Module 3

Unit 27

Look at the examples of teacher´s language in a class of elementary learners and the three possible trainer´s comments on the language listed A, B and C.

Choose the trainer´s comment which matches the teacher´s language.

1. If any of you don´t understand what to do, I can repeat the instructions for you, OK?

A You need to grade your language better for this class.

B Try talking to the whole class together.

C Why don´t you prompt them here rather than elicit?

2. Who can help Juan with the answer?

A You could ignore his answer.

B Can you think of another way of checking understanding?

C That was a good example of eliciting help from peers.

3. Now, we´re going to do a brainstorming activity together and build a mind map on the board, Ready?

A Can you revise a new vocabulary instead?

B Wasn´t the sequencing of your instructions a bit confusing?

C I´m not sure everyone was ready for the listening comprehension activity.

4. Listen….comfortable. Now repeat together.

A Be careful with style. This was a little too formal.

B You paused nicely. This gave students time to focus.

C I´m bot sure everyone was ready for the listening comprehension activity.

5. Now let´s see. The family live in a …

A Your prompting worked this time. The students remembered the word. Yes – flat.

B Remember it´s important to get everyone´s attention before giving instructions.

C Try praising students a little more. You´ll find they respond well.

6. Class. Shut up. Bernard is speaking.

A Good. It´s important that students learn to listen to each other.

B It´s not appropriate to say that to students. What else could you say?

C When prompting, wait to see if students can help before you make suggestions..

7. That´s not the right answer. Try again. The questions asks for three names.

A Your feedback was very useful. It helped the students understand what was wrong.

B When you correct students, try a different technique. You use echo correction a lot.

C Prediction activities are a good way of activating students vocabulary. They give them confidence.

Unit 28

Match the examples of learner language with the functions listed A-H. There is one extra option which you do not need to use.

Functions

A expressing doubt

B expressing support

C highlighting a grammatical structure

D giving reasons

E negotiating

F requesting clarification

G reformulating

H organising ideas

Examples of learner language

1. Let´s look at the website first, Is that OK?

2. I think your answer should be ´he´s seen´, not ´he saw´. It should be the present perfect.

3. OK, so he got up, he had a shower – no, he had breakfast, then he had a shower – then … er…. He got dressed. Right, now I´m ready to write it.

4. I´m not sure. I really don´t think it´s right.

5. I think they souldn´t allow mobile phones in schools because they can disturb the class.

6. That´s a good idea.

7. When I was on holiday last summer I tried … I tried snowboarding for the first time.

Unit 29

Match the learners´ mistakes with the areas of grammar listed A-D.

You will need to use some of the options more than once.

Areas of grammar

A Adverbs

B Articles

C Verb forms

D prepositions

Learners´mistakes

1.My sister wants to be dentist when she grows up.

2. If I seen him, I would have told him.

3. He is very keen of becoming a musician.

4. My sister and her husband always arrived lately.

5. I´m looking for accommodation to live on next year.

6. One of the students were late for class today.

7. I really want to visit the Oxford University next week.

Unit 30

Look at the incomplete statements about teacher roles and the three options for completing them listed A, B and C.

Two of the options complete the statements correctly. One option does NOT.

Choose the letter which does NOT complete the statement correctly.

1. When acting as a monitor in pairwork, the teacher.

A stands watching the learners.

B moves around the classroom

C partners a learner.

2. When acting a language expert, the teacher

A mantains discipline

B explains meaning to learners.

C provides models.

3. When acting as facilitator, the teacher

A finds out learners´ names.

B develops learner autonomy.

C encourages the use of learning strategies.

4. When acting as a manager, the teacher

A organises learning resources.

B presents new language.

Sets up group work.

5. When acting as a rapport builder, the teacher

A uses a correction code.

B motivates learner.

C gives positive feedback

Unit 31

Match the teaching strategies with the problems with group or pairwork listed A, B and C.

You will need to use some of the options more than once.

Problems with group or pairwork

A Some students dominate.

B Some students always finish first and get bored.

C Some students use too much L1.

Teaching strategies

1. Plan short extension activities and have them ready to hand out to students.

2. Plan learner groupings carefully before the lesson so that all learners can take part.

3. Make sure students know the key expressions to use in the activities.

4. Demonstrate activities to provide students with models of language they need.

5. Make sure that activities are differentiated so that some students are challenged more.

6. Be ready to change learner groupings if some students are stopping others from taking part.

7. Make one student in each group responsible for monitoring language use.

Unit 32

Think about these comments from teachers. Which do you agree with and why?

1. I´d like to use different strategies and techniques for correcting my learners, but I find that in the classroom I automatically use echo correction without thinking.

2. My students are all teenagers. I encourage  them to use peer and self-correction but they prefer it when I correct them.

3. I always correct all my students´ mistakes in their written work. I don´t think it´s a good idea to leave errors in their texts.

Unit 33

Look at the classroom situations in which the teacher gives feedback and the three possible types of feedback listed A, B and C.

Choose the type of feedback which matches the classroom situation.

1. The teacher noticed that all the learners were having problems with some target vocabulary. She noted the problems down and did a revision exercise the next day.

A delayed feedback   B peer feedback  C 1:1 feedback

2. A young learner had just finished talking to the class about his hobby. The teacher said: Thanks, Juan. You tried hard. Well done.

A feedback on language   B feedback on effort   C feedback on ideas

3. A teenage learner had written a store for homework. The teacher marked the work and wrote this comment: This is so much better than last week´s homework. Well done.

A feedback on attitude   B feedback on progress  C feedback on strengths and weaknesses

4. The teacher wrote on the first draft of a learner´s composition: Look at this website for more ideas.

A feedback on grammatical mistakes

B instructions on planning

C help with finding reference resources

5. A teacher, talking to a group of primary children at the end of a group work activity, said: You talked a lot today and worked well together.

A feedback on pronunciation

B feedback on behaviour

C feedback on learning styles

6. A group of students gave oral presentations to the class. Afterwards, the teacher said: You didn´t mention your reasons for choosing this topic. You need to include the next time.

A feedback on organisation of ideas.

B feedback on range of language.

C feedback on content.

7. A student wrote in his learner diary: You always ask the same students to answer. It takes me longer to think in English so I never have a chance to answer.

A feedback to the teacher on classroom procedure.

B feedback to the teacher on materials and activities.

C feedback to the teacher on a specific language problem.

Reference:


Mary Spratt, (2011). The TKT, Teaching Knowledge Test. 2nd ed. United Kingdom: Cambridge University Press.