Interactive Activity "Jeapordy"

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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 – 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 – 20
A. Ready? I’m going to play the CD. Listen.

7. Question 1 - 30

8. Answer 1 – 30

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 – 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 – 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.

13. Question 2 - 10

14. Answer 2 – 10

15. Question 2 - 20
• Choosing and naming one learner to speak or
do a particular task is the function of

16. Answer 2 – 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 – 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 – 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 – 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 – 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 – 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 – 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 – 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 – 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 – 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 – 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 – 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 – 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 – 50
• C. Monitoring

43. Question 5 - 10

44. Answer 5 – 10

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 – 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 – 30
• B. Prompting

49. Question 5 - 40
• What is the name of the unit?

50. Answer 5 – 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 – 50
• C. Learners can learn classroom language, just
by hearing it again and again