TEACHER LANGUAGE
This part of the assignment is set to enable us to assess your language grading and concept checking.
You must use direct speech, e.g.'OK everyone, listen very carefully because I'm going to tell you what to do next.
On the wall there are pictures of 12 animals. On these orange cards (hold up a card) are the names of the
animals. I'll give everyone a card with some blu-tack (show back of card with a blob of blu-tack). Take your card
and stick it to the correct animal picture. Juan, what are you going to do with your orange card?'
You might need to put in some predicted student responses for the vocabulary teaching part.
N.B. If you do not use direct speech, you will be required to resubmit the whole assignment.
Give word for word the language you could use for:
A) Presenting 3 of your selected vocabulary items which would need to be concept checked. Show how
you would elicit, explain and concept check each of the three items.
1. Presenting “(to) reflect on”:
Teacher: “Before we read the article I’m going to go over a few words that will come up in
the text.
What is a word used to describe carefully thinking about something in the past so
you can understand it better? (The students call out suggestions). The word is
reflect. Parents often tell naughty children to reflect on their behaviour. Or we say
reflect upon the past.
Everybody listen: reflect. Let’s all say it together: reflect. Reflect. Reflect. (I will
gesture to each side of the room and mime cupping my ear to get those students to
repeat the word. As they do this I will write the word on the board).
Do you think about the future or a past event? (Students say think about a past
event). Do you think about this event carefully or not? (Students respond carefully).
Why do you think about past events? (Students say to get a better understanding of
the present).“
How many syllables are there? (I will underline each syllable as students respond. If
they are incorrect I will get them to sound out the word). Which is the stressed
syllable? (I will underline the stressed syllable again. If students do not respond I will
get them to say the word placing stress on different syllables). Who knows what the
part of speech is?” (I will write the answer in brackets next to the word).
2. Presenting “Rebellious”:
Teacher: “Before we read the article I’m going to go over a few words that will come up in
the text. (Project images from PowerPoint on screen).
Do you think the children in these pictures are well behaved? (Students respond
no). What word would you use to describe them? (Students call out suggestions. If
no one responds correctly I will prompt further: ‘What do we say when a dog
This part of the assignment is set to enable us to assess your language grading and concept checking.
You must use direct speech, e.g.'OK everyone, listen very carefully because I'm going to tell you what to do next.
On the wall there are pictures of 12 animals. On these orange cards (hold up a card) are the names of the
animals. I'll give everyone a card with some blu-tack (show back of card with a blob of blu-tack). Take your card
and stick it to the correct animal picture. Juan, what are you going to do with your orange card?'
You might need to put in some predicted student responses for the vocabulary teaching part.
N.B. If you do not use direct speech, you will be required to resubmit the whole assignment.
Give word for word the language you could use for:
A) Presenting 3 of your selected vocabulary items which would need to be concept checked. Show how
you would elicit, explain and concept check each of the three items.
1. Presenting “(to) reflect on”:
Teacher: “Before we read the article I’m going to go over a few words that will come up in
the text.
What is a word used to describe carefully thinking about something in the past so
you can understand it better? (The students call out suggestions). The word is
reflect. Parents often tell naughty children to reflect on their behaviour. Or we say
reflect upon the past.
Everybody listen: reflect. Let’s all say it together: reflect. Reflect. Reflect. (I will
gesture to each side of the room and mime cupping my ear to get those students to
repeat the word. As they do this I will write the word on the board).
Do you think about the future or a past event? (Students say think about a past
event). Do you think about this event carefully or not? (Students respond carefully).
Why do you think about past events? (Students say to get a better understanding of
the present).“
How many syllables are there? (I will underline each syllable as students respond. If
they are incorrect I will get them to sound out the word). Which is the stressed
syllable? (I will underline the stressed syllable again. If students do not respond I will
get them to say the word placing stress on different syllables). Who knows what the
part of speech is?” (I will write the answer in brackets next to the word).
2. Presenting “Rebellious”:
Teacher: “Before we read the article I’m going to go over a few words that will come up in
the text. (Project images from PowerPoint on screen).
Do you think the children in these pictures are well behaved? (Students respond
no). What word would you use to describe them? (Students call out suggestions. If
no one responds correctly I will prompt further: ‘What do we say when a dog
