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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

1The person receiving the message can immediately ask for clarification.Oral
2The message can be misunderstood.Oral & written
3There is often an immediate response.Oral
4The message can be revisited many times and considered carefully.Written
5The message is supported by punctuation, bold/italics/underlining, colour and other input such as images or video.Written
6The response is often delayed.Written
7The message is usually only received once (unless it is recorded)Oral
8The message has a communicative purpose.Oral & written
9The message is supported by pauses, tone of voice, facial expressions, gestures and other non-verbal communication.Oral
10If there is a misunderstanding, it might take time to solve.Oral & written
11There’s usually a permanent record of the message.Written

Oral communication

1Recognize and produce the weak form of “do” and “have” in contractions.Unit:3,5,8
2Express and show gratitude.Unit:9
3Express opinions in simple sentence.Unit:7
4Exchange routine greetings and courtesies.Unit:1
5Lead and follow.Unit:7


1The smallest unit sound is called a phoneme?True
2A diphthong a combination sounds?False
3The word “pushed” has 5 phonemes (sounds)?False
4People with different English accents pronounce some phonemes?True
5Which of these words has the short vowel sound?Little
6Which of these is the schwa?/a/
7Which of these words has the sound /3/?Bird
8Which word does not rhyme with the others?There
9Which of these consonant sounds is unvoiced?/f/
10Which of these consonant sounds is voiced?/z/

4 Column

1To 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
2Your students weak pointsKnow
3The teacher (drilling).Repeat after
4vowel 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.
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.

1The purpose of learning a language is only to speak betterFalse
2Clear, plain instructions for oral communicative classroom activities are less important than good lesson planning.False
3In both oral and written communication there can be misunderstandings.True
4The textbooks are supposed to follow the standards of oral communication skills as given in the National Curriculum.True
5Second language learning enables the learner to better understand their
6Oral communication skills in a second language needs proper lesson planning for primary level learners.True
7Oral instructions in groups to use polite expression to seek attentionPretend to be a teacher and a student.
Perform a role play starting with this phrase; “Miss, may I ask something please?”
8The stress in a sentence is usually
placed on
Noun, main verbs, adjectives and adverbs.
9Use appropriate expression in
conversation to offer and accept apology
(learn and use” I’m sorry” and it’s ok” in a
10Primary level learners need to develop fluency as much as accuracy.True
11When communicating orally or in writing, it’s important to use appropriate language for the situation and the person you are communicating with.True
12Student Learning Outcomes develop from lower to higher grade levels under each benchmark.True
13Select the best textbook activity [Standard 1,Benchmark, 1: ‘’Identify one-syllable word that rhyme’’ (Grad 1)]Complete the sentence with the correct word:


= 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 feelComfortable
If a smile will help.Smile!
Eye contact isExtremely important
It is a extremely important for the teacher to beGenuine with the learners.
Respect your learnersAllow 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
1-2Recitation of poems. ‘’show and tell’’ activities
3-5Role playsconversationsDiscussions
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 friendYes
Following classroom rolesNo
Doing small choresYes
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 toEat biryani because it’s very Tasty.
I don’t like toDo my homework right after school because it’s very Tiresome.
I like toEat a boiled egg because it is Healthy Healthy.
I don’t like toLearn tables by heart because it’s Boring.
I like toEat ice cream because it’s Delicious Delicious.
I don’t like toVisit 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 activitiesA
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

1My name isAbd ul sattar
2I have two daughtersIrha and Imad Iman
3We love to eatBiryani on weekend
4My all-time favorite book isBang e Dira by Alama Iqbal
5I usually don’t let my familyUse the phone on the dining table.
6We don’t drinkPepsi after meals.

Unit: 2 Quiz:

Note: Everyone will have five different questions.

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


Reflection Questions=Q.1:1,2,4,5,6Q: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.


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 context1,2,3,5,6

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 understanding3:Give thinking time4:give an example
post1: Concludegive feedback/error correction
Understand the meaning of the phrasesHow do you say this in Urdu?
Recognize the phrases when they hear themListen, and repeat.
Know how to say the phrasesListen, and repeat.
Know how to respond to a prompt or questionWhen I ask, ‘’How are you’’. What do you say?
Listen to an example dialogueNazia, 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.
Aim: to provide oral communication practice.
Procedure: Divide learners into pairs. They perform the role play.
Correcting learners while they are speaking in the classroom makes oral
communication activities highly effective.
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.
Learners will get more speaking practice if the teacher asks the questions, rather
than if the ask an answer questions in pairs.
Listening to an example dialogue helps learners to see what is expected in an oral
communication activity.
Oral communication activities can be practiced in the Language Focus section of
the textbook.
Providing learners with a word bank related to a specific activity is the most
significant factor in supporting them to be good speakers.
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.’’

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