Some applicants are concerned about their language awareness. This exercise shows how language is analysed and described for adult English language teaching purposes in texts used during the course. Do not be concerned if some of this is unfamiliar. During the course some methodology sessions are devoted to developing language awareness. A similar exercise forms part of the selection interview.
1. Name the parts of speech underlined in the passage below.
Language teaching is very different from other types of teaching, and (a) success in other teaching endeavours does not (b) necessarily imply that you will enjoy the challenge of this (c) particular field. The success of an English language teacher (d) depends not only on a warm, encouraging, sensitive and adult manner (e) but also on a good level of language awareness and (f) the ability to set up activities in such (g) a way that the learners (rather than the teacher) use English as much as possible. Imagination is also important as you (h) must be able to contextualise new language and also predict the difficulties students might have so as (i) to take measures to pre-empt them. A conscientious approach and initiative (j) in the selection of relevant and appropriate materials are also crucial, as is commitment to the students' learning. You also need to be a good listener, attentive to students' mistakes and able to deal with (k) them effectively. Finally, it is helpful if you (l) have had experience of dealing with foreigners, since this will assist you in understanding the difficulties that (m) they experience in learning English.
a. __________ b. __________ c. __________ d. __________ e. __________ f. __________
g. __________ h. __________ i. ___________ j. __________ k. __________ l. __________
2. Mark the stress on the following words.
Examples: Amrica sllable regrt
| oxygen|| Japanese|| determination|| Japan || vegetable|
| interest|| allergic|| photograph|| allergy|| photographic|
3. Match a sentence on the left with one on the right according to their verb structures. Choose a term from the box below to label each pair. Follow the example in italics.
| 1. I'd often seen her there.||a. He comes from India.|
| 2. You arrived late.||b. They’ve already seen it.|
| 3. She speaks Greek.||c. She missed the bus.|
| 4. They’ve just signed it.||d. We’re going to crash!|
| 5. It’s going to rain.||e. I’m leaving in ten minutes.|
| 6. She’s having a baby soon.||f. We'd already finished.|
|Past Perfect / Present Perfect / Present Continuous / Present Simple /Past Simple / be going to + verb|
a. noun, b. adverb, c. adjective, d. verb(Present Simple), e. conjunction, f. definite article,
g. indefinite article, h. modal auxiliary verb, i. verb (full infinitive), j. preposition,
k. object pronoun, l. auxiliary verb, m. subject pronoun
The stress is always on the vowel sound in the stressed syllable. Consult your dictionary.
xygen Japanse determintion Japn vgetable
nterest allrgic phtograph llergy photogrphic
1. = f = Past Perfect 2. = c = Past Simple 3. = a = Present Simple
4. = b = Present Perfect 5. = d = be going to + verb 6. = e = Present Continuous/Progressive