Here i am sharing the solution of QAED EaSTE Project Training Unit 4 solution.You cab find 100% solution and best answers of Unit 4 Module 1.
QAED EaSTE Project Training Unit 4 solution
Quaid-e-Azam Academy for Educational Development Punjab, is a premier teacher training institution in Punjab. Tasked with looking after around 0.3 million teachers, professional development, school CPD, leadership and management courses, early childhood education and promotion-related training are some of QAED’s many main responsibilities. With a network of 43 district academies, QAED meets the professional needs of the province’s teachers, education managers and educational figures.
Activity: Tick All Option that Apply
Answer: Tick all the option
| Answer: | 3-2-4-1-4-5 Activity: Dos and bon’s |
| Question 1: lesson. | Describe the skills that language on the board at the start of a |
| Answer: | Yes |
| Question 2: | Write the learning learning outcomes on the board at the start of a lesson. |
| Answer: | No |
| Question 3: | Use academic language |
| Answer: | |
| Question 4: | Check understanding by using examples and asking questions |
| Answer: | Yes |
| Question 5: | Think of ways the learners can measure their process |
| Answer: | Yes |
| Question 6: | Take notice to give individual feedback and decide which areas to focus on |
| Answer: | Yes |
Activity: Choose the Best Response
| Question 1: | The stage that you find most challenging is |
| Answer: | While Stage |
| Question 2: | Which stage of conversation activity do your learners find the most. |
| Answer: | Post Stage |
| Question 3: | Which post conversation activity would you like to try with your learners. |
| Answer: | Tick on the option of 1-3-4-5 Activity: Dos or Dos’s not |
| Question 1: | Have a variety of interaction patterns |
| Answer: | Do |
| Question 2: | Set time limits |
| Answer: | Do |
| Question 3: | Change the topic within a lesson |
| Answer: | Don’t |
| Question 4: | Make changes to the lesson plan if need |
| Answer: | Do |
| Question 5: | Give long instructions for activities |
| Answer: | Don’t |
| Question 6: | Give signals throughout the class about which stage you’re at |
| Answer: | Do |
| Question 7: | Have an additional, optional activity which you can use if there is time |
| Answer: | Do |
| Question 8: | Stop the lesson if you finish our lesson plan |
| Answer: | Activity: Short text Response |
| Question 1: | Which question would the learners be able to answer in English? |
| Answer: | The question which is easy and short to understand by children. |
| Question 2: | What words and phrases would the learners need to complete this task? |
| Answer: | easy and short |
| Question 3: | What would you do to prepare your learners for this task? |
| Answer: | Doing some extra activity on the given topic task. |
| Question 4: | How would group the learners for this task? |
| Answer: | By their roll number and sometimes by their understanding between each others. |
| Question 5: | What would you do after task? |
| Answer: | Thoroughly watch out the students to complete the given task. |
Activity: Grouping
| Question 1: | Do the learners show each other their pictures? |
| Answer: | No |
| Question 2: | Do the learners speak English during the warmer? |
| Answer: | Yes |
| Question 3: | Should the teacher slow the lesson down again after a warmer? |
| Answer: | No Activity: Giving Instructions |
| Question 1: | johny kay says that the teacher shouldn’t use over-complicated language |
when giving instructions. Choose the clear instructions from each pair below.
Answer: Pass the worksheets out.
Question 2: johny kay says that the teacher shouldn’t use over-complicated language when giving instructions. Choose the clear instructions from each pair below.J
Answer: Stand next to your partner.
Question 3: johny kay says that the teacher shouldn’t use over-complicated language when giving instructions. Choose the clear instructions from each pair below.
| Answer: | Pick up your pencil and paper. Activity: Language |
| Question 1: | How does the first teacher put her students into groups? |
| Answer: | She gives them pictures of animals. The students have to find the other students |
with the same animal and sit with them. This warmer means the students can interact in English before they even start the task.
Question 2: Why does the teacher say, “Will you work alone?
Answer: This is an instructions-Checking Question. It can be tempting just to ask the students, ‘Do your understanding?’ but students can answer that they do, when in fact they don’t.
Question 3: How does johy key suggest we can tell whether students have understood the instructions or not?
| Answer: activity. Question 4: Answer: | He suggests we look at their actions. If they have understood, they will start the How does the male teacher provide a ‘model’ for his students? He gets the class to watch as he shows himself interacting with one of the students. |
Question 5: How does the teacher give the students useful language for completing the task?
Answer: The language is on cards which are on the tables and the walls of the classroom. Remembering that along with the targets language, students need language to negotiate misunderstandings (e.g. ‘Could you repeat that please?)
Activity: Teaching concepts
| Question 1: | Less complicate. Easier to understand |
| Answer: | Simplified |
| Question 2: | The sets of students who work together |
| Answer: | Grouping |
| Question 3: | Phrases and words the students will need to complete the task. |
| Answer: | Useful Language |
| Question 4: | A physical activity to get the students energized. |
| Answer: | Warmer |
| Question 5: | Asking the students something to find out if they know what to do. |
| Answer: | Instruction-checking question |
| Question 6: | Being able to communicate, not necessarily speaking perfect English. |
| Answer: | Fluency |
| Question 7: | Language which the teacher wants learners to practice using |
| Answer: | Target Language |
| Question 8: | An example of the kind of language and interaction the students are going |
to need to complete the task.
Answer: Model
Activity: Activity of instructions patterns
| Question 1: | Why do you think this interaction pattern is the most common? |
| Answer: | Doing this interaction pattern the possibility of outcomes result will be increased. |
| Question 2: | Which is the best interaction pattern for teaching speaking? |
| Answer: | Using grouping method will best pattern for interactions in teaching speaking. Activity: Interaction Patterns 2 |
| Question 1: | Learners to Learners |
Answer: A learner talks to the whole class at once, or to a group. This might be to present their group’s ideas after group work, or check answers.
Question 2: Group Work
Answer: Learners work on a task in small groups. The teacher usually monitors, listening to each group and helping were needed.
| Question 3: | Rotating Groups | |
| Answer: | Learners work in different groups. When they finish part of a task | continue. |
| Question 4: | Pair Work | |
| Answer: | Two learners work together on a task. | |
| Question 5: | Mingle | |
| Answer: | This involves the whole class moving about and speaking to as many | Continue |
| Question 6: | Learner Work Alone | |
| Answer: | This is for individual task where learner’s don’t | |
| Question 7: | Teacher to Learner | |
| Answer: | The teacher talks to the whole class at onece | |
| Question 8: time? | Which of these interaction patterns gives the learners the most speaking | |
| Answer: | Pair Work Mingle | |
| Question 9: time? | which of these interactions patterns gives the learners the least speaking | |
| Answer: | Teacher to Learners Activity: Planning Interactions | |
| Question 1: words | Sub stage: Review vocabulary sub stage aim: Learners should remember the | |
| Answer: | Group Work | |
| Question 2: for | Sub stage: Re-group learners Sub stage aim: Learners get into a new group | |
| Answer: | English | |
| Question 3: | Sub stage: Model target language Sub stage aim: Learners practice ‘I |
Like because etc.
| Answer: | Teacher to whole class |
| Question 4: | Sub stage: Instructions |
| Answer: | English and Ll |
| Question 5: | Sub stage: Check understanding |
| Answer: | English |
| Question 6: | Sub stage: Speaking Task |
| Answer: | Learners to Learners |
| Question 7: | Sub stage: Content feedback |
| Answer: | English and Ll |
| Question 8: | Sub stage: Language Feedback |
| Answer: | Teacher to Whole Class |
Activity: Reflection focus on Text book
Answer: Answer You Own with experience and thoughts
Activity: Self Assessment
Answer: 2-3-1-4-4-5
Unit 4: Quiz
Note: Every teacher may have some different questions. So attempt this quiz carefully
| Question 1: | Lesson aims should be written so learners can understand them. |
| Answer: | True |
| Question 2: | You should stop your lesson once your lesson plan finished. |
| Answer: | False |
| Question 3: learners. | Changing a topic within an oral communication class motivates the |
| Answer: | False |
| Question 4: | Teacher to whole class is when a teacher talks to each student individually. |
| Answer: | True |
| Question 5: | Useful Language means |
| Answer: | Phrases and words the learners will need |
| Question 6: | Its good to ask your learners how they feel about their |
Unit 4 solution | EaSTE Project EaSTE solution | unit 4 | PST English subject
