Unit 30

Teacher Role

Teachers adopt a number of different roles in every lesson. Teachers role vary depending on the teaching approach used on the teacher´s and learners preferred learning styles and leaning needs.

Roles of the teacher:

• Planner
• Manager
• Monitor
• Facilitator
• Diagnostician
• Language resourse
• Assesor
• Rapport builder

The teacher roles we adapt have to be appropriate for the teaching and  learning context, the teaching approach, the lesson aims, the strage of the lesson the type of activity and the age.

Key Concepts

1. When planning a lesson it is useful to identify the roles we are goingto take during the lesson
2. It isimportant to be flexible in teacher roles.
3. It is necessary to take roles in which we do not feel comfortable

Unit 29

Categorising learner´s mistakes

How do we categorize learners´mistakes?

Mistakes are either errors or slips. There are two main reason why learners make mistakes L1interferece and the stage of the learners´s development.

What kinds of mistake do learners make?

• Pronunctiation
• Grammatical
• Register
• Lexical
• Spelling

Key Concepts

1. When correcting learner´s written work, it is possible to use a correction code.
2. It is important not only to focus on mistakes of accuracy
3. Misatkes can be a very positive aspect of learning

Unit 28

Identifying the functions of learner´s language

The functions of the learners´language are the purposes for which learners use language in the classroom. These purposes include taking part in tasks and activitie, interacting with the teachers and with each other.

The functions learners use are often the same as those used by teacher, for example clarifying instructions. This is becuase of the interactive nature of the classroom. However, teachers will tend to do more instructing than learners.

TIPS

• Learners need a range of exponents so that they can interact appropriately with each other and the teacher.
• Students can learn language by chunks
• Exponents can be introduced learners by modelling 

Succesful Language Learners

Unit 27

Using language appropriately for a range of classroom functions

How do we use language apprpriately for classroom?

For each classroom function there are different exponents we can use. The choice of exponent depends on the learning context and purpose, the learners´s needs, their age and level.

Classrooom Functions

• Getting learners´ attention
• Instructing
• Modelling
• Encouraging
• Nominating
• Prompting

Most of the time, teachers are  able to communicate thier message successfully to the learners using the target language;accompanied by gestures where apropriate. However, in some situations, particularly with young learners it is necessary to use their mother tongue depending on different situations: such us

• Problems with discipline
• Posible danger to the student
• Repeating instruction

Unit 26

Selection and use of Teaching Aids

Teaching aids are the resources and equipmetn available to us in the classoom. They include interective whiteboards, computers, CD players and more. We select and use aids by thinking carefully about the main aims the subsidiary aims and stage aims of a lesson.

Visual Aids

• Realia.- objects that we can easily bring into the classroom can be used to teach vocabulary , as prompts, for practicing grammatical structures
• Flashcards.- can be used for teaching individual words
• Puppets.- are excellent resource for teaching young learners. For example we can introduce new language in dialogues.
• Charts.- we can use posters to display larger, more detailed pictures or series of pictures.

Important Tips

1. Think about the ways to use different aids
2. Aids must be prepared in advanced
3. Learners may also make use of a self-access centre

Unit 25

Selection and use of Supplementary Materials and Activities

Supplementary materials are books and other materials we can usein adittion to the coursebook. They include skills developmnet materials. grammar,vocabulary and more. We select supplementary materials by recognising that we need something different from the material in the coursebook and toprovide something that is different or missing from the coursebook.


Teachers have many reason for using supplementary materials the most important are:

• To replace unsuitable material in the coursebook
• To provide missing material missing in the coursebook
• To give learners extra language or skill practice
• To add variety to our teaching

Coursebooks are organised according to a syllabus and they are often carefully graded, so that learners´knowledge of the langugae builds up step by step through the book. Suplementary materials and activities can provide variety in lessons and useful extra practice

Key Concepts and the Language Teaching

• Selection of supplementary materials
• Use of supplementary materials

Unit 24

Selection and use of Coursebook materials

How do we select and use coursebook materials? 

Teachers often base their selection of teaching materials on  a needs analysis. For example study of learner´s level, age language and needs. This information helps us to build a class profile and shows what the learners have in common and how they differ from each other. 

Key Concepts

We may not be able to choose a coursebook if it does not answer the following questions:

• Is it well organized?
• Will the topic motivate students?
• Is the material at the right level?

if the aswers are not we have to choices:

• Replace the coursebook
• Adapt it to our students

CHOOSING A COURSEBOOK