TKT Module 3. Part 1

Two of the sentences are appropriate to the teaching activity. One of the sentences is NOT. Choose the option that is NOT appropriate to the teaching activity. 1. Conveying meaning

• So pedestrian collocates with crossing.

• So if he feels cheerful, he’s happy, OK?

• So a cathedral is like a large church.

Two of the sentences are appropriate to the teaching activity. One of the sentences is NOT. Choose the option that is NOT appropriate to the teaching activity. 2. Eliciting

• Could you remind me what’s happened in the story so far?

• Could you put down your pens and listen to the story, please?

• Could you tell me the names of the three characters in the story?

Two of the sentences are appropriate to the teaching activity. One of the sentences is NOT. Choose the option that is NOT appropriate to the teaching activity. 3. Prompting

• Mmm ... yes ... that’s right, homework is due in tomorrow, please.

• A footballer ... a boxer ... a dancer ... So for someone who plays golf?

• Good try. Think of another animal which likes to look for food at night.

Two of the sentences are appropriate to the teaching activity. One of the sentences is NOT. Choose the option that is NOT appropriate to the teaching activity. 4. Providing a reason for doing a task

• This task will help you to practise the adjectives we looked at last week.

• This task is the kind of task you’ll be doing in the school-leaving exam.

• Do your best on this task. Ask me if anything in it is unclear.

Two of the sentences are appropriate to the teaching activity. One of the sentences is NOT. Choose the option that is NOT appropriate to the teaching activity. 5. Giving an instruction.

• Take two minutes to write down as many questions as you can.

• OK, so can you finish please in two minutes’ time.

• This video clip lasts for two minutes.

Two of the sentences are appropriate to the teaching activity. One of the sentences is NOT. Choose the option that is NOT appropriate to the teaching activity. 6. Asking learners to read for gist

• Read the text for a minute and then tell me the main idea.

• Read the text and tell me the meaning of the words on the board.

• Read the text and tell me if the writer agrees with the idea of recycling.

Match the following examples of a teacher’s language used with a class of elementary learners with a trainer’s comments. 7. Ana, Lucie, please stop talking. Ok, everyone, please give me all your attention now!

• It’s better not to nominate at the beginning of a question so all the learners pay attention.

• You should try to give formative feedback

• Ringing a bell or clapping your hands can be a good way to make the class listen.

• I like the way you encouraged the learners to try harder

• It’s a good idea to use what’s happening around you to teach some new vocabulary.

Match the following examples of a teacher’s language used with a class of elementary learners with a trainer’s comments. 8. Oh look, class. Can you see the rainbow? Isn’t it beautiful?

• It’s better not to nominate at the beginning of a question so all the learners pay attention.

• You should try to give formative feedback

• Ringing a bell or clapping your hands can be a good way to make the class listen.

• I like the way you encouraged the learners to try harder

• It’s a good idea to use what’s happening around you to teach some new vocabulary.

Match the following examples of a teacher’s language used with a class of elementary learners with a trainer’s comments. 9. Paolo, can you explain to us all what a fridge is?

• It’s better not to nominate at the beginning of a question so all the learners pay attention.

• You should try to give formative feedback

• Ringing a bell or clapping your hands can be a good way to make the class listen.

• I like the way you encouraged the learners to try harder

• It’s a good idea to use what’s happening around you to teach some new vocabulary.

Match the following examples of a teacher’s language used with a class of elementary learners with a trainer’s comments. 10. We need to get rid of two things from this list. Which would you eliminate, An-Ju?

• Your instructions were not always given in the most logical order.

• It was sensible to change task in the circumstances.

• Make sure you keep the lexis in your instructions at an appropriate level.

• I like the way you encouraged the learners to try harder

• It’s a good idea to use what’s happening around you to teach some new vocabulary.