TEFL/TESOL Certification Teaching Specific Learners and Skills Areas Flashcards

24 sample cards from the Teaching Specific Learners and Skills Areas deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. What key language and skills are needed for business negotiations?

   Language for stating positions, making and rejecting proposals, conditionals for bargaining ("If you..., then we..."), expressing concessions, diplomatic/hedging language to stay polite, and reaching/confirming agreement.

2. Why is diplomatic (softening/hedging) language emphasized in business negotiations and meetings?

   Because directness can seem rude or threaten relationships; hedging ("I'm afraid," "perhaps we could," "that might be difficult") allows disagreement and bargaining while saving face and maintaining a cooperative professional tone.

3. What are the conventions of professional/formal email writing to teach Business English students?

   Clear subject line, appropriate salutation, concise purpose-driven paragraphs, polite/formal register and fixed phrases, clear call to action, professional sign-off, and correct formatting—plus awareness of formal vs. informal tone choices.

4. How does a formal business email differ from an informal one in register?

   Formal: full forms, no contractions, polite fixed phrases ("I am writing to...," "Please find attached"), neutral tone, full salutation/closing. Informal: contractions, shorter, friendly, first names, casual openings/closings. Register is matched to recipient and relationship.

5. What is the standard structure of a business report?

   Title, executive summary/introduction (purpose and scope), findings/body organized with headings, conclusions, and recommendations—often with an appendix. Reports use formal, objective, impersonal language.

6. Define differentiation in the context of a mixed-level (mixed-ability) class.

   Differentiation is adapting teaching so all learners can access and progress despite differing levels—by varying tasks, support, expected outcomes, grouping, and pace—so stronger learners are challenged and weaker learners are not left behind.

7. Give three practical techniques for teaching a mixed-ability class.

   Differentiate by task (graded/tiered worksheets), differentiate by outcome (same task, varied expected responses), and use flexible grouping (mixed-ability pairs where strong help weak, or like-level groups). Also: open-ended tasks, fast-finisher extension activities, and varied questioning.

8. What is the difference between differentiation "by task" and "by outcome"?

   By task: learners get different versions/levels of an activity matched to ability. By outcome: all learners do the same task but are expected to produce work at different levels of complexity. Both let one class serve multiple levels simultaneously.

9. What is the difference between "learning difficulties" and "learning differences/styles" in an inclusive classroom?

   Learning difficulties (e.g., dyslexia, dyspraxia, ADHD) are specific conditions affecting how a learner processes information and may require accommodations. Learning differences/styles refer to varied preferences and paces among all learners. Awareness of both supports inclusive teaching.

10. How can a teacher support a learner with dyslexia in the language classroom?

    Use multi-sensory input, larger/clear fonts and colored overlays/paper, avoid dense text and copying from the board, give extra time, present instructions orally and in writing, chunk information, and emphasize phonics and repetition without penalizing spelling unfairly.

11. What does "accessibility" mean in language teaching, and give examples of accommodations.

    Accessibility means designing lessons and materials so all learners, including those with disabilities, can fully participate. Examples: large/clear print, captioned audio/video, screen-reader-friendly digital files, seating for hearing/vision needs, extra time, and varied modes of presenting content.

12. Distinguish a monolingual class from a multilingual class.

    A monolingual class: all students share the same first language (L1). A multilingual class: students come from different L1 backgrounds, so English is often the only shared language.

13. What are advantages and disadvantages of teaching a monolingual group?

    Advantages: shared L1 allows targeted help with predictable errors and selective L1 use for explanations/discipline. Disadvantages: learners default to L1 for communication, English may feel artificial, and there's less authentic need to use the target language.

14. What are advantages and disadvantages of teaching a multilingual group?

    Advantages: English is the genuine common language, maximizing real communication and reducing L1 reliance. Disadvantages: diverse error patterns and cultural backgrounds, no shared L1 for quick explanation, and varied levels needing more differentiation.

15. How does the role of L1 (translation) differ between monolingual and multilingual classes?

    In monolingual classes the teacher may strategically use the shared L1 for clarification, comparison, and instructions. In multilingual classes there is no common L1, so teaching must rely on English, visuals, demonstration, and concept checking rather than translation.

16. Why must a children's lesson include a balance of "stirring" and "settling" activities?

    Stirring activities (games, movement) raise energy and engagement; settling activities (coloring, quiet listening) calm the class. Balancing them manages children's energy levels, prevents overexcitement or boredom, and keeps the class controllable.

17. What is a learning contract in adult/one-to-one teaching, and what does it cover?

    A mutually agreed plan stating the learner's goals, the responsibilities of teacher and student, the syllabus focus, timeframe, and how progress is measured. It clarifies expectations, increases commitment, and supports the adult learner's self-direction.

18. What concept-checking strategies replace L1 translation in multilingual classes?

    Concept-checking questions (CCQs), timelines for tenses, visuals/realia and mime, demonstrations, examples and non-examples, and eliciting—used to convey and verify meaning without relying on a shared first language.

19. Why is rapport considered even more critical in one-to-one and online teaching than in groups?

    Because there is no peer dynamic to absorb pressure or carry the lesson; the entire learning experience depends on the teacher-student relationship, so trust, comfort, and personal connection directly determine engagement and retention.

20. What makes language relevant and motivating specifically for adult professional (ESP) learners?

    Immediate applicability to their job tasks and goals—real workplace scenarios, role-relevant vocabulary, and authentic documents (their own emails, meetings, reports). Seeing direct, practical payoff drives the internal motivation typical of adults.

21. In TPR and young-learner teaching, why is a "silent period" acceptable for children?

    Young learners, like first-language acquirers, often need time to absorb input before producing speech. Allowing comprehension-based response (pointing, doing) without forcing early production reduces anxiety and mirrors natural acquisition.

22. What presentation skill should you teach learners for handling audience questions professionally?

    Inviting questions politely, listening and paraphrasing the question to confirm, answering concisely, using phrases to defer or admit uncertainty ("I'll get back to you on that"), and bridging back to key messages.

23. How should pacing and task length be adjusted across child, teen, and adult learners?

    Children: many very short (a few minutes), varied, active tasks. Teens: moderate tasks with relevance, choice, and collaboration. Adults: longer, focused, problem-centered tasks that draw on experience—attention span and need for relevance increase with age.

24. What is the recommended approach to error correction with teenagers versus young children?

    With teens, avoid public correction that causes loss of face—use delayed, private, or self-/peer-correction to protect self-esteem. With young children, keep correction gentle, immediate where useful, and heavily reformulation/praise-based to keep confidence and motivation high.

What this deck covers

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