Module 3 – managing the teaching and learning process

Part 1 Teachers’ and learners’ language in the classroom

UNIT 26 Using language appropriately for a range of classroom functions

Key point for TKT UNIT 26 – Recognize different functions for each stage of lesson or activity. /
Choose right language for each profile of learners.

* Classroom situations and appropriate languages

1) Introducing – beginning of each stage or activities/ often imperative for children and usually in
form of suggestion or advice for adults.
2) Explaining – tasks/ giving instructions.
3) Narrating – telling a story/ vocabulary and verb tenses vary according to learners’ profile.
4) Eliciting – form of question or suggestion in order to get information from learners.
5) Prompting – often paused, to give STT. Gestures are useful./ giving the first sound.
6) Correcting – see “error correction” in TESOL notes.
7) Checking learning – used after new language is presented/ instructions are given/ lesson is over.
usually in form of questions, thoughtfully made CCQs.
8) Conveying the meaning of new language – to present vocabulary or structures. Many ways to
do: asking, CCQs, using realia, gestures or any other aids.

* Tips about the language in classroom.

1) Appropriate language – suitable function and formality.
2) Graded language – choosing language at or below the language level of learners for
understanding.
3) Sequenced language – using the language in a logical order.
4) Same language – in order that the learners learn and get used to classroom language by
listening to it repetitively.
5) Plan – all 1),2),3) and 4) reminders should be planned in advance.

UNIT 27 Identifying the functions for learners’ language

Key point for TKT UNIT 27 – Be able to classify different language functions used by (necessary for)
the learners. / Think examples.

* Types of learners’ language functions

1) Greeting – to teacher, each other
2) Asking for clarification – upon instructions, presented language
3) Asking for repetition – to teacher (presentation stage) / each other (maybe in production stage)
4) Checking meaning
5) Checking information and understanding – with teacher or each other
6) Making suggestions / asking for opinions – useful for learners’ interaction
7) Agreeing / disagreeing / accepting or refusing opinions
8) Saying goodbye

-> Learners need to learn classroom language from teacher. No coursebook teaches it. The teacher
should think about what kind of learners’ language to be taught when planning a lesson.
Learners need different functions for classroom to make the most of the lesson and in order to
interact with teacher and each other appropriately.

UNIT 28 Categorizing learners’ mistakes

Key point for TKT UNIT 28 – Identify the type of errors and make appropriate correction

* Types of mistakes
1) Errors – slips : Errors are caused by lack of knowledge, understanding or enough practice, while
sips are caused by learner’s condition or mood temporarily.
2) Accuracy – fluency errors : Grammar, structure, pronunciation, appropriacy or word suitability vs.
sharing information clearly.
3) Oral – written.

* Example analysis of errors:

1) “She go to the park last Sunday.” – accuracy. (verb tense)
2) “I read /ri:d/ the Vancouver Sun yesterday.” – accuracy (pronunciation)
3) (talking to the Police Officer) “Shut up!” – accuracy (appropriacy, register)
4) “You can….. uh…unhh… take ride I well… to you home?” – accuracy (word suitability, question
form, object pronouns) ; fluency (unclear meaning and halting)
5) “Train are very confortable and fast: I appreciate it very .” 1)A(wrong agreement); 2)Sp(spelling);
3)P(punctuation); 4)V(wrong vocabulary); 5)ㅅ(Missing word). – all accuracy errors.

* Reasons why learners make mistakes

1) Level – they may not have learnt yet the structures or vocabulary.
2) Interference – they might be translating from their L1. / pronouncing alike L1.
3) Lack of practice - still no chances to practice enough what have learnt.
4) Not skilled even in L1 – Their language skill itself (e.g. writing with correct mechanics or
organizing ability; speaking skill; not like reading) may not be good.