Module teaching and integrating language skills lesson 1

Participation
40% 15 % x 2=30% 10 %
Mid-course Assessment Activity design and presentation on receptive skills Activity design and presentation on productive skills	30% 15% 15%
Final Assessment Micro-teaching	30%

Assessment specifications
Activity design and presentation on receptive and productive skills: 30 % each
Students are expected to design a communicative task one for receptive and one for productive skills and present the task in their class.
Criteria for assessment

Interactive mode of work Use of authentic materials Practice of skills (productive/receptive) and strategies Integration of skills Balance between fluency and accuracy Use of English	5% 5% 5% 5% 5% 5%
Total	30%

Testlar
1. The ….. focuses on grammatical structures or functions.
a. lesson plan
b. syllabus
c. syllabi
d. curriculum
2. Lessons move from the presentation stage to the practice stage to the ….. stage.

a. performance

b. producing
c. production
d. conclusion

3. Which stage of the lesson do role-plays and information-gap activities belong?
a. presentation stage
b. controlled practice stage
c. production stage
d. no correct answer

4. …. are often used to raise students' energy levels or to make them feel comfortable before the main learning of the lesson starts. They are not always connected to the topic of the lesson; for example, they could be a quiz, game or pair work activity.

a. lead-ins

b. warmers
c. ice-breakers

5. The aim of ….. is for students to get to know one another so that they all feel comfortable with each other in the class.

a. lead-ins
b. warmers
c. ice-breakers

6. Which statements below about presentation techniques and introductory activities belong to a situational presentation?

a. The teacher tells the students about something that happened to her one day at school.

b. The teacher asks the students to present their group's ideas to the class.
c. The teacher plays a recording then the students do a comprehension task on it.