TKT practice task 30 (See page 245 for answers) For questions 1-7, look at the incomplete statements about teacher roles and the three options for completing them listed A, В and O.
Two of the options complete the statements correctly- One option does NOT.
Choose the letter {A, В or C) which does NOT complete the statement correctly. 1
1 When acting as a monitor in pairwork, the teacher
A stands watching the learners.
В moves around the classroom.
C partners a learner.
When acting as a language expert, the teacher
A maintains discipline.
В explains meaning to learners.
C provides models.
When acting as a facilitator, the teacher A finds out learners’ names.
В develops learner autonomy.
C encourages the use of learning strategies.
When acting as a manager, the teacher
A organises learning resources.
В presents new language.
C sets up group work.
When acting as a diagnostician, the teacher
A evaluates test results.
В checks learners’ homework.
C introduces new lexis,
When acting as a rapport builder, the teacher
A uses a correction code.
В motivates learners.
C gives positive feedback.
When acting as a resource for learners, the teacher A gives information on language.
В gives homework.
C advises on learning strategies.
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Activity
interaction pattern
Reason for using interaction pattern
Brainstorming
Croups or pairs: students working with other students.
Students to the teacher (feedback).
Reviews and shares students’ knowledge of vocabulary and/or structure and the topic or context; develops learning strategies; energises the students and gets them all involved.
Bingo game
] Whole class: teacher to the students. 2 Student to the teacher.
Reviews students’ understanding of vocabulary; gives a change of pace; gives the teacher feedback; energises.
Individuals (students complete the charts on their own).
Pairwork: student to student.
Open pairs (checking answers). Student to student with the teacher facilitating.
Calms students down, allows students to practise scanning in their own time; enables students to check their work together to give confidence before the class check.
Class survey
] Mingling activity: students move around the classroom asking questions of other students. Groups or pairs (students compare and discuss their answers).
Teacher asks different students in the class what they found out (feedback).
Gives students practice in all four skills and in managing their learning; gives opportunities for large amounts of practice; gives a change of pace; develops learner autonomy; every student in the class is active and involved.
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Classroom problems
Some possible reasons
Learners misbehave, e.g. they use their mother tongue, become noisy, don’t do the activity.
Groups are too big; talkative learners are grouped with other talkative learners; friends are grouped with friends.
Learners are bored.
Learners are always in the same learner groupings.
Learners are very teacher-dependent.
Whole class work and individual work are the main learner groupings used; the teacher does not encourage or facilitate learner autonomy.
One or more learners dominate (has/have a strong influence on what happens / other learners get less chance to participate actively).
In whole-class or individual activities, the teacher allows the same learner(s) to answer; in pair and group work, dominating learners are paired with learners who allow themselves to be dominated.
One or more learners don’t want to join in or participate.
There are few pair and group activities where learners are paired with other ‘shy’ learners or with learners with whom they feel comfortable.
Some learners have nothing to do because they have finished the activity more quickly than others.
Possible fast finishers are all grouped together rather than being mixed with learners of different working speeds.
Some learners are frustrated because they do not have time to finish the activity.
Slower learners are paired with slower learners.
Teachers are unable to monitor learners and learning successfully.
The above problems mean that the teacher has to manage the class and deal with difficulties rather than monitor and promote learning.
You can see from the table how much learner groupings can affect what happens in the classroom. Overall, it's important to have a balance and variety of learner groupings in any one lesson.
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Module з
■ Ke^ mn^Rts and the language teaching classroom
Read these tips and tick the ones which are most important for you.
It is useful to include a variety of interaction patterns in a lesson to keep the students interested and motivated and to give them different kinds of practice,
