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Jeopardy unit 27 - using language appropriately for a range of classroom functions

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1. The document contains a series of questions and answers about using language appropriately for classroom functions. 2. It discusses important characteristics of appropriate classroom language like being at the right degree of formality, well graded, sequenced, and clear. 3. Key classroom functions discussed include modeling, prompting, instructing, eliciting, nominating, encouraging, and monitoring. 4. It emphasizes the importance of using consistent classroom language that is heard repeatedly by learners in order for them to learn.

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Jeopardy unit 27 - using language appropriately for a range of classroom functions
1 2 3 4 5 10 10 10 10 10 20 20 20 20 20 30 30 30 30 30 40 40 40 40 40 50 50 50 50 50
Question 1 - 10 ? In which of the functions the teachers needs to give a clear example of the target language? A.Encouraging B.Getting learners¡¯ attention C.Modelling
Answer 1 ¨C 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 ¨C 20 A. Ready? I¡¯m going to play the CD. Listen.
Question 1 - 30
Answer 1 ¨C 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 ¨C 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 ¨C 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 ¨C 10
Question 2 - 20 ? Choosing and naming one learner to speak or do a particular task is the function of
Answer 2 ¨C 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 ¨C 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 ¨C 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 ¨C 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. Aims B. Functions C.Needs
Answer 3 ¨C 10 ? B. Functions
Question 3 - 20 ? An example of a grammar point, function or lexical set. A. Exposure B. Exponent C.Task
Answer 3 ¨C 20 ? B. Exponent
Question 3 - 30 ? Examples of functions and exponents. A. Prompting, instructing, asking for permission, thanking B. Modelling, apologizing, encouraging, introducing C. Getting learner¡¯s attention, instructing, modelling, encouraging
Answer 3 ¨C 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 beginners B. False beginners and adults C.Advanced students that don¡¯t make an effort to understand the language
Answer 3 ¨C 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 ¨C 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 register B. Using language appropriately C. Using language that is easy to understand
Answer 4 ¨C 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 language B. Speaking informally C. Using language that is easy to understand
Answer 4 ¨C 20 ? A. Grading our language
Question 4 - 30 ?It means using language in a logical order. A. Speaking naturally B. Grading C.Sequencing
Answer 4 ¨C 30 ? C. Sequencing
Question 4 - 40 ? Teachers¡¯ classroom language Listen, I like playing football, repeat everyone, I like playing football. Purpose A.Drilling B. Checking Instructions C. Monitoring D.Eliciting
Answer 4 ¨C 40 ? C. Drilling
Question 4 - 50 ? Teachers¡¯ classroom language Let¡¯s have a look. Yes, that¡¯s great. Now try the next one. Purpose A.Drilling B. Checking Instructions C. Monitoring D.Eliciting
Answer 4 ¨C 50 ? C. Monitoring
Question 5 - 10
Answer 5 ¨C 10
Question 5 - 20 ? Characteristics of appropriate language A. Right degree of formality, well graded, sequenced, clear B. Well graded, informal, sequenced, clear C. Right degree of formality, well graded, sequenced, simple
Answer 5 ¨C 20 ? A. Right degree of formality, well graded, sequenced, clear
Question 5 - 30 ? Can sometimes be quite similar to encouraging. A.Modelling B.Prompting C.Instructing
Answer 5 ¨C 30 ? B. Prompting
Question 5 - 40 ? What is the name of the unit?
Answer 5 ¨C 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 ¨C 50 ? C. Learners can learn classroom language, just by hearing it again and again

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Jeopardy unit 27 - using language appropriately for a range of classroom functions

  • 2. 1 2 3 4 5 10 10 10 10 10 20 20 20 20 20 30 30 30 30 30 40 40 40 40 40 50 50 50 50 50
  • 3. Question 1 - 10 ? In which of the functions the teachers needs to give a clear example of the target language? A.Encouraging B.Getting learners¡¯ attention C.Modelling
  • 4. Answer 1 ¨C 10 C. Modelling
  • 5. 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.
  • 6. Answer 1 ¨C 20 A. Ready? I¡¯m going to play the CD. Listen.
  • 9. 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.
  • 10. Answer 1 ¨C 40 ? B. You paused nicely. This gave students time to focus.
  • 11. 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.
  • 12. Answer 1 ¨C 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.
  • 15. Question 2 - 20 ? Choosing and naming one learner to speak or do a particular task is the function of
  • 16. Answer 2 ¨C 20 ? Nominating
  • 17. 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.
  • 18. Answer 2 ¨C 30 ? C. That was a good example of eliciting help from peers.
  • 19. 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
  • 20. Answer 2 ¨C 40 ? Eliciting ? Nominating ? Instructing
  • 21. 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.
  • 22. Answer 2 ¨C 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.
  • 23. Question 3 - 10 ? Purposes for which we use language in the classroom. A. Aims B. Functions C.Needs
  • 24. Answer 3 ¨C 10 ? B. Functions
  • 25. Question 3 - 20 ? An example of a grammar point, function or lexical set. A. Exposure B. Exponent C.Task
  • 26. Answer 3 ¨C 20 ? B. Exponent
  • 27. Question 3 - 30 ? Examples of functions and exponents. A. Prompting, instructing, asking for permission, thanking B. Modelling, apologizing, encouraging, introducing C. Getting learner¡¯s attention, instructing, modelling, encouraging
  • 28. Answer 3 ¨C 30 ? C. Getting learner¡¯s attention, instructing, modelling, encouraging
  • 29. Question 3 - 40 ? In some situations, it may be necessary for the teacher to use the mother tongue, particularly with¡­ A. Young learners and beginners B. False beginners and adults C.Advanced students that don¡¯t make an effort to understand the language
  • 30. Answer 3 ¨C 40 ? A. Young learners and beginners
  • 31. 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.
  • 32. Answer 3 ¨C 50 ? The teacher is encouraging, clarifying and correcting
  • 33. Question 4 - 10 ? We use language in the classroom which best suits the learners and the situation. A. Using formal register B. Using language appropriately C. Using language that is easy to understand
  • 34. Answer 4 ¨C 10 ? B. Using language appropriately
  • 35. Question 4 - 20 ? It means using classroom language that is at or below the language level of the learners. A. Grading our language B. Speaking informally C. Using language that is easy to understand
  • 36. Answer 4 ¨C 20 ? A. Grading our language
  • 37. Question 4 - 30 ?It means using language in a logical order. A. Speaking naturally B. Grading C.Sequencing
  • 38. Answer 4 ¨C 30 ? C. Sequencing
  • 39. Question 4 - 40 ? Teachers¡¯ classroom language Listen, I like playing football, repeat everyone, I like playing football. Purpose A.Drilling B. Checking Instructions C. Monitoring D.Eliciting
  • 40. Answer 4 ¨C 40 ? C. Drilling
  • 41. Question 4 - 50 ? Teachers¡¯ classroom language Let¡¯s have a look. Yes, that¡¯s great. Now try the next one. Purpose A.Drilling B. Checking Instructions C. Monitoring D.Eliciting
  • 42. Answer 4 ¨C 50 ? C. Monitoring
  • 45. Question 5 - 20 ? Characteristics of appropriate language A. Right degree of formality, well graded, sequenced, clear B. Well graded, informal, sequenced, clear C. Right degree of formality, well graded, sequenced, simple
  • 46. Answer 5 ¨C 20 ? A. Right degree of formality, well graded, sequenced, clear
  • 47. Question 5 - 30 ? Can sometimes be quite similar to encouraging. A.Modelling B.Prompting C.Instructing
  • 48. Answer 5 ¨C 30 ? B. Prompting
  • 49. Question 5 - 40 ? What is the name of the unit?
  • 50. Answer 5 ¨C 40 ? Using language appropriately for a range of classroom functions
  • 51. 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
  • 52. Answer 5 ¨C 50 ? C. Learners can learn classroom language, just by hearing it again and again

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  • #2: Created by Educational Technology Network. www.edtechnetwork.com 2009
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