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Харьковский национальный педагогический университет им. Г.С. Сковороды

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Managing the teaching and learning process

MODULE 3

GENERAL DESCRIPTION

Module format	Module 3 consists of two parts.

Timing	1 hour 20 minutes

No. of questions	80

Task types	Objective tasks, such as one-to-one matching; 3/4/5-option matching;
	3-option multiple choice and odd one out.

Answer format	For all parts of this module, candidates indicate their answers by shading
	the correct lozenges on their answer sheets.
	Candidates should use a pencil and mark their answers firmly.
	Candidates should use an eraser to rub out any answer they wish to change.

Marks	Each question carries one mark.

? Syllabus

This module tests candidates’ knowledge of what happens in the classroom in terms of the language used by the teacher or learners, the roles the teacher can fulfil and

the ways in which the teacher can manage and exploit classroom events and interaction.

Part	Title	Areas of teaching knowledge	Task types and format

1	Teachers’ and	Using language appropriately for a range of classroom	5-6 tasks consisting of approximately 40 questions
1	learners’ language	functions, e.g.
	in the classroom	• instructing	Tasks include one-to-one matching; 3/4/5-option
		• prompting learners	matching; 3-option multiple choice; odd one out.
		• eliciting
		• conveying meaning of new language
		Identifying the functions of learners’ language
		Categorising learners’ mistakes

2	Classroom	Options available to the teacher for managing learners and	5-7 tasks consisting of approximately 40 questions
2	management	their classroom in order to promote learning, e.g.
		• teacher roles	Tasks include one-to-one matching; 3/4/5-option
		• grouping learners	matching; 3-option multiple choice and odd one out.
		• correcting learners
		• giving feedback
		appropriate to the learners and aims

Te a c h i n g K n o w l e d g e Te s t \| m o d u l e 3 : g e n e r a l d e s c r i p t i o n a n d s y l l a b u s	25

? Part 1

3 This part of Module 3 tests candidates’ knowledge of the functions of classroom language, and how to adapt teacher language according to its audience and purpose. It also tests candidates’ knowledge of the appropriacy of teachers’ classroom language, how to analyse learners’ language and categorise learners’ errors.

Candidates need to demonstrate an understanding of concepts and terminology related to:

Syllabus area

Possible testing focus

the functions commonly used by the • identification of a range of classroom functions and typical exponents

teacher in the classroom • appropriacy of use, e.g. degrees of simplicity of language, appropriateness of sequencing, degrees of formality, use of L1

identifying the functions of language • identification of common functions and typical exponents used by learners in the classroom • identification of communicative purpose

(tasks may involve analysis of learner • appropriacy of use language which is not completely

accurate)

categorising learners’ mistakes

• categorising types of mistakes, e.g. spelling, wrong verb form, subject-verb agreement

? Part 2

This part of Module 3 tests candidates’ knowledge of the range and function of strategies available to a teacher for managing classes in ways appropriate to learners and to teaching and learning aims. These include variety of activity and pace, ways of grouping learners, techniques for correcting learners’ mistakes and the roles a teacher can fulfil at different stages of the lesson.

Candidates need to demonstrate an understanding of concepts and terminology related to the following and their implications for the L2 classroom:

Syllabus area	Possible testing focus

the roles of the teacher	• common teacher roles, e.g. manager, diagnostician, planner
	• functions of teacher roles, e.g. managing the teaching space, establishing systems for praise and reward,
	establishing rules, routines and procedures; analysing learners’ needs; building variety into lessons,
	planning lessons to meet learners’ needs

grouping learners	• common classroom interaction patterns and their uses
	• grouping of learners and reasons for this

correcting learners	• methods of oral and written correction, and their appropriacy of use

giving feedback	• the focus and purpose of feedback
	• ways of giving feedback

26	Te a c h i n g K n o w l e d g e Te s t \| m o d u l e 3 : g e n e r a l d e s c r i p t i o n a n d s y l l a b u s

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