Module 2, Task 9: Quiz 3

 

• Due No due date
 
• Points 10
 
• Questions 7
 
• Time Limit None
 
• Allowed Attempts Unlimited

Instructions

 This is a REQUIRED task (20 minutes)

This quiz will test your understanding of core concepts related to communicative grammar presentation and practice. You can take this quiz as many times as you like. Be sure to read the feedback after you submit your answers. Please note that you must score at least 7/10 to move on in the module.

Good luck!

 

Module 2 Page 13 of 16
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Attempt History

	Attempt	Time	Score
KEPT	Attempt 2	less than 1 minute	10 out of 10
LATEST	Attempt 2	less than 1 minute	10 out of 10
	Attempt 1	5 minutes	7 out of 10

 Correct answers are hidden.

Score for this attempt: 10 out of 10

Submitted Mar 17 at 2:54am

This attempt took less than 1 minute.

 

For questions 1-4, match the classroom activities with the types of grammar practice listed.

 

 

 

Question 1

1 / 1 pts

At the beginning of the lesson, students got into groups and talked about an interesting newpaper article that they had read.

  

fluency practice

 

Yes! There are not restrictions on what the students say and no correction. 

  

controlled practice

 

  

neither

 

 

Question 2

1 / 1 pts

The teacher gave students word prompts such as 'cinema' and 'friends', and they had to say them in the sentence using the past simple.

  

controlled practice

 

Yes! The teacher has given a speaking task with defined parameters and target grammar to practice.

  

fluency practice

 

  

neither

 

 

Question 3

1 / 1 pts

Students had to ask their partner five questions about their abilities, using 'can', e.g. can you swim?

  

controlled practice

 

Yes, there are rather tight controls over the language that is being used and the length of utterance. 

  

oral fluency practice

 

  

neither

 

 

Question 4

1 / 1 pts

Students had a discussion about the advantages and disadvantages of the internet.

  

fluency practice

 

Yes! The students will be talking freely and without restrictions. Communication is more important than accuracy here.

  

neither

 

  

controlled practice

 

 

Question 5

2 / 2 pts

Look at the lesson plan outline and study the objective, level, and grammar focus. Read through the communicative practice task options. Select ALL communicative practice tasks that you think would help learners prepare to demonstrate their achievement of the lesson objective. IMPORTANT: there may be multiple correct answers.

Objective:  Students will be able to listen for and clarify directions on how to place items in a workplace. Level:  Elementary
Proficiency focus:  Listening, Speaking and Reading
Target Vocabulary	Prepositions of place (in, on, under, above, below, next to, etc.) shelf, desk, corner, rack, drawer
Target Grammar	Recognize requests using modals; I’d like you to move the boxes by the desk and put them next to the door. Recognize prepositions of place

 

  

Student pairs take the roles of office supervisor and clerk. Supervisors use prompt cards to tell clerks where to place or move different items.

 

Yes! The students will be using the target grammar to fulfill their roles on as supervisor and clerk.

  

Students in groups write and perform a conversation between a shop owner and a sales clerk, setting up a display of merchandise.

 

Yes! This is rather controlled, but the students are using the target grammar to create a communication.

  

Students work in pairs and complete a fill-in-the-gaps task.

 

 

Question 6

2 / 2 pts

Look at the lesson plan outline and study the objective, level, and grammar focus. Read through the communicative practice task options. Select ALL communicative practice tasks that you think would help learners prepare to demonstrate their achievement of the lesson objective. IMPORTANT: there may be multiple correct answers.   Objective:  Students will be able to read folktales from different cultures, identifying their similarities and differences, in order to retell the basic folktale effectively. Level:  Upper intermediate
Proficiency focus:  Speaking and Reading
Target Vocabulary	Based on selected folk tales
Target Grammar	Relative clauses: (The gift, which he could not accept, sparkled in the sun.) Past perfect: (Before the sun came up, she had already milked the cow, fed the chickens, and weeded the garden.)

  

Groups of 4-6 students will read a set of related folktales from different cultures. (Each group member reads a different tale.) Students work together to create a chart (commonality circles or a Venn diagram) that shows their tales differences and similarities.

 

Yes! Students work together to identify key elements of a folktale and then create a graphic to show how they compare. 

  

Groups of 4-6 students read an article about the importance of folktales and then work together to come up with their own folktale based on what they learned from the article and their own culture’s folktales.

 

Yes! Students will communicate to come up with their own folktale!

  

Pairs read a folktale and answer comprehension questions asked by the teacher.

 

 

Question 7

2 / 2 pts

Look at the lesson plan outline and study the objective, level, and grammar focus. Read through the communicative practice task options. Select ALL communicative practice tasks that you think would help learners prepare to demonstrate their achievement of the lesson objective. IMPORTANT: there may be multiple correct answers.   Objective:  Students will be able to contact a landlord (or repair person) by phone to request repairs to their home. Level:  Pre-intermediate
Proficiency focus:  Listening and speaking
Target Vocabulary	Housing problems (leaky, broken, stopped working, sparks, short), major appliances, parts of the home (roof, pipes, basement), repair people (plumber, roofer, exterminator,  tools
Target Grammar	There is/There are: There’s a leak in the pipe. There are mice in the kitchen. Have to: You have to fix this right away! We have to call for repairs. Describing a sequence of events in the past: First it made a strange noise. Then sparks started to come out. After that it stopped working.

  

Student in groups use picture cards of housing problems to prompt their requests for repairs. ( My ____ is ____. Can you come fix it? )

 

Yes! Students will use the target language to create requests from pictures. Their groupmates can offer help, corrections or responses.

  

Students use a picture of a home with many different problems to brainstorm a list of problems and the matching repair people.

 

Yes! This communicative practice will help generate a lot of the language students would need in further freer and fluency practice.

  

Students read a new conversation between a landlord and tenant and fill in the blanks.