British School of Ulaanbaatar

Methodology and Pedagogy Training Application Form

Please read this form carefully before completing it in full.

Date of Application:

1. Personal Details

Family Name: Jagaslaga First Name(s): Aisaule

Nationality: Kazakh

Mother Tongue: Kazakh language

Address: 95472219

Home Phone No:95472219 Work No: 105 Mobile No:

94172608

E-mail(s): [email protected]

Date of birth: 22nd May 1997

Male Female

Present Occupation: Тeacher

2. Education

Secondary Education

Secondary School attended:

Date(s) Qualification(s) Subject(s) Grade(s)

2014-2015 Bachleor English, math 12th grade

Tertiary Education (Graduate and Post-graduate)

Date(s) Institution(s) Degree(s) / Subject(s)

Diploma(s)
2015-2019 Khovd university Bachelor

Professional Qualifications

Date(s) Institution(s) Qualification(s) Subject(s)

2019.06.22 Khovd university English teacher

3. Teacher Training and Teaching Experience

a) please provide details of your teaching experience.

Date(s) Institution(s) Details

2021.05.03 First year teacher’s training 3years teaching experience at 105th
school of metropolitan general education

4. Other Work Experience

 5. Is there any other information which you consider relevant to this application?

6. Languages

Languages other than mother tongue. Please comment on your level of proficiency in both spoken and written
language:

7. Reasons for wanting to do the course

Write at least 150 words on why you wish to attend the Teacher Training Course at the British School of
Ulaanbaatar and what you intend to do upon completion of the course.

The reason why I want to attend this course is that I want to improve my teaching skills. I want to know more about
effective skills to teach students vocabulary, grammar, reading, writing, listening and speaking. I want to learn other
teachers' experience of teaching English language. I want to learn about effective ways to make lesson plan. After I
complete this course, I want to teach English language at a training center in my free time. I want to share what I
learned from this course with other teachers. I want to make new friends. By attending the course, I can update my
teacher's job skills and work at different organizations. I want to communicate with other teachers.

8. Writing Sample

Effective teachers require particular skills and personality traits. To what extent do you agree or disagree? Write
at least 200 words.

I agree with the statement that effective teachers require particular skills and personality traits. First,
teachers need to use materials when they teach English language. Materials can be realia, visual aids and
other worksheets. Teachers also need to use some equipment such as laptop, speaker and projector.
Teachers need to give students creative tasks. For example, they can give students an essay topic to write
or open ended questions to discuss in class. They need to speak louder when they teach English language
to control students. Second, teachers need to be kind, creative, flexible, patient and follow self-discipline.
They need to set a good example for students. They need to be on time, prepare their lesson before they
teach students and communicate well with other teachers and students. As we all know, teacher's job is
stressful because we need to collect and process data about students. We need to learn to manage our
tasks. We need to learn to make to do list. We need to understand students and listen to their opinion. We
shouldn't discriminate students by their race, religion, gender and abilities. We should treat them equally.
In conclusion, we need to set a good example for students. We need to prepare our materials before we
teach students English language. We need to treat students fairly and learn to use new technologie

Language Analysis Task

Name: Aisaule.J Date of Application:

Please complete the tasks as neatly, as carefully and as fully as you can. You may refer to a dictionary and a
grammar guide. Recommended grammar reference books and dictionaries:

Practical English Usage – Michael Swan (Oxford University Press)

How English Works – Michael Swan and Catherine Walter (Oxford

University Press) Teaching Tenses – Rosemary Aitken (Nelson)

Please note: your answers must be written in the space provided.

Please make and keep a copy of this task as you may be asked to discuss some of your answers during the interview.

SECTION ONE: Language Awareness

Task 1: Focus on Parts of Speech

Read the following sentences and categorise the words into their correct parts of speech:

A small dog ran quickly down the road. It rounded the corner and vanished from my sight.

Nouns Verbs Adjectives Adverbs Articles Conjunctions Pronouns

Dog, road Ran, rounded Small Quickly, down The, a And from It ,my
corner vanished

Task 2: Focus on Tenses

a) In each of the following sentences underline the verb or verbs and identify the tense(s)

Example:

I’m reading a very good book at the moment.

I’m reading a very good book at the moment. - Present Continuous

1. At the station I realised I’d left the tickets at home. Past perfect
 2. I’ve been in Dhaka since last week. -present perfect

3. As soon as he got home, he rang his parents. – past simple

4. By the end of 2006, I’ll have completed my research. Future perfect

5. John’s been working very long hours at work. –present perfect continuous

6. I think I’ll go to India next month. – future simple

b) Now choose one of the tenses above and analyse the form of the tense.

Example:

am reading - Present Continuous

Simple Present tense of the verb ‘to be’ (am, is are) + base form of verb+ing

Negatives: am not, isn’t, aren’t + base form of verb+ing

Questions: Am, Is, Are + subject + base form of verb+ing

John’s been working-present perfect continuous

Present perfect continuous of the verb have, has + been+ base from of verb+ing

Negative have, has not been + ing

Task 3: Meaning

a) Grammar

What would you say to a student who asked you to explain the difference in meaning between these pairs of
sentences? You need to explain this in detail.

1. a) I used to live there.- I used to means that I did it in previous times but no longer do it.
b) I’m used to living there.- I m used to means that I have done it in the past and continue to do it because I
have found that it is useful to do so.

2. a) If he asked me I’d say yes.- imagined conditions

There are different types of conditions. Some are possible or likely, others are unlikely, and others are impossible
b) If he’d asked me I would have said yes.
 . a) I don’t feel like going to the movies. When talking about something that didn’t happen in the past, many
English speakers use the conditional perfect IF I would have done when they should be using the past perfect IF
had done

3. a) I don’t feel like going to the movies –to have a physical or emotional sensation of something

b) Vocabulary

The following pairs of words often cause confusion among students. Give an example sentence for each item. The
context should make the meaning of the items clear.

1. hinder/prevent

prevent is to stop to keep (from happening) while

hinder is to keep back to delay or impede, to prevent.

2. control/check

check means to examine. To make certain that something or someone is correct, safe or suitable by examining it or
them quickly.

control means to order, limit, instruct or rule something, or someone's actions or behaviour

3. overweight/fat

Overweight-weight over and above what is required or allowed Fat-having more flesh on the body than average

Task 4: Spot the Error, Correct and Explain

Read the following sentences:

i) Spot the errors – they can be errors of grammar or vocabulary.

ii) Correct the sentence.
iii) Explain how you would explain the nature of the error to the student.

Example

How much people does he know?

a) How many people does he know?

b) ‘much’ is used with uncountable nouns such as water, sugar etc.

‘many’ is used with countable nouns such as pencils, children etc.

1. I was very upset when the other car hardly missed me.
A) I was injured in a car accident.

b)The word "hardly is not up to the task Better ways of expressing this sentence would be: T was very
upset when the other car barely missed me" car almost hit me
2. He was wounded in a car accident.

A) he was injured in a car accident.

 b) would is an injury to living tissue caused by a cut, blow, or other impact one in which the skin is cut or broken

2. He bought a Swedish designer blue big sofa.

A) He bought a big blue sofa by a Swedish designer
B) Too many adjectives in front of the noun.
The standard sequence of adjectives is big blue , not blue big

3. I like to invite you to my birthday party.

I would like to invite you my birthday

4. The cricket ball pierced the window.

a) The cricket ball pierced the window
b) Cricked balls aren’t particularly sharp and thus sort of incapable of truly, and glass windows generally to
brittle to be pierced even

Task 5: Register and Appropriacy

Look at the conversation between friends. Rewrite it as though it were 2 people who don’t know each other.

Farhana: Hey
Samia. Samia:
What?

Farhana: Turn that TV down, would you? I’m trying to

work. Samia: Ok, ok, how was I supposed to know?

Farhana: Thanks.
Samia: Any time.

Farhana: Please
turn off to music?
I m trying to work

Samia: oh of
course Sorry
about that

Farhana; thank
you

Samia; you’re
welcome

Task 6: Focus on Pronunciation

a) Think of a person that you know who does not speak English as their first language. What difficulties does
he/she have with phonology? Try to list three.

Vowel and consonant sounds

Stress on words
Combined sounds
b) List the number of syllables and mark the stressed syllable in the following words:

Example: photo - 2 syllables

1. photograph – Photographer - Photograph – 3

3 syllable 4syllables syllable

2. politics -3 syllable Political -4 Politician -4

syllable syllable

c) In the following two-line conversation, decide which word in B’s reply is stressed.

Example:

A: Where do you come from?

B: I come from Wellington.

1. A: Do you come from Wellington?

B: No, I work in Wellington.

2. A: Which one do you want to buy?

B: I want the green one.

3. A: Do you want to buy the green one?

B: No, I want to rent it.

4. A: I’m six foot.

B: No, how old are you?

SECTION TWO:
Teaching

Task 1:

You want your group of adult beginner students to be able to ask for (and understand) simple directions to a
destination (e.g. the Post Office). What would you, the teacher, do to help them? Think about the vocabulary and
structures the students would need. How would you teach them the new language? How would you give the students
practice in using the language? Be prepared to elaborate on or clarify your ideas at the interview.

Adults' lives are very busy and there could be many things that are occupying their minds. Add to that the
stress of having to go to their first English beginner class. We need to be aware of this and do our best to
make them feel relaxed as soon as we can by offering a smile and using welcoming body language. If
adult learners feel they are progressing they will want to attend every class. The key to teaching English to
beginner adults is to make the lessons heavily focused on speaking

Task 2:

Read and answer the following questions.

How would you establish and keep rapport with a group of adult learners? Think of at least 4 ways.

What are the benefits of having the learners work in pairs or groups in class?

1. Focus on the student

2. Be positive throughout your conversation

3. Demonstrate empathy and respect

4. Actively listen and create a safe conversation for the student.

Please complete the application online and e-mail to: [[email protected]]