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Identifying the functions of learners language
Key concepts pt.1
Key concepts pt. 2
The language teaching classroom
TKT practice task
100
What is the purpose of identifying the functions of learners language?
To know why learners use language in the classroom
100
What is clarifying instructions?
repeating or changing them so that they are clear
100
What is a chunk?
pieces of ideas that you put together in order to be understand
100
What are the 2 types of exponents in language learning?
neutral and formal
100
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
H. Organising Ideas
200
There are some porpuses that include taking part in tasks and activities, interacting with___________ and with__________ in order to make the class a better place to work.
The teacher - each other.
200
According to what does the exponents of language functions vary?
to their age, learning needs, level and the learning context
200
Example: "The teacher hands out a reading text and gives learners instructions for the pre-reading discussion task. the learners check the instructions with the teacher and then do the task in pairs before class". Name at least 3 "learners possible language functions"
Asking for clarification, suggesting, giving reasons, negotiating, checking, repeating.
200
Students can learn exponents as language chunks, they don't need to understand the________utterance (pronunciation)
Grammar
200
That's a good idea
B. Expresing Support
300
What is negotiating?
Having a discussion in order to reach agreement.
300
What is Speculating?
Making a guess using information about the situation
300
Example: "the teacher sets the questions for the reading task. Learners do the task individually, then check in pairs before the teacher checks with the class". Name at least 3 "learners possible language funcitons"
Negotiating, confirming answers, agreeing, disagreeing, asking for an opinion, providing information, acknowledge.
300
When do we use neutral and formal exponents?
We use neutral in the classroom/social context and formal exponents in bussiness meetings, formal meetings, job interviews, etc.
300
I'm not sure, I really don't think it's right
A. Expressing doubt
400
What are the different language functions they take part in different aspects of a lesson?
greeting, explaining, suggesting, checking instructions, negotiating, agreeing, disagreeing, prompting
400
Complete the phrase: "We teach our learners to use exponents which are appropiate for......
The context in which they are learning and in which they will be using the language.
400
What is acknowledge?
Showing you have noticed a mistake, an understanding clause, or reality of to indicate recognition or awareness.
400
What is the teacher OWN goal in a language teaching classroom?
to use as much of the target language as possible.
400
I think your answer should be "he's seen", not "he saw". It should be the present perfect.
C. Highlighting a grammatical structure
500
Give an example of prompting in a learners language class
Oral language exercises, such as Community Circle, can be useful to engage English language learners in conversation and encourage students to use their newly learned English.
500
Example: "The teacher sets homework for the following day. the lesson ends". Name at least 3 "learners possible language funcitons"
Cheking instructions, asking for clarification, confirming information, saying goodbye.
500
Example: "The teacher ask the learners to retell the story in their own words, checking understanding of vocabulary at the same time. The teacher focuses on pronunciation of new vocabulary", Name at least 3 "learners possible language funcitons"
Retelling a story, summarising, explaining, giving a definition, speculating, repeating, self-correcting.
500
When i was on holiday last summer i have tried... i tried snowboarding for the first time
G. reformulating