUATION EXAMINATIONSUBJECT: METHODOLOGY

Students Name: . Student ID Number:.Numerical Order: ............................................. Date of Exam: 26-07-2012 Time: 90 mins This paper has 7 pagesRoom ......................

Invigilator 1

SCORE:Invigilator 2

PART 1 (3 marks)I. For questions 1-5, look at the learners characteristics and learners needs.Choose the activity (A, B or C) which matches the characteristic or choose the best option (A,B or C) to complete each statement.

1. These learners are mainly kinaesthetic.A. The learners in groups tell story based on a series of pictures they look at.B. The learners go round the class reading posters made by the other groups.C. The learners listen to a recording about an athlete and fill in a table.2. These learners have not yet developed their abstract thinking skills.A. The learners read a story, then underline all the verbs ending in ed.B. The learners watch a DVD about healthy eating then discuss their opinions of it.C. The learners describe their house to one another.3. These learners are age 7-8.A. The learners explain the difference between guessing and deducing meaning.B. The learners give one another their homework for proofreading.C. The learners use pictures to talk about their favorite sport.4. Bernardo keeps quiet most of the time because he hates making mistakes. He needsA. accuracy practice.B. paraphrasing techniques.C. confidence building.5. Chens grammar and vocabulary are good but he speaks very hesitantly. He needsA. pronunciation practice.B. fluency activities.C. sentence transformation exercises.II. For the questions 6-11 , look at the incomplete sentences about ways of grouping students and the three options for completing them listed A, B and C.Two of the options complete the statements correctly. One option does NOT. Mark the letter (A, B or C) which does NOT complete the statement correctly on your answer sheet.6. The teacher wants the students to share their ideas before the class feedback so sheA. tells them to check answer with a partner.B. collects the students answer papers.C. tells them to exchange answer papers.7. The teacher wants the students to work in mixed-ability groups so he A. has them choose their own student groupings.B. plans the student groupings before the lesson.C. groups students using the results from a test.8. The teacher wants the students to think about the learning strategies they used in an activity so heA. gives three minutes individual thinking time.B. does a team quiz with the class.C. puts them into groups of three for reflection.9. The teacher wants the shy, quiet students to take a more active role in the class so sheA. keeps a list of students to nominate and tries to include everyone in a lesson.B. gives the class 20 seconds thinking time between asking the question and eliciting the answer.C. accepts responses from students who put their hands up first.10. The teacher wants the students to talk to as many of their classmates as possible so he A does an open pair activity.B. does a class survey.C. does a mingle11. The teacher wants the students to work at their own pace in a revision activity so heA. lets students work individually.B. has the fast finishers do an extra activity.C. asks students to do a brainstorm in pairsIII. For question12-17, look at the classroom situations and the three ways of giving written feedback listed A, B and C for the classroom situation.Two of the ways of giving written feedback are appropriate. One is NOT. Mark the letter (A, B or C) which is NOT appropriate for the classroom situation on your answer sheet.12. The teacher wants to give written feedback to an individual student on his behaviour. He writes a comment in his portfolio.A. Your mark of 86% is very good.B. I am quite pleased with you this term. You have really tried hard.C. This was a good term for you. You have calmed down a lot.13. The teacher wants to give feedback to encourage students to make better use of a correction code for their written work.A. This will help you in examinations because you will learn to find your own mistakes.B. As you use the correction code, notice if you keep making the same mistakes. Think about how you can avoid them next time.C. You should be able to do this on your own so only ask me if you have to.14. The teacher wants to give feedback to an intermediate student on his speaking in preparation for an examination. He is quite fluent but makes several basic errors.A. Youre still making quite small mistakes when you speak. Try recording yourself and then see if you notice the errors yourself.B. Take more time in the examination. Dont feel you have to hurry. Think before you speak!C. Dont worry too much about those small mistakes. The examiner wont notice.15. The teacher wants to give feedback to an intermediate student. In a 1:1 and small-group situation the student speaks quite well but in the class situation he lacks confidence.A. Your speaking is good! Think how well you did that role-play the other day. Dont worry about making mistakes in front of the class.B. Its important you get over your lack of confidence. Id like you to give a short oral presentation tomorrow.C. I know you feel worried about talking in front of the class. But theyre worried too when they speak out. Have go!16. The teacher wants to give written feedback to a young learner on the ideas in a story he has written.A. You used all the adjectives and adverbs in the list. Well done.B. This was a great story. I love reading it. Thank you.C. The characters really came to life. Maybe youll be a writer one day.17. The teacher wants to give some general feedback to a strong class on their oral presentations.A. Most of you used the structure I suggested and, in general, the presentations were very successful.B. Most of the presentations were interesting, though yours, Paola, and yours, Sylvio, were rather weak.C. These went well, dont you think? I thought they were all very professional and well organized. IV. For the questions 18-24 match the classroom situations with the classroom management choices listed A-H.Mark the correct letter (A-H) on your answer sheet. There is one extra option which you do not need to use.Classroom management choicesA Divide the class into As and Bs . As do the activity first while Bs do some exercises. Then they swap.B Write some useful classroom language on posters and put it around the classroom walls. Teach the phrases to students and remind them to use them in fluency work.C Dont use the mother tongue with students. If they know you wont translate, theyll listen more carefully.D Make sure you start the lesson with a flexible pair or group activity so you can start the lesson properly when everyone is present.E. Prepare some extension activities before the lesson to hand out to the faster students. Try not to hurry the slower students.F Try nominating before you ask the question.G Use warmers that relax and calm your students to get them ready for the lesson. Avoid games and quizzes.H Change the class seating regularly so that the problem students are not always sitting in the same placesClassroom situations18. It takes your lively students a long time to settle at the start of a lesson.19. Your students pretend they dont understand when you give instructions in English. They wait for you to give them in L1.20. You notice that some students need more time to finish their work in class. The other students finish quickly and get bored and talkative.21. Your students never respond to you when you are eliciting. They dont say anything.22. You find mingles difficult with the larger number of students in your classes.23. Your students often use L1 when they are doing activities in pairs and groups. Some of them do the activity but they dont do it in English.24. You have several students who are late for class because they have an extra lesson during the break. You know its not their fault, but it always disturbs the class.V. For the questions 25-30, match the correction techniques with the teachers aims listed A-G. There is one extra option which you do not need to use.

Teachers aimsA. To expose students to corrections without them being conscious of it.B. To focus on pronunciation.C. To focus on fluency and give students encouragement.D. To develop understanding of language use by using a visual representation.E. To focus students on features of connected speech.F. To encourage self-correction.G. To encourage peer correction.

Correction techniques25. The teacher decided to ignore the mistakes which she heard students making in their role- plays.26. The teacher used finger correction, highlighting what the missing word in the question was.27. The teacher reformulated a young learners utterance.28. The teacher put students into groups and asked them to read and comment on each others written summaries.29. The teacher pointed at a symbol on the phonemic chart.30. The teacher drew a time line on the board showing the difference between the present simple and present continuous after several students had used the wrong tense.

Answer sheet

1. A B C11. A B C21. A B C D E F G H

2. A B C12. A B C22. A B C D E F G H

3. A B C13. A B C23. A B C D E F G H

4. A B C14. A B C24. A B C D E F G H

5. A B C15. A B C25. A B C D E F G H

6. A B C16. A B C26. A B C D E F G H

7. A B C17 A B C27. A B C D E F G H

8. A B C18. A B C D E F G H28. A B C D E F G H

9. A B C19. A B C D E F G H29. A B C D E F G H

10. A B C20. A B C D E F G H30. A B C D E F G H

PART 2 (7 marks)I. Based on the following material, design TWO activities to teach the grammar point Have to to students.

Name of activity: Time: ...Other materials needed: .Objectives: ...Stages/ Procedure: ...................II. Based on the following material, design a pre-reading activity and a post-reading activity.

BODY TALK

8

To communicate well with people of other countries, you must learn to speak well, right? Yes, but speaking isnt everything. Some experts say only thirsty percent of communication comes from talking. Your gestures and other non-verbal actions matter, too.But in different cultures, the same action can have different meanings. When you have to meet someone from a different culture, be prepared. Do you know what kind of gestures and customs are appropriate?Lets look at shaking hands. North Americans like a firm handshake. But the French prefer a light, short handshake. If you shake a French persons hand the North American way, he or she may not like it. People in Eastern European countries and some Latino cultures prefer shorter handshakes, too. Hugging after shaking hands is also a common introduction there. Dont be surprised if a Brazilian gives you a hug. If you misinterpret gestures of introduction, your friendship may get off on the wrong foot!Everyone around the world knows the OK hand gesture, dont they? But in Spain, parts of South America, and Eastern Europe, the OK sign is considered rude. And if you go shopping in Japan, it means youd like your change in coins instead of bills. In France, making the OK sign means zero or that something is worthless. So check before you use the OK sign to be sure its OK!Understanding even a few key gestures from different cultures can make you a better communicator. So next time you travel, try being culturally sensitive. Find out the local gesture and let your body talk.

Name of activity: Time: ...Other materials needed: .Objectives: ...Stages/ Procedure: ..For questions 1-6, look at the learners characteristics and Classroom management choicesA Divide the class into As and Bs . As do the activity first while Bs do some exercises. Then they swap.B Write some useful classroom language on posters and put it around the classroom walls. Teach the phrases to students and remind them to use them in fluency work.C Dont use the mother tongue with students. If they know you wont translate, theyll listen more carefully.D Make sure you start the lesson with a flexible pair or group activity so you can start the less so you can start the lesson properly when everyone is present.E. Prepare some extension activities before the lesson to hand out to the faster students. Try not to hurry the lower students.F Try nominating before you ask the question.G Use warmers that relax and calm your students to get them ready for the lesson. Avoid games and quizzes.H Change the class seating regularly so that the problem students are not always sitting in the same placesClassroom situations1. It takes your lively students a long time to settle at the start of a lesson.1. Your students pretend they dont understand when you give instructions in English. They wait for you to give them in L11. You notice that some students need more time to finish their work in class. the other students finish quickly and get bored and talkative1. Your students never respond to you when you are eliciting. They dont say anything.1. You find mingles difficult with the larder number of students in your classes1. Your students often use L1 when they are doing activities in pairs and groups. Some of them do the activity but they dont do it English.1. You have several students who are late for class because they have an extra lesson during the break. You know its not their fault, but it always disturbs the class.For the questions 8- , look at the incomplete sentences about ways of grouping students and the three options for completing them listed A,B and C.Two of the options complete the statements correctly. One option does NOT. Mark the letter (A, B or C) which does NOT complete the statement correctly on your answer sheet.1. The teacher wants the students to share their ideas before the class feedbackA. tells them to check answer with a partner.B. collects the students answer papersC. tells them to exchange answer papers1. The teacher wants the students to work in mixed-ability groups so he A. has them choose their own students groupings.B. plans the student groupings before the lesson.C. groups students using the results from a test.1. The teacher wants the students to think about the learning strategies they used in an activity so heA. gives three minutes individual thinking time.B. does a team quiz with the class.C. puts them into groups of three for reflection.1. The teacher wants the shy, quiet students to take a more active role in the class so sheA. keeps a list of students to nominate and tries to include everyone in a lessonB. gives the class 20 seconds thinking time between asking the question and eliciting the answer.C. accept responses from students who put their hands up first.1. The teacher wants the students to talks to as many of their classmates possible so he A does an open pair activity.B. does a class survey.C. does a mingle1. The teacher wants the students to work at their own pace in a revision activity so heA. lets students work individuallyB. has the fast finishers do an extra activity.C. asks students to do a brainstorm in pairs