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I need the answers for this case study please...:)
Questions 96-100 refer to the following case study:
Sam is about to begin a one-year teaching contract at an English academy in Shenzhen, China. As part of his training, he will be shadowing the teacher he will be replacing. Michael has taught at the school for the past two years, so he will share his experience and advice with Sam. Over the next three days, Sam is expected to observe Michael as he goes about teaching his classes. Due to work visa regulations and the limited time available for overlapping contracts, Sam will be going through an accelerated transition from observer to teacher. After the first day of observation, Sam will teach a few lessons on the second day under the guidance of his co-teacher. By the third day, Sam will be expected to teach the majority of each class while the co-teacher will be available for support and post-lesson debriefings. The students at Sam’s school all range between 8 and 12 years old, and they all have some prior exposure to English. The absolute beginner students first go through the school’s introductory program called “PreE”.
Question 96 Flag for review
Michael’s first class of the day is an intermediate grammar class. After introducing Sam to the class, Michael handed out a one page worksheet and proceeded to explain the task. As Michael was going over his explanation, Sam noticed that several of the students had already begun working on it. After Michael was finished giving the detailed instructions, some of the students raised their hands to ask what they were supposed to do with the worksheet. This went on for several minutes as various students had questions or were confused about how to proceed. Sam thought that these interruptions could have been avoided or at least kept to a minimum had Michael used a different approach to introduce the task.
When Sam begins teaching the class himself, which of the following would be the least appropriate way for him to reduce the number of questions that follow giving instructions for a handout?
a.
Sam should explain what is to be done before handing out the worksheet. This ensures that the students are focused on him and not on trying to get started on the assignment.
b.
Sam should summarize the instructions for the activity in point form on the board. This way if students are unsure of how to proceed, they can simply refer to the notes on the board.
c.
Sam should have one of the stronger students in the class read the instructions and then translate them into Mandarin for the class. This will help avoid any confusion and misunderstanding stemming from the English instructions.
d.
After giving the instructions, Sam should call on one or two students at random and ask them to reiterate the instructions for the activity. If either of these students does not respond correctly, then chances are other students in the class also do not understand what is to be done, and Sam can then repeat the instructions more clearly.
Question 97 Flag for review
Michael’s second class of the day is an advanced reading class. The text book for the class contains a number of 2 to 3 page articles that include vocabulary lists for challenging or unusual words. It does not contain any comprehension questions, so the teacher must devise some for each article. Michael prepared all of his questions in advance at the beginning of the term, prior to the first class. This saves him the added hassle of creating new questions during the term when his time is taxed with marking and lesson-planning. After asking the students to open to the appropriate page, he asked them to put their pencils down and follow along while he read the story aloud to the class. Once he was finished reading, he asked the students to read the article to themselves and underline any vocabulary they did not understand. He circulated the room while they did this and made notes. Since the difficult vocabulary for the reading was already highlighted in the article, Sam was unsure of why Michael would ask the students to underline words in their books.
Why might Michael have begun his lesson in this way, first by reading the story out loud, and then by having his students read it to themselves and underline any vocabulary they didn’t know?
a.
He would read the story aloud because even in a reading class, the teacher should have a prominent speaking role. The 80/20 rule still applies. Teachers should be speaking 80% of the time, while the students speak 20% of the time. He would have the students underline unfamiliar vocabulary so that as he is circulating throughout the class, he can see which words his students find difficult. While some students may be reluctant to raise their hands and ask about unfamiliar words, they should be willing to underline it in their books.
b.
He would read the story aloud to help his students connect the spelling of the words to their pronunciation. This will aid with word recognition as students connect text to speech. They may not have seen some of these words printed before, but they may have heard them spoken. He would have the students underline unfamiliar words to see which vocabulary he should bring up with the class that students might otherwise be too shy to ask about.
c.
He would read the story aloud so that the students could hear the appropriate pronunciation. This would help them connect the sound of the word to its spelling, and it might help them to recognize words that they have heard before but have not seen in print. He would have the students underline unfamiliar vocabulary so that they would have a reminder of what words they needed to look up at home.
d.
He would read the story aloud as a warm up or engagement, similar to listening to a tape. Some students are auditory learners, so they have to hear the words out loud in order to recognize them. He would have the students underline unfamiliar vocabulary so that he could see which parts of speech were giving his students the most difficulty, allowing him to better focus future lessons.
Question 98 Flag for review
Since the text book for his reading class did not come with any comprehension questions, Michael created the questions himself. What types of questions should be included in a reading activity based on one of these articles?
a.
derivative, scanning, intensive
b.
extensive, skimming, main idea
c.
intensive, skimming, scanning
d.
intensive, extensive, skimming
Question 99 Flag for review
On his second day shadowing Michael, Sam is expected to teach part of a lesson. Michael briefly went over his prepared lesson with Sam and allowed him some time to think about how he would go about teaching the class. The lesson is for an intermediate writing class where the students are working on descriptive paragraphs and the use of adjectives and adverbs. With a background in English literature and poetry, Sam felt this would be a good starting point for his ESL teaching debut. As he looked over the lesson, he wondered how he might be able to introduce a physical element. Sam had always been a physical learner, and he remembered getting a lot out of lessons with a physical component when he was in school.
Given his limited time to prepare, how could Sam introduce a physical element to such a lesson to appeal to bodily-kinesthetic learners such as himself?
a.
It would be disrespectful of Sam to modify Michael's lesson in such a way. Michael did not ask Sam to create his own lesson; he asked him to teach the lesson he had already prepared. Michael is an experienced teacher, and Sam would learn more by following his plan as it is written rather than branching out to experiment with something new. He will have plenty of time for experimentation when he has his own class.
b.
It is difficult to engage physical learners in a writing class. Rather than modify the lesson itself to suit this particular intelligence, Sam could take periodic breaks for stretching or other physical activity. Not only would this introduce a physical element to the class, but it would allow the students an opportunity to burn off some excess energy.
c.
With limited time to prepare or gather resources, Sam could devise a simple activity such as having the students come up to the board to add descriptive words to a sentence. The mere act of getting up and physically writing the words will have some appeal to physical learners, and it will connect body to mind as their muscles move to write the words.
d.
Sam could make use of cards or other manipulatives to engage the physical learners. He could quickly draw up some cards with descriptive words on them. Students could then move these cards around to form sentences or insert them into sentences written on the board. To allow himself time to create the cards, Sam could make copies of a word puzzle to hand out at the beginning of class.
Question 100 Flag for review
On his third and final day of shadowing, Michael and Sam’s roles reversed. Sam will now be the teacher for all the day’s lessons, while Michael observes and reports on Sam’s teaching technique. Michael has been very helpful so far, so Sam is hoping to impress him with some solid lessons. Sam’s first and second lessons of the day went very smoothly, so by his third class, he was feeling quite confident. This class would be a beginner writing class.
Today they would be studying tenses, focusing on converting past tense to present and back. Sam began his lesson by outlining the differences between the two tenses and explaining their use. He then demonstrated how to change a sentence from present tense into past tense. Sam came up with a few examples to write on the board, and then asked his students to think of four present-tense sentences of their own. They would write those sentences in their books, and then rewrite those sentences in the past. After giving these instructions, Sam settled into his chair to allow the students a chance to work.
Within a few minutes, the noise level in the classroom began to creep up and up. Sam quieted everyone down and got them back on task, but again after a few minutes they began talking. The students had been well behaved during Sam’s observation while Michael was teaching, and even during Sam’s mini lesson the day before.
Which of the following is the most likely reason why the students have become distracted and have started talking?
a.
The activity is too difficult. Beginner students don't use any tenses yet, and they would not know how to convert present tense into past tense. This lesson should be reserved for intermediate students and above.
b.
The students are testing Sam's boundaries to see how much they can get away with. They will keep talking like this until he lays down the law and lets them know exactly how much he will tolerate in terms of classroom noise and misbehavior.
c.
The students do not understand the activity. Sam did not give them an opportunity to clarify what he is asking them to do. He should ensure his instructions are fully understood before asking the students to begin an activity.
d.
The activity is too easy. Even beginner students know how to write sentences in different tenses. The students are simply bored with this unchallenging activity.
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