UNIT 30
TEACHER ROLES

Teachers need to behave in different ways at different stages of a lesson to manage the classroom and to successfully guide learners through the lesson.

ROLES

1.- Planner: Prepares and reflects the lesson plan

2.- Manager: Organises the learning space

3.- Observer: Goes aroung the class

4.- Facilitator: Develops learner´s autonomy

5.- Diagnostician: Works out learners´difficulties

6.- Language resource: Helps learners

7.- Assessor: Evaluates the language

8.- Rapport buider: Tries to create a good rapport

UNIT 29

CATEGORISING LERANER´S MISTAKES

We as teacher have to know that not all the lesrner´s errors are the same. For example slips are the mistakes that students make because of tiredness meanwhile errors are the mistakes that learners make becuase they have not learn the grammar structure they want to use. HOwever, there other reason why students make mistakes such us: LI interference: stage of the learner´s development.

Categorise Learner´s Mistake

• Pronunctiation
• GrammaticalRegister
• Lexical
• Spelling 
• Punctuation

Key Concepts

1. Learners can lose motivation if we correct every mistake they make

2. Mistakes can be a very positive aspect of learning.

3. Some mistakes matter than others

TEACHING TIPS

UNIT 28

IDENTIFYING THE FUNCTIONS OF LEARNERS´ LANGUAGE

How do we identify the functions of learners language?

Learners make use of wide range of language functions as they take part in different aspects of a lesson. Foe example greeting, negotiating, prompting. The exponents they use to express these different langugae functions will vary according to their needs, age , level and the learning context.

There is a range of different exponents for each classroom function.The exponents the learners choose and usewill vary.We teach our learners to use exponents which are appropriatey for the context.

TIPS

Learners need a range of exponents

Students can learn exponents as language chunks

Exponents should be introduced step by step

UNIT 27
USING LANGUAGE APPROPRIATELY FOR A RANGE OF CLASSROOM FUNCTIONS

Classroonm functions are too important in the classroom becuase we as teachers can show different exponents in each function. The choice of the exponent depends on the learning context and purpose the leraner´s needs their age and level.

Functions and Exponents

1. Getting learners attention.- We usually keep theseutterances short, and very often teachers develop their own exponents for getting attention

2. Instructing.- teachers gives instructions through the lesson

3. Modelling.- Gives a clear example of a language

4. Encouraging.- Makes them feel positive

5. Nominating.- We use learner´s names for a number of reasons.

6. Prompting.- Helping learners think of ideas or remember words

UNIT 26

SELECTION AND USE OF TEACHING AIDS

Teachers have to select visual aids that are appropriate for students because they will help them in learning the language. teaching aids are the resources and equipment available to us in the classroom as well as the resources we can bring into the classroom.

These are the principal visual aids that teachers use:

Realia

Real objects that we can easily bring to the classroom in order to practice grammatical structures or as prompts.

Flashcards

The flashcards can be used as realia to prompt and practice grammatical prompts

Puppets

These are an excellent resource fro teaching young learners

Teacher

The teacher can use hand gestures, facial expressions and mime to elicit vocabulary