Comprehension Check Unit 27-28

Match the teacher’s language with the trainer’s comment in the answer options!

1. "If any of you don’t understand what to do, I can repeat the instructions for you. OK?"

• You need to grade your language better for this class.

• Try talking to the whole class together.

• Why don’t you prompt them here rather than elicit?

1. Match the teacher’s language with the trainer’s comment in the answer options!

"Who can help Juan with the answer?"

• You could ignore his answer.

• Can you think of another way of checking understanding?

• That was a good example of eliciting help from peers.

Match the teacher’s language with the trainer’s comment in the answer options!

"Now, we’re going to do a brainstorming activity together and build a mind map on the board. Ready?"

• Can you revise the new vocabulary instead?

• Wasn’t the sequencing of your instructions a bit confusing?

• How can you reformulate that so learners will understand?

Match the teacher’s language with the trainer’s comment in the answer options!

"Listen, ... comfortable. Now repeat together."

• Be careful with style. This was a little too formal.

• You paused nicely. This gave students time to focus.

• I’m not sure everyone was ready for the listening comprehension activity.

Match the teacher’s language with the trainer’s comment in the answer options!

"Now let’s see. The family lived in a..."

• Your prompting worked this time. The students remembered the word. Yes--flat.

• Remember it’s important to get everyone’s attention before giving instructions.

• Try praising students a little more. You’ll find they respond well.

Match the teacher’s language with the trainer’s comment in the answer options!

"Class. Shut up. Bernard is speaking."

• Good. It’s important that students learn to listen to each other.

• It’s not appropriate to say that to students. What else could you say?

• When prompting, wait to see if the students can help before you make suggestions.

Match the teacher’s language with the trainer’s comment in the answer options!

"That's not the right answer. Try again. The question asks for three names."

• Your feedback was very useful. It helped the student understand what was wrong.

• When you correct students, try a different technique. You use echo correction a lot.

• Prediction activities are a good way of activating students’ vocabulary. They give them confidence.

Match the language learner’s with its function in the answer options!

1. "Let’s look at the website first. Is that OK?"

• Negotiating

• Organising ideas

• Expressing support

Match the language learner’s with its function in the answer options!

"I think your answer should be ‘he’s seen’, not ‘he saw’. It should be the present perfect."

• Expressing doubt

• Highlighting a grammatical structure

• Expressing support

Match the language learner’s with its function in the answer options!

"OK, so he got up, he had a shower – no, he had breakfast, then he had a shower – then... er... he got dressed. Right, now I’m ready to write it."

• Giving reasons

• Requesting clarification

• Organising ideas