Session 1 - Worksheet

Teacher Language – Worksheet
Task 1: Work with a partner. Discuss whether the following examples of teacher language
are appropriate or inappropriate
1. Said to a class of elementary secondary students “Please tell me your names”
2. Said to adult elementary learner “I believe that your hard work has really produced
good results. Congratulations.”
3. Said to a teenage intermediate student “You clever boy! Your mom will be pleased
with your mark.”
4. Said to a group of 9-10 year-old intermediate students: “While it is possible to use
the past tense here, it’s much more common and natural to use the present simple
instead.”
5. Said to a group of advanced adult business students: “What excellent work! You
really have been very, very good students.”
6. Said to an elementary adult student: “This work is awful – careless and poor
quality. Do it again”
7. Said to a group of teenage intermediate students “Could you get into groups and
check your answers together.”
8. Said to a group of secondary beginners “Just get into groups and do the writing”
9. Said to a group of primary intermediate students “Color the pictures for
homework, and write the names of the objects under each picture. OK?”
10. Said to an adult student who is very shy “OK. Stand up and sing us the song.”
Task 2: Match the examples of teacher’s classroom language with their functions.
1. Say it like this “baNAna”
2. Juan, let’s hear your story.
3. OK, everyone repeat: Let’s go shopping. All together! Now, skiing.
4. Now discuss your answers with the rest of your group
5. Who can give me three prepositions of place?
6. This is Mr. Smith. He used to work in a bank. Does he work in a bank now?
7. Have you finished part one? Good work. Now try part two.
8. Keep up with the good work
9. Read the instructions carefully and start when you are ready.
10. If you have any questions, please raise your hand now.
11. Fill the bucket with balls. The red team goes first.
12. I know you can get an A if you work on grammar.
13. What do you do when you’re finished? That’s right.
Functions:
A. Concept checking
B. Drilling
C. Eliciting
D. Emphasizing grammar
E. Managing interaction patterns
F. Modeling word stress
G. Modeling progress
H. Nominating
I. Checking understanding
K. Explaing procedure
L. Motivating
Task 3: Match each example of teacher classroom language with its function.
Functions:
A. Giving instructions
B. Correcting student errors
C. Eliciting vocabulary
D. Narrating
E. Explaining about language
1. T: Turn your chairs around and sit back to back.
2. S: The woman is working home.
T: Pronunciation
S: Err… he’s walking home
T: That’s right
3. The present perfect is also used to talk about recent events.
4. T: While Maria was working, the thief took her handbag.
S: Where was her handbag?
T: Under her chair. Anyway then she turned round and …
5. T: Read the postcard quickly and decide if the writer is enjoying his holiday.
6. T: What’s the man doing in the picture?
S: He’s going up the mountain.
T: Yes, do you know another word for “going up”
7. T: If you don’t sleep well. How do you feel?
8. S: I spoke with grandmommy
T: You spoke with your grandma.
S: Yes, I spoke with my grandma.
9. This sound is produced by putting your tongue against your teeth.
Task 4: Look at the classroom activities and the teacher’s instructions listed as A,
B or C. Choose the instruction that would come first.
1. The teacher gives learners an article from a newspaper to read for the first time.
The teacher says: ______
A. Discuss what you think about the opinions in the article in pairs.
B. Read the article quickly and decide on a good title for it.
C. Look at these 10 questions. The answers are in the text. You have fifteen
minutes.
2. The teacher wants to teach leaners some new vocabulary connected to food. The
teacher says: ______
A. Look at this picture. What is this? Yes, good, biscuit.
B. Listen and repeat – biscuit, all together – biscuit
C. Can you make a sentence using the word “biscuit”
3. The teacher wants leaners to practice language learnt in the lesson by doing a role
play. The teacher says: ______
A. Gina and Laura, come to the front here and do the role play for the whole class.
B. Look at the cards I have given to you. This is some information about the
people.
C. “A”s you’re the interviewer and “B”s, you’re a famous person being
interviewed.
4. The teacher wants leaners to develop their oral fluency in a discussion activity.
The teacher says: ________
A. Antonio, what did you group think about question number one?
B. Talk about these questions in groups. Choose someone to report back for the
group.
C. There are some comments you made on the board. Can you correct them?
5. The teacher wants the learners to use the recording of a song as a listening
comprehension exercise in class. The teacher says: _______
A. Read the transcript and underline the words that you don’t know.
B. Listen and tell me what kind of song you think this is: happy? Sad? Romantic?
C. While you listen to the song, fill in the gaps in the transcript.
6. The teacher wants to help leaners with intonation patterns. The teacher says:
______
A. Practice the sentences with your partner. Make sure you sound interested and
bored.
B. Come to the board and write your answers. I if they’re interested and B if
they’re bord.
C. Listen to these people talking. Do they sound interested or bored?

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Teacher Language – Worksheet

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