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Teacher’s Roles
“The dream begins with a teacher who believes in you, who tugs and pushes and leads you to
the next plateau, sometimes poking you with a sharp stick called "truth." ~Dan Rather

_______________
The teacher prepares and thinks through the lesson before teaching it .

_______________
T gives the learners detailed information about the language and about an
activity.

_______________
T organizes the learning space, makes sure everything in the classroom is running
smoothly and sets up the rules and routines for behaviour.

_______________
T goes around the class during individual , pair-work and group work activities,…..

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T makes sure all the learners take part in the activities.

_______________
T comforts learners when they are upset or unhappy.

_______________
T is able to recognise the cause of learners difficulties.

_______________
T can be used by learners for help and advice.
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Teacher’s Roles

What are the teacher’s roles at each stage of the lesson?

Stage Teacher’s Roles

Before the lesson

In the Presentation/Engage/ study

Practice/ Study

Production/ Activate

CLASSROOM LANGUAGE
 The language teachers use in classroom must be appropriate for:_____________________

 Teachers need to grade their language to suit ___________________________________.

 We need to sequence our language appropriately to provide learner with learning

opportunities. Sequencing means ____________________________________________.

 Learners can learn classroom language just by hearing it again and again. So it is important
to use the same classroom language for classroom functions at the early stages of learning.
For example:________________________

GRADING THE LANGUAGE

Basic Intermediate Advanced

Social Language

Organising

Explaining language
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Appropriacy in the Language Classroom - Worksheet

1. Said to a class of elementary secondary students

‘Please tell me your names.’

2. Said to an adult elementary learner

‘I believe that your hard work has really produced results. Congratulations.’

3. Said to a teenage intermediate student

‘You clever boy. Your mummy 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

‘Colour 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.’

http://www.cambridgeesol.org/teach/tkt/modules/activities3/approp_lang_classroom_work.htm
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After that, I’d like you to get into groups and make a list of all the different ideas you’ve
collected.

But before that we’re going to conduct a survey so you get lots of ideas to put in your
compositions. OK?

Right, now here’s a worksheet for your survey.

Then I’d like you to note down their answers.

OK, then, you can start..........NOW.

I’d like you to mingle round the class asking people their opinions, like the questions on the
worksheet.

Right, well, today we’re going to write a composition.

OK. Is that clear? Has anyone got any questions about what you need to do?

What I want you to do is this:

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Now what’s the correct way to give instructions?

Teacher’s Language Functions

 Open your books to page 12.  Did you get it?  Who’s absent today?
 Repeat after me.  Can you give me another  Why were you absent
 Discuss in groups. example? yesterday?
 Exchange your notebooks  We use the past  Be sure to bring an excuse note
with your partners. continuous to talk about later.
…
 Is Roberto right…?

 Are you finished?  Once upon a time there  You did a great job!
 Are you ready? was a…  Well done!
 Do you need help?  One day I was with some  Great!
friends when suddenly…

 Pardon?  A hammer is a tool  Could you explain that?

 Pardon me? carpenters use.  Could your rephrase your
 Once more, please.  We use the simple present question?
to talk about routines.  Can you repeat the question?
 This means “este o esta”
in Spanish.

 It’s a word that starts with b...  Be quiet.  Who wants to tell me how we call
 It’s what you use for  Stop talking. the words that describe people
describing people or things.  Stop that. or things ?
 When we talk about past  I need your attention.  Can you give examples of ...
events we need to add…  Put that away.  What do we usually buy at the
supermarket?
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Learners’ Language Functions

Exponent Function Who might say

that?
Can you say that again, please?

How about doing it together?

Well, see you tomorrow.

Is it page 15 or 50?

Yes, that’s right.

Can any of you give me an example of this?

What do you think?

Definitely, you are right, I agree with you.

Hi, boys!

What do we have to do?

Do you know what it means?

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Categorising Learners Mistakes

Aims While Correcting

Errors Descriptions

1. He like this school. A. Pronunciation / / vs / /

2. Where you did go yesterday? B. Pronunciation / / vs / /

3. The seCREtary is in the office. C. Pronunciation word stress

4. Give me one butterbread! D. Grammar (wrong tense)

5. I eat shocolate everyday. E. Vocabulary (incorrect collocation)

6. After three years they made a divorce. F. Grammar (verb-noun agreement)

7. I’m here since Tuesday. G. Grammar (word order)

8. I’m going to heat you. H. Vocabulary (incorrect word and rude)

Main Objective of Speaking Activity When to Correct

accuracy

fluency
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Who corrects and How to correct

Teacher’s decisions to be made when working with oral errors in class.

Jim Scrivener (1994) suggests that teachers make the following decisions when working with oral
errors in class:
1. Decide what kind of error has been made.
2. Decide whether to deal with it.
3. Decide when to deal with it.
4. Decide who will correct it.
5. Decide on an appropriate technique to indicate that an error has occurred or to enable
correction.

Who can correct?

1.
2.

3. 4.

5. 6.
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How to correct ?

a) Using the language 2.

1.
I go to the movies
yesterday ?
When did you 3.
go Peter?
There`s a mistake
in your sentence,
I go to the movies
yesterday!

4.

I went to the movies

tomorrow.
You went to the movies…

I went to the movies with 5.

your boyfriend last
Saturday.
With MY boyfriend? Are
cheating on me?
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b) Using gestures, and body language

Take a pen blue!

6. 7.

Take blue

pen

c) Using aids

8.

yesterday now tomorrow

9.

T: Is this sentence correct?

Yesterday I don’t go to the movies.

10.
Yesterday I ______ go to the movies.
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Correction techniques
 Tell them
 Facial Expressions
 Gestures combined with facial
expressions
 Finger Correction
 Repeat the sentence up to error
 Echo
 Ask a questions
 Draw a time line on the board
 Draw spaces or boxes
 Write the problem sentence on the
board for class discussion
 Exploit the humour of the error
 Use the phonemic chart
 The chain
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Feedback

Feedback: All students require feedback, whether during the class, at the end of the
lesson, or outside the classroom. Although correction appears similar to feedback,
correction focuses on specific mistakes or errors. Feedback instead looks at weaknesses
and strengths overall. For example, Kenji speaks very well, and actually dominates the
conversation. But he speaks and speaks and speaks because he has poor listening skills,
and can't easily participate in a conversation. It's important to note that feedback also
refers to praise.

Feedback can be given to the class as a whole, as well as to individual students. This offers
direction, and the chance to reiterate class and personal goals. Students can also gauge
their improvement over the course or term.

Giving Feedback - Worksheet

1. You have really made progress in your use of tenses.

2. Your homework shows how much harder you have worked in the last few weeks.
Congratulations.
3. Be careful with your pronunciation of /th/. Go to the lab. and use the materials there to
practise saying it.
4. You need to pay attention to how you structure your essays. Make sure they follow a
logical progression.
5. Your willingness to chat in English with everyone has really helped you to make progress.
6. Try to read more about your subject before you start writing, so that you get a better idea
of what to write about.
7. Please try to arrive earlier for your lessons. You are missing lots of class time.
8. You need to spend much more time doing your homework. This helps to consolidate the
work we have done in class.
9. Make more use of conjunctions to link your sentences – to help your reader understand
the link between your ideas.
10. Excellent work.
11. I’m afraid I can’t read your handwriting. Could you use a computer for your homework in
future?
12. Try not to be afraid of making mistakes when you speak.
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Class Management

I. What are the tools that a teacher has to manage a class? Make a mind map.

II. What kind of knowledge does a teacher need to be able to….

a) teach grammar, lexis and phonology?. ______________________________
b) use the correct methods, approaches and techniques? __________________________
c) understand the students’ needs to keep them motivated ?_________________________
d) know the importance of cultural aspects while learning a language? __________________
e) use aids such as OHP, computer labs, videos, tape recorders etc.?__________________

III. What kind of seating arrangement would be suitable for the following activities.
a) A debate
b) An exam
c) A presentation of a new grammar structure
d) A project work
e) A speaking activity (a class survey)

1. 2. 3. 4.
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