Teacher Toolkit
During pair work, the teacher walks around, listens and takes notes without interrupting.
Which teacher role is this?
Monitor/Observer.
Name the two receptive and the two productive language skills.
Receptive - reading & listening
Productive - writing & speaking
Decode the acronym TESOL
Teaching English to Speakers of Other Languages.
A teacher uses puppets, a repetitive song and actions to practise animal words.
Which age group from our seminars is this especially suitable for?
VYL - very young learners.
A teacher uses questionnaires, interviews and a diagnostic task to understand learners before designing a course.
What is this process called?
Needs Analysis
Before class, a teacher selects activities and decides their order. During class, she organises groups and sets time limits.
Planner -> Manager
Which language system is the main focus?
1 - pronunciation
2 - functional language
1) A learner moves to Canada and uses English for daily life and study.
2) A Brazilian engineer and a Japanese engineer communicate in English; neither speaks it as a first language.
What are the acronyms?
1) ESL
2) ELF
Which example gives learner-profile information, and which describes a learning strategy?
1) A learner has limited study time and feels anxious about speaking.
2) A learner groups new vocabulary by topic and reviews it regularly.
1) learner-profile
2) learning strategy
A learner cannot organise a presentation independently
How do we call the support from the teacher? How teacher can help?
Scaffolding
- modeling, prompts
Students repeatedly choose the wrong tense. The teacher asks questions to discover what they misunderstand.
Name the main role and explain how it differs from being a language resource.
Diagnostician – identifies the cause of difficulty. A language resource provides explanations, examples or other language information.
Name the categories of levels (A, B, C) within CEFR
B - independent
C - proficient
What are the acronyms?
1) EAP
2) EOP
3) ESP
Identify the clearest motivation type in each statement:
1) intrinsic
2) extrinsic
3) instrumental
For one particular learner:
Which concept is illustrated? Give examples and explain your choice
Zone of Proximal Development
Identify the teacher’s role in each situation:
1. Rapport builder
2. Facilitator
3. Language resource
4. Assessor.
An A2 class hears:
“Collaborate with your peers to evaluate the alternatives and subsequently justify your preferred option.”
What do you need to do? Name the term.
Grading Language
“Work in pairs. Read the choices. Choose the best one. Tell your partner why.”
Class A: Students learn about the water cycle and practise sequencing expressions. Both content and language are explicit learning objectives.
Class B: Students study geography through English. The learning objectives focus on geographical knowledge.
What are the acronyms? Explain your choice.
Class A - CLIL – Content and Language Integrated Learning; content + language objectives.
Class B - EMI – English as a Medium of Instruction; English is used to teach the subject.
Name the developer of the motivation theory and give types for each example
Zoltan Dornyei
1) Ideal L2 Self
2) Ought-to L2 Self
3) Fear L2 Self
4) Anti-ought-to L2 Self
Students initially need a complete speaking script. Later, they can manage with less help, but the teacher continues providing the full script.
Identify the problem and suggest three successive steps for reducing support.
Support is not being adjusted as independence develops. Full script → sentence starters → keywords → independent performance.
During a speaking activity, several students become silent because they lack useful expressions.
Suggest a sequence of three teacher roles to address the problem. Describe an action for each role and explain how your response helps students continue speaking.
Diagnostician – check what language students need; Language resource – provide useful expressions; Facilitator/Monitor – restart pair work and support or observe their use.
Students listen to a restaurant conversation, notice polite ordering expressions, practise their intonation and role-play ordering a meal.
Identify skills and language systems practised
skills - listening + speaking
systems - pronunciation + functional language
A university offers:
1) a course on writing academic essays in English;
2) an economics course taught through English, without explicit language-learning objectives;
3) project in which students with different first languages communicate in English.
What are the acronyms? Explain your choice?
1 - EAP
2 - EMI
3 - ELF
A 15-year-old says:
“I want to feel part of an English-speaking gaming community. I enjoy discussing games with a partner, but I hate performing childish songs alone in front of the class.”
Identify one motivation type supported by the statement, suggest two possible reasons for the learner’s resistance, and propose two suitable changes to the lesson.
Motivation - integrative
Reasons - songs + scared of being judged by others
An 18-year-old preparing to study abroad performs well on written grammar tasks but gives very short spoken answers and worries about mistakes.
Suggest:
ask which speaking situations are difficult; conduct a short interview; practise introducing oneself to a university class; provide planning time and sentence starters; repeat a comparable task with fewer prompts and assess successful communication.