TKT - Unit 30

The teacher is sometimes a contributor. For example, when the teacher

• gives learners her opinion on a subject during a class discussion

• tells learners a story to establish the context for some language work

• asks learners to choose topics for a pair discussion

The teacher is sometimes a language resource. For example, when the teacher gives

• an example in order to elicit ideas from the class

• examples of model sentences for learner to repeat

• learners some ideas in a brainstorming session

The teacher is sometimes a manager. For example, when the teacher

• puts learners to work in groups according to their different abilities

• demonstrates the meaning of new words learners will see in a text

• chooses a suitable song for learners to listen t oand work on in a lesson

The teacher is sometimes a planner. For example, when the teacher

• gives instruction to learners for a new dialogue writing task

• provides learners with strategies for learning new vocabulary

• anticipates problems learners may have with new target language

The teacher is sometimes an assessor. For example, when the teacher

• asks concept questions after teaching language

• does a choral drill after teaching language

• clarifies meaning after teaching language

The teacher is sometimes a diagnostician. For example, when the teacher gives learners a

• handout to provide a written record of the lesson

• learner contract to agree on their different roles

• questionnaire to find out what language they know

To diagnose learners' levels, the teacher

• listens to each learner and evaluates their language

• listens to the mistakes learners make during the class and plans a lesson to help with the problems

• listens to each learner and decides who is the best learner in the class

To find out learners' needs, the teacher

• reads an article about the typical needs of learners of the age group in his class

• explains the aims of each lesson and checks that the learners understand

• prepares a questionnaire for the learners about their reasons for learning English

To motivate learners, the teacher

• tells the learners that the sts in his other class remember everything he tells them

• reminds the sts that they can repeat the exercise if they get all the answers wrong

• asks learners to bring in articles from newspapers or magazines that they would like to read in class

To assess learners' reading skills, the teacher

• allows the learners to use a dictionary to prepare the text before they read it

• asks each learner to read a paragraph aloud to the class

• encourages the learners to complete a table with information they find in the text