Scribd
Upload
188 views3 pages

Sample tasks-TKT Module 3

The document provides guidance and sample exercises for teachers on using students' first language appropriately in the classroom. It includes matching activities to identify the purpose of using the first language and sample teacher instructions to choose the most appropriate one. The exercises aim to help teachers reflect on using the first language to check understanding, explain procedures, and motivate students.

Uploaded by

deliamarone
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
188 views3 pages

Sample tasks-TKT Module 3

The document provides guidance and sample exercises for teachers on using students' first language appropriately in the classroom. It includes matching activities to identify the purpose of using the first language and sample teacher instructions to choose the most appropriate one. The exercises aim to help teachers reflect on using the first language to check understanding, explain procedures, and motivate students.

Uploaded by

deliamarone
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 3

TKT Module 3: Teacher language: Appropriacy of use –

Participant’s Worksheet 3

Task A
For questions 1–6, match what the teacher is doing with the purposes for using the students’
first language, listed A, B and C.
Mark the correct letter (A, B or C) on your answer sheet.
Purposes for using the students’ first language
A checking understanding

B explaining procedures

C motivating

The teacher is
1 asking students to show they know what to do for homework.

2 giving individual written feedback to a weak student.

3 encouraging elementary students to try new ways of learning.

4 telling a large group of teenagers the rules of a game.

5 asking students to translate the meaning of new words.

6 showing a group of beginners exactly how to use a self-access centre.

© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

TKT Module 3: Teacher language: Appropriacy of use – Participant’s Worksheet 3


www.teachers.cambridgeesol.org
Page 6 of 9
TKT Module 3: Teacher language: Appropriacy of use –
Participant’s Worksheet 4
Task B
For questions 1–6, match the teacher’s instructions to an elementary class with the teacher
trainer’s comments, listed A–G. Mark the correct letter (A, B or C) on your answer sheet.
There is one extra option which you do not need to use.

Teacher’s instructions
1 Compare your answers with what the others have written down. Oh, first you should get
into groups.

2 Write the essay tonight and hand it in tomorrow, please.

3 Now, we’re going to move on to the role play on page 7. Read the instructions and start
when you’re ready. OK, off you go!

4 Can anybody tell me the answer to number 1?

5 Right, could you all turn to page 72. Or is it 62? Wait a minute, I’ll just look…it’s 52. Sorry.

6 Sorry, no more time for questions. We need to move on. We’ve got a lot to get through this
morning.

Teacher trainer’s comments


A I don’t think you’ve allowed them enough time, check that they don’t have any other homework
to do.

B You need to think before you speak and decide on the order you want the class to do things
in.

C Don’t be in such a hurry to start new work – it’s more important for students to understand
what they’ve done so far.

D Check references in your lesson plan in advance, not while you’re giving the instructions.

E Try to avoid repeating yourself – it doesn’t necessarily make students understand instructions
any better.

F It’s better to nominate a particular student, rather then asking the whole class, in order to give
the weaker ones a chance.

G Always check students have understood your instructions. A demonstration of the activity is a
good idea.

© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

TKT Module 3: Teacher language: Appropriacy of use – Participant’s Worksheet 4


www.teachers.cambridgeesol.org
Page 7 of 9
TKT Module 3: Teacher language: Appropriacy of use –
Participant’s Worksheet 5
Task C
For questions 1–6 look at the classroom activities and the teachers’ instructions listed A, B and
C. Choose the instruction that would come first, A, B or C. Mark the correct letter (A, B or C) on
your answer sheet.
The teacher gives learners an article from a newspaper to read for the first time. The teacher
1
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.

The teacher wants to teach learners some new vocabulary connected to food. The teacher
2
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?

The teacher wants learners to practise language learnt in the lesson by doing a role play. The
3
teacher says:

A Gina and Laura, come to the front here and do your role play for the whole class.
B Look at the cards I have given you. This is some more information about the people.
C ‘A’s, you are the interviewer and ‘B’s, you are a famous person being interviewed.

The teacher wants learners to develop their oral fluency in a discussion activity. The teacher
4
says:

A Antonio, what did your group think about question number 1?


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?

The teacher wants learners to use a recording of a song as a listening comprehension


5
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 learners with intonation patterns. The teacher says:

A Practise the sentences with your partner. Make sure you sound interested or bored.
B Come to the board and write your answers. I if they’re interested and B if they’re bored.
C Listen to these people talking. Do they sound interested or bored?

© UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo

TKT Module 3: Teacher language: Appropriacy of use – Participant’s Worksheet 5


www.teachers.cambridgeesol.org
Page 8 of 9

You might also like