Look at the following situation and three possible teacher actions listed A, B and C. Choose the most appropriate action for the situation.

The teacher wants to build good rapport in her new elementary class.

• She gives the class some extra irregular verbs to learn for homework.

• She makes an effort to learn all the learners’ names.

• She decides to ask the best learner in the class to be teacher for a lesson.

Look at the following situation and three possible teacher actions listed A, B and C. Choose the most appropriate action for the situation.

The teacher has a wide range of levels in her class and she wants to make sure they all make progress.

• She aims her lessons at the middle of her class.

• She teaches lessons for weaker, average and stronger learners in turn.

• She provides different activities for weaker and stronger learners.

Look at the following situation and three possible teacher actions listed A, B and C. Choose the most appropriate action for the situation.

The teacher wants to encourage cooperative learning

• He sets the class a project to plan and produce a class magazine.

• He asks each member of the class to do a short talk to the other learners.

• He goes to the library with his class to practise using reference materials.

Look at the following situation and three possible teacher actions listed A, B and C. Choose the most appropriate action for the situation.

The teacher wants to set some rules for classroom behaviour with a new class

• Learners and teacher spend time discussing and agreeing on a learning contract.

• The teacher tells her learners that she expects them to use English outside the classroom.

• The teacher gives extra work to learners who do not follow her rules.

Look at the following situation and three possible teacher actions listed A, B and C. Choose the most appropriate action for the situation.

The teacher wants to make sure that quieter learners have the chance to speak.

• He has regular lessons where more dominant learners are not allowed to speak.

• He nominates who he wishes to answer questions.

• He puts learners in pairs where there is one quieter and one noisier person.

Look at the following situation and three possible teacher actions listed A, B and C. Choose the most appropriate action for the situation.

The teacher wants to make sure that learners understand instructions for a paired role play activity.

• She gives feedback after learners do the activity in closed pairs.

• She asks if the learners understood everything after giving the instructions.

• She asks a strong pair to demonstrate the activity in an open pair.

Look at the following situation and three possible teacher actions listed A, B and C. Choose the most appropriate action for the situation.

The teacher wants to settle the class after a mingling activity in which the learners discussed their favourite sports.

• She makes learners call out all the words they can think of in the lexical set of sport.

• She asks each learner to write down one interesting thing they learnt during the activity.

• She organises a competition in which learners in one team mime sports for the other team to guess.

Match the trainer’s comment with the teacher’s role as a language resource listed A, B and C.

It will be more memorable if you encourage learners to write sentences using the new words.

• clarifying meaning

• correcting

• contextualising

Match the trainer’s comment with the teacher’s role as a language resource listed A, B and C.

If a learner is enthusiastically telling a story don’t interrupt him to ask him to rephrase things that aren’t clear, but discuss the points later.

• clarifying meaning

• correcting

• contextualising

Match the trainer’s comment with the teacher’s role as a language resource listed A, B and C.

It was good that you encouraged the learners to proofread their written stories before handing them in to you.

• clarifying meaning

• correcting

• contextualising