MET 1 - CHAPTER 2 - REVIEW 1

Which is NOT a task?

• In groups, learners role play a short conversation in which they express disagreement.

• Learners listen to a recorded conversation in order to answer some questions.

• In pairs, students look at a dialog on page 12.

The FIRST step when planning an activity is the _______________

• set-up

• lead-in

• students do the activity

• closing

A consideration I would NOT think about before a lesson would be to ___________.

• try the activity yourself

• prepare questions to test students in case they don't pay attention

• read through the material and any teacher’s notes

• get familiarized with the material and the activity

Lead-in activities help _______________.

• get the students to learn new vocabulary

• show how much the teacher knows about the topic

• generate interest in the topic and activate participants’ prior knowledge of the subject

It isn’t advisable to __________ when setting up an activity.

• organize the class as needed (moving the seating arrangement, etc.)

• give a clear demonstration of the activity

• check back to see if the instructions have been understood, e.g., So, Paul, what are you going to do?

• give a long explanation on what to do

What is something you should do when running an activity?

• Give students help all the time; even when they have not asked for it.

• If you realize that the task is too difficult, change it right away.

• Monitor at the start of the activity to see if the students are doing what you intended them to do.

It is not important to have a feedback session on the activity as part of the post-activity stage.

• TRUE

• FALSE

As a post-activity, you can divide the board up into spaces for answers and have students fill the board up with their answers. Then the whole class looks at the finished board and comments or corrects.

• TRUE

• FALSE