Home Forums GT TEFL Certification Course Report – Bugs and Errors

Viewing 70 reply threads
  • Author
    Posts
    • #276297
      Leon
      Keymaster

      Please help us to improve learner experience by reporting bugs and errors you have identified in the GT TEFL course. Thank you very much!

    • #277972
      Paul Wiseman
      Participant

      Error reporting:

      Structure of a Reading Skills Lesson

      On this stage of the course, I’m apparently getting the first exercise wrong. The second exercise is fine:
      My answer for exercise 6A are below.

      Lead-in – set the context (e.g. students discuss a question related to the topic).
      Pre-teach ESSENTIAL lexis.
      Feedback – answers are checked as a class after lead-in(students report to the teacher).
      Set an easy initial reading task (Gist) that encourages processing of broad themes in the text BEFORE students read (i.e. simple question/s to help students with overall general comprehension of the text).
      Students read the text quickly (about 2 mins).
      Students check answers in pairs for the first time.
      Feedback – answers are checked as a class after initial reading task (students report to the teacher).
      Set a detailed task (Comprehension task) that requires decoding of specific language BEFORE students read (i.e. questions which target reading intensively for detailed comprehension). Give students time to read through the questions before they start reading the text again.
      Students read the text more slowly (10 mins or longer).
      Students check answers in pairs for the second time.
      Feedback – answers are checked as a class (students justify their answers with reference to the text, or clear up any confusion/discrepancies with their answers: DO NOT just give students the right answer!).
      Follow-up – fluency-based activity linked to the theme(s) of the text (e.g. students say what they think about the text/have a discussion based on the topic/do a roleplay).
      Feedback – answers are checked as a class after follow-up (students report to the teacher).

      Is this simply my error or is it a bug?

      • #278023
        Leon
        Keymaster

        Hello Paul,

        Thank you very much for raising this issue to us.

        The correct answer to this exercise should be feedback before pre-teach essential lexis as per below image.

        I have communicated your feedback to the academic team and they are looking to make changes to the lesson to make this re-ordering task more clear. We appreciate your comments, it really helps us to create a better learning experience for future learners.

        null

    • #278104
      Hanna Klimenteva
      Participant

      I match right answers to the people but always they are red and incorrect – I am sure I’m right. How can I check them and proceed to the next lesson?

      • #278108
        Leon
        Keymaster

        Hello Hanna,

        Thank you for raising this error to us.

        You are right! The answers stored in the system were incorrect, we have now fixed the issue so you should be able to redo the lesson and pass. We really appreciate your comments, it helps us to create a better learning experience for future learners.

        The correct answers are as follow:

        Delia

        Recommending a film. 

        Telling a joke or a funny story.

        Asking a shop assistant for help. 

        Burak

        Requesting an official form to fill out.

        Describing something you want to buy.

        Giving evidence to the police.

        Maria

        Explaining health problems to a doctor.

        Making a phone enquiry.

        Making small talk with someone you do not know very well.

    • #278118
      Paul Wiseman
      Participant

      Ideas for Tasks

      Reading quickly to check specific information or to get a general understanding of the text (scanning and skimming).
      Matching headings to correct paragraphs or pictures to events in the story.
      Putting events or illustrations in the correct order.
      Finding specific pieces of information in the text as quickly as possible.
      Choosing the best title from a selection.
      Checking predictions about the text.
      Answering two or three general questions which sum up the main points of the text.
      Deciding how many people mentioned specific items in the text.
      Answering True/False comprehension questions.
      Reading for a more detailed understanding (reading for detail/comprehension).
      Choosing the correct summary from a selection (e.g Which paragraph is about..?.)
      Rearranging or ordering paragraphs (read the story and order the paragraphs).
      Reinserting sentences into the text.
      Identifying opinions and beliefs in the text.
      Spotting errors in the summary of the text or finding mistakes in the illustrations.
      Follow-up activities to personalise the lesson and help students develop productive skills of speaking and/or writing.
      Summarising or retelling the text in students’ own words.
      Making use of information in the text to do something (making a sketch, filling out a form, chart etc.).
      Writing tasks – e.g a letter in reply, finish the story.
      Discussing or debating ideas from the text.
      Writing the missing last paragraph of the text.
      Performing a role play.

      Having problems with this task. I don’t think it is a bug, just that the correct answers aren’t very intuitive!

      • #278123
        Leon
        Keymaster

        Hello Paul,

        Thanks for your feedback. Your are right, a bigger drag and drop could be quite difficult to complete without a hint on which part of the answer was incorrect. We have put this into our review to-do list prior to release.

        The correct answers are as follow:

        Reading quickly to check specific information or to get a general understanding of the text (scanning and skimming).

        • Checking predictions about the text (gist)
        • Answering two or three general questions which sum up the main points of the text (gist)
        • Choosing the best title from a selection (gist)
        • Putting events or illustrations in the correct order
        • Choosing the correct summary from a selection (e.g Which paragraph is about..?)
        • Deciding how many people mentioned specific items in the text 
        • Rearranging or ordering paragraphs (read the story and order the paragraphs)
        • Matching headings to correct paragraphs or pictures to events in the story
        • Finding specific pieces of information in the text as quickly as possible (scanning)
        Reading for a more detailed understanding (reading for detail/comprehension).

        • Answering True/False comprehension questions
        • Making use of information in the text to do something (making a sketch, filling out a form, chart etc.)
        • Spotting errors in the summary of a text or finding mistakes in the illustrations
        • Reinserting sentences into the text
        • Identifying opinions and beliefs in the text 
        Follow-up activities to personalise the lesson and help students develop productive skills of speaking and/or writing.

        • Summarising or retelling the text in students’ own words
        • Writing tasks- e.g a letter in reply, finish the story
        • Performing a role play
        • Discussing or debating ideas from the text
        • Writing the missing last paragraph of the text
    • #278137
      Hanna Klimenteva
      Participant

      Hello!

      Difficulties Students Face When Speaking

      Again I have some problems with right answers
      Mine are like these (I quite sure that I am right)

      Delia
      Difficulties with pronunciation.
      Inability to tell jokes.
      Not knowing how to enter a conversation.
      Retrieval of words in real time with no opportunity to prepare.
      Burak
      Fear of making mistakes and being ridiculed resulting in taking too long to speak.
      Not enough grammar or lexis.
      Retrieval of words in real time with no opportunity to prepare.
      Long turns and sequencing.
      Maria
      Not enough grammar or lexis.
      Lack of awareness of formal and informal language and choosing the appropriate style for a given context.
      Choosing appropriate responses and showing interest in what the other person is saying.
      Turn-taking; not knowing when to speak.

      • #278160
        Leon
        Keymaster

        Hi Hanna,

        Thank you very much for your feedback, there were some errors to the answers stored in system, it should be resolved now. I have also noted this task for review by the academic team.

        The correct answers are as below:

           Difficulties when speaking

        Delia

        Difficulties with pronunciation.

        Inability to tell jokes.

        Retrieval of words in real time with no opportunity to prepare.

        Burak

        Fear of making mistakes and being ridiculed resulting in taking too long to speak.

        Retrieval of words in real time with no opportunity to prepare.

        Not enough grammar or lexis.

        Long turns and sequencing

        Maria

        Turn-taking; not knowing when to speak.

        Lack of awareness of formal and informal language and choosing the appropriate style for a given context.

        Not enough grammar or lexis.

        Choosing appropriate responses and showing interest in what the other person is saying.

        Not knowing how to enter a conversation

    • #278186
      Paul Wiseman
      Participant

      Listening Demonstration Lesson – Part 3 Quiz

      Struggling with the quiz on this. I think it might help if the quiz highlights the questions that are incorrect along with the percentage.

      • #278218
        Leon
        Keymaster

        Hello Paul,

        The academic team had a meeting yesterday to change all quiz pass mark to 50% rather than 70%. It’s actually part of lesson input and shouldn’t be too difficult to hinder progress. It may take sometime to update all the lessons, but the lesson mentioned is already updated, please try the quiz again and let us know if it is ok. Thank you for your feedback.

    • #278208
      anneharper333
      Participant

      there’s a technical glitch in ‘How to be an effective teacher’. I cannot move beyond this exercise as the ‘finish exercise and complete quiz’ will not engage. Please can someone sort this out?

      • #278215
        Leon
        Keymaster

        Hello,

        Thank you very much for your feedback.

        We will have a look at this quiz, in the mean time the correct answers are as below:

        1. Begin your lesson
        by getting the students to be quiet.

        1. Have no
        objectives.

        1. Be dull and
        dry.

        1. Stand or sit frozen 
        in one spot.

        1. Make no 
        eye contact.

        1. Do not involve
        the class, in particular, shy students.

        1. Show no 
        enthusiasm.

        1. Do not use 
        the students’ names.

        1. Talk about yourself
        for a long time.

        1. Be inaudible and 
        write illegibly.

        1. Ask impossible
        questions.

        1. Do not allow the students to
        have a say in what is to be taught.

        1. Do not show any interest
        in what the students are saying.

        1. Make your explanations
        incomprehensible.

        1. Correct every
        mistake students make.

        1. End on a 
        flat note.

      • #278216
        Leon
        Keymaster

        Could you try again to see if the button will engage with the above answers?

      • #286407
        Janice C.
        Keymaster

        Dear Anne,

        Thank you for your email. We sent you a message on 2 October to follow up on the issue you have raised. We didn’t hear from you so we assumed everything was okay. Nevertheless, we checked the task again, everything seems fine with other users and from our end. ​

        To clarify, the task is divided into left and right. You should drag the answers from the yellow box on the left to the left-hand side table below; answers from the yellow box on the right to the right-hand side table below. You will need to click on both “Check” buttons in order to check each table.

        Hope this clarify your enquiry. Please let us know if you experience any further issue. =)

    • #278259
      Hanna Klimenteva
      Participant

      Hello!
      In “Tips for a Successful Speaking Lesson” all answers are in the solution section the same as in the alphabet – A, B, C and no need to think them over carefully

      • #278331
        Leon
        Keymaster

        Hello Hanna,

        Well spotted! I’m not sure if the trainers left it in alphabetical order for a reason, it will be on the review list. Thank you very much for your comment.

    • #278261
      Hanna Klimenteva
      Participant

      Tips for a Successful Speaking Lesson Quiz

      there are two similar questions –

      Decide if the following statement is true (T) or false (F) – ‘Dominant students should be asked to stop speaking’.
      True
      False
      Decide if the following statement is true (T) or false (F) – ‘Dominant students should be asked to stop speaking’..
      True
      False

      • #278336
        Leon
        Keymaster

        Hi Hanna,

        Thanks for spotting this, we have removed the duplicated question.

      • #278338
        Janice C.
        Keymaster

        This issue has now been fixed. Thank you Hanna =)

    • #278342
      Paul Wiseman
      Participant

      Approaches‌ ‌to‌ ‌Teaching‌ ‌Writing‌ ‌2 ‌- Process‌ ‌Writing‌ Quiz

      Just a small vocab point:

      Complete the sentence with a word missing.
      The Process Writing Approach enables students to work together, that is
      collaborating
      , as opposed to working individually.

      Incorrect – Right Answer: The Process Writing Approach enables students to work together, that is collaborate , as opposed to working individually.

      Collaborating fits the answer better. Maybe just a typo.

      • #278359
        Janice C.
        Keymaster

        Thank you, Paul. It has been amended.

    • #278400
      Paul Wiseman
      Participant

      Sub-Skills and Stages in Writing

      Hi, having trouble with the second exercise. What are the correct answers? I have:

      lead-in: introducing the topic.
      Brainstorming: generating as many ideas relating to the topic as possible (the value of ideas is of no importance at this stage).
      Introduction of the main task: students need to know what they are going to write, why and who the audience is.
      First draft: finding the language to express ideas in order to get reader reactions and corrections.
      Peer check and feedback on the first draft.
      Selecting and grouping ideas into paragraphs, ordering these paragraphs into a sequence.
      Editing: checking for the language, clarity of ideas expressed, repetitions, etc.
      Peer check and feedback on the second draft.
      Redrafting: reorganising the text based on feedback in order to make ideas clearer.
      Presentation stage: final version of students’ texts are presented to the rest of the class
      Final version: writing the final version of the text based on feedback.

      A suggestion might be to highlight the options that are correct in green as in other exercises.

      • #278407
        Gabi Kotlubaj
        Moderator

        Hi Paul,

        Here are the correct answers: (the idea is that task is set right after the lead-in, before any further brainstorming and/or organising ideas activities. Editing is one of the final stages in the process writing approach; multiple redrafting take place throughout the writing process though).

        Lead-in: introducing the topic.

        Introduction of the main task: students need to know what they are going to write, why and who the audience is.

        Brainstorming: generating as many ideas relating to the topic as possible (the value of ideas is of no importance at this stage).

        Selecting and grouping ideas into paragraphs, ordering these paragraphs into a sequence.

        First draft: finding the language to express ideas in order to get reader reactions and corrections.

        Peer check and feedback.

        Redrafting: reorganising the text based on feedback in order to make ideas clearer.

        Peer check and feedback.

        Final version: writing the final version of the text based on feedback.

        Editing: checking for the language, clarity of ideas expressed, repetition, etc.

        Presentation stage: final version of students’ texts are presented to the rest of the class.

        Hope this is helpful.

        Thank you for your suggestions- we will definitely be changing the way feedback on tasks is provided by indicating incorrect answers.

    • #278412
      Paul Wiseman
      Participant

      Writing Skills Module Summary Quiz

      A small typo:

      One of the options for the first question is: ordering information into paragraph. Should be paragraphs.

      • #278488
        Janice C.
        Keymaster

        Thanks Paul. The typo has been fixed.

    • #278476
      Paul Wiseman
      Participant

      Presenting Grammar 1 – Stages and Aims of the PPP Approach

      Struggling with exercise 4B putting stages of a grammar lesson in order. There is a lot of information to have to scroll between. Also, on exercises like this, once a correct option is in place, could it be highlighted in green?

    • #278484
      Gabi Kotlubaj
      Moderator

      Hey Paul,

      Do you think the issue here is the level of difficulty of this particular task, or rather the level of guidance provided and the fact that incorrect answers are not clearly indicated so you don’t know what to correct? I would really appreciate your thoughts on this- thank you!

      Here are the correct answers:

      Stages of a Grammar Presentation Via a Text

      Warmer/lead-in; building context (exercise 2).

      Students read to get a general understanding of the text and to check their predictions (exercise 3).

      Pre-teach essential lexis.
      At this stage the coursebook leaves the teacher to step in and predict the blocking vocabulary.
      Pre-set general comprehension questions about the text (students read the questions first to ensure they understand them).

      Students read and answer the comprehension questions (exercise 4).

      Direct students’ attention to examples of the target language in the text (exercise 6b).

      Concept-check the target language from these examples (Meaning) (exercise 6b).

      At this stage of the lesson, the coursebook leaves the teacher to step in and clarify the meaning of the grammar using a variety of techniques, including concept checking questions and timelines.
      Elicit and highlight the form of the target language from the examples (Form) (exercise 6b).

      Coursebooks often refer students to a grammar reference page at the end of the book. The teacher should step in and include a stage to explicitly clarify the form of the grammar.
      Elicit, model and drill examples of the target language (Pronunciation).

      Course books often do not have explicit work on pronunciation. Therefore, the teacher needs to step in and clarify the pronunciation of the grammar, including stress, intonation and other features of pronunciation such as weak forms and connected speech, using a variety of techniques.
      Continue with controlled practice (exercise 7).

      Continue with freer practice (exercise 8a and 8b).

    • #278490
      Paul Wiseman
      Participant

      I think it would help if incorrect answers are indicated and correct answers shown in green. At the moment, it shows everything as incorrect. Hard to know what to correct. The difficulty is probably about right.

      • #278492
        Gabi Kotlubaj
        Moderator

        brilliant! thank you!! this is very very helpful. thanks again

      • #278494
        Leon
        Keymaster

        Hello Paul,

        Our developers are working on this as we speak, each drag and drop item will have a correct/incorrect indicator instead of the drop area. Thank you very much for this feedback.

    • #278503
      Paul Wiseman
      Participant

      Features of a Good Presentation

      What NOT to Do When Presenting Grammar

      There is a technical glitch on this. On: Meaning can only be clarified effectively in a clear context! Context can be introduced via a reading, a listening a situation.

      A reading will not be accepted as the correct answer. It won’t accept any answer as correct. All the other answers show as correct. Cannot proceed to the quiz.

      • #278536
        Leon
        Keymaster

        Hello Paul,

        Thank you for spotting this error, it has been fixed. I have also raised this task for review by the academic team.

        Correct answers as below:
        Meaning can only be clarified effectively in a clear context! Context can be introduced via a reading, a listening or a situation.

    • #278538
      Paul Wiseman
      Participant

      Clarifying Grammar 1 – Meaning

      Small typo. One of the sentences for 7B reads Karen goes France every month. goes TO France.

      • #278697
        Janice C.
        Keymaster

        Thanks Paul. This has now been fixed.

    • #278540
      Paul Wiseman
      Participant

      Clarifying Grammar 1 – Meaning Quiz

      Small typo. Last question of the quiz gives as an option closed closed.

      • #278700
        Janice C.
        Keymaster

        Thanks Paul. This has now been fixed.

    • #278663
      Paul Wiseman
      Participant

      Identifying Collocations, Fixed Phrases and Idioms

      Exercise 2A might have a bug as an option doesn’t appear as correct whichever type of collocation it is put against. Perhaps you need to get every single option correct for it to show as correct? In which case I need the answers.

      • #278693
        Janice C.
        Keymaster

        Hello Paul,

        Our developers are currently working on this, each drag and drop item will have a correct/incorrect indicator instead of the drop area. Thank you =)

        Here are the correct answers:

        Adjective + noun collocation
        premature death; common problem;
        chronic disease; healthy people; rapid heart rate; significant effect

        Verb + noun collocation
        reduce risk; lift weights;
        have an effect; take exercise; burn calories

        Noun + noun collocation
        heart rate; heart condition; heart attack; heart rhythm; lifestyle habits; lifestyle choices

        Verb + adverb
        rose dramatically

        Verb + preposition (+ object) collocation
        protect against (diseases); risk of (dying); based on (a study); piece of (evidence)

    • #278665
      valentinakarpeiko
      Participant

      Hello
      I have problems with task 7B (Sub-Skills and Stages in Writing). I’m sure I’m right, but sentences are constantly highlighted red.
      My answers are:
      Lead-in: introducing the topic.
      Introduction of the main task: students need to know what they are going to write, why and who the audience is.
      Brainstorming: generating as many ideas relating to the topic as possible (the value of ideas is of no importance at this stage).
      Selecting and grouping ideas into paragraphs, ordering these paragraphs into a sequence.
      First draft: finding the language to express ideas in order to get reader reactions and corrections.
      Peer check and feedback on the first draft.
      Redrafting: reorganising the text based on feedback in order to make ideas clearer.
      Peer check and feedback on the second draft.
      Editing: checking for the language, clarity of ideas expressed, repetitions, etc.
      Final version: writing the final version of the text based on feedback.
      Presentation stage: final version of students’ texts are presented to the rest of the class

      • #278688
        Janice C.
        Keymaster

        Hello Valentina,

        Here are the correct answers: (the idea is that task is set right after the lead-in, before any further brainstorming and/or organising ideas activities. Editing is one of the final stages in the process writing approach; multiple redrafting take place throughout the writing process though).

        Lead-in: introducing the topic.

        Introduction of the main task: students need to know what they are going to write, why and who the audience is.

        Brainstorming: generating as many ideas relating to the topic as possible (the value of ideas is of no importance at this stage).

        Selecting and grouping ideas into paragraphs, ordering these paragraphs into a sequence.

        First draft: finding the language to express ideas in order to get reader reactions and corrections.

        Peer check and feedback.

        Redrafting: reorganising the text based on feedback in order to make ideas clearer.

        Peer check and feedback.

        Final version: writing the final version of the text based on feedback.

        Editing: checking for the language, clarity of ideas expressed, repetition, etc.

        Presentation stage: final version of students’ texts are presented to the rest of the class.

        Hope this is helpful.

    • #278670
      Hanna Klimenteva
      Participant

      And I’m struggling with this – Tips for a Successful Writing Lesson – it’s constantly red, that makes me feel frustrated as it’s unclear if some of the answers are right or not

      • #278718
        Gabi Kotlubaj
        Moderator

        Hi Hanna,
        so sorry you feel frustrated- this seems to be an ongoing issue with answers that are not indicated as incorrect. we are working on this issue as we speak so it will be much more straightforward for people who will have to do the same tasks as you are doing now.

        Janice will give you the correct answers in a jiffy so you can deal with this hurdle;=)

        many thanks for your patience and help!

      • #278720
        Janice C.
        Keymaster

        Hi Hanna,
        Our developers are currently working on this, each drag and drop item will have a correct/incorrect indicator instead of the drop area. Thank you very much for this feedback. =)

        Here are the correct answers:

        Give students a good reason for writing and make it meaningful.

        Know your students – carry out needs analysis and only choose relevant tasks!

        Take it one step at a time – break the writing process into manageable chunks.

        Make sure you have a good lead-in for your writing lesson- this will help you get students engaged with the material from the start!

        Plan plenty of speaking opportunities for students.
        Practising writing can do wonders for students speaking! Make sure you use every opportunity to encourage students to collaborate and speak.

        Pick and choose from the two approaches to writing. Do not think you only have to follow one approach throughout the lesson.

        Have students correct each other’s writing. Use peer correction as much as possible.

        Involve students in the correction process by using a correction code to elicit self-correction.

        Make a writing lesson a positive experience – do not just focus on errors, highlight good language as well!

    • #278783
      Paul Wiseman
      Participant

      Clarifying Lexis 2 – Form and Pronunciation – Demonstration Lesson

      Technical issue with this quiz. Quiz doesn’t show reset option to restart quiz.

      • #278814
        Leon
        Keymaster

        Hi Paul, thanks for this feedback, the reset button has been enabled. Please refresh the page and you should be able to continue.

    • #278843
      valentinakarpeiko
      Participant

      Hello!
      I have some problems with Features of a Good Presentation Quiz.
      I think that in sentence “Students can only see …. in language if they are presented with enough examples of the target structure” the answer is “pappetrn”. Am I right?
      I can’t get this Quiz over with.
      Please, help me

      • #278848
        Janice C.
        Keymaster

        Hi Valentina,

        Here is the correct answer:
        Students can only see …patterns… in language if they are presented with enough examples of the target structure.

        Hope it helps. 🙂

    • #278850
      Paul Wiseman
      Participant

      Your Turn – Analysing Form and Pronunciation Quiz

      Only two questions for the quiz, but I can’t seem to get the right answer!

      • #278859
        Janice C.
        Keymaster

        Hi Paul,

        Here are the correct answers:
        1. When dealing with the form of a new lexical item, the teacher should clarify …
        > spelling of the new word.
        > part of speech.
        > number of syllables.
        > stress.

        2. Which of the following would you also clarify when dealing with form?
        > affixations (dis-, un-, -ly, -ness, etc.)
        > singular/plural forms
        > spelling irregularities (e.g. knife/knives; tidy/tidied, heavy/heavier, beautiful/beautifully, etc.)
        > countable/uncountable nouns
        > regular/irregular verbs

        Could you let us know if you find these two questions confusing or too difficult? Our academic team could look into redesigning them. Thank you ever so much.

      • #280348
        Paul Wiseman
        Participant

        Hi, I don’t think the questions are necessarily too confusing. I don’t think I took enough time to absorb the material before doing the quiz. That said, there are a lot of activities/quizzes in each module. It does sometimes feel a bit overwhelming!

    • #282223
      Paul Wiseman
      Participant

      Assessing Coursebook Material Quiz

      The presentation of the target language should take shorter than controlled and freer practice activities.

      Should be shorter or /take less time than controlled…

      • #286397
        Janice C.
        Keymaster

        Hi Paul, it has now been fixed. Thank you =)

    • #282253
      valentinakarpeiko
      Participant

      Hello!
      I have problems with Lexis Practice Activities.
      the sample practice activities are not seen. there are only blank sheets.

      • #286394
        Janice C.
        Keymaster

        Hi Valentina,
        Everything seems to appear okay from our end. Did you scroll down in the embedded PDF to see the rest of the pages? There should be a total of 4 pages (sample a-s). Please let us know. Thank you. =)

    • #282343
      Paul Wiseman
      Participant

      Features of Pronunciation 1 – Sounds Quiz

      Small error. Question: All English vowels are voiced is repeated.

      • #286399
        Janice C.
        Keymaster

        Hi Paul, it has now been fixed. Thank you =)

    • #282408
      Paul Wiseman
      Participant

      Features of Pronunciation 2 – Word Stress


      Typo
      Exercise 4C ‘clap spelt with two p’s

      • #286411
        Janice C.
        Keymaster

        Hi Paul, it has now been fixed. Thank you =)

    • #283989
      Hanna Klimenteva
      Participant

      In Module “Functions” the instructions for this question are not given. We have to choose some options

      Functions can be…
      indirect
      explicit
      cryptic
      transparent

      • #286413
        Janice C.
        Keymaster

        Hi Hanna, we have added further instruction to clarify that there is more than one correct answer. Thank you =)

    • #283998
      Hanna Klimenteva
      Participant

      Features of Functional Language Quiz
      Congratulations! You have completed this lesson.

      I didn’t pass this quiz, but was shown that I did. I cannot do this as I do not have reset button

      • #286415
        Janice C.
        Keymaster

        Hi Hanna, the issue has now been fixed. Please try again. Thank you =)

    • #284072
      Hanna Klimenteva
      Participant

      Demonstration Lesson and Staging

      this page contains [/gt-reveal] when you “click to check answers”

      • #286422
        Janice C.
        Keymaster

        Hi Hanna,
        This has been fixed, thank you. =)

    • #286201
      Hanna Klimenteva
      Participant

      in the Sounds quiz questions are repeated

      All English vowels are voiced.
      True
      False

      All English vowels are voiced.
      True
      False

      • #286381
        Janice C.
        Keymaster

        Hi Hanna,
        Thanks for the head up, the issue has now been fixed. =)

    • #291013
      Oksana Novikova
      Participant

      Hello! I’m struggling with exercise 7B in Features of an Effective Speaking Activity- Example Activities. I believe I’m dragging the tasks into the correct places but still can’t pass the quiz. Please help!

      • #291042
        Janice C.
        Keymaster

        Hello Oksana,

        Here are the correct answers:
        Before the activity
        Teacher establishes context
        Teacher sets up the task and checks instructions

        During the activity
        Teacher monitors (discreetly )
        Teacher takes notes (discreetly)
        Teacher does not interrupt
        Teacher avoids eye contact

        After the activity
        Teacher conducts feedback on content first
        Teacher highlights and praises good use of language
        Teacher conducts error correction

        The answers need to be the exact order. Hope this helps! =)

    • #291029
      nichol302
      Participant

      Is the course bookmarking? I have had to do the first module 4 times and it still wont let me access the quiz and move on. Not a great start….

      • #291031
        nichol302
        Participant

        Should have added that it is not clear what I have to finish – looks to me like all the exercises are done. I will just end up going round in circles.

      • #291040
        Gabi Kotlubaj
        Moderator

        Hi Nichol,

        We are very sorry about the difficulties you are experiencing with accessing the end of module quiz and finishing the first Module. Is there any way you can send us a screenshot of what you see after you complete the last lesson in the module? this will help us understand the problem.

        The course is structured in a way that you can only access the next lesson if you have completed the previous lesson; so if you have managed to get to the end of module summary quiz, it means that you have completed all the tasks in each lesson, and the problem is with the summary quiz.

        Apologies for any frustration this may cause you.

    • #291132
      Hanna Klimenteva
      Participant

      Identifying Strong and Weak Forms

      “Decide which of the underlined words are stressed and which are unstressed by moving them into the right column. The first one has been done for you”.

      I don’t see the first one which is done!
      Could you check it?

      • #291147
        Janice C.
        Keymaster

        Hi Hanna, well spotted! This has been fixed. Please try again and let us know if you experience any further issue.

    • #291136
      Hanna Klimenteva
      Participant

      Sorry to ask, but is beta testing period till 15th October? or deadline changed?

    • #291138
      Paul Wiseman
      Participant

      Identifying Strong and Weak Forms

      These are my answers. Fairly certian they are correct, but didn’t show as correct regardless of which column I put them in.

      possible technical glitch.

      Stressed
      He wasn’t (/’wɒznt/) wearing a mask? (line 9)
      Yes, he was (/’wɒz/). (line10)
      What do you want them for (/’fɔ:/)? (line 12)
      Yes, I do (/’du:/). (line 12)
      Unstressed
      …,waiting for (/fə/) a bus. (line 2)
      What was (/wəz/) he wearing? (line 7)
      Do you (/dju:/ or /dəjə/) have a mobile phone? (line 11)

      • #291149
        Janice C.
        Keymaster

        Hi Paul, We have resolved this issue literately as we speak. Please try again. Thank you =)

    • #302458
      katrinalindley
      Participant

      Not sure if this is the right place to post this, and it might well be an unhelpful comment, but I felt that “Grace” in the “Focus on the Student” listening task sounds rather advanced. Wouldn’t it be better for teachers to get more practise listening to students at a lower (and more common) level, like B1? I’m only in the first module so maybe I’m being too picky right from the start.

      Also in the Focus on The Student Quiz one question says:
      “When carrying out students needs analysis it is NOT relevant to ask about…”
      and there should be an apostrophe: students’

      • #302503
        Gabi Kotlubaj
        Moderator

        Thank you for spotting the typo and thank you for your feedback! We really appreciate every little comment that will help us improve the course.

        Grace is an advanced level student but there will be many more opportunities for trainee teachers to listen to lower level students in later modules.

    • #304174
      Paul Wiseman
      Participant

      Why Lesson Plan? Planning Considerations Quiz

      Having trouble completing this quiz for some reason!

      • #304178
        Janice C.
        Keymaster

        Hello Paul, could you let us know abit more about the issue? Everything seems to work fine from backend. Is it missing buttons at the end of the quiz? Plz do let us know so we can check it ASAP. Thank you 🙂

    • #304213
      Hanna Klimenteva
      Participant

      once I’ve completed the quiz (and got 50%) can I redo it again? There is no buttons to save or to reset. Is 50% my final score or just a bug?

      Why Lesson Plan? Planning Considerations

      • #304546
        Janice C.
        Keymaster

        Hi Hanna, once you have passed the quiz, you will not be able to reset the quiz. No issue has been reported regarding the quiz pass %, so the 50% should be your score achieved for that lesson quiz.

    • #304215
      Hanna Klimenteva
      Participant

      Lesson Planning 1 – Identifying and Defining Aims Quiz

      You require 70% to pass this quiz. Your grade is 50%

      How much do I need to pass?
      Sometimes 50,sometimes 70%

      • #304549
        Janice C.
        Keymaster

        Hi Hanna, we are in the process of updating the pass rate. You will need 50% for both the lesson quizzes and end of module quizzes. Hope this clarifies your enquiry. =)

    • #304221
      Paul Wiseman
      Participant

      Why Lesson Plan? Planning Considerations Quiz

      Regarding the quiz, sorry I just need the answers. Quiz running fine.

      • #304550
        Janice C.
        Keymaster

        Hi Paul,

        Here are the correct answers:

        1. Decide which aspect of lesson planning the following refers to – ‘For this task students are to work in pairs.’
        Answers: teaching procedure

        2. Decide which aspect of lesson planning the following refers to – ‘Teacher provides feedback on the students’ performance in the delayed correction stage.’
        Answers: classroom management

        3. Decide which aspect of lesson planning the following refers to – ‘By the end of the lesson students will have developed their skills of reading for gist and specific information in the context of past memories.’
        Answers: aims

        4. Decide which aspect of lesson planning the following refers to – ‘Two of the students may finish the reading for detail task before the rest of the group.’
        Answers: potential problems

        5. Decide which aspect of lesson planning the following refers to – ‘Teacher asks students to only do the first 3 sentences in activity 1; the remaining sentences are replaced with teacher’s own examples to personalise the activity better.’
        Answers: materials

        6. Decide which aspect of lesson planning the following refers to – ‘…to generate interest and contextualise the target language.’
        Answers: teaching procedure

    • #304583
      Oksana Novikova
      Participant

      Hi, I’ve got some problems with Unit 9A “Tips for a Successful Writing Lesson”. I should put in order Elena’s tips about teaching Writing skills.
      I have tried a lot of variants, but each time I do it, I have one sentence “Make a writing lesson a positive experience – do not just focus on errors, highlight good language as well!!!“, which doesn’t fit any position.
      And I’m upset because I can’t move on, what I’d really like to do.
      9A

      • #304587
        Janice C.
        Keymaster

        Hi Oksana, thank you for letting us know. We have now fixed the glitch in the system. Your answers are correct, please try again. It should be all good to go. We apologise for any inconvenience caused. =(

    • #304803
      Hanna Klimenteva
      Participant

      Sorry, but this has some elements of code in b) Teacher leads an pen class discussion…

      Maximising Student Interaction – TTT and STT

      • #304813
        Janice C.
        Keymaster

        Hi Hanan, did you find the same problem elsewhere? Please let us know so we can help. =)

    • #304804
      Hanna Klimenteva
      Participant

      and the same https://galleryteachers.com/lesson/maximising-student-interaction-ttt-and-stt/

      the first task has 5 possible answers and six boxes – where is one extra?

      • #304812
        Janice C.
        Keymaster

        Hi Hanna, the bug has been fixed. Please refresh the page. Thank you =)

    • #305430
      l.koval.l25
      Participant

      Hello!
      TYPO
      Features of an Effective Speaking Activity- Example Activities
      8B
      …and answer the tree questions below – THREE

      • #305431
        Gabi Kotlubaj
        Moderator

        Thank you!!

      • #305433
        Janice C.
        Keymaster

        Thank you for spotting the typo. It has been corrected.

    • #305437
      l.koval.l25
      Participant

      Tips for a Successful Speaking Lesson
      10A Exercise
      Look at the tips for effective elicitation below. Fill in the gaps with the words provided.

      1 – I don’t see any gaps. Looks like all the words and phrases are already filled in

      2- Matching solutions to problems is 100% obvious as they come in alphabetical order. I think random letters should be used instead, otherwise dragging letter doesn’t make any sense

      • #305446
        Janice C.
        Keymaster

        Thank you for spotting this. We have updated the lesson with the correct instruction.

        Regarding the second point, we have forward to the academic team for review. Thank you =)

    • #305456
      Hanna Klimenteva
      Participant
      • #305501
        Janice C.
        Keymaster

        Thank you, Hanna. The bug has been fixed. =)

    • #305546
      Hanna Klimenteva
      Participant

      https://galleryteachers.com/lesson/error-correction-1-types-and-sources-of-errors/

      I cannot drag the sentences out of their common box, it seems not working

      • #305552
        Janice C.
        Keymaster

        Hi Hanna, we have fixed the bug, plz refresh the lesson, and it should all good. =)

    • #305640
      Hanna Klimenteva
      Participant

      Hi again! Sorry to ask here, but I noticed that all my membership points disappeared as I wanted to pay participation in one of the giveaways. Is this a bug or policy towards points changed?

      • #305751
        Janice C.
        Keymaster

        Dear Hanna, We are depreciating the current membership points system, there is no immediate plan to work on a replacement. There will be an email sending out to you and other users with remaining MP later this week to provide you with 5000 MP worth of balance to spend in our giveaway contest. Thank you =)

    • #305818
      Elizabeth Pillolo
      Participant

      Hello, I have just started the grammar awareness course and can’t get past the first exercises on parts of speech. I am sure my answers are all correct but most of them are signed in red. What should I do? Thanks.

      • #305828
        Leon
        Keymaster

        Hello Elizabeth,

        Sorry for the issue you have experienced. Are you stuck at the last task?

        The gap fill is CAP sensitive, could you try again using small caps apart from Conjunctions?

        Unlike the main TEFL course, the Language Awareness Course has just launched at 9pm today. So we are still putting in some final touches. Please let me know if you require further assistance =].

    • #305835
      Elizabeth Pillolo
      Participant

      Hello Leon, even the examples in the unscramble exercise are all marked in red. Thanks for your immediate assistance 🙂

      • #305843
        Leon
        Keymaster

        Hello Elizabeth,

        Here are the correct answer for the unscramble task:

        NOUN
        VERB
        ADJECTIVE
        ADVERB
        PRONOUN
        PREPOSITION
        CONJUNCTION
        INTERJECTION

        Please first try to refresh the page by pressing “F5” on your keyboard. Then drag and drop the cards into correct order and click on the “check answers” button. If its is still showing red, could you please send us a screenshot at membership@galleryteachers.com?

    • #305949
      debneath1
      Participant

      Hello 🙂

      A couple of bugs in the first exercises:

      In Exercise 1A the examples only turn green if you put ‘table, athlete’ for every question. Also, in 1B the final answer only turns green if you put ‘interjections’, rather than ‘interjection’.

      • #305962
        Leon
        Keymaster

        Hello,

        Really sorry about the issues you are experiencing.

        You are right the task answers for 1B did not save correctly and it has now been rectified!

        About interjections for the gap fill, we have sent this for academic review.

        Thank you very much for helping us making this course better.

    • #306186
      l.koval.l25
      Participant

      WRITING SKILLS
      8D EXERCISE

      “…help me and to meet with me some day…..” – this part of the sentence is marked as having a spelling error

      • #306188
        Gabi Kotlubaj
        Moderator

        hi

        well spotted! ;=) as this word can actually be spelled either way (as one or two words) we have decided to remove it from the task. our tech team will soon be addressing this issue. thank you very much for bringing this to our attention!

    • #306239
      l.koval.l25
      Participant

      Presenting Grammar 1 – Stages and Aims of the PPP Approach
      1. Introduction to 4A EXERCISE
      the word DEVELOP has been jumbled:)

      ….practise and dexamples of the target language in the textevelop receptive skills

      2. After 4A COMMENTARY I’ve spotted this line:
      !– Exercise Format Start –>

      • #306247
        Janice C.
        Keymaster

        Thank you for letting us know. The typo has been fixed. =)

    • #306402
      Hanna Klimenteva
      Participant

      HI! I would like to ask – we don’t have to take the final test, right? I don’t see the link on the final page

      • #308983
        Janice C.
        Keymaster

        Hi Hanna, we have enabled the final test for your account. You can now view the final test. Have a good day! =)

    • #307048
      anneharper333
      Participant

      hi

      On ‘Presenting Grammar 1’ there’s a small typo in Ex 1 – ‘listing’ instead of ‘listening’:

      ”The text (Is it listing, reading, video, etc.?)”

      Also whilst doing this lesson (I don’t know if it’s just me but) I did find the sequencing exercise quite difficult. Firstly there are a lot of points to drag and drop which makes manipulating them and keeping them all visible on your screen at the same time difficult. (They don’t always ‘land’ where you want them to either). Secondly it is quite relentless if you keep getting the sequence wrong as there is little in the way of a steer to the correct sequence if you’ve simply missed the point of the exercise!. I wonder if it would be helpful to simply list the answers somewhere as it gets quite frustrating to keep trying numerous permutations without any help. Just a thought

      • #307063
        Gabi Kotlubaj
        Moderator

        thank you very much Anne! the typo has already been addressed and we are looking into how to make the sequencing task a bit more manageable. thank you very much, feedback like this is truly helpful.

        as you work through the course you will see that the modules dealing with systems are a bit more difficult than the skills modules- the actual content is more meaty and it is not easy to grade it online.

        any more reflections on the level of difficulty of individual tasks will be much much appreciated.

        thank you!

    • #307067
      anneharper333
      Participant

      small typo in Clarifying Grammar 1- Meaning

      ”Clarifying the infinitive of purpose (She goes to the part to walk her dog.)”

      Should be ‘park’

    • #307110
      anneharper333
      Participant

      Clarifying grammar ex 8c. I think the third box in the pdf ‘substitution tables’ should read ‘base form + ing’.

      On another note, I don’t know if this is the right place to reflect on this, but I’m wondering if the Grammar module is just a bit too long? It seems to go on forever and wonder if it could be split into 2 modules? Also I don’t know if other people are finding the same thing, but some of the individual lessons within this module are feeling a bit too long to complete in one go, just a thought…

      • #307112
        Gabi Kotlubaj
        Moderator

        Morning Anne. just checked- you are absolutely right about the mistake in ex 8c; it should be base form +ing. I have already flagged this to out tech team so this should be addressed at some point today.

        we haven’t had any feedback about the length of the lessons so far; however, some people within our team expressed similar thoughts in the past, so maybe this is something we should consider. We have already decided to limit the number of tasks per lesson to 4; this is already our policy for the specialist modules that we will be releasing at the beginning of 2021

        At the moment, modules dealing with language systems have about 8-10 tasks more than skills modules-language analysis and clarification of the main teaching approaches add to the length of the modules, I’m afraid. To be honest, I cant see how we could immediately shorten the system-based modules within the course, but we will most certainly add your suggestion to the list of all other considerations related to any further improvements of the quality of the course.

        Thank you again for taking the time to give us this really valuable feedback, Anne.

    • #307353
      anneharper333
      Participant

      Lesson ‘Analysing Grammar for teaching purposes….’, the Task is to analyse the statement ‘Your plane is leaving London’ but the answer given uses the statement ‘You’re flying to London’ – a bit confusing!

      • #307417
        Gabi Kotlubaj
        Moderator

        thank you, Anne! this will be addressed first thing tomorrow. thanks again!

    • #307646
      anneharper333
      Participant

      Approaches to teaching Lexis quiz
      A little problem with grammar here:

      Q2: Controlled and freer practice are part of the lesson.

      Do the above statement refers to teaching lexis as the main aim, pre-teaching lexis in a skills lesson or both?

      • #307665
        Gabi Kotlubaj
        Moderator

        Hi Anne,
        thanks for this! I actually spotted this myself a couple of days and it was added to the editing notes for the tech team to change. I can confirm it has already been changed- I just checked.

        thanks again!

    • #307648
      anneharper333
      Participant

      same problem with the subsequent questions in the quiz

    • #307654
      anneharper333
      Participant

      Lesson 11 – Strategies for Recording and Recycling Language
      Task 11b Answers on pdf

      Typo in ‘filtier’ (‘h’ missing)

      • #307667
        Gabi Kotlubaj
        Moderator

        already changed and the updated PDF version will be reuploded within the next couple of hours.

        many thanks, Anne!

    • #308119
      anneharper333
      Participant

      Analysing function for teaching purposes
      Ex 4a

      ‘Remember the set of sentences to express the function of offers you looked at in the previous lesson ‘

      I think there is a mistake here : I think ‘offers’ should read ‘requests’

      • #308125
        Gabi Kotlubaj
        Moderator

        Hi Anne,

        you are absolutely right! it should read ‘requests’

        thank you, thank you, thank you!

    • #308347
      anneharper333
      Participant

      Bug on ‘Features of Pronunciation 1’

      If you press the tab at the bottom of this lesson to do the quiz the message that comes up is:

      ‘Please sign up for the course before taking this quiz.’

    • #308695
      anneharper333
      Participant

      Features of Pronunciation 5 – Intonation Quiz
      Questions 5-9

      I think some of the examples provided to illustrate intonation are not as clearcut as the quiz might suggest. I wonder if ALL these examples might be said with the reverse intonation at the end (this is the way I read each one of them!!) . I think it all depends on WHICH word is being stressed in the sentence, and the attitude of the speaker (which is unknown in each case). For eg if stress is on 5) do (and attitude is to stress the affirmative) /6) that (with an effort to indicate the position of something) 7) have (speaker merely seeking confirmation) 8) know (this being a statement of surprise) 9) know and don’t (this being an affirmation) the correct answer would be the opposite of the one provided

      • #308703
        Gabi Kotlubaj
        Moderator

        Hi Anne,

        Thank you for this feedback.

        You are absolutely right that the examples to illustrate intonation in the quiz may not be clear-cut and , of course, ALL these examples might be said with the reverse intonation at the end ( the way you read each one of them). However, the quiz questions can only test course takers on the use of grammatical intonation (how the intonation changes depending on the grammar structure).As you have stated it yourself, it is impossible to give clear-cut examples of attitudinal intonation; we can only raise trainees’ awareness of this concept (we attempted just that in task 8B), it is impossible to test anybody on the use of attitudinal intonation simply because there are no apparent patterns.

        This exactly is the problem when teaching intonation in the classroom- some people go as far as to say that intonation can not be taught as a language system.

        As an initial tefl training qualification, this course aims to give newly qualified teachers the very basic understanding of what is involved in teaching intonation to language students, and how challenging this can be.

        A few generally accepted patterns for intonation teaching purposes (typically found in published coursebooks) have been summarised in the trainer’s commentary section as a guidance, and ALL the quiz questions have been designed to reflect the very patterns we introduce in the lesson in order to ensure fairness of the questions.

        I’ll try to justify this below by supporting each quiz question and indicated correct answer with the trainer’s commentary section from the actual lesson:

        Q 5 ‘Yes, I do.’
        Trainer’s commentary: Short answers are usually intonated down.
        Yes, I can.↘ ‘

        Q6 Where did you find that?
        Trainer’s commentary: When asking wh-questions (information questions), the intonation typically drops at the end of the question.
        ‘Where did you go? ↘

        Q7 Do you have it?
        Trainer’s commentary: When asking Yes/No questions, the intonation typically rises.
        ‘Did you go out last night? ↗

        Q8 You know her, do you? (speaker is sure the answer is ‘yes’)
        Q9 You know her, don’t you? (speaker is not sure what the answer is)
        Trainer’s commentary: When using question tags, the intonation drops at the end of the question tag when we are chatting, but rises when we are checking information.
        You went out last night, didn’t you? ↘ (chatting)
        You went out last night, didn’t you? ↗ (checking)

        Thank you again for your feedback , Anne! This is really helpful- based on what you have said, we will change the questions slightly by adding a clarification that the questions have to be answered according to the rules of grammatical, not attitudinal intonation to avoid any confusion.

    • #309281
      anneharper333
      Participant

      hi another bug in the following lesson:

      Lesson Planning 4 – Anticipating Problems – Language Analysis

      when attempting to access the quiz the following message pops up:

      Please sign up for the course before taking this quiz.

      This seems to be a recurring problem!

    • #309362
      anneharper333
      Participant

      Hi

      Please help – I’ve been thrown out again! I can’t get access to the Quiz after completing the following lesson:

      ‘Error Correction 3 – The Who and The How’

      As I have already reported several times, this seems to be a recurring problem. I’ve tried signing out and logging on again several times to no avail

      Thank you

      • #309389
        Janice C.
        Keymaster

        Hi Anne, we are sorry that you are experiencing this issue again. Just to clarify, did you leave the browser inactive for a while when this happened? Or you were doing the course and it just suddenly happened as you go? Did you login to the website before starting the exercise? Also, could you also let us know which browser you are using? Our IT team is still investigating this, any further details will be great as there has been no other case of a similar issue reported.

        Meanwhile, we’d recommend login in again via My Courses should this happens again. Once again, we apologise for any inconvenience caused. Please bear with us.

    • #309364
      anneharper333
      Participant

      Lesson Planning 4 quiz

      ‘Students may not hear it that the ‘n’ at the end of the word ‘column’ is silent.’

      Might sound better either to remove the word ‘it’ here or to re-phrase the sentence as follows:
      ‘Students may not hear the silent ‘n’ (or – better still – realise that the letter ‘n’ is silent) at the end of the word ‘column’ ‘

    • #310184
      l.koval.l25
      Participant

      Features of Pronunciation 5 – Intonation 8C

      TASK Matching the correct sentence beginning
      One of the beginnings features HelpS students , while others are imperatives

    • #310528
      l.koval.l25
      Participant

      Classroom management
      Error correction 2, 6B
      Instruction: …drag the appropriate teaching situations you considered in task 6B….. – should be in task 6A

      • #310579
        Janice C.
        Keymaster

        Thank you for letting us know. The typo has been fixed. Have a good day! =)

Viewing 70 reply threads
  • You must be logged in to reply to this topic.