TEFL Unit 2 Test Answers with Certified Solutions

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TEFL Unit 2 Test Answers with Certified Solutions How might we describe students who have strengths and weaknesses in different areas? E.G. A student who has very good speaking and listening skills... but struggles with writing in English ✔✔Spiky Profile Cardinal Numbers ✔✔Beginner Crime and punishment (verdict, investigate, evidence, guilty) ✔✔Upper-Intermediate Basic greetings (Hello, how are you? I'm fine, thank you) ✔✔Beginner Idioms (I looked in every nook and cranny, but couldn't find my earring) ✔✔Proficiency Clothes (blouse, belt, tie, tights) ✔✔Pre-Intermediate Sounds (slurp, hiss, creak, hum) ✔✔Proficiency Comparatives (elephants are bigger than lions) ✔✔pre-intermediate Relationships (classmates, have something in common, get in touch, get engaged) ✔✔preintermediate Days of the week ✔✔beginner Used to, be used to, get used to (I'm getting used to living in Spain) ✔✔Upper-intermediate First, second, third person of 'be' (I am, you are, he is....) ✔✔Beginner Present perfect (I have eaten frog's legs) ✔✔Pre-intermediate Presenting Arguments (one justification often given for... is that...) ✔✔Proficiency Third conditional (if I'd known you were ill, I would have visited you) ✔✔Upper intermediate Learners prefer physical stimulus in the classroom ✔✔kinesthetic learners prefer listening to podcasts, music, or the radio ✔✔auditory learners prefer pictures and diagrams to text ✔✔visual by the end of the lesson, students will be able to identify and use modals of deduction (might, can't, must) in the context of a crime scene ✔✔lesson aim By the end of the lesson, students will be able to find specific information quickly in a text by practicing scanning skills ✔✔lesson aim by the end of the lesson, students will have designed a poster showing what they 'can' and 'can't' do in the classroom, e.g. we can't eat food in the classroom ✔✔lesson outcome by the end of the lesson, the students will be better able to identify and produce sentences starting with 'i have...' plus body parts, e.g. I have a nose. ✔✔lesson aim by the end of the lesson, students will have asked and answered questions with a group about their free-time activities ✔✔lesson outcome by the end of the lesson, the students will be able to identify eight sports (tennis, football, rugby, badminton, golf, cricket, basketball, gymnastics) ✔✔lesson aim By the end of the lesson, students will have written a letter to a friend about their recent experience in the UK ✔✔Lesson outcome by the end of the lesson, most of the students will have practiced writing an informal letter to accept/decline an invitation using appropriate language (e.g. I wouldn't miss it for the world or I wish I could) ✔✔lesson aim By the end of the lesson, most of the students will have written a story with their partner, which uses narrative tenses on the topic of 'a crime in the city' ✔✔lesson outcome by the end of the lesson, students will have written a letter to their future selves using the future perfect (e.g. By the time you read this, you will have finished your degree) ✔✔lesson outcome it doesn't matter if a lesson doesn't have a clear aim as long as the students are learning English ✔✔false any lesson that doesn't achieve its aim will be a waste of time for the students ✔✔false I will introduce the present perfect simple ✔✔Unclear by the end of the lesson, students will be able to identify and produce the names of six types of crimes (murder, mugging, pickpocketing, fraud, blackmailing, burglary) ✔✔clear students will make a poster about the four seasons ✔✔unclear to enable students to say words connected to the human body e.g. head, shoulders ✔✔unclear Students will be better able to use should and ought to give advice to a friend who is sick ✔✔clear [Show More]

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