Module 3(Unit 27)

For questions 1-9, read the examples of classroom language and match the teachers'
language with its functions listed A-E.
Mark the correct letter (A-E) on your answer sheet.
You need to use some options more than once.
Functions
A. giving instructions
B. correcting student errors
C. eliciting vocabulary
D. narrating
E. explaining about language
Examples of classroom language
T=teacher
S =student
1.T:Turn your chairs round and sit back to back, like this.
2.S: The man is working home.
T: Pronunciation.
S: Er...he's walking home.
T: That's right.
3.T: The present perfect is also used to talk about recent events.
4.T: While Maria was working. the thief took her handbag.
S: Where was her handbag?
T: Under her chair. Anyway, then she turned round and.
5.T: Read the postcard quickly and decide if the writer is enjoying his holiday.
6.T: What's the man doing in the picture?
S: He's going up the mountain.
T: Yes, and do you know another word for 'going up'?
7.T: If you don't sleep well, how do you feel?

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8. S: I spoke with my grand mummy.
T: You spoke with your grandma.
S: Yes, I spoke with my grandma.
9.T: This sound is produced by putting your tongue against your teeth.
For questions 10-17, match a teacher's instructions for elementary learners with a
trainer's comments on their appropriacy listed A, B or C.
Mark the correct letter (A, B or C) on your answer sheet.
Trainer's comments
A. These instructions include language which is above the level of the learners.
B. These instructions do not tell the learners exactly what to do.
C. These instructions are clear and precise for the learners.
Teacher's instructions for elementary learners
10.Find some examples of the past tense and talk about them.
11.I'd like you to discuss in pairs the main advantages and any serious disadvantages of the
internet in modern society.
12.Look at the board. Please copy down all the new words into your notebook.
13.There are several similarities, but some variations. You need to decide how the pictures
differ by talking to your partner.
14.Think of your best friend. Write down three words which describe him or her.
15.Ask your partner some questions and find out some information. You can write it down if
you like.
16.Categorise these items of lexis into either idioms or collocations.
17.Do some writing like we did in class today.
For questions 18-25, match the examples of teachers' classroom language with their
teaching purposes listed A-l.Mark the correct letter (A-l) on your answer sheet.
There is one extra option which you do not need to use.
Examples of teachers' classroom language Teaching purposes
18 Could you face the person next to you? A illustrating meaning
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19 Could you plug it in for me, please? B encouraging students to use learning
resources
20 Now you've finished your dialogues, change C asking students to help with
roles. equipment
21 Look at this picture. What do you think D contextualizing a situation
their relationship is?
22 Write down exactly what you hear E focusing on words that carry important
information
23 Can anyone help him? F preparing students for a class dictation
24 Look up anything you don't know in G extending a practice activity
your dictionary.
25 Mark the stress as you listen. H encouraging peer correction
I setting up a pairwork activity
For questions 26-31, look at the teaching activities and the three sentences listed A, B and
C.Two of the sentences are appropriate to the teaching activity. One of the sentences is
NOT.
Mark the letter of the sentence (A, B or C) which is NOT appropriate to the teaching
activity on your answer sheet.
26.conveying meaning
A So pedestrian collocates with crossing.
B So if he feels cheerful, he’s happy, OK?
C So a cathedral is like a large church.
27.eliciting
A Could you remind me what’s happened in the story so far?
B Could you put down your pens and listen to the story, please?
C Could you tell me the names of the three characters in the story?
28. prompting
A Mmm ... yes ... that’s right, homework is due in tomorrow, please.
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B A footballer ... a boxer ... a dancer ... So for someone who plays golf?
C Good try. Think of another animal which likes to look for food at night.
29.providing a reason for doing a task
A This task will help you to practise the adjectives we looked at last week.
B This task is the kind of task you’ll be doing in the school-leaving exam.
C Do your best on this task. Ask me if anything in it is unclear.
30 giving an instruction
A Take two minutes to write down as many questions as you can.
B OK, so can you finish please in two minutes’ time.
C This video clip lasts for two minutes.
31 asking learners to read for gist
A Read the text for a minute and then tell me the main idea.
B Read the text and tell me the meaning of the words on the board.
C Read the text and tell me if the writer agrees with the idea of recycling
For questions 32-38, match the following examples of a teacher’s language used with a
class of elementary learners with a trainer’s comments listed A – H.
Mark the correct letter (A – H) on your answer sheet.
There is one extra option which you do not need to use.
Teacher’s language
32.Ana, Lucie, please stop talking. Ok, everyone, please give me all your attention now!
33.Oh look, class. Can you see the rainbow? Isn’t it beautiful?
34.Paolo, can you explain to us all what a fridge is?
35.We need to get rid of two things from this list. Which would you eliminate, An-Ju?
36.You don’t seem to be trying very hard with your writing today. Let’s practise our song
instead.
37.You’re doing well. But let’s see which pair is the first to label all the pictures.
38.My other class did much better in the progress test.

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Trainer’s comments
A.It’s better not to nominate at the beginning of a question so all the learners pay attention.
B. You should try to give formative feedback.
C. Ringing a bell or clapping your hands can be a good way to make the class listen.
D.I like the way you encouraged the learners to try harder.
E. It’s a good idea to use what’s happening around you to teach some new vocabulary.
F. Your instructions were not always given in the most logical order.
G. It was sensible to change task in the circumstances.
H. Make sure you keep the lexis in your instructions at an appropriate level.
For questions 39-44, look at the teacher’s actions and the three instructions the teacher
gave listed A, B and C. Choose the instruction which came first.
Choose the instruction which followed the teacher’s action.
Mark the correct letter (A, B or C) on your answer sheet.
39.The teacher handed out a questionnaire so learners could find out about their partner.
The first instruction was …
A. Work in small groups and compare your answers.
B. Ask and answer questions with your partner to complete the questionnaire.
C. How many people had the same answers?
40.The teacher wrote We’ve never met before, … on the board.
The first instruction was …
A. Listen We’ve never met before, have we?
B. Katja, please repeat my sentence.
C. Say it with falling intonation on the question tag.
41.The teacher asked the learners in small groups to write ten questions for a questionnaire
about the reading habits of the class.
The first instruction was …
A. Choose the five most interesting questions your group has written.

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B. Summarise what you found out about another group’s reading habits.
C. Work with someone from another group and ask your five questions.
42.The teacher wrote the topic for the class debate on the board.
The first instruction was …
A. Go to the left of the room if you agree with the statement and to the right if you disagree.
B. Put your hand up if you have changed your opinion since you heard both sides of the
argument.
C. Brainstorm your arguments and anticipate the arguments of the other side.
43.The teacher collected several objects from around the classroom and she put them in a bag.
The first instruction was …
A. Describe it but do not say the name of the object.
B. Andre, put your hand in the bag and touch one of the objects.
C. Write the adjectives that describe the object.
44.The teacher wanted to elicit some adverbs by miming some actions.
The first instruction was …
A. Mime an action and your partner has to say if you’re doing it patiently or impatiently.
B. Do you think I was waiting patiently?
C.Tell your partner which action you think I was miming.
For questions 45-52, match the examples of teachers’ classroom language with their
purposes.
Mark the correct letter (A-I) on your answer sheet. There is one extra option which you
do not need to use.
Purposes
A. giving feedback
B. eliciting language
C. organising a mingling activity
D. asking for clarification
E. drilling
F. setting up pairwork
G. managing a jigsaw task
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 H. dictating
I. concept checking
Teachers’ classroom language
45.It’s a person who checks your ticket on the train. Does anyone know the name of this job?
46.Listen and repeat after me: I always eat eggs for breakfast.
47.Look at this sentence: I’ve just broken my computer. Did I break the computer a long time
ago, or a short time ago?
48.Good, Marek. You used the new vocabulary very well.
49.This part of the class, read section A, and this part, read section B, and the rest of you, read
section C.
50.Listen and write what you hear: Last summer I went camping for the first time.
51.Stand up and ask your questions to as many people as you can in five minutes.
52.Sorry Maria, I don’t understand. Did you come to school by train or bus?
For questions 53-60, match the teacher’s instructions to an elementary class with the
teacher trainer’s comments listed A-I.
Mark the correct letter (A-I) on your answer sheet. There is one extra option which you
do not need to use.
Teacher’s instructions
53.Compare your answers with what the others have written down. Oh, first you should get into
groups.
54.Today, we’re going to learn some functional exponents – they’re on the syllabus.
55.Can’t you get it right, just for a change? Come on, you two!
56.Write the essay tonight and hand it in tomorrow, please.
57.Now we’re going to move onto the role-play on page 7. Read the instructions and start when
you’re ready. OK, off you go!
58.Can anybody tell me the answer to number 1?
59.Right, could you all turn to page 72. Or is it 62? Wait a minute, I’ll just look… It’s 52. Sorry.
60.Sorry, no more time for questions. We need to move on. We’ve got a lot to get through this
morning.

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Teacher trainer’s comments
A.I don’t think you’ve allowed them enough time – check that they don’t have any other
homework to do.
B. You need to think before you speak, and decide on the order you want the class to do things
in.
C. Don’t be in such a hurry to start new work – it’s more important for students to understand
what they’ve done so far.
D. Check references in your lesson plan in advance, not while you’re giving the instructions.
E. Try to avoid repeating yourself – it doesn’t necessarily make students understand instructions
any better.
F. It’s better to nominate a particular student, rather than asking the whole class, in order to give
the weaker ones a chance.
G. Your students won’t understand such technical language – it would be better to paraphrase it.
H. You shouldn’t really speak to students like that – it sounds rude.
I. Always check students have understood your instructions. A demonstration of the activity is
also a good idea.
For questions 61-67, match the teacher’s instructions with the activities that the class is
doing listed A-H.
Mark the correct letter (A-H) on your answer sheet. There is one extra option which you
do not need to use.
Teacher’s instructions
61.Right, now everybody, please pass your paper to the person on your left. Then read and reply
to the message.
62.The man gives lots of reasons why he is late. Write down three of them.
63.OK, now you Paola. Tell us about your family – your parents and brothers and sisters.
64.Don’t forget to take your coursebook with you – the Useful Language section on reports is
very good.
65.OK, now, all the Student Bs, listen very carefully, as you have to give detailed feedback on
your partner’s story.
66.OK everybody, repeat after the tape.

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67.Jacques, turn away from Brigitte so you can’t see her text.
Activities
A. The teacher is doing a fluency activity with an advanced class.
B. The teacher is giving a written homework task to an advanced class.
C. The teacher is doing a jigsaw-reading task with an intermediate class.
D. The teacher is doing a classroom writing activity with an intermediate class.
E. The teacher is doing a word-building activity with an intermediate class.
F. The teacher is doing a listening comprehension task with an intermediate class.
G. The teacher is doing a fluency activity with a low-level class.
H. The teacher is doing a pronunciation activity with a low-level class.
For questions 68-73, match the examples of teacher's language with the functions listed A
B and C.Mark the correct letter (A, B or C) on your answer sheet
You will need to use some of the options more than once.
Functions
A. developing social interaction
B. getting students' attention
C. promoting learner independence
Teacher's language
68.OK. put your hands up to show you're ready to go on to the next activity.
69.Choose a song in English and find three new words to teach the class next lesson.
70..Nice to see everyone in time for class. Does anyone know who won the football match
yesterday? Our team, I hope!
71.You've got five minutes to find three people in the class who have the same hobbies as you.
72.Right, let me see everyone with their book open at page 12. Then you’ll work on exercise A
on your own.
73.Well done everyone. Now, can you try and work out the meaning of the words you
underlined.

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For questions 74-80 ,match the teacher’s instructions to an elementary class with the
teacher trainers’ comments listed A-H.
Mark the correct letter (A-H) on your answer sheet.
There is one extra option which you do not need to use
Teacher's instructions
74.Okay. let’s take a break, 15 minutes, no, no, sorry. ten minutes, no five, we've got a lot to do!
75. This is very difficult, but I hope you can do it
76..Today we are going to look at the form and use of the zero conditional.
77.. Gina, do you know a synonym for the word pullover?
78 .So now, can you all look at this exercise, and match the words to the animals.
79.You can do this alone, in groups or pairs, it’s up to you.
80.Let's check the answers. Who can tell me what’s wrong with number one?
Teacher trainer's comments
A. Well done for deciding on the order for the class to do things before giving instructions.
B. Decide which interaction is most appropriate for the task instead of relying on the students.
C. It’s better to nominate one particular student as this eventually gives everyone a chance to
participate.
D. This is a good, clear instruction for a vocabulary task for an elementary group of learners.
E. The grammatical language in this statement is above elementary level.
F. This statement is demotivating to learners. Try to be more encouraging.
G. Try not to change your mind when giving instructions to lower levels, and make them as
short as possible.
H.The student is unlikely to know this term tor a lexical category at this level.
For questions 81-86, read the instructions to a class and fill in the missing instructions
from the options listed A- F.Mark the correct letter (A- F) on your answer sheet
Missing instructions
A. You have 10 minutes to do this.
B. Michael, can you tell me one of the differences you found?
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C. Ask each other questions to find the differences.
D. Okay, stop now and turn to the front of the class.
E. There are two pictures. They look the same, but there are five differences.
F.I am going to give one picture to Student A, and one to Student B.
Instructions to a class
Good morning everyone, please sit down and listen to what I'm going to tell you about
these pictures.
81.------------------------------------------------------------------------------------------------------------
Now get into pairs and work with the person sitting next to you.
82. ----------------------------------------------------------------------------------------------------------
Before I give them to you there is one thing you must remember- your picture is top
secret! So, don't show them to each other. Okay, so now you have the pictures you are
ready to start the task. Listen to what I want you to do.
83. -----------------------------------------------------------------------------------------------------------
I would like you to work quite quickly. so...
84. -----------------------------------------------------------------------------------------------------------
Right, time's up, so finish your last question.
85. -----------------------------------------------------------------------------------------------------------
Well done everybody, you worked well. Now let's see if your answers are correct. Listen
carefully and see if you agree with each other’s answers.
86. -----------------------------------------------------------------------------------------------------------
For questions 87- 93, match the examples of teachers' language with the uses listed A, B
and C.Mark the correct letter (A, B or C) on your answer sheet.
You will need to use some of the options more than once.
Uses
A. language for eliciting
B. language for setting the scene
C. language for maintaining discipline
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Examples of teachers' language
87.Pens down and face the front please, Khaled and Abdul.
88.Fine, well done. So we call this tense the...?
89.Right, so Dave is going to meet Steve, and wants to find out how to recognise him.
90.You remember the Tair rule, don't you, everyone? This is a test, remember. So only look
at your own work, please.
91.If you remember from last time, Ahmed and Hassan were going to the airport to meet their
cousin.
92.Good. So what’s best here -'a or 'an?
93.So what do we call this animal with four legs? It likes to catch mice.
For questions 94-100, match the examples of teachers classroom language with their
functions listed A-H.
Mark the correct letter (A-H) on your answer sheet.
There is one extra option which you do not need to use.
Teachers' classroom language Functions
94. Listen, I like playing football, repeat everyone, A checking understanding
I like playing football.
95. Maria-collect the books, please. B emphasizing word stress
96. Tell me three adjectives beginning with the C drilling
letter 'C'.
97. Just listen to how I say it-poTAtoes. D checking instructions
98. Okay, discuss it with your partner now, please. E monitoring
99. I'm really full, I've just eaten a big lunch. Am F eliciting
I hungry now?
100. Let's have a look. Yes, that's great. Now try the G organising pairwork
next one. H nominating

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For questions 101-105, read the following instructions which a teacher used with adult
elementary learners. Some of these instructions may not be appropriate. Match the
instructions with the trainer's comments listed A-F. Mark the correct letter (A-F) on your
answer sheet. There is one extra option which you do not need to use.

Instructions

101.Imagine you were in a shop and you had decided to buy some chocolates. What do you
think you might say?

102.Read the text and identify the cohesive devices.

103.Look at the text and underline all the verbs.

104. Why don't you just get into pairs or a small group, if you like, and discuss a few of the
questions or a little bit?

105. Weren't you listening?I said exercise three. Don't waste my time!

Trainer's comments

A This is a clear instruction for adult elementary learners.

B The grammar in this instruction is above elementary level.

C Some adult students might find this instruction rude.

D This instruction is not well sequenced.

E This instruction does not tell students exactly what to do.

F Some of the lexis in this instruction is above elementary level.

For questions 106-111, match what the teacher is doing with the purposes for using the
students' first language listed A, B or C.
Mark the correct letter (A, B or C) on your answer sheet.
Purposes for using the students' first language
A Checking understanding
B Explaining procedures
C Motivating

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The teacher is
106.asking students to show they know what to do for homework.
107. giving individual written feedback to a weak student.
108. encouraging elementary students to try new ways of learning.
109. telling a large group of teenagers the rules of a game.
110. asking students to translate the meaning of new words.
111. showing a group of beginners exactly how to use a self-access centre.
For questions 112-116, look at the following situations and three possible things a teacher
could say.Choose the most appropriate option A, B or C.
112. In a class of primary children of 9-10 years of age, the learners are finishing a pairwork
task. The teacher wants to check the answers with the class.
A What's the answer to number 1? Hands up, please.
B Can any of you possibly tell me what you think might be the answer for the first question?
C Answer?
113. In a class of teenagers in their second year of English, the teacher has just presented a new
grammatical structure and wants to check that the learners understand the meaning.
A Does everyone understand?
B Who can give me an example sentence?
C Please explain the meaning.
114.A group of businessmen are doing a discussion activity. The teacher notices a learner has
made a mistake and says:
A That's wrong.
B A bad answer
C Is that quite right?
115. In a class of adult learners of mixed levels, the teacher is giving the first instruction for a
complex group activity.
A You all know what to do so you can start.
B First, get into the groups you were in yesterday.
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C Here's the handout for the activity. You can start.
116. The teacher is telling a story to a class of very young primary learners who have only been
learning English for one month.
A Here is a little boy. Look. One day
B This is a story about a little boy who used to live in the city.
C Stories are very important for you. They will help you learn new grammar
For questions 117-124, match the examples of teacher language with the classroom
functions listed A-I. Mark the correct letter (A-I) on your answer sheet.
There is one extra option which you do not need to use.
Examples of teacher language Classroom functions

117. We don't say ‘good in' we say 'good at’. A monitoring

118. You two, how are you getting on? B eliciting
119. What can you see in the picture? C correcting
120. Once upon a time there were two boys. D greeting
121. Practise the dialogue in pairs for five minutes. E setting up an activity
122. That's all for today. See you tomorrow. F checking learning
123.Good morning. everyone. How are you today? G narrating
124. Can you remember the meaning of these words? H disciplining
I ending the lesson
For questions 125-131, put the teacher instructions listed A-G in order. The teacher is
telling some young learners how to make a sock Puppet.
Mark the correct letter (A-G) on your answer sheet.
125.------- A Now, take it off your hand and stick the eyes in the right places.
126. ------- B Now your puppet is ready to use.
127. ------- C Pick up the sock and put it on your hand.
128.------- D Next, stick the nose under the eyes.
129. ------- E Put it back on your hand when everything's ready.
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130. ------- F Then, take a pen and mark where you're going to stick the eyes and nose.
131. ------- G Put your sock, your pen, the eyes and the nose on your desk.
For questions 132-136, match the teachers’ instructions with the comments on them listed
A, B or C.Mark the correct letter (A, B or C) on your answer sheet.
Comments
A language not well graded
B language not well sequenced
C language too formal/informal
Teacher's instructions
132.the teacher says to a class of beginners at primary school: ‘’You'd better finish quicky as
were really short of time.’’
133.The teacher says to a group of teenage intermediate learners: ‘’That was extremely well
done.’’
134. The teacher says to a group of adult elementary learners: 'Do the exercise on page 52.
Open your books and check your answer with your partner.’
135. The teacher says to a group of teenage elementary learners: 'Use scientific lexical terms to
define these words.’
136.The teacher says to a group or adult intermediate learners: ‘’Prepare your roles. Get into
pairs. Here your role cards.’’

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