TKT Module 3 Revision: Using language appropriately for a range of classroom functions
 |
You should only come here if you have completed a face-to-face course for TKT Module 3 or have done the Module 3 course on this site. |
The parts of the
answer which are underlined are things you
should know.
Examples are in black.
 |
+ |
 |
Using language appropriately for a range of classroom functions |
Make a note of your answer to the question and then click on the
to reveal the answer.
|
State two reasons why teachers talk in classrooms. |
Teachers
speak to:
manage the learners and the classroom. teach (not necessarily to tell) and model. maintain relationships between the teacher and the learners and between the learners. |
| Explain what
the acronym CLEAR means with reference to teacher talk. |
CLEAR stands for:
Clear: not mumbled, spoken facing the board or spoken too quickly. Limited: The more the teacher talks, the less the students can say. However, the quality of teacher talk is what is really critical. Explicit: Learners need to be aware of the teacher's intentions. Appropriate: Teacher talk to should tell learners what they need to know and no more. Relevant: Maintaining focus and not using teacher talk to fill silences or go off on tangents. |
| The teacher
says: This verb is irregular. In the past simple the form is pronounced 'spoke' and the past participle is pronounced 'spoken'. What two things is he doing? |
The teacher is
informing and
modelling.
|
| The teacher
says: Who can tell me where the stress is? Good. John, what is unusual about the spelling of this word? What two things is she doing? |
The teacher is using two forms of
elicitation:
whole class elicitation and individual nomination and elicitation. |
| The teacher
says: Well, partly right, but this sentence has some words in the wrong order. What two things is he doing? |
The teacher
is
a) giving feedback and b) encouraging the learner to self correct. |
| Give two
situations in which using the learners' first language(s) is
a good idea. |
For
safety reasons
You do not want a learner to misunderstand. For counselling and pastoral care reasons Especially with younger learners, you need to be able to respond to social problems With very elementary groups At the outset of learning, it is often quicker and more efficient to give instructions and some explanations in the learners' first language With abstract concepts or unusual words Very difficult concepts or unusual lexis often needs translation When comparing languages Learners' first languages are often seen as a source of error but they are also a resource for learning |
 |
That's the end.How did you do? |
Now you can go on. Select the revision section you want to do from this menu.