EaSTE Training Quiz Module 1 ,2 & 3 100% Correct Answers QAED

Here i am sharing the EaSTE Training Quiz Module 1 ,2 & 3 100% Correct Answers QAED for the Primary School Teachers of Punjab. It is pertinent to mentioned here that Quiz of different Trainee will be different from each other.

EaSTE Training Quiz Module 1 ,2 & 3 100% Correct Answers QAED

Oral and written communication

Sr.No.	Question	Answer
1	The person receiving the message can immediately ask for clarification.	Oral
2	The message can be misunderstood.	Oral & written
3	There is often an immediate response.	Oral
4	The message can be revisited many times and considered carefully.	Written
5	The message is supported by punctuation, bold/italics/underlining, colour and other input such as images or video.	Written
6	The response is often delayed.	Written
7	The message is usually only received once (unless it is recorded)	Oral
8	The message has a communicative purpose.	Oral & written
9	The message is supported by pauses, tone of voice, facial expressions, gestures and other non-verbal communication.	Oral
10	If there is a misunderstanding, it might take time to solve.	Oral & written
11	There’s usually a permanent record of the message.	Written

Oral communication

Sr.No.	Question	Answer
1	Recognize and produce the weak form of “do” and “have” in contractions.	Unit:3,5,8
2	Express and show gratitude.	Unit:9
3	Express opinions in simple sentence.	Unit:7
4	Exchange routine greetings and courtesies.	Unit:1
5	Lead and follow.	Unit:7

Activity

Sr.No.	Question	Answer
1	The smallest unit sound is called a phoneme?	True
2	A diphthong a combination sounds?	False
3	The word “pushed” has 5 phonemes (sounds)?	False
4	People with different English accents pronounce some phonemes?	True
5	Which of these words has the short vowel sound?	Little
6	Which of these is the schwa?	/a/
7	Which of these words has the sound /3/?	Bird
8	Which word does not rhyme with the others?	There
9	Which of these consonant sounds is unvoiced?	/f/
10	Which of these consonant sounds is voiced?	/z/

4 Column

Sr.No.	Question	Answer
1	To show learner how to move their mouth to produce the sounds correctly (e.g. the short vowel /I/ and the long vowel/I/.	Mime sounds
2	Your students weak points	Know
3	The teacher (drilling).	Repeat after
4	vowel and consonant sounds and then put them in words and sentence.	Practice

Word stress Stress is the emphasis given to certain syllables in words in English, stress is produced with a longer, louder, and higher pitch sound then unstressed sounds. For example, in the two-syllable word ‘’teacher’’ the stress is on the first syllable (‘’tea’’). The word ‘’fantastic’’ has three syllables (fan- tas-tic), and the stress is on the second syllable (tas). Sentence stress

English is a stress-timed language. You can hear the rhythm of English in the words that are stressed (said clearly and loudly) in a sentence. Content words are words that have meaning and in speaking they are usually stressed Main verbs, nouns, adjectives and adverbs are usually content words. Function words are words that are structural and grammatical and usually don’t mean anything by themselves. in speaking , these words are not usually stressed. Auxiliary verbs, articles, pronouns, and prepositions are usually function words. Sometimes we stress function words to add emphasis or make our meaning clear. For example: Did you ask your doctor what the thought? Yes. She said it’s nothing serious. The second speaker stresses ‘she’ to emphasis that the doctor is a woman, and to correct the first speaker. Intonation One of the features of spoken English is how much meaning cane be conveyed by intonation. When we speak, our voice does not stay at the same pitch and volume; it rises and falls to express a veriety of emotions or functions. When conveying emotion , in general rising intonation indicates positively politeness while falling intonation can indicate negativity or impoliteness. Falling intonation is also used with statements, (I like sport, especially football), while rising intonation is used with questions, such as ‘Can I hope you? ‘ with wh-questions, intonation tends to fall; ‘’What’s your name?’’ We also use rising intonation to indicate we have not  finished speaking and falling intonation to indicate we have finished.

Sr.No.	Question	Answer
1	The purpose of learning a language is only to speak better	False
2	Clear, plain instructions for oral communicative classroom activities are less important than good lesson planning.	False
3	In both oral and written communication there can be misunderstandings.	True
4	The textbooks are supposed to follow the standards of oral communication skills as given in the National Curriculum.	True
5	Second language learning enables the learner to better understand their textbooks.	True
6	Oral communication skills in a second language needs proper lesson planning for primary level learners.	True
7	Oral instructions in groups to use polite expression to seek attention	Pretend to be a teacher and a student. Perform a role play starting with this phrase; “Miss, may I ask something please?”
8	The stress in a sentence is usually placed on	Noun, main verbs, adjectives and adverbs.
9	Use appropriate expression in conversation to offer and accept apology	(learn and use” I’m sorry” and it’s ok” in a dialogue.
10	Primary level learners need to develop fluency as much as accuracy.	True
11	When communicating orally or in writing, it’s important to use appropriate language for the situation and the person you are communicating with.	True
12	Student Learning Outcomes develop from lower to higher grade levels under each benchmark.	True
13	Select the best textbook activity [Standard 1,Benchmark, 1: ‘’Identify one-syllable word that rhyme’’ (Grad 1)]	Complete the sentence with the correct word:

UNIT 2

= 2,4,5,6 = All tick

Drag and drop

The learners must trust you.	You must trust the learners.
You need to reassure your learners.	That making mistakes is OK.
Make them feel	Comfortable
If a smile will help.	Smile!
Eye contact is	Extremely important
It is a extremely important for the teacher to be	Genuine with the learners.
Respect your learners	Allow them to express themselves.

= All tick

Write a word with a consonant digraph on the board  Say the individual letter sounds, then underline

2      Assign an action to each sound (for example. Raise your hand. Stand up. Clap). 3      Learners practice reading the word aloud 4      Learners look at the words, say them and

When you say a word that begins with that sound, children do the action. With the correct pronunciation. Put them into three groups: one syllable, two syllables or three syllables.

1-2	Recitation of poems.		‘’show and tell’’ activities
3-5	Role plays	conversations	Discussions

Introduce self and family (unit:2)	I am Maha and he is my
Express greeting and routine social courtesies (Unit:3, 6)	Hello! How are you
Express need and feelings (Unit:4, 9)	I need some chips, biscuits
Express like and dislike (Unit:4, 9)	I don’t like chocolates
How to seek permission (Unit: 5)	Can I play with you loy?
Introduce themselves and participate in conversation (Unit: 7)	My name is……….. I am…       years

Making friend	Yes
Following classroom roles	No
Doing small chores	Yes

Eat biryani because it’s very	Tasty
Do my homework right after school because it’s very	Tiresome
Eat a boiled egg because it is	Healthy
Learn tables by heart because it’s	Boring
Eat ice cream because it’s	Delicious

I like to	Eat biryani because it’s very Tasty.
I don’t like to	Do my homework right after school because it’s very Tiresome.
I like to	Eat a boiled egg because it is Healthy Healthy.
I don’t like to	Learn tables by heart because it’s Boring.
I like to	Eat ice cream because it’s Delicious Delicious.
I don’t like to	Visit the doctor because the medicines he gives me are Bitter.

Accuracy refers to show correct learners use of the language system is, including their use a grammar, pronunciation and vocabulary. Speaking activities to develop accuracy include language drills (listen and repeat what the teacher says) and controlled language practice, where learners try to say things without making mistakes.

Fluency means the ability to speak a language easily, smoothly and well. Fluency speaking activities focus on communication, for example. Discussions, speaking games, and presentations. In fluency activities, children have more freedom to use the word and phrases that they know, and accuracy (avoiding mistakes) is not very important. Teachers do not interrupt or correct children in fluency work.
Both fluency and accuracy activities are important in the classroom so that learners how to speak confidently, easily and without making a lot of mistakes.

(B) Defining fluency and accuracy

Guessing game (mime and guess free time activities	A
Conversation (Have you got a…?)	A
Role play (in a shop)	F
Show and tell (I’m wearing….,,,,)	A

Preparing for oral communication fluency activities

1	My name is	Abd ul sattar
2	I have two daughters	Irha and Imad Iman
3	We love to eat	Biryani on weekend
4	My all-time favorite book is	Bang e Dira by Alama Iqbal
5	I usually don’t let my family	Use the phone on the dining table.
6	We don’t drink	Pepsi after meals.

Unit: 2 Quiz:

Note: Everyone will have five different questions.

1	Functional language is presented through dialogues in the text book.	True
2	In an oral communication activity focused on fluency, the teacher should correct learners’ mistakes during the activity.	False
3	It can be motivating to offer choices of topic during an oral communication activity.	False
4	It is motivating for learners to hear you speaking quickly in advanced English so that they have something to aim for.	False
5	It’s better to do the some kid of oral communication activity all the time so that learners get used to it.	False
6	It’s helpful for learners to have some thinking or preparation time before doing an oral communication activity.	True
	Learners get the most oral communication practice when speaking in pairs and groups.	True
7	‘’listen and repeat’’ and clapping the number of syllables are examples of pronunciation.	True
8	Making notes can help to prepare learners to perform a dialogue.	True
9	Pronunciation activities help learners to develop listening as well as speaking skills.	True
10	Providing learners with useful phrases and a word bank can help students to participate in fluency activities.	True
11	The teacher doesn’t have much control over whether learners are motivated or not.	False
12	The teachers know that she has been successful when her learners aren’t shy when contributing to oral communication tasks in class.	True
13	When conducting oral communication activities such as dialogues and oral play, developing listening skills not important.	False

UNIT:3

Reflection Questions=

Q.1:1,2,4,5,6

Q:2=1,Agree, 2,Disagree,  3,Agree,  4,Agree

3: There will be two students, one will ask a word or a phrase and other will guess it from the gaps or blanks given in the word. On every mistake first student will draw a body part on the hanging rope. First head then legs at the end he will hang.

Factors

A teacher who shows understanding can help a learner who is worried about Speaking in front of the class.	True
Learner’s participation in speaking activities depends on content being at the right level.	True
A good teacher should correct any language errors as soon as she hears them.	False
Communicative activities should be a regular feature of every lesson.	True

Applying in your own context

1,2,3,5,6

Planning oral communication activities an lessons

The teacher introduces the topic and raises learner’s interest in it.	Pre
The teacher monitors and listens, but tries not to interrupt.	While
The teacher may ask some learners to briefly say what the talked about.	Post
The teacher praises learners and gives them feedback about how to improve for next time.	Post
There is some error correction.	Post
Thinking time. Learners might make notes, too.	Pre
Learners are given useful language for the oral communication task(words & phrases). This might be introduced through brainstorming, or a reading or listening text. The teacher can write the useful language on the board so that the learners can see it while they are speaking.	Pre
Learners speak & listen to each other in pairs or groups.	While
The teacher shows an example of the oral communication task. For example, they act out a dialogue with a strong learner.	pre

Aims and stages

Pre-

2:Check understanding

3:Give thinking time

4:give an example

post

1: Conclude

give feedback/error correction

Understand the meaning of the phrases	How do you say this in Urdu?
Recognize the phrases when they hear them	Listen, and repeat.
Know how to say the phrases	Listen, and repeat.
Know how to respond to a prompt or question	When I ask, ‘’How are you’’. What do you say?
Listen to an example dialogue	Nazia, let’s read the dialogue together for the class.
Feel confidant to speak independently and use their own ideas	Now work with your partner. Say the language. Make it true for you.
Reflection	Yes                  All tick

Unit 3: Quiz

Note: Everyone will have six different questions.

A teacher plays an essential role in overcoming learners’ blocks when developing oral communication skills.	True
Aim: to help learners to improve the accuracy of their speaking. Procedure: put common errors on the board for correction..	Post
Aim: to provide learners with the language they need to complete an oral communication activity. Procedure: Brainstorm food word and ask learners how to order food in a café in English.	While
Aim: to provide oral communication practice. Procedure: Divide learners into pairs. They perform the role play.	Post
Correcting learners while they are speaking in the classroom makes oral communication activities highly effective.	False
It helps learners to become engaged in teamwork and negotiation.	True
It helps learners to become involved in productive/fruitful discussion.	True
It’s better to ask learners to speak immediately rather than giving them time to prepare for an oral communication activity.	False
Learners will get more speaking practice if the teacher asks the questions, rather than if the ask an answer questions in pairs.	False
Listening to an example dialogue helps learners to see what is expected in an oral communication activity.	True
Oral communication activities can be practiced in the Language Focus section of the textbook.	True
Providing learners with a word bank related to a specific activity is the most significant factor in supporting them to be good speakers.	False
Select the instructions that are the clearest for learners.	Work in pairs. One is teacher
Select the instructions that are the clearest for learners.	‘’Listen and repeat: I agree.’’