tesyt M-3

Match the examples of teachers' classroom language with the functions listed. A park is a place where people go to walk and relax. Children can play there, too. gertting attention. eliciting. narrating. managing interaction patterns. giving a definition. asking for clarification. modelling.

Match the examples of teachers' classroom language with the functions listed. Ok, now... everyone... stop what you're doing. gertting attention. eliciting. narrating. managing interaction patterns. giving a definition. asking for clarification. modelling.

Match the examples of teachers' classroom language with the functions listed. I'm not quite sure what you mean. Give us some more detail. gertting attention. eliciting. narrating. managing interaction patterns. giving a definition. asking for clarification. modelling.

Match the examples of teachers' classroom language with the functions listed. It was the middle of the night and Torn was asleep. Suddenly he heard a sound. gertting attention. eliciting. narrating. managing interaction patterns. giving a definition. asking for clarification. modelling.

Match the examples of teachers' classroom language with the functions listed. You say it like this -confortable. Now repeat. gertting attention. eliciting. narrating. managing interaction patterns. giving a definition. asking for clarification. modelling.

Match the examples of teachers' classroom language with the functions listed. The room in a house where people cook is called a k..., ki...?. gertting attention. eliciting. narrating. managing interaction patterns. giving a definition. asking for clarification. modelling.

Choose the instruction which would be the most appropriate to continue the sequence. i. The teacher tell students to draw the time line from the textbook in their notebook. ii. The teacher tells students to write two example sentences for points A and B on the line. The teacher tells students to draw four more time lines. The teacher tells students to think carefully about the grammar we use for the two points in time-. The teacher tells students to complete the grammar exercise in their textbooks.

Choose the instruction which would be the most appropriate to continue the sequence. i. The teacher tell students that they need to do some simple research for their class project. ii. The teacher puts the students in to groups and gives out a set of questions. The teacher asks a student to hand out the class set of dictionaries. The teacher tells students to answer the questions together. The teacher tells groups to go to the librery in turn to collect some reference materials.

Choose the instruction which would be the most appropriate to continue the sequence. i. The teacher tell students they are going to do a listening activity- He writes three questions on the board. ii. The teacher tells students to write their answer to the questions on a piece of paper as they listen. The teacher tells students that they do not have to write full sentences, that they cant write notes. The teacher tells students to read the questions on the board. The teacher tells students to check the answer in pairs.

Choose the instruction which would be the most appropriate to continue the sequence. i. The teacher tell students to get into groups of three for a role-play. ii. The teacher asks groups to put their hands up in turn to check they are all in threes. The teacher tells students they have got five minutes to practice their roleplays. The teacher checks that students know exactly what they have to do. The teacher reminds students to use the prompts from the textbooks.

Choose the instruction which would be the most appropriate to continue the sequence. i. The teacher tell her beginner students to watch a DVD and to listen for four exmples of plite requests. ii. The teacher asks the class to tell her the examples they heard. The teacher tells students to write a short dialogue using at least two of the examples. The teacher tells students to put up their hands when they hear an example. The teacher tells students to listen for examples of other functions.

Choose the instruction which would be the most appropriate to continue the sequence. i. The teacher tell students to open their textbooks and to look at the reading activity. ii. The teacher tells students look at the photos next to the reading passage. The teacher tells students to use the photos to try and predict what the text is going to be about. The teacher tells students to match the photos to relevant parts of the text. The teacher tells the students to read the text in detail to find where the photos are described.

Choose the trainer's comment that matches the best with the teacher's instruction to ELEMENTARY PRIMARY LEARNERS. Describe the poster briefly to your partner. You've got a maximum of two minutes. These instructions are appropriate for the learners. These instructions are above the language level of the learners. These instructions do not tell the learners exactly what to do.

Choose the trainer's comment that matches the best with the teacher's instruction to ELEMENTARY PRIMARY LEARNERS. Open your books at page 12. Colour the picture in exercise 2. These instructions are appropriate for the learners. These instructions are above the language level of the learners. These instructions do not tell the learners exactly what to do.

Choose the trainer's comment that matches the best with the teacher's instruction to ELEMENTARY PRIMARY LEARNERS. Look at the board. Copy these five words into your notebooks. These instructions are appropriate for the learners. These instructions are above the language level of the learners. These instructions do not tell the learners exactly what to do.

Choose the trainer's comment that matches the best with the teacher's instruction to ELEMENTARY PRIMARY LEARNERS. Stand up and look at the flashcards on the walls. These instructions are appropriate for the learners. These instructions are above the language level of the learners. These instructions do not tell the learners exactly what to do.

Choose the trainer's comment that matches the best with the teacher's instruction to ELEMENTARY PRIMARY LEARNERS. Are you ready to get going? Can one team line their cards up face down here,and the others do the same over there. These instructions are appropriate for the learners. These instructions are above the language level of the learners. These instructions do not tell the learners exactly what to do.

Choose the trainer's comment that matches the best with the teacher's instruction to ELEMENTARY PRIMARY LEARNERS. Listen to the story about Tom and his cat and put up your hands. These instructions are appropriate for the learners. These instructions are above the language level of the learners. These instructions do not tell the learners exactly what to do.

Choose the trainer's comment that matches the best with the teacher's instruction to ELEMENTARY PRIMARY LEARNERS. Listen to the CD. Point to the toys in the picture when you hear the words. These instructions are appropriate for the learners. These instructions are above the language level of the learners. These instructions do not tell the learners exactly what to do.

FUNCTIONS AND STUDENT DIALOGUES. Match the second student's responses with the functions. Julia: I'am not shure i can do this exercise. Kyoko: yes, you can. I'll help you. emphasising. prompting. self-correcting. checking understanding. speculating. encouraging. changing the subject. suggesting.

FUNCTIONS AND STUDENT DIALOGUES. Match the second student's responses with the functions. Paula: Well, we were all on the plne waiting to take off. Then I saw the ...er... Naima: The pilot ... emphasising. prompting. self-correcting. checking understanding. speculating. encouraging. changing the subject. suggesting.

FUNCTIONS AND STUDENT DIALOGUES. Match the second student's responses with the functions. Lin: So what do you think picture A is? Is it the end of a pencil? Peter: I suppose it could be if you turn it this way around. emphasising. prompting. self-correcting. checking understanding. speculating. encouraging. changing the subject. suggesting.

FUNCTIONS AND STUDENT DIALOGUES. Match the second student's responses with the functions. Sven: I don't understand the homework. Can we do it quicky now? Gerald: No time. Why don't you come round to my house later and we can do it together?. emphasising. prompting. self-correcting. checking understanding. speculating. encouraging. changing the subject. suggesting.

FUNCTIONS AND STUDENT DIALOGUES. Match the second student's responses with the functions. Monique: Number 4. The answer's obvious. He didn't see her, so it's this one. Right? Aafje: Do you meam this one is the answer?. emphasising. prompting. self-correcting. checking understanding. speculating. encouraging. changing the subject. suggesting.

FUNCTIONS AND STUDENT DIALOGUES. Match the second student's responses with the functions. Mohamed: Have you ever been to Australia? Frank: Yes, I did... er ... sorry, I have... emphasising. prompting. self-correcting. checking understanding. speculating. encouraging. changing the subject. suggesting.

FUNCTIONS AND STUDENT DIALOGUES. Match the second student's responses with the functions. Wong: So, I had a great holiday and met lots of new people. Stefan: Right ... next one. Sport. I'm really good at tennis and softball. emphasising. prompting. self-correcting. checking understanding. speculating. encouraging. changing the subject. suggesting.

Choose the correct answer. When Juan says I'll start in line1. He has just decided he wants to begin. it is his turn to say something. the students decided earlier that he would start.

Choose the correct answer. When Fernanda says that is in line 2,. she is highlighting an idea. she is correcting Juan. she is claryfying.

Choose the correct answer. When Fernanda says got the map from the internet in line 6,. she is making a suggestion. she is giving instructions. she is describing part of process.

Choose the correct answer. When Juan says anyway in line 7. he is trying to get the attention of the teacher. he is changing the direction of the conversation. he is talking to a third student.

Choose the correct answer. When Fernanda says you come from Spain, you like football in line 8. she is summarising. she is checking,. she is explaining,.

Choose the correct answer. When Juan says let me see in line 9,. he is looking at a picture. he is organising his thougts. He is making a sugestion.

Choose the correct answer. When Juan says YOur turn in line 10. he is helping Fernanda. he is inviting Fernanda to speak. he is telling Fernanda the rules.

Choose the learners' written mistakes that best match with the types of mistake listed. Her birthday's on June. It's on 21 st. Wrong conjunction. missing pronoun. unnecessary auxiliary. wrong modal verb. missing article. wrong preposition. wrong adverb. wrong tense.

Choose the learners' written mistakes that best match with the types of mistake listed. They played heardly during the match. They deserved to win. Wrong conjunction. missing pronoun. unnecessary auxiliary. wrong modal verb. missing article. wrong preposition. wrong adverb. wrong tense.

Choose the learners' written mistakes that best match with the types of mistake listed. My niece is coming to stay with us. I don't like very much!. Wrong conjunction. missing pronoun. unnecessary auxiliary. wrong modal verb. missing article. wrong preposition. wrong adverb. wrong tense.

Choose the learners' written mistakes that best match with the types of mistake listed. What do you are think of this CD?. Wrong conjunction. missing pronoun. unnecessary auxiliary. wrong modal verb. missing article. wrong preposition. wrong adverb. wrong tense.

Choose the learners' written mistakes that best match with the types of mistake listed. She did well in the exam as she was very happy. Wrong conjunction. missing pronoun. unnecessary auxiliary. wrong modal verb. missing article. wrong preposition. wrong adverb. wrong tense.

Choose the learners' written mistakes that best match with the types of mistake listed. Last night I saw cat in my garden. It was beautiful. Wrong conjunction. missing pronoun. unnecessary auxiliary. wrong modal verb. missing article. wrong preposition. wrong adverb. wrong tense.

Choose the learners' written mistakes that best match with the types of mistake listed. I have visited Italy last summer for my holidays. Wrong conjunction. missing pronoun. unnecessary auxiliary. wrong modal verb. missing article. wrong preposition. wrong adverb. wrong tense.

Match the classroom situations with the classroom management choices listed. It takes your lively students a long time to settle at the start of a lesson. Dive the class into As and Bs. As do the activity first while Bs do some exercises. They they swap. Write some useful classroom language on posters and put it around the cassroom walls. Teach the phrases to students and remind them to use them in fluency work. Don't use the mother tongue with students. If the know you won't traslate, they I'll listen more carefully. Make sure you start the lesson with a flexible pair or group activity so you can start the lesson properly when everyone is present. Prepare some extension activities before the lesson to hand out to the faster students. Try not to hurry the slower students. Try norminating before you ask the question. Use warmers that relax and calm your students to get them ready for the lesson. Avoid games and quizzes. Changing the class seating regulary so that the problem students are not always sitting in the same places.

Match the classroom situations with the classroom management choices listed. Your students pretend they don't understand when you give instrucctions in English. They waith for you to give them in L1. Dive the class into As and Bs. As do the activity first while Bs do some exercises. They they swap. Write some useful classroom language on posters and put it around the cassroom walls. Teach the phrases to students and remind them to use them in fluency work. Don't use the mother tongue with students. If the know you won't traslate, they I'll listen more carefully. Make sure you start the lesson with a flexible pair or group activity so you can start the lesson properly when everyone is present. Prepare some extension activities before the lesson to hand out to the faster students. Try not to hurry the slower students. Try norminating before you ask the question. Use warmers that relax and calm your students to get them ready for the lesson. Avoid games and quizzes. Changing the class seating regulary so that the problem students are not always sitting in the same places.

Match the classroom situations with the classroom management choices listed. You notice that some students need more time to finish their work in class. The other students finisch quickly and get bored and talkative. Dive the class into As and Bs. As do the activity first while Bs do some exercises. They they swap. Write some useful classroom language on posters and put it around the cassroom walls. Teach the phrases to students and remind them to use them in fluency work. Don't use the mother tongue with students. If the know you won't traslate, they I'll listen more carefully. Make sure you start the lesson with a flexible pair or group activity so you can start the lesson properly when everyone is present. Prepare some extension activities before the lesson to hand out to the faster students. Try not to hurry the slower students. Try norminating before you ask the question. Use warmers that relax and calm your students to get them ready for the lesson. Avoid games and quizzes. Changing the class seating regulary so that the problem students are not always sitting in the same places.

Match the classroom situations with the classroom management choices listed. Your students never respond to you when you are eliciting. They don't say anything. Dive the class into As and Bs. As do the activity first while Bs do some exercises. They they swap. Write some useful classroom language on posters and put it around the cassroom walls. Teach the phrases to students and remind them to use them in fluency work. Don't use the mother tongue with students. If the know you won't traslate, they I'll listen more carefully. Make sure you start the lesson with a flexible pair or group activity so you can start the lesson properly when everyone is present. Prepare some extension activities before the lesson to hand out to the faster students. Try not to hurry the slower students. Try norminating before you ask the question. Use warmers that relax and calm your students to get them ready for the lesson. Avoid games and quizzes. Changing the class seating regulary so that the problem students are not always sitting in the same places.

Match the classroom situations with the classroom management choices listed. Your find mingles difficult with the large number of students in your classes. Dive the class into As and Bs. As do the activity first while Bs do some exercises. They they swap. Write some useful classroom language on posters and put it around the cassroom walls. Teach the phrases to students and remind them to use them in fluency work. Don't use the mother tongue with students. If the know you won't traslate, they I'll listen more carefully. Make sure you start the lesson with a flexible pair or group activity so you can start the lesson properly when everyone is present. Prepare some extension activities before the lesson to hand out to the faster students. Try not to hurry the slower students. Try norminating before you ask the question. Use warmers that relax and calm your students to get them ready for the lesson. Avoid games and quizzes. Changing the class seating regulary so that the problem students are not always sitting in the same places.

Match the classroom situations with the classroom management choices listed. Your students often use L1 when they are doing activities in pairs and groups. Some of them do the activity but they don't do it English. Dive the class into As and Bs. As do the activity first while Bs do some exercises. They they swap. Write some useful classroom language on posters and put it around the cassroom walls. Teach the phrases to students and remind them to use them in fluency work. Don't use the mother tongue with students. If the know you won't traslate, they I'll listen more carefully. Make sure you start the lesson with a flexible pair or group activity so you can start the lesson properly when everyone is present. Prepare some extension activities before the lesson to hand out to the faster students. Try not to hurry the slower students. Try norminating before you ask the question. Use warmers that relax and calm your students to get them ready for the lesson. Avoid games and quizzes. Changing the class seating regulary so that the problem students are not always sitting in the same places.

Match the classroom situations with the classroom management choices listed. You have several students who are late for class because they have an extra lesson during the break. You know it's not their fault, but it always disturbs the class. Dive the class into As and Bs. As do the activity first while Bs do some exercises. They they swap. Write some useful classroom language on posters and put it around the cassroom walls. Teach the phrases to students and remind them to use them in fluency work. Don't use the mother tongue with students. If the know you won't traslate, they I'll listen more carefully. Make sure you start the lesson with a flexible pair or group activity so you can start the lesson properly when everyone is present. Prepare some extension activities before the lesson to hand out to the faster students. Try not to hurry the slower students. Try norminating before you ask the question. Use warmers that relax and calm your students to get them ready for the lesson. Avoid games and quizzes. Changing the class seating regulary so that the problem students are not always sitting in the same places.

Choose the purpose that best match with the classroom management technique. The teacher decides to ask questions to the whole class rather than nominating. It promotes learner autonomy. it encourages student participation in class. it supports difrentiation.

Choose the purpose that best match with the classroom management technique. The teacher has class sets of dictionaries and teaches the students how to use them. It promotes learner autonomy. it encourages student participation in class. it supports difrentiation.

Choose the purpose that best match with the classroom management technique. Students correct their own work before writing their final drafts. It promotes learner autonomy. it encourages student participation in class. it supports difrentiation.

Choose the purpose that best match with the classroom management technique. The teacher adapts some of the activities in the coursebook and prepares extension activities before the lesson. It promotes learner autonomy. it encourages student participation in class. it supports difrentiation.

Choose the purpose that best match with the classroom management technique. The teacher responds to the content of what students say and does not over-correct. It promotes learner autonomy. it encourages student participation in class. it supports difrentiation.

Choose the purpose that best match with the classroom management technique. The students set their own learning goals and review them regularly with the teacher. It promotes learner autonomy. it encourages student participation in class. it supports difrentiation.

Choose the purpose that best match with the classroom management technique. The teacher regulary changes the student groupings and pairings to match students' abilities. It promotes learner autonomy. it encourages student participation in class. it supports difrentiation.

Choose the teacher roles that best match with the teacher activities. The teacher brings in photos and pictures from magazines the help students think of what to say. Assessor (someone who evaluates the students' performance and behaviour). Motivator (someone who encourages the students). Planner (someone who plans what the students are going to do). Contributor (someone who gives ideas and information about a topic).

Choose the teacher roles that best match with the teacher activities. The teacher responds to what students say with enthusiasm and gives everyone a chance to speak. Assessor (someone who evaluates the students' performance and behaviour). Motivator (someone who encourages the students). Planner (someone who plans what the students are going to do). Contributor (someone who gives ideas and information about a topic).

Choose the teacher roles that best match with the teacher activities. The teacher keeps recors of students' work and progress. Assessor (someone who evaluates the students' performance and behaviour). Motivator (someone who encourages the students). Planner (someone who plans what the students are going to do). Contributor (someone who gives ideas and information about a topic).

Choose the teacher roles that best match with the teacher activities. The teacher regulary prepares a scheme of work. Assessor (someone who evaluates the students' performance and behaviour). Motivator (someone who encourages the students). Planner (someone who plans what the students are going to do). Contributor (someone who gives ideas and information about a topic).

Choose the teacher roles that best match with the teacher activities. The teacher uses regular tests to moniot students level of language profefiency. Assessor (someone who evaluates the students' performance and behaviour). Motivator (someone who encourages the students). Planner (someone who plans what the students are going to do). Contributor (someone who gives ideas and information about a topic).

Choose the teacher roles that best match with the teacher activities. The teacher expresses her point of view in class discussios-. Assessor (someone who evaluates the students' performance and behaviour). Motivator (someone who encourages the students). Planner (someone who plans what the students are going to do). Contributor (someone who gives ideas and information about a topic).

Choose the teacher roles that best match with the teacher activities. The teacher meets with her colleagues to decide on an appropriate methodology for the english lessons. Assessor (someone who evaluates the students' performance and behaviour). Motivator (someone who encourages the students). Planner (someone who plans what the students are going to do). Contributor (someone who gives ideas and information about a topic).

Choose the option which does NOT complete the statement correctly. The teacher wants the students to share their ideas before the class feedback so she. tells them to check answers with a partner. collects the students' answer papers. tells them to exchage anwer papers.

Choose the option which does NOT complete the statement correctly. The teacher wants the students to work in mexed- ability groups so he. has them choose their own student groupings. plans the student groupings before the lesson. groups students using the results from a test.

Choose the option which does NOT complete the statement correctly. The teacher wants the students to think about the learning strategies they used in an activity so she. Give three minutes' individual thinking time. does a team quiz with the class. puts them into groups of three for reflection.

Choose the option which does NOT complete the statement correctly. The teacher wants the shy, quiet students to take a more active role in the class so she. keeps a list of students to nominate and tries to include everyone in a lesson. gives the class 20 seconds thinking time beween asking the question and eliciting the answer. accepts responses from students who put their hands up first.

Choose the option which does NOT complete the statement correctly. The teacher wants the students to talk to as many of their classmantes as possible so he. does an open pair activity. does a class survey. does a mingle.

Choose the option which does NOT complete the statement correctly. The teacher wants the students to work at their own pace in revision activity so he. lets students work individually. has the fast finishers do an extra activity. asks students to do a brainstorm is pairs.

Match the classroom situations in which students make mistakes with the most appropriate correction strategies listed. The learners do a role-play in groups of three and many of them make the same unimportant grammar error but it doesn't stop them communicating. delayed correction. peer or self- correction. immediate teacher correction.

Match the classroom situations in which students make mistakes with the most appropriate correction strategies listed. A learner, without knowing, uses an expression incorrectly and, by mistake makess everyone laugh. This makes him embarrased. delayed correction. peer or self- correction. immediate teacher correction.

Match the classroom situations in which students make mistakes with the most appropriate correction strategies listed. A shy, elementary primary learner gives a short talk about his favorites toy. He often leaves out the verb to be in his sentences. delayed correction. peer or self- correction. immediate teacher correction.

Match the classroom situations in which students make mistakes with the most appropriate correction strategies listed. A learner reports back after a pairwork activity. He makes a couple of slips with language he already knows. delayed correction. peer or self- correction. immediate teacher correction.

Match the classroom situations in which students make mistakes with the most appropriate correction strategies listed. A group of learners take part in a class discussion. One learner presents his argument but makes several lexical errors which results in miscommunication. The other learners in the class cannot follow his argument. delayed correction. peer or self- correction. immediate teacher correction.

Match the classroom situations in which students make mistakes with the most appropriate correction strategies listed. The learners write the same story in groups of four. Each group produces one copy of the story for the next group to read. The stories all contain some slips. delayed correction. peer or self- correction. immediate teacher correction.

Choose the option which is NOT appropriate for the classroom situation. The teacher wants to give feedback to her young learners on their written work. She wants to encourage and motivate them. She puts a smile face next to theri writing. She reads out the marks to the whole class. She writes Well done at the bottom of their writing.

Choose the option which is NOT appropriate for the classroom situation. The teacher wants to give written feedback to an individual studen on his behaviour. He writes a comment in his portfolio. Your mark of 86% is very good. I am quite pleased with you this term. You have really tried hard. This was a good term for you. You have calmed down a lot.

Choose the option which is NOT appropriate for the classroom situation. The teacher wants to give feedback to encourage students to make better use of a correction code for their written work. This will help you in examination because you'll learn to find your own mistakes. As you use the correction code, notice if you keep making the same mistakes. Think about how you can avoid them next time. YOu should be able to do this on your own so only ask me if you have to.

Choose the option which is NOT appropriate for the classroom situation. The teacher wants to give feedback to an intermediate student on his speaking in preparation for an examination. He is quite fluent but makes several basic errors. You're still making quite small mistakes when you speak. Try recording yourself and then see if you notice the errors yourself. Take more time in the examination. Don't feel you have to hurry. Think before you speak!. Don't worry too much about those small mistakes. The examiner won't notice.

Choose the option which is NOT appropriate for the classroom situation. The teacher wants to give feedback to an intermediate student. In a 1:1 and small - group situation the student speaks quite well but in a class situation he lacks confidence. Your speaking is good! Think how well you did that role -play the other day. Don't worry about making mistakes in front of the class. It's important you get over your lack on cofidence. I'd like you to geve a short oral presentation tomorow. I know you feel worried about talking in front of the class. But they're worried too when they speak out. Have a go!.

Choose the option which is NOT appropriate for the classroom situation. The teacher wants to give written feedback to a young learners on the ideas in a story he has written. You used all the adjectives and adverbs in the list. Well done. This was a great story, I love reading it. Thank you. The characters really come to life. Maybe you'll be a writer one day.

Choose the option which is NOT appropriate for the classroom situation. The teacher wants to give some general feedback to a strong class on their oral presentations. Most of you used the structure I suggested and, in general, the presentations were very successful. Most of the presentations were interesting, though yours, Paola, and yours, Sylvio, were rather weak. These went well, don't you think? I thought they were all very professional and well organised.