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    Unit 12 - Teaching Productive Skills TESOL Answers ITTT

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    The document provides information about teaching productive skills such as speaking and writing. It discusses the differences between accuracy-focused and fluency-focused activities. Accuracy activities aim to produce correct language output and are more controlled, while fluency activities focus on message conveyance and have less controlled output. The document also examines the stages of the ESA lesson framework and which stages focus more on accuracy versus fluency.

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    Unit 12 - Teaching Productive Skills TESOL Answers ITTT

    Uploaded by

    j.nguyeen2
    748 views15 pages
    The document provides information about teaching productive skills such as speaking and writing. It discusses the differences between accuracy-focused and fluency-focused activities. Accuracy activities aim to produce correct language output and are more controlled, while fluency activities focus on message conveyance and have less controlled output. The document also examines the stages of the ESA lesson framework and which stages focus more on accuracy versus fluency.

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    Unit 12_ Teaching Productive Skills TESOL Answers ITTT

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    The document provides information about teaching productive skills such as speaking and writing. It discusses the differences between accuracy-focused and fluency-focused activities. Accuracy activities aim to produce correct language output and are more controlled, while fluency activities focus on message conveyance and have less controlled output. The document also examines the stages of the ESA lesson framework and which stages focus more on accuracy versus fluency.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    748 views15 pages

    Unit 12 - Teaching Productive Skills TESOL Answers ITTT

    Uploaded by

    j.nguyeen2
    The document provides information about teaching productive skills such as speaking and writing. It discusses the differences between accuracy-focused and fluency-focused activities. Accuracy activities aim to produce correct language output and are more controlled, while fluency activities focus on message conveyance and have less controlled output. The document also examines the stages of the ESA lesson framework and which stages focus more on accuracy versus fluency.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 15

    Unit 12: Teaching Productive Skills

    The two productive skills are:

    1-

    Reading and listening

    Incorrect. See page 1.

    2-

    Speaking and writing

    Correct.

    3-

    Writing and reading

    Incorrect. See page 1.

    4-

    Speaking and listening

    Incorrect. See page 1.


    2

    Which of the following statements is TRUE?

    1-

    Accuracy activities focus the student on being creative with the language.

    Incorrect. See page 2.

    2-

    Fluency activities focus on the student producing 100% correct language.

    Incorrect. See page 2.

    3-

    Fluency is more important than accuracy.

    Incorrect. See page 2.

    4-

    Accuracy activities are normally controlled to ensure correct language output.

    Correct.

    Which of the following activities is more focused on accuracy?


    1-

    Drilling

    Correct.

    2-

    Role-play

    Incorrect. See page 2.

    3-

    Debate

    Incorrect. See page 2.

    4-

    Communication Game

    Incorrect. See page 2.

    Which of the following activities is more focused on fluency?

    1-

    Gap-fill

    Incorrect. See page 2.


    2-

    Word search

    Incorrect. See page 2.

    3-

    Information gap

    Correct.

    4-

    Word jumble

    Incorrect. See page 2.

    Which of the following statements is TRUE?

    1-

    In a fluency-based activity, the language is controlled by the teacher.

    Incorrect. See page 2.

    2-

    In a guided activity, the output is controlled by the student.

    Incorrect. See page 2.


    3-

    In a fluency-based activity, the output is controlled by the students.

    Correct.

    4-

    In a controlled activity, language is controlled by the students.

    Incorrect. See page 2.

    During a typical ESA lesson, which stages are more concerned with
    accuracy and fluency?

    1-

    Accuracy during the Study stage and fluency during the Activate stage.

    Correct.

    2-

    Accuracy during the Engage stage and fluency during the Activate stage.

    Incorrect. See page 2.

    3-

    Accuracy during the Activate stage and fluency during the Study stage.
    Incorrect. See page 2.

    4-

    Accuracy during the Engage stage and fluency during the Study stage.

    Incorrect. See page 2.

    Which of the following is NOT a valid reason for using games in the
    classroom?

    1-

    To motivate the students.

    Incorrect. See page 9.

    2-

    To create opportunities for student interaction.

    Incorrect. See page 9.

    3-

    To reduce the teachers’ preparation time.

    Correct.

    4-
    To create a stimulating classroom environment.

    Incorrect. See page 9.

    Which of the following techniques would NOT usually encourage


    student interaction?

    1-

    Discussing culturally sensitive issues

    Correct.

    2-

    Pair work

    Incorrect. See page 3.

    3-

    Group work

    Incorrect. See page 3.

    4-

    Giving students time to think and plan before commencing an activity

    Incorrect. See page 3.


    9

    Which of the following is NOT a general guideline for a creative


    speaking activity?

    1-

    Choose a topic that will motivate the students.

    Incorrect. See page 3.

    2-

    Correct all mistakes as soon as they are made.

    Correct.

    3-

    Ensure students have enough preparation time for the activity.

    Incorrect. See page 3.

    4-

    Give simple and clear instructions.

    Incorrect. See page 3.

    10

    Which of the following is the least important consideration in the


    teaching of writing skills?
    1-

    Pronunciation

    Correct.

    2-

    Penmanship

    Incorrect. See pages 6-7.

    3-

    Spelling

    Incorrect. See pages 6-7.

    4-

    Punctuation

    Incorrect. See pages 6-7.

    11

    Questions 11 to 15 relate to a Straight Arrow ESA lesson aimed at


    improving the students’ writing skills.

    Which of the following would be the ENGAGE phase of the lesson?

    1-
    Students complete practice activities to check their understanding of the new vocabulary.

    Incorrect. Please refer to this unit, as well as previous lesson planning units.

    2-

    Using picture prompts students create a short fairy story.

    Incorrect. Please refer to this unit, as well as previous lesson planning units.

    3-

    Elicit vocabulary needed for fairy stories (eg. Once upon a time…..).

    Incorrect. Please refer to this unit, as well as previous lesson planning units.

    4-

    Allow students to create their own fairy story in groups, present to the class and give
    feedback.

    Incorrect. Please refer to this unit, as well as previous lesson planning units.

    5-

    Get the students talking and thinking in English by asking them about typical fairy stories
    from their country.

    Correct.

    12

    Which of the following would be the first part of the STUDY phase of
    the lesson?
    1-

    Students complete practice activities to check their understanding of the new vocabulary.

    Incorrect. Please refer to this unit, as well as previous lesson planning units.

    2-

    Using picture prompts students create a short fairy story.

    Incorrect. Please refer to this unit, as well as previous lesson planning units.

    3-

    Elicit vocabulary needed for fairy stories (eg. Once upon a time…..).

    Correct.

    4-

    Allow students to create their own fairy story in groups, present to the class and give
    feedback.

    Incorrect. Please refer to this unit, as well as previous lesson planning units.

    5-

    Get the students talking and thinking in English by asking them about typical fairy stories
    from their country.

    Incorrect. Please refer to this unit, as well as previous lesson planning units.

    13
    Which of the following would be the second part of the STUDY
    phase of the lesson?

    1-

    Students complete practice activities to check their understanding of the new vocabulary.

    Correct.

    2-

    Using picture prompts students create a short fairy story.

    Incorrect. Please refer to this unit, as well as previous lesson planning units.

    3-

    Elicit vocabulary needed for fairy stories (eg. Once upon a time…..).

    Incorrect. Please refer to this unit, as well as previous lesson planning units.

    4-

    Allow students to create their own fairy story in groups, present to the class and give
    feedback.

    Incorrect. Please refer to this unit, as well as previous lesson planning units.

    5-

    Get the students talking and thinking in English by asking them about typical fairy stories
    from their country.
    Incorrect. Please refer to this unit, as well as previous lesson planning units.

    14

    Which of the following would be the final part of the STUDY phase of
    the lesson?

    1-

    Students complete practice activities to check their understanding of the new vocabulary.

    Incorrect. Please refer to this unit, as well as previous lesson planning units.

    2-

    Using picture prompts students create a short fairy story.

    Correct.

    3-

    Elicit vocabulary needed for fairy stories (eg. Once upon a time…..).

    Incorrect. Please refer to this unit, as well as previous lesson planning units.

    4-

    Allow students to create their own fairy story in groups, present to the class and give
    feedback.

    Incorrect. Please refer to this unit, as well as previous lesson planning units.

    5-
    Get the students talking and thinking in English by asking them about typical fairy stories
    from their country.

    Incorrect. Please refer to this unit, as well as previous lesson planning units.

    15

    Which of the following would be the ACTIVATE phase of the lesson?

    1-

    Students complete practice activities to check their understanding of the new vocabulary.

    Incorrect. Please refer to this unit, as well as previous lesson planning units.

    2-

    Using picture prompts students create a short fairy story.

    Incorrect. Please refer to this unit, as well as previous lesson planning units.

    3-

    Elicit vocabulary needed for fairy stories (eg. Once upon a time…..).

    Incorrect. Please refer to this unit, as well as previous lesson planning units.

    4-

    Allow students to create their own fairy story in groups, present to the class and give
    feedback.

    Correct.
    5-

    Get the students talking and thinking in English by asking them about typical fairy stories
    from their country.

    Incorrect. Please refer to this unit, as well as previous lesson planning units.

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