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Question 1 - 10

• In which of the functions the teachers needs to give a clear example of the target language?

A.EncouragingB.Getting learners’ attentionC.Modelling

Answer 1 – 10

C. Modelling

Question 1 - 20

• Look at these instructions. One of the instructions (A, B, C or D) is out of sequence. Decide which one is OUT of sequence.

A.Ready? I’m going to play the CD. Listen.B.Take out your student books and turn to page

50.C.Look at exercise 3.D.Read the five true/false questions.

Answer 1 – 20

A. Ready? I’m going to play the CD. Listen.

Question 1 - 30

Answer 1 – 30

Question 1 - 40

• Choose the trainer’s comment (a, b, or c) which matches the teacher’s language.

• Listen,... comfortable. Now repeat together.A.Be careful with style. This was a little too

formal.B.You paused nicely. This gave students time to

focus.C.I’m not sure everyone was ready for the

listening comprehension activity.

Answer 1 – 40

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

Question 1 - 50

• Order the set of instructions correctly.A.In groups of four, brainstorm some ideas

about your personal heroes.B.Choose some points to use in your essay.C.Write a draft of your essay.D.Read the model essay in your student book to

remind you of the organization.

Answer 1 – 50

A. In groups of four, brainstorm some ideas about your personal heroes.B. Choose some points to use in your essay.D. Read the model essay in your student book to remind you of the organization.C. Write a draft of your essay.

Question 2 - 10

Answer 2 – 10

Question 2 - 20

• Choosing and naming one learner to speak or do a particular task is the function of

Answer 2 – 20

• Nominating

Question 2 - 30

• Choose the trainer’s comment (a, b, or c) which matches the teacher’s language.

Who can help Juan with the answer?A.You could ignore his answer.B.Can you think of another way of checking

understanding?C.That was a good example of eliciting help

from peers.

Answer 2 – 30

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

Question 2 - 40

• For the underlined section of teacher talk, identify the classroom function.

Teacher: OK… who cant make the first sentence here? … Who wants to make a sentence about Penny … or about … Abdullah, make a sentence about Penny, please

Answer 2 – 40

• Eliciting• Nominating• Instructing

Question 2 - 50• Look at these instructions. One of the instructions

(A, B, C or D) is out of sequence. Decide which one is OUT of sequence and then order the set of instructions correctly.

A.On your own, write a list of what you ate for breakfast.

B.Work with the person sitting next to you.C.Take in turns to tell your partner what you ate.D.Don’t show your list to your partner.

Answer 2 – 50

A. On your own, write a list of what you ate for breakfast.

B. Work with the person sitting next to you.D. Don’t show your list to your partner. C. Take in turns to tell your partner what you

ate.

Question 3 - 10

• Purposes for which we use language in the classroom.

A. AimsB. FunctionsC.Needs

Answer 3 – 10

• B. Functions

Question 3 - 20

• An example of a grammar point, function or lexical set.

A. ExposureB. ExponentC.Task

Answer 3 – 20

• B. Exponent

Question 3 - 30

• Examples of functions and exponents.A. Prompting, instructing, asking for permission,

thankingB. Modelling, apologizing, encouraging,

introducingC. Getting learner’s attention, instructing,

modelling, encouraging

Answer 3 – 30

• C. Getting learner’s attention, instructing, modelling, encouraging

Question 3 - 40

• In some situations, it may be necessary for the teacher to use the mother tongue, particularly with…

A. Young learners and beginnersB. False beginners and adultsC.Advanced students that don’t make an effort

to understand the language

Answer 3 – 40

• A. Young learners and beginners

Question 3 - 50

• For the underlined section of teacher talk, identify the classroom function.

Student 2: Which one?Teacher: No, no questions.Student 2: Ah, it’s Benny?Teacher: Yes, tell me something about

Penny.

Answer 3 – 50

• The teacher is encouraging, clarifying and correcting

Question 4 - 10

• We use language in the classroom which best suits the learners and the situation.

A. Using formal registerB. Using language appropriatelyC. Using language that is easy to understand

Answer 4 – 10

• B. Using language appropriately

Question 4 - 20

• It means using classroom language that is at or below the language level of the learners.

A. Grading our languageB. Speaking informallyC. Using language that is easy to understand

Answer 4 – 20

• A. Grading our language

Question 4 - 30

•It means using language in a logical order.A. Speaking naturallyB. GradingC.Sequencing

Answer 4 – 30

• C. Sequencing

Question 4 - 40

• Teachers’ classroom languageListen, I like playing football, repeat everyone, I

like playing football. PurposeA.DrillingB. Checking InstructionsC. Monitoring D.Eliciting

Answer 4 – 40

• C. Drilling

Question 4 - 50

• Teachers’ classroom languageLet’s have a look. Yes, that’s great. Now try the

next one. PurposeA.DrillingB. Checking InstructionsC. Monitoring D.Eliciting

Answer 4 – 50

• C. Monitoring

Question 5 - 10

Answer 5 – 10

Question 5 - 20

• Characteristics of appropriate languageA. Right degree of formality, well graded,

sequenced, clearB. Well graded, informal, sequenced, clearC. Right degree of formality, well graded,

sequenced, simple

Answer 5 – 20

• A. Right degree of formality, well graded, sequenced, clear

Question 5 - 30

• Can sometimes be quite similar to encouraging.

A.ModellingB.PromptingC.Instructing

Answer 5 – 30

• B. Prompting

Question 5 - 40

• What is the name of the unit?

Answer 5 – 40

• Using language appropriately for a range of classroom functions

Question 5 - 50

• It is important to use the same classroom language for classroom functions at the early stages of learning.

A. Learners can learn classroom language, just by seeing what the other learners are doing

B. Learners can learn classroom language, just by trying to see what the teacher is doing

C. Learners can learn classroom language, just by hearing it again and again

Answer 5 – 50

• C. Learners can learn classroom language, just by hearing it again and again