The teacher’s and learner's language
Quiz by Lilia Ayatskova
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includes Teacher and Student dashboards
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- Q1
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?
30s - Q2
Who can help Juan with the answer?
That was a good example of eliciting help from peers.
Can you think of another way of checking understanding?
You could ignore his answer.
30s - Q3
Now, we’re going to do a brainstorming activity together and build amind map on the board. Ready?
Wasn’t the sequencing of your instructions a bit confusing?
Can you revise the new vocabulary instead?
How can you reformulate that so learners will understand?
30s - Q4
Listen, … comfortable.Now repeat together.
You paused nicely.This gave students time to focus.
I’m not sure everyone was ready for the listening comprehension activity.
Be careful with style. This was little too formal.
30s - Q5
Now let’s see. The family live in a …
Your prompting worked this time. The students remembered the word. Yes– flat.
Try praising students a little more. You’ll find they respond well.
Remember, it’s important to get everyone’s attention before giving instructions.
30s - Q6
Class. Shut up. Bernard is speaking.
When prompting, wait to see if the students can help before you make suggestions.
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?
30s - Q7
That’s not answer. Try again. The question asks for three names.
Your feedback was very useful. It helped the student understand what was wrong.
Prediction activities are a good way of activating students’ vocabulary.They give them confidence.
When you correct students, try a different technique. You use echo correction a lot.
30s - Q8
Let’s look at the website first. Is that OK?
expressing support
negotiating
organising ideas
30s - Q9
I think your answer should be ‘he’s seen’, not ‘he saw’. It should be the present perfect.
highlighting a grammatical structure
organising ideas
negotiating
30s - Q10
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.
expressing doubt
giving reasons
organising ideas
30s - Q11
I’m not sure. I really don’t think it’s right.
expressing doubt
organising ideas
giving reasons
30s - Q12
I think they shouldn’t be allowed mobile phones in schools because they can disturb the class.
expressing doubt
giving reasons
organising ideas
30s - Q13
That’s a good idea.
giving reasons
expressing support
expressing doubt
30s - Q14
When I was on holiday last summer I have tried … I tried snowboarding for the first time.
reformulating
expressing support
giving reasons
30s