Second edition

(See page243 for answers)


Look at this transcript of part of a discussion activity between students. There are two speakers. Identify the main language function of each of the exponents underlined.


Maria: My next-door neighbour ... he make much noisy ... I can't tell to him
because he's very good ... urn ... kind.
Sylvia: You don't want to sav anything because eel: angry. Me do the same thing
because I've got one neighbour in my place, and do something bad but I don't like to say because ...
Maria: Make upsetting ... upset.
Sylvia: Yeah make neighbour upset,
Maria: I get worry ...
Sylvia: To say something of course, like everyone ...
Maria: hr... no. Not that. I not like them to see what I'm doing - when 1 coming
home. That's no good. They want to check everything.
Sylvia: Check?
Maria: Yeah, you know, learn what I do, when coming ...
Sylvia: Oh I see ... it's a difficult ... yeah, difficult.





Think about these comments from teachers. Which do you agree with and why?

1. 
   If I tried to teach my students all the exponents they need for everyday classroom functions, I'd never have time to teach them the language from the corns ebook!
   
2. 
   My learners usually use their LI when they work in groups and when they ask me questions. I don't think they need to use English for these parts of the lesson.
   
3. 
   My intermediate learners have their favourite expressions, like I agree. Good idea. I think they should use more complex language at their level.
   

1 Look in your coursehook at a lesson you are going ter teach this or next week. Choose one interactive activity from the lesson. Brainstorm the likely language functions your learners will need to be able to complete the activity. Then for each function, write down at least one exponent that they don't know but that is appropriate for their level/age/context. Think how you are going to introduce them to this new language and help them to use it in the activity. Teach the lesson, Introducing the exponents as you have planned. After the lesson, reflect on the outcomes in your Teacher Portfolio.

2. 
   Choose two language functions which are common to teacher and learner language, e.g, encouraging, prompting, correcting. In your Teacher Portfolio, list four examples of exponents for each one, two which are appropriate for the teacher to use and two which are appropriate for the learners to use. Are any of the exponents applicable to both teachers and learners?
   

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Unit 28 Identifying the functions of learners' language

TKT practice task 28 (See page 245 for answers)
For questions 1=7, match the examples of learner language with the functions listed A=H. There is one extra option which you do not need to use.