TKT - UNIT 32

For the following questions, look at the incomplete sentences about situations where learners need correction and three ways of completing them listed A, B and C. Two of the options are appropriate for each sentence. One of the options is NOT. Mark the option (A, B or C) which is NOT appropriate.

• Got it!

• I don't get it.

A learner says: "I go to home every day at four o'clock." The teacher says

• "I go TO home every day at four o'clock?"

• "Try that sentence again Michael - think about prepositions."

• "Do you mean that you leave school at four o'clock or you arrive at your house at four o'clock?"

Learners got poor marks in a test due to problems hearing the difference between numbers such as fifty and fifteen. The teacher

• drills the numbers for a few minutes every morning so that they become more natural to reproduce.

• writes up the stress patterns on the board and gets learners to practise in pairs using a number dictation.

• organises a shopping role play where learners have to ask the prices of vegetables and fruit

During a group discussion, one learner constantly says 'I am agree with you' and eventually other learners in his group begin to copy him. The teacher

• briefly interrupts by saying, 'Remember everyone, it's I agree with you, isn't it?'

• allows the learners to continue. It is a fluency activity and they will be confused if they are interrupted.

• writes the correct version on the board and asks his group to take note before carrying on.

A group of low-level learners are having problems applying the correction code they have been given. The teacher

• stops using the code and writes notes next to each mistake instead.

• simplifies the code and adds another symbol every week which she clearly explains.

• uses a sample essay with the whole class that they correct together using the code.

A learner has said traffic crush instead of traffic jam when describing a picture in a class feedback session. The teacher says

• 'Good try Abdul, can anyone else help with the right expression here?'

• 'You should know this word Abdul, we did it last week. Think harder.'

• 'Look at the board, Abdul' and points to traffic jam.

During an end of course presentation, one of the learners mispronounces quite a few words that she normally does not have problems with. The teacher

• ignores the mistakes - the learner is nervous and so is making more mistakes than usual.

• notes down one or two of the more common mistakes that could be drilled with the whole class.

• gestures to the learner each time she makes a mistake