Title: Default for STEP by STEP
Course: STEP DEV

Feedback shared by this category's questions, if right: Votre réponse est correcte.
Feedback shared by this category's questions, if partly right: Votre réponse est partiellement correcte.
Feedback shared by this category's questions, if wrong: Votre réponse est incorrecte.

Q: The first step when a tutee is having difficulty with a grammatical structure is for the tutor to explain the relevant rules.
- Yes (Incorrect: It is important that the tutee discovers the grammar by themself. The tutor’s role is to guide them towards being able to explain the rules on their own and if necessary, direct them to the appropriate resources (the TIP or their book).)
- No (Correct: It is important that the tutee discovers the grammar by themself. The tutor’s role is to guide them towards being able to explain the rules on their own and if necessary, direct them to the appropriate resources (the TIP or their book).)
A: Yes
Feedback: video asdf;dkfja;sldkfja;sldkfja;sldkfja;slkjf;klasdjf;lkasjdf;lkasj;lkafsj;ldkfaj;aklsdjalksdflkasdflkasd

Q: 1. [...]
2. [...]
3. [...]
4. [...]
5. [...]
6. [...]
A: Gives the instructions.; Demonstrates the exercise.; Informs the tutee that there is a mistake.; Points out the mistake.; Instructs the tutee to explain the rule.; Confirms and elaborates the rule.

Q: Drag and drop

[...]

[...]

[[3[]]
Also offered: point out the mistake
A: give the inestructions; demontrated the activity

Q: Drag and drop the techniques in the correct order.

1.  [...]

2.  [...]

3.  [...]

4.  [...]

5.  [...]

6.  [...]
A: Explains the instructions.; Demonstrates the exercise.; Informs the tutee of a mistake.; Points out the mistake.; Asks the tutee to explain the rule.; Confirms and elaborates on the rule.

1. What are the four problems with the tutor’s method of helping the tutee with the simple present tense?
Feedback: - There is no interaction, so the tutor cannot know if the tutee is following. - The tutor explains the rules instead of the tutee discovering them on their own. - The exercise requires the affirmative and negative to be used, but only the affirmative is covered before doing the exercise. - The tutor says that the simple present is easy, which it obviously is not for the tutee.

How do you think the tutor should begin a lesson on the simple present tense?
Feedback: The tutor should find out what the tutee knows about the simple present tense.

Q: Your tutee needs help with their simple present tense homework.  What should you do first?
- · Explain when the simple present tense is used. (Incorrect: The tutor should never explain the rules. Instead, they should first find out what the tutee knows about the simple present tense to identify their difficulties.)
- · Discover what the tutee knows about the simple present tense. (Correct: The tutor should first find out what the tutee knows about the simple present tense to identify their difficulties)
- · Start the tutee’s simple present tense homework. (Incorrect: The tutor should first find out what the tutee knows about the simple present tense in STEP 1 (Assessment) to identify their difficulties. Then the tutor needs to focus on those problems in STEP 2 (Theory) to prepare the tutee to be able to do their homework. After the theory is completed, the tutor can then help the tutee with their homework (STEP 3: Controlled and Communicative Exercises).)
A: · Discover what the tutee knows about the simple present tense.

1. What are the four problems with the tutor’s method of helping the tutee with the simple present tense?
Feedback: · There is no interaction, so the tutor cannot know if the tutee is following. · The tutor explains the rules instead of the tutee discovering them on their own. · The exercise requires the affirmative and negative to be used, but only the affirmative is covered before doing the exercise. · The tutor says that the simple present is easy, which it obviously is not for the tutee.

Q: If your tutee answers your question, “What do you know about the simple present tense?” with  “add s at the third person singular”,  do you think you ask them any more questions during the assessment?
- Yes (Incorrect: It is important to cover STEP 1 (Assessment) as quickly as possible, as it is more efficient to pinpoint the tutee’s exact difficulties in STEP 2 (Theory). So, ask what the tutee knows about the target verb tense and do not ask any additional questions.)
- No (It is important to cover STEP 1 (Assessment) as quickly as possible, as it is more efficient to pinpoint the tutee’s exact difficulties in STEP 2 (Theory). So, ask what the tutee knows about the target verb tense and do not ask any additional questions.)
A: No
  Hint: Try again!
  Hint: Try again!

Q: 1.  Your tutee needs help with their simple present tense homework.  What should you do first?
- · Explain when the simple present tense is used. (Incorrect: The tutor should never explain the rules. Instead, they should first find out what the tutee knows about the simple present tense to identify their difficulties.)
- · Discover what the tutee knows about the simple present tense. (Correct: The tutor should first find out what the tutee knows about the simple present tense to identify their difficulties.)
- · Start the tutee’s simple present tense homework. (Incorrect: The tutor should first find out what the tutee knows about the simple present tense in STEP 1 (Assessment) to identify their difficulties. Then the tutor needs to focus on those problems in STEP 2 (Theory) to prepare the tutee to be able to do their homework. After the theory is completed, the tutor can then help the tutee with their homework (STEP 3: Controlled and Communicative Exercises).)
A: · Discover what the tutee knows about the simple present tense.

Q: A useful exercise for tutoring how to form a verb tense is to instruct the tutee to conjugate the target verb tense orally or in writing. An incomplete verb chart such as the following one provides a well-structured template to aid the tutee in conjugating an appropriate verb.

[Image]

Select the most appropriate verb for the tutee to conjugate.
- work (Correct: “Work” is a regular verb. Always use a regular verb when covering the theory. Exceptions can be discussed during the exercises in STEP 3 (Controlled and Communicative Exercises).)
- go (Incorrect: “Go” is an irregular verb. Always use a regular verb such as “work” when covering the theory. Exceptions can be discussed during the exercises in STEP 3 (Controlled and Communicative Exercises).)
- hammer (Incorect: “Hammer” is a regular verb, but not a common one. It is better to use a regular verb such as “work” that the tutee is familiar with when reviewing how a verb is formed.)
A: work

Q: What would you do if the tutee doesn’t understand your instructions to conjugate the target verb tense?
- Repeat the same instructions. (Incorrect: Demonstrating what the tutee has to do will make the instructions clearer for the tutee and save time, as you want to cover the theory as quickly as possible.)
- Demonstrate the exercise by conjugating the first subject. (Correct: Demonstrating what the tutee has to do will make the instructions clearer for the tutee and save time, as you want to cover the theory as quickly as possible.)
A: Demonstrate the exercise by conjugating the first subject.

Q: Click on all the short answers to the question, “Do you work on the weekend?”
- Yes, I do. (Correct: A short answer is composed of only a subject and an auxiliary (Yes, I do) or the verb “be” (Yes, I am).)
- Yes, I work. (Incorrect: A short answer is composed of only a subject and an auxiliary (Yes, I do) or the verb “be” (Yes, I am).)
- No, I don't work. (Incorrect: short answer is composed of only a subject and an auxiliary (Yes, I do) or the verb “be” (Yes, I am).)
- No, I don't work on the weekend. (Incorrect: A short answer is composed of only a subject and an auxiliary (Yes, I do) or the verb “be” (Yes, I am).)
A: Yes, I do.

Q: Drag and drop the techniques in the order the techniques were used in the video.

1.  [...]

2.  [...]

3.  [...]

4.  [...]

5.  [...]

6.  [...]
A: Gives the instructions.; Demonstrates the exercise.; Informs the tutee that there is a mistake.; Points out the mistake.; Instructs the tutee to explain the rule.; Confirms and elaborates on the rule.
  Hint: Try again!
  Hint: Try again!

Q: What should a tutor do if the tutee is not able to correct the error “I not work” after it has been pointed out?
- Give the answer. (Incorrect: You should never give the answer.)
- Explain the rule. (Incorrect: You should never explain a rule except to elaborate on the tutee's explanation.)
- Instruct the tutee to find the answer by clicking on the form TIP. (Incorrect: You should only refer your tutee to the TIP to find the answer as a last resort.)
- Ask questions or give hints to refresh the tutee’s memory to help them correct the mistake by themself. (Correct: You should try to guide the tutee towards being able to correct the error on their own by asking other questions such as, “Do you need an auxiliary in the negative?” If your tutee is still unable to correct the error, instruct them to find the answer by clicking on the form TIP. Watch the tutor in the video doing this. < /p>)
A: Ask questions or give hints to refresh the tutee’s memory to help them correct the mistake by themself.
  Hint: Try again!
  Hint: Try again!

Q: Your tutee needs help with their simple present tense homework.  What should you do first?
- Explain when the simple present tense is used. (Incorrect: The tutor should never explain the rules. Instead, they should first find out what the tutee knows about the simple present tense to identify their difficulties.)
- Discover what the tutee knows about the simple present tense. (Correct: The tutor should first find out what the tutee knows about the simple present tense to identifiy their difficulties.)
- Start the tutee’s simple present tense homework. (Incorrect: The tutor should first find out what the tutee knows about the simple present tense in STEP 1 (Assessment) to identify their difficulties. Then the tutor needs to focus on those problems in STEP 2 (Theory) to prepare the tutee to be able to do their homework. After the theory is completed, the tutor can then help the tutee with their homework (STEP 3: Controlled and Communicative Exercises).)
A: Discover what the tutee knows about the simple present tense.

Q: Which simple present tense question below is communicative?
- Every night Bob (watch) ________________________ the news. (Incorrect: There is only one correct answer.)
- How often do you watch the news at night? (Correct: The answer is personal.)
- Ask me how often I watch the news at night. (Incorrect: There is only one correct answer.)
A: How often do you watch the news at night?
  Hint: Try again!
  Hint: Try again!

Q: Drag and drop the actions of the tutor beside the appropriate step for a simple past lesson.

- STEP 1: [...]
- STEP 2: [...]
- STEP 3: [...]
- STEP 4: [...]
- STEP 5: [...]
A: Finds out what the tutee knows about the simple past tense.; Helps the tutee discover the rules for the simple past tense.; Instructs the tutee to do fill-in-the-blank exercises and ask personal questions using the simple past.; Instructs the tutee to tell him about the tutee's last vacation.; Reviews new vocabulary and the tutee's difficulties with the simple past.
  Hint: Try again!
  Hint: Try again!

Q: Who should decide on what to do during the tutorial?
- the tutor
- the tutee (With the STEP method, the tutee develops independence and self-confidence when they are put in charge of their own learning. At the end of each session, you should ask your tutee, "What do you want to work on next week?" so that you can prepare a lesson for the next tutorial. However, at the beginning of each lesson, you should ask your tutee. “What do you want to do today?” in case they need to do something other than the prepared lesson.)
- the tutee and the tutor
A: the tutee
  Hint: Try again!
  Hint: Try again!

Q: A tutor should explain grammar rules.
- Vrai (Incorrect: A tutor should NEVER explain grammar rules. A tutor is a facilitator and thus guides the tutee towards discovering grammar rules on their own. (You will learn how to do that during this course.))
- Faux (Correct: A tutor should NEVER explain grammar rules. A tutor is a facilitator and thus guides the tutee towards discovering grammar rules on their own. (You will learn how to do that during this course.))
A: Faux

Q: - Read the following dialogue of a tutor helping a tutee with a reading text that was assigned for homework. 

      Tutor:   Hi. How are you today?

      Tutee:  OK.

      Tutor:  What do you want to do today?

      Tutee:  I don’t understand reading homework.

      Tutor:  All right, which one is it?

      Tutee: (finds the reading in the book)  This one.

      Tutor:  Okay, now  read the first  paragraph  to yourself ?

      Tutee: (starts reading the text)

- In this reading lesson, which step does the tutor begin with?
- Assessment
- Theory
- Controlled and Communicative Exercises (Correct: Reading the text is STEP 3 (Controlled and Communicative Exercises). You should never skip STEP 1 (Assessment) finding out what they know about the text (e.g., Did you read the text?) and STEP 2 (Theory). Reading the title and discussing it as well as other headings and pictures.)
- Production Task
- Final Review
A: Controlled and Communicative Exercises
  Hint: Try again!
  Hint: Try again!

Q: What does it mean to skim a text?
- Look for specific information
- Read the first paragraph, the first line of each paragraph and the last paragraph. (Correct: The goal of skimming is to get the main ideas of the text.)
- Read the whole text in detail.
A: Read the first paragraph, the first line of each paragraph and the last paragraph.
  Hint: Try again!
  Hint: Try again!

Q: How would you help your tutee with a text they have for homework?   Drag and drop the techniques in the correct order.

STEP 1:  [...]

STEP 2:  [...]

STEP 3:  [...]

STEP 4:  [...]

STEP 5:  [...]
A: Ask your tutee if they read the text.; Ask your tutee to read the title, subheadings and look at any visuals, and discuss them.; Ask your tutee to skim the reading and then read the text in detail.; Ask your tutee what they learned from the text.; Review vocabulary words your tutee learned reading the text.
  Hint: Try again!
  Hint: Try again!

Why do you think it is important to instruct the tutee to skim the text before reading it in detail?
Feedback: Often, there will not be enough time to read the whole text with the tutee. By skimming the text first, the tutee will understand the main ideas of the text, and so be better able to read the text in detail on their own. It is also a good technique to learn to increase interest, and save time in the future.

Q: In general, should the tutee read the text aloud or silently during a tutoring session?
- aloud
- silently (Correct: If the objective of reading the text is to be able to read it and discuss it, it is usually a good idea to instruct the tutee to read the text silently. Otherwise, if the tutee reads the text aloud, the focus would also be on pronunciation.)
A: silently
  Hint: Try again!
  Hint: Try again!

Feedback: You can do any of the following. - Instruct them to read the word with the sentence that it is embedded in and guess the meaning from the surrounding words. - Define the word in English for the tutee. - Instruct the tutee to ask you for the meaning of the word(s) in English using the Useful Expression “What does … mean?” or “How do you say __________ in French? However, it is not always possible to guess the meaning of the word from context, or easy to define a word which is the second. Looking in the dictionary is time-consuming, so often the best technique is to encourage your tutee to ask you for the transactions of words they don’t know. As well, - Encourage them to write the meaning or translation in their text. - Review important words during the lesson and, of course, at the end.

Q: What is the most important technique to apply when you have a tutee who lacks confidence when speaking English?
- Instruct the tutee to use the "Useful Expressions" sheet. (Incorrect)
- Write down the new vocabulary. (Incorrect)
- Provide the tutee ith opportunities to use the new vocabulary. (Praise the tutee’s effort to speak in English. Incorrect)
- Praise the tutee’s effort to speak in English. (Praising is very important to give your tutee confidence in their speaking abilities and not worry about making mistakes. It will probably be the technique that comes the most naturally to you. If it doesn’t, you need to work on remembering to do it when appropriate. It is, of course, necessary to be sincere when praising.)
- Review the new vocabulary. (Incorrect)
A: Praise the tutee’s effort to speak in English.
Feedback: Praising is very important to give your tutee confidence in their speaking abilities and not worry about making mistakes. It will probably be the technique that comes the most naturally to you. If it doesn’t, you need to work on remembering to do it when appropriate. It is, of course, necessary to be sincere when praising.
  Hint: Try again!
  Hint: Try again!
  Hint: Try again!

Q: Which two of the following techniques have tutors found the most difficult to apply during a tutoring session?
- Provide the tutee with opportunities to use the new vocabulary.
- Use the new vocabulary.
- Share personal information.
- Don’t correct the tutee’s error.
- Praise the tutee’s effort to speak in English.
A: Provide the tutee with opportunities to use the new vocabulary.; Use the new vocabulary.
  Hint: Try again!
  Hint: Try again!

Q: Which TWO of following techniques have some tutors found uncomfortable to apply?
- Remind the tutee to speak in English.
- Write down the new vocabulary.
- Use the new vocabulary.
- Pretend not to speak French. (As you will be working with a peer or perhaps someone older, you might feel uncomfortable pretending not to speak French or reminding them to speak in English. If this is the case with you, then you need to remind yourself that it is your role as a tutor to encourage your tutees to speak in English. Of course, if you pretend not to speak French, you must do this in a joking manner and only do it once you have established a good relationship with your tutee. If you apply this technique, your tutees will soon realize that they can express a lot in English.)
- Praise the tutee’s effort to speak in English.
A: Remind the tutee to speak in English.; Pretend not to speak French.
  Hint: Try Again!
  Hint: Try Again!

Why do you think the following techniques are easy to apply, but difficult to remember?  Write your answer in the space provided.

- Remind the tutee to speak in English.

- Instruct the tutee to use the Useful Expressions sheet.

- Write down the new vocabulary.

- Review the new vocabulary
Feedback: You will understand what your tutees say in French, so you might not even notice that they are speaking in French, as you will be focused on responding to their replies and questions. It is a natural reaction to respond to whatever your tutee has just said. So, you will have to work on remembering to stop them from speaking French. Then, if they are incapable of expressing themselves in English due to a lack of vocabulary, you can apply the following techniques: · Instruct the tutee to use the Useful Expressions sheet. · Write down the new vocabulary. · Review the new vocabulary

Q: What is the most important technique to apply when you have a tutee who lacks confidence when speaking English?
- Instructs the tutee to use the Useful Expressions sheet.
- Writes down the new vocabulary.
- Provides the tutee with opportunities to use the new vocabulary.
- Praises tutee’s effort to speak in English. (Praising is very important to give your tutee confidence in their speaking abilities and not worry about making mistakes. It will probably be the technique that comes the most naturally to you. If it doesn’t, you need to work on remembering to do it when appropriate. It is, of course, necessary to be sincere when praising. Praising is very important to give your tutee confidence in their speaking abilities and not worry about making mistakes. It will probably be the technique that comes the most naturally to you. If it doesn’t, you need to work on remembering to do it when appropriate. It is, of course, necessary to be sincere when praising.)
- Reviews the new vocabulary.
A: Praises tutee’s effort to speak in English.

Q: What is the most important technique to use with a tutee who lacks confidence when speaking English?
- Instruct the tutee to use the Useful Expressions sheet.
- Write down the new vocabulary.
- Provide the tutee with opportunities to use the new vocabulary.
- Praise the tutee’s effort to speak in English. (Praising is very important to give your tutee confidence in their speaking abilities and not worry about making mistakes. It will probably be the technique that comes the most naturally to you. If it doesn’t, you need to work on remembering to do it when appropriate. It is, of course, necessary to be sincere when praising.)
- Review the new vocabulary.
A: Praise the tutee’s effort to speak in English.
  Hint: Try again!
  Hint: Try again!

Q: Which of the following two techniques have tutors found the most difficult to apply during a tutoring session?
- Provide the tutee with opportunities to use the new vocabulary. (Providing the tutee with opportunities to use the new vocabulary is a high-level tutoring technique and requires a lot of creativity on your part. If you are able to sometimes incorporate this technique into your tutorials, you are an exceptional tutor.)
- Share personal information.
- Use the new vocabulary (Remembering to use the new vocabulary is a high-level tutoring technique and requires a lot of creativity on your part. If you are able to sometimes incorporate this technique into your tutorials, you are an exceptional tutor.)
- Praise the tutee’s effort to speak in English
- Don't correct the tutee's error
A: Provide the tutee with opportunities to use the new vocabulary.; Use the new vocabulary
  Hint: Try again!
  Hint: Try again!

Q: Choose whether the  tutor’s corrective feedbackis is effective for accuracy or fluency, or ineffective for both.

Scenario A

Tutor: Where did you go yesterday?

Tutee: I go to school.

Tutor:  I go????
- Accuracy: Effective (The tutee is made aware of the error and has the chance to correct it.)
- Fluency: Effective (Choose whether the tutor’s corrective feedbackis is effective for accuracy or fluency, or ineffective for both.)
- Accuracy and Fluency: Ineffective
A: Accuracy: Effective
  Hint: Try again!
  Hint: Try again!

Q: Choose whether the  tutor’s corrective feedback is effective for accuracy or fluency, or ineffective for both.

Scenario B

Tutor: Where did you go yesterday?

Tutee: I go to school.

Tutor:  I don’t understand.
- Accuracy: Effective
- Fluency: Effective
- Acuracy and Fluency: Ineffective (Correct: The tutor understood what the tutee wanted to say. If the tutor didn’t, then it would be necessary to interrupt the tutee even if the focus was on fluency.)
A: Acuracy and Fluency: Ineffective
  Hint: Try again!
  Hint: Try again!

Q: Rate the tutor’s corrective feedback as effective for using the simple past tense correctly (accuracy) or communicating (fluency).

Scenario C

Tutor: Where did you go yesterday?
Tutee: I go to school.

Tutor:  Don’t say go; say went.
- accuracy
- Fluency
- None of the above. (The tutor should never explicitly correct the tutee.)
- All of the above.
A: None of the above.
  Hint: Try again!
  Hint: Try again!

Q: Rate the tutor’s corrective feedback as effective for using the simple past tense correctly (accuracy) or communicating (fluency).

Tutor: Where did you go yesterday?

Tutee: I go to school.

Tutor:  moves thumb back and forth to indicate the past tense.
- Accuracy (This is a visual cue to indicate to the tutee to use the simple past. Of course, to be effective the tutee must know this cue.)
- Fluency
- None of the above
- All of the above
A: Accuracy
  Hint: Try again!
  Hint: Try again!

Q: 1:  [...]

2:  [...]

3:  [...]

4:  [...]
A: Write down, “ Where you go yesterday?”; Ask the tutee if they see a mistake.; Point out where the mistake is.; Refer them to their grammar resources.
  Hint: Try again!
  Hint: Try again!

Q: Do you think you should ever point out mistakes when the focus is on fluency?
- Yes (Correct: If your tutee expresses themself well and with few hesitations, it might be useful to interrupt them at times to work on their accuracy. It is important to adapt corrective feedback to the tutee’s needs.)
- No
A: Yes
  Hint: Try again!
  Hint: Try again!

Q: Simple Present Tense

Conjugate the verb "work" with the appropriate form in the simple present tense.  Use contractions for the negatives and short answers.

Affirmative:            He [...]

Negative:               He [...]

Yes/No question:        [...]  he    [...]?       Short Answer:  Yes,   [...]
A: works; doesn't work; Does; work; he does
  Hint: Try again!
  Hint: Try again!

Q: Simple Present Tense

When do you use the simple present tense?  Choose all the correct responses.
- habits
- actions in progress
- temporary actions
- facts
- actions that began in the past and continue into the future.
A: habits; facts
  Hint: Try again!
  Hint: Try again!

Q: Simple Present Tense

What keywords are used with the simple present tense.  Choose all the appropriate responses.
- today
- adverbs of frequency (always, usually, often, sometimes, rarely, never)
- on Mondays
- every day
- twice a week
A: adverbs of frequency (always, usually, often, sometimes, rarely, never); on Mondays; every day; twice a week
  Hint: Try again!
  Hint: Try again!

Q: Adverbs of Frequency  (always, usually, often, sometimes, rarely, never) Position

Adverbs of frequency go [...]the verb be.

Adverbs of frequency go {1:MCS%100%before#correct~%0%after#incorrect} all verbs except the verb be.
A: afte
Gap 1 offers: before; afte

Q: Adverbs of frequency go [...] the verb be.

Adverbs of frequency go [...] all verbs except the verb be.
A: after; before
Gap 1 offers: before; after
Gap 2 offers: before; after
  Hint: Try again!
  Hint: Try again!

Q: Simple Present Tense

In a simple present tense affirmative sentence, the subject must  [...]  the verb.
A: agree with
Gap 1 offers: accord with; agree with
  Hint: Try again!
  Hint: Try again!

Q: In a simple present tense question, the subject must agree with the {1:SA:=auxiliary}
A: auxiliary

Q: Simple Present Tense

In a simple present tense question, the subject must agree with the [...]
A: auxiliary
  Hint: Try again!
  Hint: Try again!

Q: What is wrong with the following sentence?

There are a lot of garbage in the street.
- The subject doesn't agree with the verb.
- The subject doesn't agree with the auxiliary.
- The subject doesn't agree with the object.
A: The subject doesn't agree with the verb.
  Hint: Try again!
  Hint: Try again!

Q: If your tutee has homework on a specific grammar point, why is it important to always use the  STEP 1 and 2  activities from the Step by Step lessons.
- It prepares the tutee to be able to do their homework on their own.
- It allows the tutee to discover the target grammar rules on their own. (The tutee can be referred to the TIP button to find the form and rules of the structure, so the tutor does not have to explain them.)
- It reminds the tutor not to explain the rules to the tutee.
- All of the above (All of these techniques are useful to prepare the tutee to do homework on their own. Correct!)
A: All of the above
  Hint: Try again!
  Hint: Try again!

Q: Your tutee has just made the underlined mistake in the following activity.

[Image]

Should you immediately instruct the tutee to click on the TIP button or use their grammar book to correct the mistake? Think about the correction techniques that you have learned in Unit 4.
- Yes
- No (The TIP button or the tutee's grammar book are only used as a last resort. Use correction techniques first. 1. Tell the tutee there is an error. Then, If they don't see it 2. point out where the error is. If they still can't correct it, then, 3. instruct them to click on the TIP or look at their grammar book.)
A: No
  Hint: Try again!
  Hint: Try again!

In the following dialogue, the tutor is helping the tutee with pronouns and possessive adjectives without using the STEP 1 and 2 activities from the pronoun Step by Step lesson.  What are  four problems with the tutor’s method of applying STEP 1 and 2?

Tutor:

 Tutee:

 Tutor:

 Tutee:

 Tutor:

 Tutee:

Tutor:
Hi. How are you today?

 OK.

 What do you want to do today?

 pronouns

 Oh, pronouns are easy. There are four types of pronouns: subject, object, possessive and reflective.  Subject pronouns, which are I, you, he, she, we and they, go before the verb.  Object pronouns, which are me, you, him, her, it, us, and them go after the verb.  Possessive pronouns replace a noun or a noun phrase and they are mine, yours, his, hers, ours and theirs.  Finally, there are the reflective pronouns, which are myself, yourself, himself, herself, ourselves, yourselves and themselves. These pronouns are used for the object of a verb when it refers to the same noun as the subject of that verb. Do you understand?

Yes.

Great. Let’s try this exercise.
Feedback: - The tutor does not find out what the tutee knows about pronouns. - There is no interaction, so the tutor cannot know if the tutee is following. - The tutor explains the rules instead of letting the tutee discover them on their own. - The tutor says that pronouns are easy, which it obviously is not for the tutee.

Q: As the tutee in the video appears to know little about the simple present tense, what do you think they should not cover in STEP 2 (Theory)?
- affirmative, negative, interrogative and short answer forms of verb
- uses of the verb tense
- · irregular spellings of the verb tense.
- · The irregular spellings of the target verb tense.
A: · irregular spellings of the verb tense.

Q: As the tutee in the video appears to know little about the simple present tense, what do you think they should not cover in STEP 2 (Theory)?
- forms of the verb tense (affirmative, negative, interrogative and short answer)
- - uses of the verb tense
- keywords of the verb tense
- irregular spellings of the verb tense.
A: irregular spellings of the verb tense.

Q: As the tutee in the video appears to know little about the simple present tense, what do you think they should NOT cover in STEP 2 (Theory)?
- forms of the verb tense (affirmative, negative, interrogative and short answer)
- uses of the verb tense
- keywords of the verb tense
- irregular spellings of the verb tense (Only focus on regular forms in the theory. Irregular spellings can be dealt with later when doing the exercises during STEP 3 (Controlled and Communicative Exercises).)
A: irregular spellings of the verb tense
  Hint: Try again!
  Hint: Try again!

Q: If your tutee answers your question, “What do you know about the simple present tense?” with  “add -s at the third person singular”,  do you think you should ask them any more questions during the assessment?
- yes
- no (Correct: It is important to cover STEP 1 (Assessment) as quickly as possible, as it is more efficient to pinpoint the tutee’s exact difficulties in STEP 2 (Theory). So, only ask what the tutee knows about the target verb tense and do not ask any additional questions.)
A: no
  Hint: Try again!
  Hint: Try again!

Q: As the tutee in the video appears to know little about the simple present tense, what do you think they should  cover in STEP 2 (Theory)?  Choose all the correct responses.
- the regular forms of the verb tense (affirmative, negative, interrogative and short answer) (Correct: Only focus on regular forms in the theory. Irregular spellings can be dealt with later when doing the exercises during STEP 3 (Controlled and Communicative Exercises).)
- the irregular spellings of the verb tense
- the uses of the verb tense (Correct)
- the keywords of the verb tense (e.g., every day, always), which indicate when the verb tense should be used (Correct)
A: the regular forms of the verb tense (affirmative, negative, interrogative and short answer); the uses of the verb tense; the keywords of the verb tense (e.g., every day, always), which indicate when the verb tense should be used
  Hint: Try again!
  Hint: Try again!

Q: When doing the following exercise, you should first ask your tutee, “When do you use the simple present tense?”  What should the tutor do, if the tutee answers "facts" and "habits"?

[Image]
- Instruct them to click on the TIP to verify if their answer is correct.
- Ask them the second question, "Which sentence below is a fact and which one is a habit?” in the exercise.
- Move on to STEP 2C: Theory - keywords
A: Move on to STEP 2C: Theory - keywords
  Hint: Try again!
  Hint: Try again!

Q: Should the tutor always cover the use* of a verb tense during the theory?

*Use: when the target verb tense is used; for example, simple present is used for facts and habits.
- yes
- no (If the tutee explained when the target verb tense is used during the assessment, then it is not necessary to cover this subset during the theory.)
A: no
  Hint: Try again!
  Hint: Try again!

Q: Why did the tutor explain the instructions in Exercise 1 instead of asking the tutee to read the instructions themself?
- The tutor should always explain the instructions.
- The tutor should explain instructions that contain several steps when using the Step-by-Step materials. (As the instructions in the Step-by-Step lessons usually contain several steps, it is more efficient for the tutor to explain them by breaking down each step. Note: When helping the tutee with their homework, the tutor should never explain the instructions. Instead, the tutee should read them and then explain them to the tutor.)
A: The tutor should explain instructions that contain several steps when using the Step-by-Step materials.
  Hint: Try again!
  Hint: Try again!

Q: In question # 1 in the exercise below,  the tutor did not ask the highlighted questions below.  Why?

[Image]
- The tutee answered the fill-in the blank question correctly. (“Why” questions should only be asked if your tutee struggles with the fill-in-the blank question. Controlled exercises should be covered as quickly as possible, so more time can be spent using the target grammar point communicatively.)
- The tutor forgot to ask the "why" questions.
A: The tutee answered the fill-in the blank question correctly.
  Hint: Try again!
  Hint: Try again!

Q: Which question would be easier for the tutee to answer?
- How do you say; “boring” in French? ("How do you say ‘boring’ in French?” is easier because the tutee only has to understand the word. “How do you say ‘ennuyeux’ in English?” is harder because the tutee has to understand the word and also produce it.)
- How do you say “ ennuyeux” in English?
A: How do you say; “boring” in French?
  Hint: Try again!
  Hint: Try again!

Q: If the tutee doesn't learn any new words during the tutorial, what does this indicate?
- The lesson was at the right level.
- The lesson was too difficult.
- The lesson was too easy. (It indicates that the lesson was not challenging enough for the tutee and probably they didn’t have the opportunity to practise fluency much.)
A: The lesson was too easy.
  Hint: Try again!
  Hint: Try again!

For a final review, when would it be better to ask, “How do you say ‘boring' in French?”  and when would it be appropriate to ask the more difficult question,  “How do you say ‘ennuyeux’ in English?”
Feedback: You always want to finish the lesson on a positive note and with the tutee feeling a sense of accomplishment. Therefore, if you feel the tutee would have too much difficulty producing the word (“How do you say ‘ennuyeux’ in English?”) then asking them to translate the English word into French would be better (“How do you say ‘boring” in French?”).

Q: A tic-tac-toe game is a good way to practise  accuracy and fluency, when should you point out your tutee’s errors? Select all the appropriate answers.
- never
- all the time
- their first sentence (If necessary, correct their first statement and question and then try to encourage fluency practice by asking more questions and sharing experiences. If your conversation leads you to discussing unrelated topics, all the better. The objective is not to get three X’s or O’s in a row, but to talk.)
- their first question (If necessary, correct their first statement and question and then try to encourage fluency practice by asking more questions and sharing experiences. If your conversation leads you to discussing unrelated topics, all the better. The objective is not to get three X’s or O’s in a row, but to talk.)
A: their first sentence; their first question
  Hint: Try again!
  Hint: Try again!

Q: A production task is often more fun than the controlled and communicative questions.  Should you sometimes skip STEP 3 and go directly to STEP 4?
- Yes (If you feel your tutee has a good understanding of the rules of the target grammar point, you could skip STEP3, the controlled and communicative exercises and go directly to STEP 4, the production task.)
- No
A: Yes
  Hint: Try again!
  Hint: Try again1

Why is it important that the players make true statements about themselves in the game?
Feedback: Making true statements about oneself will encourage meaningful conversation and as a result will require the player to use the affirmative and the negative. The real goal of a game in a production task is not to win the game, but to talk as much as possible.

Q: When doing the following exercise, you should first ask your tutee, “When do you use the simple present tense?”  What should the tutor do, if the tutee doesn’t know when the verb tense is used?

[Image]
- Instruct them to click on the TIP to find out. (It is important that they discover the rules for themself, so instruct them to click on the TIP before asking the second question.)
- Ask them the second question, "Which sentence below is a fact and which one is a habit?”
A: Instruct them to click on the TIP to find out.
  Hint: Try again!
  Hint: Try again!

Q: Drag and drop the keyword  tutoring techniques in the order  presented in the video.

1.   [...]

2.   [...]

3.   [...]

4.   [...]
A: Discovers what keywords the tutee knows.; Refers the tutee to the Keywords TIP to discover additional keywords.; Instructs the tutee to ask for the translation of the keywords, they don’t understand.; Reviews keywords
  Hint: Try again!
  Hint: Try again!

Q: In the video, the tutee only knows one keyword that is used with the simple present tense.  If she had told the tutor that  “every day,"  “always,” “sometimes” and “never” were used with the simple present tense, do you think the tutor should refer her to the keyword TIP to find more?
- yes (Keywords are very important, as they can aid your tutee in using the correct tense. Therefore, you should always refer them to the keyword TIP to see the ones they didn’t mention.)
- no
A: yes
  Hint: Try again!
  Hint: Try again!

Q: Which question is easier for a tutee to answer during a vocabulary review?
- How do you say, “harmless” in French? (Correct: It is easier to translate an English word into French because the tutee only needs a passive understanding of the word and does not need to produce the English word.)
- How do you say, “inoffensif” in English?
A: How do you say, “harmless” in French?
  Hint: Try again!
  Hint: Try again!

Q: During the following review in the video, why do you think the tutor first asked the tutee to translate a French word into English and then, asked her to translate an English word into French?

Tutor:  Great.  Let’s just review some of the words that you learned.  How do you say “inoffensif” in English?
Tutee:  umm  I forget.

Tutor:  That's okay.  It takes a long time to remember a word.  Ask me how to say it in English?

Tutee:  How do you say "inoffensif" in English?

Tutor:  harmless

Tutee:  Oh yeah.

Tutor:  And are panic attacks harmless?

Tutee:  Right, they are harmless.

Tutor:  Good and how do you say "deep breathing" in French?

Tutee:  respiration profound
- to make it more interesting
- to make it more difficult
- to make it easier (Correct: It is always important to end a lesson on a positive note. As the tutee had difficulty translating the review word into English, the tutor made it easier for her by asking her to translate the English word into French.)
A: to make it easier
  Hint: Try again!
  Hint: Try again!

Q: Choose whether the  tutor’s corrective feedback is effective for accuracy or fluency, or ineffective for both.

Scenario A

Tutor: Where did you go yesterday?

Tutee: I go to school.

Tutor:    I go? Are you sure?
- Accuracy: Effective (Correct: The tutee is made aware of the mistake and is given the opportunity to correct it.)
- Fluency: Effective (Incorrect: The tutor interrupts the tutee.)
- Accuracy and Fluency: Ineffective
A: Accuracy: Effective
  Hint: Try again!
  Hint: Try again!

Q: Choose whether the  tutor’s corrective feedback is effective for accuracy or fluency, or ineffective for both.

Scenario C

Tutor: Where did you go yesterday?

Tutee: I go to school.

Tutor:  Don’t say go; say went.
- Accuracy: Effective (Incorrect: The tutor should never explicitly correct the tutee)
- Fluency: Effective (Incorrect: The tutor interupts the tutee.)
- Accuracy and Fluency: Ineffective (Correct: The tutor interrupts the tutee, which should not be done when the focus is on fluency and the tutor explicitly corrects the tutee's error, which should not be done when the focus is on accuracy.)
A: Accuracy and Fluency: Ineffective
  Hint: Try again!
  Hint: Try again!

Q: Choose whether the  tutor’s corrective feedback  is effective for accuracy or fluency, or ineffective for both.

Scenario D

Tutor: Where did you go yesterday?

Tutee: I go to school.

Tutor:  (Moves thumb back and forth to indicate the past tense.)
- Accuracy: Effective (Correct: This is a visual cue to indicate to the tutee to use the simple past. Of course, to be effective the tutee must know this cue.)
- Fluency: Effective (Incorrect: The tutor’s visual cue could be distracting and make the tutee lose their train of thought.)
- Accuracy and Fluency: Ineffective
A: Accuracy: Effective
  Hint: Try again!
  Hint: Try again!

Q: Your tutee says, “Where you go yesterday?”  Place the corrective techniques in the order a tutor should use them when the focus is on accuracy.

1: [...]

2: [...]

3: [...]

4: [...]
A: Write down, “Where you go yesterday?”; Ask the tutee if they see a mistake.; Point out where the mistake is.; Refer them to their grammar resources.
  Hint: Try again!
  Hint: Try again!

Q: When using an uncomplete verb chart to help your tutee discover how a specific verb tense is formed, do you think it is necessary for them to conjugate the target verb with all the subjects?
- Yes
- No (Correct: It is important to cover the theory as quickly as possible. You can do this by adapting the theory to what the tutee mentioned in the assessment. Therefore, if during the assessment, the tutee mentions some knowledge of the form of the verb tense, you could ask the tutee to conjugate the verb with just the subject “he” and do it orally. Watch the video, Adapting the Theory, to see how the tutor uses the incomplete verb chart.)
A: No
  Hint: Try again!
  Hint: Try again!

Q: If your tutee tells you how to form the verb tense correctly in the affirmative, do you think  you should verify with the incomplete verb chart that your tutee can conjugate correctly  all the forms of a verb tense (affirmative, negative,  interrogative, short answer).
- Yes (Correct: It is important to verify that your tutee can conjugate all the forms. Just because they can conjugate the affirmative form does not mean that they know how to conjugate the negative and interrogative.)
- No
A: Yes
  Hint: Try again!
  Hint: Try again!

What are two ways the tutor can use to cover the form of a verb tense quickly?
Feedback: The tutor can instruct the tutee to conjugate only one subject and do it orally.

Q: How should the tutee answer the following question. Choose all the correct answers.

"Does your mother speak English?"
- Yes.
- Yes, she does.
- Yes, she speaks English.
- All of the above
A: Yes, she does.; Yes, she speaks English.
  Hint: Try again!
  Hint: Try again!

Q: If you were focusing on practicing irregular verbs, how should the tutee answer the following question?

"Did you buy fish for dinner?"
- Yes.
- Yes, I did.
- Yes, I bought fish for dinner. (Correct: Always encourage your tutee to answer with a complete sentence when you ask them communicative questions, so they have the opportunity to use the verb in an authentic situation. .)
- all of the above
A: Yes, I bought fish for dinner.
  Hint: Try again!
  Hint: Try again!

Q: How should the tutee answer the following question? . Choose all the correct answers.

      Does your mother speak English?
- Yes.
- Yes, she does.
- Yes, she speaks English.
- all of the above
A: Yes, she does.; Yes, she speaks English.
  Hint: Try agin!
  Hint: Try again!

Q: In the video, why does the tutor decide not to review the form and use of the simple present tense?
- The tutor forgot to review the form and use.
- The tutee demonstrated her understanding of the form and use during the production task.
A: The tutee demonstrated her understanding of the form and use during the production task.
  Hint: Try again!
  Hint: Try again!

Q: Make questions to go with the highlighted answers.

1.    [...] ?

       Mia wants to study at McGill.

2.    [...] ?

       I have spoken to many people in the last few days.
A: Where does Mia want to study; How many people have you spoken to in the last few days
  Hint: Try again!
  Hint: Try again!

Q: Question Formation

Read the definitions of the different types of questions in bold.  Then, place the questions  (see box at the end) in the  auxiliary or “be” chart under the appropriate heading.

>

Auxiliary Questions:     The main verb is not the verb “‘be.”   The question has an auxiliary.
 | Question Word(s) | Auxiliary | Subject | Verb | Rest of Sentence
Yes/No Question There is no question word(s). The answer is “yes” or “no.” | xxxx | [...] | [...] | [...] | [...]
Information Question

There is a question word(s).
[...]
[...]
[...]
[...]?

“Be” Questions:      The main verb is “be.”  The question doesn’t have an auxiliary.
 | Question Word (s) | Verb “be” | Subject | Rest of Sentence
Yes/No Question:

There is no question word(s). The answer is “yes” or “no.”
xxxx
[...]
[...]
[...]?
Information Question:

There is a question word(s).
[...]
[...]
[...]?

[Image]
A: Does; the class; start; soon?; Where; do; you; live; Are; they; students; Where; is; John
  Hint: Try again!
  Hint: Try again!

Q: Which sentence is correct?  Think about "why"
- She is swimming today. (With one syllable verbs that end in consonant-vowel-consonant, double the last consonant before adding ing.)
- She is swiming today.
A: She is swimming today.
  Hint: Try again!
  Hint: Try again!

What four materials do you need to give a simple present lesson and what should you do with each one?
Feedback: Simple Present Tense Tutor Annotated Lesson: - read it over and download it on your phone. Simple Present Tense Tutee Lesson: - download a copy Notebook: - prepare a place in your notebook for new vocabulary words and notes Useful Expressions Sheet: - place a printed copy near your tutee.

Q: Modals

Fill in the blanks with the modal "should" and the verb  "study."  Use contractions for the negative and short answer.

Affirmative:          He [...]

Negative:             He [...]

Yes/No Question:   [...]    he [...]  ?   No,  [...]

Answer the questions with "yes" or "no.'

Do you add "s" on the modal for the third person singular?       [...]

Do you add "s" for the third person singular on the main verb after the modal?     [...]
A: should study; shouldn't study; Should; study; he shouldn't; no; no
  Hint: Try again!
  Hint: Try again!

Q: Modals

Do you put an auxiliary with a modal?
- yes
- no (Correct: A modal is an auxiliary, so you cannot add another one.)
A: no
  Hint: Try again!
  Hint: Try again!

Q: Modals

Do "have to' and "must" have the same meaning?
- yes (Correct: They both mean obligation.)
- no
A: yes
  Hint: Try again!
  Hint: Try again!

Q: Modals

"Have to" is also a modal, but it acts differently from the other modal verbs.    Fill in the blanks with the correct form of "have to" and the verb "study." Use contractions for the negative form.

  Affirmative:            He [...]

  Negative:                He [...]

Yes/No Question:      [...]  he   [...] ?
A: has to study; doesn't have to study; Does; have to study
  Hint: Try again!
  Hint: Try again!

Q: Comparatives, Superlatives and Equatives

Fill in the blanks with the correct form of the comparative, superlative and equative.

Comparative:   Marco is  (rich)   [...]  Miguel.

                          English is (easy)   [...] French.

                          I think playing hockey is (exciting)   [...] watching it.

Superlative:     Jeff Bezos was (rich)   [...] person in the world in 2020.

                          English is not (easy)   [...] language to learn.

                          A lot of students believe that being an influencer is  (exciting)   [...] job in the world.

Equative:          Skiing is (exciting)    [...]  snowboarding
A: richer than; easier than; more exciting than; the richest; the easiest; the most exciting; as exciting as

Q: Comparatives

What is the rule for forming the comparative form with adjectives that have two or more syllables?
- Add "er" to the end of the adjective followed by "than."
- Add "more" or "less" before the adjective followed by "than."
- Add "the" before the adjective and add "est" to its end.
- Add "the most" or "the least" before the adjective.
A: Add "more" or "less" before the adjective followed by "than."
  Hint: Try again!
  Hint: Try again!

Q: Pronouns

Replace the words in bold with the correct pronoun or possessive adjective.

1.  Maude sees Julie.                                         [...]  sees  [...].

2.  Maude and Julie see you and me.               [...] see  [...].

3.  Does your mother like to eat chocolate?    Does  [...] like to eat  [...]?

4.  It is David's car.                                               It is  [...] car.
A: She; her; They; us; she; it; his
  Hint: Try again!
  Hint: Try again!

Q: Pronouns and Possessive Adjectives

Does a possessive pronoun go before a noun?
- no (Correct: It replaces a noun or noun phrase. (e.g,, "He likes hers better." (her car).)
- yes
A: no
  Hint: Try again!
  Hint: Try again!

Q: Pronouns and Possessive Adjectives

Does a possessive adjective always go before a noun?
- yes (Correct: my lunch, your lunch, etc.)
- no
A: yes
  Hint: Try again!
  Hint: Try again!

Q: Pronouns and Possessive Adjectives

A possessive adjective is used to express who or what
- the subject is
- the object is
- owns something or someone
A: owns something or someone
  Hint: Try again!
  Hint: Try again!

Q: Subject of a Sentence

What is the subject in the following sentence?

 At the party, everyone  drank a lot of champagne
- party
- everyone
- champagne
A: everyone
  Hint: Try again!
  Hint: Try again!

Q: Subject of a Sentence

Where does the subject of a sentence usually go?
- before the verb (Correct: Subjects go before the verb except with sentences that begin with "there" or "here.")
- after the verb
A: before the verb
  Hint: Try again!
  Hint: Try again!

Q: Passive Voice

Which sentence is in the passive voice?    Think about why the passive voice is used.
- The window is broken. (Correct: The passive voice is used because the doer of the action is unknown.)
- I broke the window.
A: The window is broken.
  Hint: Try again!
  Hint: Try again!

Q: Passive Voice

Transform the active sentence into passive sentences in the chart below.

Tense | Active Voice | Passive Voice
Simple present | He makes mistakes. | A mistake  [...]
Present progressive | He is making a mistake. | A mistake [...]
Simple past | He made a mistake. | A mistake [...]
Future/modals | He will make a mistake. | A mistake  [...]
Present perfect | He has made a mistake. | A mistake  [...]
A: is made; is being made; was made; will be made; has been made
  Hint: Try again!
  Hint: Try again!

Q: Passive Voice

When do you use the passive voice?  Choose all the correct responses.
- The focus is on the result rather than the doer of the action, like in scientific, business or technical writing.
- The doer of the action is unknown, unimportant or obvious.
- The speaker wants to be polite or evasive about who is responsible.
- The doer of the action is known and important.
A: The focus is on the result rather than the doer of the action, like in scientific, business or technical writing.; The doer of the action is unknown, unimportant or obvious.; The speaker wants to be polite or evasive about who is responsible.
  Hint: Try again!
  Hint: Try again!

Q: When doing the following exercise, you should first ask your tutee, “When do you use the simple present tense?”  What should the tutor do, if the tutee answers "facts" and "habits"?

[Image]
- Instruct them to click on the TIP to verify if their answer is correct.
- Ask them the second question, "Which sentence below is a fact and which one is a habit?” in the exercise.
- Move on to STEP 2C: Theory - keywords (Correct: Don't waste time reviewing material that your tutee already knows.)
A: Move on to STEP 2C: Theory - keywords
  Hint: Try again!
  Hint: Try again!

Q: Which verb is in the base form?
- work (Correct: It is the version of the verb without any endings and without "to" in front of it. "To work" would be the infinitive.)
- to work
- worked
A: work
  Hint: Try again!
  Hint: Try again!

Q: Name the form (auxiliary, be or subject) of the questions below.
- What are you doing? | auxiliary question
- Where did he go? | auxiliary question
- What time is it? | be question
- Who loves you? | subject question
  Hint: Try again!

Q: Is there an auxiliary in the following question?

Are they playing tennis?
- yes (The auxiliary is "are.")
- no
A: yes
  Hint: Try again!
  Hint: Try again!

Q: Put the Step by Step questions in the order you would ask them to a tutee who is having difficulty making a question to go with the highlighted statement below.

                           She works at a college.

[...]

[...]

[...]
A: Is it an auxiliary or “be” question?; What tense is it?; Is it a yes/no or information question?
  Hint: Try again!
  Hint: Try again!

Q: Which questions are always auxiliary questions?  Choose all the correct answers.
- simple present questions
- present progressive questions
- simple past tense questions
- past progressive questions
- present perfect questions
- future questions
A: present progressive questions; past progressive questions; present perfect questions; future questions
  Hint: Try again!
  Hint: Try again!

Q: Your tutee is telling you a story about a typical day for their mother and says the following sentence:
          "She go at Montreal three time a week."

If you were writing down this sentence for the tutee to correct their mistake in accuracy, what would you write?
- She go at Montreal three time a week.
- She go to Montreal three time a week.
- She go to Montreal three times a week. (Right: Correct all errors except the ones you want to focus on. As the focus of the lesson was on the simple past, then you would not correct any errors in this tense.)
A: She go to Montreal three times a week.
  Hint: Try again!
  Hint: Try again!

What is the difference when helping a weak tutee and a strong tutee tell a story?
Feedback: With a strong tutee you would just write down errors related to verb tenses, and errors that affect the meaning of the story. While with weak tutees, you would write down everything they say correcting minor errors as you do.

Q: When you are helping your tutee practise their presention, should you start by telling them to present the whole presentation to you?
- Yes
- No (Correct: You should break it into parts. Then, after your tutee has gone over each part as often as necessary, instruct them to practise the whole presentation with you and then at home.)
A: No
  Hint: Try again!

Q: Should you  write down every mistake while listening to the tutee?
- Yes
- No (Corerct: Write down only grammar errors that are easy for them to correct or anything that is not clear.)
A: No
  Hint: Try aagain!

Q: What is a good number of main ideas to have?
- three (Correct: More than three can be difficult for the audience to remember.)
- four
- five
A: three
  Hint: Try again!

What should be included in an introduction?
Feedback: You should start with something that will get the audience's attention such as a question, an antecdote or a fact. Then you should introduce the main ideas that you will talk about.

Q: What should you almost never put on a PowerPoint?
- pictures
- words
- sentences (Correct: Only write sentences for a quotation or an important sentence that reinforces your presentation.)
A: sentences
  Hint: Try again!
  Hint: Try again!

Q: Should you skim a newspaper article?
- Yes
- No (Correct: The main ideas are in the first two paragraphs.)
A: No

Q: Should you practice the oral presentation all at once?
- Yes
- No (Correct: You should break it into parts.)
A: No
  Hint: Try again!

Q: Should the tutor write down every mistake while listening to the tutee?
- Yes
- No (Correct: Write down grammar errors that are easy for them to correct or anything that is not clear.)
A: No
  Hint: Try again!

Q: What is a good number of main ideas to have in an oral presentation?
- 1
- 3 (Correct: An audience usually can’t remember more than three.)
A: 3

Q: Should you memorize any part of a presentation?
- Yes (Correct: It is a good idea to memorize your introduction and conclusion, so you begin and end your presentation confidently.)
- No
A: Yes
  Hint: Try again!

Q: How often should you put sentences in your PowerPoint?
- always
- almost always
- almost never (Correct: Only put quotes, or very important sentences that reinforce your message. Otherwise, sentences will distract the audience from listening to you.)
- never
A: almost never
  Hint: Try again!
  Hint: Try again!

Q: 1.     What should you do after the tutee tells you about the instructions for the writing task and that they have not started writing yet?
A: You should instruct them to complete the Word Map to generate ideas
  Hint: Try again!
  Hint: Try again!

Q: 2. Which of the following sentences is NOT a strong topic sentence? There may be more than one possible answer.
- I am going to write about becoming vegetarian. (Correct. This sentence is not appropriate. The sentence announces the topic, but it does not express an opinion about it.)
- Being vegetarian is not easy, but it is a good idea.
- There are several advantages to being vegetarian.
- More and more people are becoming vegetarian every day. (Correct. This sentence is not appropriate. This is a fact that can be verified as true or not. It is not a topic sentence because it does not express a position: in favour or against vegetarianism)
A: I am going to write about becoming vegetarian.; More and more people are becoming vegetarian every day.
  Hint: Try again!
  Hint: Try again!

Q: Should you write the text along with your tutee?
- Vrai
- Faux (Correct- If you write the text with your tutee, it is considered plagiarism, as they should write the text themself. You can help them brainstorm and organize their ideas.)
A: Faux

Q: Label the parts of the paragraph

1.

2.

3.

4.

5.
- Zone 1 | title
- Zone 2 | argument 1
- Zone 3 | argument 2
- Zone 4 | argument 3
- Zone 5 | transition words
- Zone 6 | topic sentence
- Zone 7 | concluding sentence
  Hint: Try again!
  Hint: Try again!

Q: What are four problems with the ideas in the paragraph below? Note: The tutee had to write about the disadvantages of eating fast food.

In this paragraph, i am going to write about fast food. First, people eat a lot of fast food. Fast food is cheap, but it can be bad for your health. I eat fast food when I am in a hurry. McDonalds and Tim Hortons are popular restaurants for fast food. Fast food contains a lot of sugar and fat. To conclude you must not eat fast food on a regular basis.
A: Answers will vary
Feedback ("Answers will vary"): a. The topic sentence announces the topic, but it does not express an opinion about it. b. The following statements are just facts, not arguments: “People eat a lot of fast food.” and “I eat fast food when I am in a hurry.” Arguments such as: you will gain weight, fast food does not contain a lot of nutrition, and your heart suffers when you eat too much salt, are better suited. c. There are two good arguments, but they are difficult to find. d. Transitions should be used to indicate the argumentsThere is no support for the arguments.

Q: What vocabulary words are written in the mini-lesson plan?
- Words the tutee will learn during the tutorial.
- Words the tutee is learning during the current tutorial.
- Words the tutee learned at the last tutorial. (Correct:)
A: Words the tutee learned at the last tutorial.
  Hint: Try again!
  Hint: Try again!

Q: Which of the following words that your tutee learned at their last lesson would you not review at the beginning of the next lesson?
- boring
- younger
- short
- bankrupt (Correct: not a common word)
- flunked (Correct: not a common word)
- failed
A: bankrupt; flunked
Feedback: You want the tutee to retain a reasonable number of words, around five per session. Also, choose high frequency words that the tutee would be likely to need again for basic communication.

Q: You have prepared a lesson on modals, which your tutee has asked you to do. However, during the lesson review you discover that your tutee still has a lot of difficulty with the simple past covered in the previous lesson. What would you do?
- Spend most of the lesson on the simple past.
- Spend most of the lesson on modals.
- Spend half the lesson on modals and half on the simple past.
- Ask the tutee what they want to do. (Correct: The tutee should be in charge of deciding what they want to do. If they are having a quiz on modals during their next class, then reviewing the modals will probably be more important for them.)
A: Ask the tutee what they want to do.
  Hint: Try again!
  Hint: Try again!

Q: What is the correct order of the following corrective feedback techniques to help a tutee with a writing mistake?

a. Instruct the tutee to find the answer in their grammar book or with resources you provide.

b. Inform the tutee that there is an error.

c. Point out the error if necessary.
- b-c-a
- c-b-a
- a-b-c
A: b-c-a
Feedback: Do not provide the answers. Encourage the tutee to correct the mistake by themself.

Q: When you need to contrast two ideas, which of the following transitions is appropriate?
Being a vegetarian has its challenges.__________,it also provides you with immediate rewards like savings.

a. However

b. In addition

c. Moreover

d. For example
A: However

Q: Which of the following statements is NOT appropriate to support the topic sentence: Being a vegetarian is a difficult commitment? There may be more than one correct answer.
- If you travel or attend a party, you need to ask for a vegetarian option in advance. (This is a strong supporting sentence.)
- People become vegetarians because it is good for their health. (Correct. This is an argument in favour of being a vegetarian, not against it. Therefore, it is NOT supporting the topic sentence.)
- A vegetarian diet is less expensive than a non-vegetarian diet. (Correct. This is an argument in favour of being a vegetarian, not against it. Therefore, it is NOT supporting the topic sentence.)
- My best friend is a vegetarian. I should be a vegetarian too. (Correct. This is an opinion, not a fact. Therefore, it is NOT strong support for the topic sentence.)
- When you cook vegetarian food, not all your friends will enjoy their meal.
A: People become vegetarians because it is good for their health.; A vegetarian diet is less expensive than a non-vegetarian diet.; My best friend is a vegetarian. I should be a vegetarian too.

What four materials do you need to give a lesson on pronouns and what do you have to do with each one? 4 marks
Feedback: 1. The pronoun lesson tutee for the tutee to do the interactive exercises 2. The tutor annotated lesson to see the answer key 3. A notebook to write vocabulary and other points to review 4. The Useful Expression sheet to encourage the tutee to speak in English
Feedback: For a lesson on Pronouns, you need the following materials: 1. Tutee lesson- PDF where the tutee can write the answers 2. Tutor annotated lesson- where the tutor can see the answer key and check the correct answer 3. A vocabulary notebook- to write down any mistakes or other notes 4. The Pronoun chart- from the resources section

Q: How should the tutee answer the following communicative question. There might be more than one correct answer.

Does your mother live in Montreal?
- a. Yes, she does.
- Yes, she lives in Montreal.
- Yep
- Oui, elle habite a Montreal.
A: a. Yes, she does.; Yes, she lives in Montreal.
Feedback: The tutee can respond with short or long answer depending on your instructions.

Explain in detail all the activities that you would do during STEP 3 (controlled and communicative activities) in a reading lesson.
Feedback: Skim is a useful technique because the tutee can get the gist of the reading. Thus, they can continue on their own if you run out of time in the session and they can apply the strategy to other texts.
Feedback: STEP 3. Controlled and Communicative Exercises in a Reading Lesson A. Ask the tutee to skim the text to get the general idea. Skimming Techniques o Read the first paragraph and summarize it. o Read the first line of each paragraph and summarize it. o Read the last paragraph and summarize it. B. Ask the tutee to read the text (silently). o Read the second paragraph and summarize. o Continue the same process for the other unread paragraphs.

Q: Your tutee learned the word "busy" while working on the future tense. What techniques would you use to help them practice the word? There might be more than one correct answer.
- Ask me how busy I will be next week.
- What does "busy" mean in French?
- Write down the word busy 5 times in your notebook.
- Give me a future sentence in which you use the word "busy".
- Will you be very busy this semester?
A: Ask me how busy I will be next week.; What does "busy" mean in French?; Will you be very busy this semester?

What three techniques can you use if your tutee speaks in French? Explain each one.
Feedback: There are many techniques that you can apply if the tutee speak in French. Pretend that you do not speak French. Ask the tutee to use the Useful Expressions sheet. Politely, remind the tutee to use English. Before the beginning of the session, remind the tutee of the goal of speaking only English. Give the tutee a "grammar consequence" for every three times they speak French. "grammar consequence"= an easy grammar question that you have prepared in advanced such as "What is the past tense of 'go'?"

Q: You should review a new vocabulary word as many times as possible during the lesson and again in the next session.
- Vrai
- Faux
A: Vrai
Feedback: Correct. You should review a new vocabulary word as often as possible. It takes multiple exposures before a word can be incorporated into the tutee's vocabulary.

Q: You are practicing fluency. How would you respond to the following tutee error?

Tutor: The last trip I went on was three years ago. When did you last go on a trip?

Tutee: I go last year.
- No, you don't say "go" in the past, you say "went".
- Write down the mistake and come back to it.
- The past tense of "go" is "went".
- Point out to the verb "go" on the list of irregular verbs.
- Pretend you did not understand the statement.
A: Write down the mistake and come back to it.

Q: You are working on accuracy. What would you do to respond to the following tutee error?

Tutor: The last trip I went on was three years ago. When did you last go on a trip?

Tutee: I go last year.
- I am sorry, I don't understand what you mean.
- Write down the mistake and come back during the review.
- Write down the mistake and ask the tutee if they can see it.
- Really? That is nice; you are lucky to have travelled.
A: Write down the mistake and ask the tutee if they can see it.

Your tutee wants to work on their future tense homework (a sheet of fill in the blanks exercises in the future tense). Explain all the STEPs you should do before you start the homework.
Feedback: It is important to do STEP 1. Assessment and STEP 2. Theory before helping a tutee with their homework. Thus, if you do not have time to finish, at least they can continue on their own.

Q: You are helping the tutee with their homework on the future tense (STEP3). After your tutee fills in the blank correctly, what question would you ask to make the exercise communicative?

Exercise 1: Fill in the blanks with the future using "will"

1. I (go) _________ on a trip next summer.
A: Will you go on a trip next summer?

Q: When you are working with your tutee on keywords, should you always click on the TIP button if they mention a few keywords they know?
- Vrai
- Faux
A: Vrai
Feedback: Correct. You should look at the complete list of keywords even if they know some.

Q: Your tutee has to make a question to go with the highlighted statement below:
- Yesterday I left the class early because I was sick.

When you ask them whether the question is an auxiliary question or a be question, they don't know. What will you do?
- Refer the tutee to the Useful Expression sheet
- Refer the tutee to the Question Formation chart (Correct. Use the Verb Tense chart to help the tutee get to the answer by themself.)
- Refer the tutee to the simple past tutor annotated lesson
- Tell them that the question is an auxiliary question: Why did you leave early?
A: Refer the tutee to the Question Formation chart

Q: Which question is more difficult for a tutee to answer?
- How do you say "tournament" in French?
- How do you say "tournoi" in English? (Correct. In this question, the tutee must recall the word in the target language, which is more difficult than recognizing a word in their own language.)
A: How do you say "tournoi" in English?

What have been the most difficult STEPs or techniques for you to recall and apply? Why?

Q: 2. Which of the following sentences is NOT a strong topic sentence? There may be more than one possible answer.
- I am going to write about becoming vegetarian (Correct. This sentence is not appropriate. The sentence announces the topic, but it does not express an opinion about it.)
- Being vegetarian is not easy, but it is a good idea.
- There are several advantages to being vegetarian.
- More and more people are becoming vegetarian every day. (Correct. This sentence is not appropriate. This is a fact that can be verified as true or not. It is not a topic sentence because it does not express a position: in favour or against vegetarianism)
A: I am going to write about becoming vegetarian; More and more people are becoming vegetarian every day.
  Hint: Try again!
  Hint: Try again!

Q: . Should you write the text along with your tutee?
- True
- False (Correct- If you write the text with your tutee, it is considered plagiarism, as they should write the text themself. You can help them brainstorm and organize their ideas.)
A: False

Q: Label the parts of the paragraph
- Zone 1 | title
- Zone 2 | argument 1
- Zone 3 | argument 2
- Zone 4 | argument 3
- Zone 5 | transition words
- Zone 6 | topic sentence
- Zone 7 | concluding sentence
  Hint: Try again!
  Hint: Try again!

You are helping the tutee with their homework on the future tense (STEP3). After your tutee fills in the blank correctly, what question would you ask to make the exercise communicative?

Exercise 1: Fill in the blanks with the future using "will"

1. I (go) _________ on a trip next summer.
Feedback: Will you go on a trip next summer?
Feedback: A communicative question requires a personal answer.

In the following video, you will see good and bad examples of the following activities:

1.  adapting the theory of a verb tense lesson to the needs of the tutee

2.  doing the controlled and communicative exercises

3.  doing a production task

3. helping with homework

4.  helping the tutee speak in English

Instructions: After watching each bad example of an activity,  think about how it could be improved.  Then, watch the good example to see if you thought of improving it the same way.  In the space provided, explain how the tutor improved the example.

Q: Why is it important to instruct the tutee to skim the text before reading it in detail? Check ALL the appropriate answers.
- To get the gist of the text (main ideas)
- In case there is not enough time, the tutee can finish the text by themself
- To be able to explain the text to the tutee
- To check on the tutee's pronunciation as they read the text
A: To get the gist of the text (main ideas); In case there is not enough time, the tutee can finish the text by themself
Feedback: Skimming the text has two benefits, the tutee can get the main idea of the text and you save time in case the tutee needs to continue the assigned text on their own.

Q: The following techniques are easy to apply, but difficult to remember and put into practice:

- Remind the tutees to speak English

- Instruct the tutee to use the Useful Expressions sheet

- Write down new vocabulary

- Review new vocabulary during and at the end of the session
- Vrai (The techniques above are very important to encourage the tutee to speak in English at all times. If the tutee switches to French due to lack of vocabulary, you should write down the challenging words and review them often during the session and final review.)
- Faux
A: Vrai
Feedback: When the tutee speaks in French, you may not even realize it because you want to answer their questions or follow up on their content. Also, you should be actively listening and may not be able to write the new vocabulary at the same time.

Q: What is the problem in the following dialogue between a tutor and tutee during a grammar lesson on pronouns?

Tutor:

 Tutee:

 Tutor:

 Tutee:

 Tutor:

 Tutee:

Tutor:
Hi. How are you today?

 OK.

 What do you want to do today?

 pronouns

 Oh, pronouns are easy. There are four types of pronouns: subject, object, possessive and reflective.  Subject pronouns, which are I, you, he, she, we and they, go before the verb.  Object pronouns, which are me, you, him, her, it, us, and them go after the verb.  Possessive pronouns replace a noun or a noun phrase and they are mine, yours, his, hers, ours and theirs.  Finally, there are the reflective pronouns, which are myself, yourself, himself, herself, ourselves, yourselves and themselves. These pronouns are used for the object of a verb when it refers to the same noun as the subject of that verb. Do you understand?

 Yes.

Great. Let’s try this exercise.
- The tutor skipped Step 1: Assessment and Step 2: Theory
- The tutor gave the explanation instead of the tutee discovering the rule
- The tutor said pronouns were easy; whereas, they are not easy for the tutee
- All of the above
A: All of the above
Feedback: There are several problems with the exchange above. The tutor, not the tutee gives the answer, there is no interaction, it is not easy for the tutee evidently, since they need help with the pronouns and finally, the response: "yes," to the question: "Do you understand?" may not be true. The tutee may answer yes to save face instead of admitting they are lost.

Q: Which four materials would you need for a lesson on the simple past verb tense? Check all that apply.
- Simple Past Tutor Annotated Lesson
- Simple Past Tutee Lesson
- Vocabulary notebook or scrap paper
- The Useful Expressions sheet
- The tutee's task sheet
A: Simple Past Tutor Annotated Lesson; Simple Past Tutee Lesson; Vocabulary notebook or scrap paper; The Useful Expressions sheet

Q: What should you do with each of the following materials needed during a verb tense lesson?
- Tutor annotated lesson | download it on your phone for easy access to the answer key
- Tutee lesson | download it on a computer to write the answers in the interactive PDF
- Vocabulary notebook | use it to jot down new vocabulary or notes on the target grammar lesson
- Useful Expression sheet | place a printed copy near your tutee for easy access when vocabulary questions arise
Feedback: Make sure that you become familiar with the verb tense lesson beforehand. It is very important to review the production task in the lesson, so that you know the rules yourself before you ask the tutee to explain them to you.

Q: What are two ways in which the tutor can cover the form of a verb tense quickly but effectively?
- The tutor can instruct the tutee to conjugate the verb tense with one subject only
- The tutor can instruct the tutee to skip the theory altogether
- The tutor can instruct the tutee to conjugate the verb orally instead of in writing
- The tutor can complete the verb tense themself
- The tutor could instruct the tutee to conjugate only the affirmative and skip the negative, question and short answer forms
A: The tutor can instruct the tutee to conjugate the verb tense with one subject only; The tutor can instruct the tutee to conjugate the verb orally instead of in writing
Feedback: If the tutee has prior knowledge of the verb tense, the theory can be done orally or only with one subject to make the lesson more efficient. If the tutee does not know the verb tense, then you should spend time in preparation for the next steps.

Q: Why is it important that the players make TRUE statements about themselves in the game? Check all the correct answers.
- Making true statements leads to a meaningful conversation and creates rapport
- The ultimate goal of the game is to talk as much as possible
- Using true statements leads the tutor and the tutee to use affirmative and negative statements about themselves
- The ultimate goal of the game is to have fun
A: Making true statements leads to a meaningful conversation and creates rapport; The ultimate goal of the game is to talk as much as possible; Using true statements leads the tutor and the tutee to use affirmative and negative statements about themselves
Feedback: Using true statements not only allows the tutee to meaningfully practice the target structure, but it also allows the tutor to ask follow-up questions that lead to an authentic conversation.

Q: If the tutee is struggling with the new word "boring," the best question to ask in the final review is, "How do you say 'ennuyeux' in English?
- Vrai (The easier question would be "How do you say 'boring' in French? which requires the tutee to recognize the new word, but not to produce it.)
- Faux (The question "How do you say 'ennuyeux' in English is more difficult because it requires the tutee to produce the vocabulary and not just to recall it.)
A: Faux

Q: When helping a tutee who is telling a story fluently, you should write down every mistake that they make.
- Vrai
- Faux (Correct, it is not possible to write catch every mistake if the tutee is speaking with ease. Focus on the mistakes in accuracy and key words, including correct pronunciation. You can always do one section at a time to be able to screen for mistakes.)
A: Faux
Feedback: It would not be possible to write down every mistake if the tutee is speaking fluently. Write down just their main mistakes and especially those which impede understanding. For example, the mispronunciation of a key word.

Q: Which of the following techniques should you apply with a tutee who is struggling to tell a story?
- All of the techniques mentioned
- Write down the tutee's story and correct all the errors except the ones the tutee should be able to correct themself
- Instruct the tutee to read the corrected text in your notes
- Instruct the tutee to retell the story without looking at the text in your notes
- Show the text to the tutee and correct the mistakes with them
A: All of the techniques mentioned
Feedback: Yes, all of the techniques are on the list are useful

Q: In STEP 3 in a writing task, how can you help a tutee generate ideas for an opinion paragraph once they have understood the instructions?
- You can use a Word Map to help them organize their arguments
- You can use the task sheet with the writing instructions.
- You can write a draft for them.
- You can help them revise and edit the paragraph.
A: You can use a Word Map to help them organize their arguments
Feedback: Word Maps are an efficient way to help the tutee generate and organize ideas.

Q: What are three problems with the ideas in the paragraph below? Match the sentences with the problems.

Note: The tutee had to write about the disadvantages of eating fast food.

In this paragraph, I am going to write about fast food. First, people eat a lot of fast food. Fast food is cheap, but it can be bad for your health. I eat fast food when I am in a hurry. McDonalds and Tim Hortons are popular restaurants for fast food. Fast food contains a lot of sugar and fat. To conclude, you must not eat fast food on a regular basis.
- In this paragraph, I am going to write about fast food. | The topic sentence announces the paragraph.
- McDonalds and Tim Hortons are popular restaurants for fast food. | This is a fact, not an argument.
- I eat fast food when I am in a hurry. | This is a detail, not an argument.
- Fast food is cheap, but it can be bad for your health. | This is a strong argument, but there is no transition to indicate that it is so.
Feedback: The topic sentence needs to be strong: Eating fast food on a regular basis can have many consequences. You should add transitions to clearly indicate each argument; First, second, third... A strong argument is that fast food is bad for your health because it contains a lot of sugar and fat.