When teacher closes an activity. When teacher wants learners to look at the board. When teacher is giving instructions.
Getting learner's attention
100
Choose the trainer's comment (A, B or C) which matches the teacher's language. 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?
100
What are classroom functions?
The purposes for which teachers use language in the classroom.
100
When the Teacher's language is above the learners' level, or impolite, we say that it is an:
Inappropriate language
100
What is "swap" as a classroom function?
To change one thing for another, e.g. in class a teacher could ask learners to swap partners so that they can work with someone different.
200
When a teacher uses the imperative to say something.
Instructing
200
Choose the trainer's comment (A, B or C) which matches the teacher's language. 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.
200
Mention at least 4 classroom functions that are in the TKT book.
To suit the language level and age of the learners.
200
What is "set a question" as a classroom function term?
To give learners a question to answer or a task or test to do.
300
When the teacher uses language for make students feel positive and reduce their level of anxiety.
Encouraging
300
Choose the trainer's comment (A, B or C) which matches the teacher's language. 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 not sure everyone was ready for the listening comprehension activity.
300
The choice of exponent that a teacher takes depends on:
The learning context and purpose, the learner's needs, their age and level, formality and informality of the situation.
300
Why is important that teacher's language be sequenced?
To make explanations and instructions clearly.
300
What is "stimulate discussion" as a classroom function?
To encourage learners to talk about something. This can be done in different ways such as through a text or a picture.
400
Choosing and naming one learner to speak or participate.
Nominating
400
Choose the trainer's comment (A, B or C) which matches the teacher's language. Now, we're going to do a brainstorming activity together and build a mind map on the board. Ready?
A) Can you revise the new vocabulary instead?
B) Wasn't the sequencing of your instructions a bit confusing?
C) How can you reformulate that so learners will understand?
400
We say that a teacher uses language appropriately when:
He/she choose language that is right for the situation and the audience.
400
The meaning of "sequencing" in language uses.
The use of language in a logical order.
400
What is "report back" as a classroom function?
When a learner tells the whole class what was discussed in group-work or pair-work.
500
When the teacher gives a clear example.
Modelling
500
Choose the trainer's comment (A, B or C) which matches the tracher's language. 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 the students can help before you make suggestions.
500
When it is necessary for a teacher to use student's mother tongue for time to time?
With young learners, beginners or sometimes with elementary learners.
500
Why it is important the use of chunks of language as "open your books and look at page..."
Because once learners are familiar with a set of exponents, teacher can extend the range to suit their level.
500
What is "exchange" as classroom function?
The part of spoken interaction in which one person speaks and another responds to what they said.