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WORKSHEET – UNIT 10

Task 1 – Why do teachers need to evaluate their students’ English?

  Teachers need to evaluate their students English so they can check students’ understanding at the end of the lesson. It reviews what they have learned and can chase up their study progress. It gives the students a reason to be motivated, knowing that the teacher is analyzing them to see if they are improving.

Task 2 – What reasons might students have for studying for formal or external tests of English?

There are many reasons to study for formal or external tests of English. These tests are TOEFL, TOEIC, IELTS. People who want to get a grade in TOEIC and IELTS generally need to have communication skills for employers or immigration authorities. People who want to get a grade in TOEFL and IELTS academy want to enter universities. Most students have to give the universities in the U.S. a TOEFL score and the universities in England and Australia need a score from IELTS academy.

Task 3 – List the different types of testing and evaluation tools that a teacher can use:

1.     Placement tests – These tests have to list questions from easy to difficult ones in order. This way teacher can check their language ability and progress.

2.     Progress tests – It has to be done frequently and includes a balance of all four skills which are reading, writing, speaking, and listening. Grammar and vocabulary as well. Regular tests check progress and levels.

3.     Diagnostic tests – These tests are similar in content to placement tests, but are more extensive. They are often used to evaluate existing knowledge.

4.     Practice tests - These are like the format and the structure of external examinations.

5.     Tutorials – They can be with the whole group or with individual students. These include discussion at the end of the lesson. So they know and understand the lesson well.

6.     Evaluation by the students – To allow the students to evaluate the course is very useful. They can give the teacher feedback about their course and advise improvements.

Task 4 – What would you include in a thirty minute progress test for a group of beginners, making sure that you were testing all four skills (speaking, reading, writing and listening)? Give a detailed outline of the test you would construct, with examples.

아래의 내용은 호주에서 테솔수료증을 준비할때 작업한 WORKSHEET 자료 입니다.

WORKSHEET – UNIT 9

Task 1 – State the advantages and disadvantages of authentic and created materials. Which kind of materials would you favour for a class of intermediate students? Why?

Authentic materials are real materials, such as programs, magazines, newspapers, songs, poems, brochures, menus and more. They are able to give the students confidence and use real life situations. On the other hand, they cannot focus on detailed grammar for the lesson.

Non-authentic materials are designed by the teacher for the level of the students. For example, there are crosswords, word searches, puzzles, gap fills activities and so on. The students can understand well using these materials. However, they cannot use them in real life and they may be bored. This type of material depends on the creative skill of the teacher.

For intermediate students the lesson needs to use authentic and non-authentic materials, because these levels of students are able to understand a large range of issues. They have a lack of vocabulary and grammar, so the teacher needs to use authentic materials for basic learning, at the same time when the teacher finds weaknesses of the student. This part needs to use non-authentic materials to improve their ability.

Task 2 – What do you consider to be the advantages and disadvantages of using course books with a class?

Using course books with a class has advantages. It lets the students and the teacher be comfortable in a class, because the students expect course books. The course books allow continuity and progression in a class. It has a balanced mix of grammar, vocabulary and skill work as well. Books provide a lot of ideas for the inexperienced teacher, and they can consume their lesson easily. On the other hand, it has disadvantages. It has a lack of specific needs for all the class members. The students could get bored and might be unwilling to use it. In addition, it makes the teachers lazy, and there is no opening for creativity.

Task 3 – How can the teacher use the course book to maximum effect?

To use a course book to maximum effect teachers should not use the book for the whole lesson. Teachers have to think about looking at a range of methods that could be used for their group, and see which is the most suitable, or which items will motivate their students. Also teachers should judge the book critically, the teacher has to find the differences and difficulties from the course book so that teacher is able to make the lesson good for the students. Therefore, when using the course book, teachers need to use supporting materials in the lesson. The book does not have all the solutions for the lesson.

아래의 내용은 호주에서 테솔수료증을 준비할때 작업한 WORKSHEET 자료 입니다.

WORKSHEET – UNIT 8

Task 1 –Give a brief description of the differences between accuracy and

fluency activities:

Accuracy activities are focused on producing correct language, whereas fluency activities are focused on allowing the student to be creative with the language. The importance of accuracy and fluency are equal. The controlled activities focus on accuracy in the study stage. There is drilling which is a 3 by 3 drill and also prompting. This method can reduce mistakes by repeating.

Creative communication activities concentrate on fluency in the activate stage. There are many methods which are; free role-play, discussion, information gap, debates, simulations and communication games. It lets the students be more creative.

The guided activities focus on accuracy and fluency in the study stage. The accuracy is larger than the fluency, because of the study sequence. It has model dialogues and guided role-plays for example.

Task 2 – Give examples of ways that the teacher can encourage students to speak and interact during a lesson:

A lot of students can appear unwilling to speak in the classroom. There are a variety of reasons for this, such as lack of confidence, fear of making mistakes, peer intimidation, lack of interest in the topic, previous learning experiences and cultural reasons. To overcome these reasons teachers have ways to encourage students to take part. One of the ways is grouping, such as pair or group work. It can help students get over fear or low confidence. The next is to change the classroom dynamics, if the students are uninterested in the class, making a change can engage and change from low to high interest in a topic from the students. I think a good is for the teacher to allow students time to think about what they are going to say. It can give the students confidence, encouragement and elicit interest. They will then focus on the lesson.

Task 3 – What additional issues does the teacher have to consider for a writing activity?

A teacher should consider handwriting, spelling, layout punctuation, and creative writing for a writing activity. Handwriting is a personal issue but may influence the reader so the students should try to improve handwriting so that it is understood. If the spelling is wrong often, the reader will think that the writer has a low education. Some languages have completely different punctuation and layout due to these students have to learn from the teacher. Creative writing allows students to show their own style and write something spectacular.

Task 4 – Think of two traditional games that could be adapted for the classroom and details of how you would use them (these games should not include any of those mentioned in the course unit):

- King Simon game

If you become king, you can order anything from anyone. People will follow your order. For example, if King Simon says bark like a dog then everyone else must bark like a dog. When the teacher finds the last person to do what Simon said, the last person is out.

- Two letter game

After making a circle, when the teacher says two letters, the students have to make a word and put their hand on the center table or floor at the same time. The letters can be placed anywhere on the word. The last student to place hand will be out. For example, when the teacher said ‘ab’, all students speak together to make a word, such as ‘abstract’, ‘about’ and put a hand on the table or floor. The last speaker is out.

아래의 내용은 호주에서 테솔수료증을 준비할때 작업한 WORKSHEET 자료 입니다.

WORKSHEET – UNIT 6

Task 1 –  Imagine you are a student in the class on the CD-ROM.  How would you have felt during:

1)    Lesson one?

If I was a student in lesson one, I would feel bored. It didn’t look fun, and the teacher wasn’t interested in teaching. He didn’t give the students praise or feedback in his class. Therefore, I wouldn’t want to study English in his class.

2)    Lesson two?

If I was a student in lesson two, I would feel interested in learning English and I would think learning English is fun. The teacher was relaxed and the class had a good atmosphere.

Task 2 – Which lesson was the more effective?  Why?

I would like to choose lesson two as being more effective. There are many good ways which show the teachers good behavior such as pair work, worksheets and interesting activities, it is better than lesson one. At the beginning of the lesson the teacher started with a smile and introductions between the teacher and the students. During the lesson he used pair work to solve worksheets and at the end of the lesson he gave them an interesting activity to review expressions and vocabulary that had been learned.

Task 3 – What main differences did you note between lesson one and two in the following areas?

1)    The teacher’s attitude to the students:

The teacher’s attitude is not approachable in the lesson one. However, the teacher in lesson two is active, enthusiastic and approachable so the class is more active.

2)    The students’ attitude towards the teacher:

The students’ attitude is nice and respectful in lesson two and the students are concentrating on the teacher, because he is lively and fun. Otherwise in lesson one the students are not interested in what he has to say and do not respect the teacher, as he looks bored and uninterested in what he is teaching.

3)    Student participation:

In lesson one the teacher didn’t give the students any talking time, they are just listening to him. In lesson two the teacher elicits answers from the students and they feel comfortable during class time.

4)    The teacher’s voice (clarity, complexity, speed etc.):

In lesson one the teacher’s voice is not clear. He mumbles and speaks quietly. There is no complexity and the speed was slow and boring. However, the clarity of his voice in lesson two is good and friendly. The complexity and the speed are very good as well so the class pay attention to what he is saying.

5)    The teacher’s instructions and explanations:

In lesson one the teacher’s explanations are not good enough and are not detailed. His instructions were not clear. Some students did not understand. Lesson two had clear instructions and explanations so the students understood what to do and participated.

6)    Monitoring of the students:

There was little monitoring of student, such as eye contact in lesson one and he did not pay attention or give feedback, but in lesson two he monitored and stood in front of the class. He kept eye contact and gave feedback to the students. He also elicited answers from students for interaction, and class participation.

Task 4 – Using the blank lesson plan that you should have received, create the lesson

plan that you think the teacher followed in the second lesson on the CD.

Please include your aims, context, expected number of students, and all the other

boxes at the top of the blank lesson plan form, as well as the full procedure.

Task 5 – How would you change/adapt lesson two to make it more effective still?

I think lesson two has too much teacher talking time. I would like to allow more student talking time. Although there was pair work in the lesson, there was no group work. During the activate stage if the teacher includes group work, it would be better. I also think that there should be more stimulating materials such as audio-visual equipment.

Task 6 – What level do you think the students are?

               Was the language point appropriate for this level?

I think both of the lessons are elementary. In both lessons students understood what they are being taught in their lesson, but language point is not appropriate because it looks like the students in the lessons knew about modal verbs already. During the lesson the teacher should have taught another expression such as ‘could’, as a level higher would have been more appropriate for them.

아래의 내용은 호주에서 테솔수료증을 준비할때 작업한 WORKSHEET 자료 입니다.

WORKSHEET – UNIT 5

Task 1 – Why do teachers plan their lessons? Why is planning important?

Lesson planning is important for inexperienced and experienced teachers. Especially, a new teacher, who needs to advise a formal lesson plan because it is difficult for a first teacher to remember everything. Lesson plans can give direction and allow a teacher to follow steps.

  A lesson plan can be supportive information about what the students achieve and get at the end of the lesson, and it assists you to carry on and gives you something to mention during the lesson. In addition, a lesson plan can be recorded as evidence of what has been done and which materials have been used, or if you cannot teach, it will help another teacher to cover your classes.

Task 2 – *** Choose 1 ***

Using the blank lesson plan that you should have received, plan a straight arrow ESA lesson from the materials towards the end of unit 5 (Unit 5, task 2 materials).  The materials are entitled Where have you been.

or

Using the second blank lesson plan that you should have received, plan a patchwork style ESA lesson using the materials at the end of unit 5 (Unit 5, task 3 materials).  The materials are entitled Possibilities.

Please include your aims, context, expected number of students, and all the other boxes at the top of the blank lesson plan form, as well as the procedure.

아래의 내용은 호주에서 테솔수료증을 준비할때 작업한 WORKSHEET 자료 입니다.

WORKSHEET – UNIT 4

Task 1 – What criteria do we need to consider when selecting vocabulary?

When a teacher selects vocabulary they need to consider how appropriate the students and to the tasks are, and the teacher should choose the words that the students frequently use including coverage and if they will use them in their daily life.

Task 2 – What does a student need to know about a vocabulary item?

Give examples to clarify your ideas.

Students need to know about ‘meaning’, ‘use’, ‘word grammar’, ‘interaction, ‘spelling’ and ‘ pronunciation’ of vocabulary.

Vocabulary item: important.

- Meaning: of great significance or value.

- Use: e.g. It is important to understand this situation.

- Word grammar: Adjective.

- Interaction: It is used after a verb

             e. g. Trees are important to us all, wherever we live around the world

                       Before a noun and it modifies nouns.

               e. g. an important official

 - Spelling: I.M.P.O.R.T.A.N.T

 - Pronunciation: [ɪm^|pɔ:rtnt]  It sounds like ‘important’

Task 3 – What do students need to know about grammatical structures?

Give examples to clarify your ideas.

Students need to know about ‘meaning’, ‘use’, ‘forms & patterns’ and ‘spoken and written form’ of grammatical structures.

 Grammar item: past used to (do)

 - Meaning: It happened regularly in the past but it no longer happens

 - Use: For something that was true but is not true anymore.

 - Forms & patterns: There is no present form.

                                  You cannot say “I use to do.”

                                  To talk about the present, use simple present (I do)

 - Spoken & written form: It uses the same in spoken & written form.

Task 4 – *** Choose 1 ***

Choose one topic below and plan any ESA lesson for a language level

of your choice

1.      to cover vocabulary connected with the topic of food

2.      for the present continuous tense:

3.      be sure that the function is appropriate for the language level you choose

Level: Beginner

Context: To know about food, I am going to use flash cards and words and expression of how to order food.

Learner Objectives: For students to be able to order food and know the names in a restaurant.

Engage

T asks Ss their favourite foods.

T writes names of foods on board.

Study

T elicits names of foods using flash cards from Ss.

T introduces target language using flash cards and word cards.

e.g. fish & chips, noodles, sandwich, pizza, pasta, sushi.

T drills words by 3 by 3 method.

T gives the worksheet including pictures and words.

T asks Ss to match pictures and words.

e.g. picture ------- word

T monitors and gives feedback.

T gives Ss instructions about the whisper game.

- Make two lines up and put flash cards on the board.

The first students take stick. The last students show a word. The last student start to whisper to next student and it keeps going down line. The first student points to answer. Faster pointer will get one point.

Activate

T makes pairs.

T writes expressions of how to order in a restaurant on the board.

e.g. A: May I help you?

       B: Can I have noodles!

T drills sentences.

T asks Ss to talk to each other for some time.

T monitors and gives students feedback.

아래의 내용은 호주에서 테솔수료증을 준비할때 작업한 WORKSHEET 자료 입니다.

WORKSHEET – UNIT 3

When answering the tasks here please refer to any experience you have had in the classroom, or experiences you have noted while observing another teacher, as either a student or onlooker.

Task 1 –How can a teacher use his/her physical presence and voice in the

classroom?

The teacher can use eye-contact, gesture and voice in a class. These things help to concentrate on the students during class time. When the teacher uses gesture and voice, the students can understand a new topic well. Using a gesture especially reduces teacher talking time, while student talking time can be increased. On the other hand, when the teacher processes student-centred activities, the teacher should avoid eye-contact, because this time needs pairs/groups working together without the teacher. Using a gesture should be clear in meaning. The voice has clarity, range and variety or projection as well.

Task 2 – Is there a best seating arrangement for a class? 

What are the advantages and disadvantages of the various seating plans?

I think the best seating arrangement for a class is on orderly row because this arrangement includes many good things from circles and horseshoes and separate tables. However, this way has disadvantages too.

First, orderly row means that the teacher has a clear view of all the students and all the students can see the teacher. In larger classes of twenty five or more students this is often the best and only solution. This is a teacher-centred method. It is useful to do eye-contact also. This can work in pair or groups, but students in the back cannot participate easily. Secondly, circles and horseshoes are often used in smaller classes, and students can focus on the lesson. It is useful for pairs, and they can have eye-contact with each other, but it can work for small classes. Thirdly, a separate table is useful for group work activities. However, it can create discipline problems, and the teacher cannot make eye contact with students.

Task 3 –List the different student groupings that a teacher can use

Give advantages and disadvantages for each:

One of the student groupings is the whole-class grouping. This group gives students a sense of belonging among the group. It will be quicker and easier organization. However, it reduces opportunities for students to speak, especially shy students.

Second grouping is students working on their own. This is less stressful for the student, but impedes possibilities for student to student interaction and group belonging.

  Third is pair work. Pair work dramatically increases opportunity for student talking time and student to student interaction, and allows stronger students to help and support weaker ones it, also allows students to divide responsibility for work and removes the burden from the individual. However, it can be rather noisy. Students may try to retune back to their native language and avoid using English.

  Fourth is group work. Like pair work, it can visibly increase student talking time and student to student interaction. During the group work, there might be personal problems. This way can make students cooperate in English, but sometimes it is noisy. Some members may control and the passive students may not get reasonable opportunity to participate.

Task 4 – How can the teacher reduce unnecessary teacher talking time (TTT)

and increase student talking time (STT)?

  To avoid unnecessary TTT, the teacher should choose the language carefully, for explanations and instructions. Avoiding TEFL jargon, using gestures, mime or pictures is useful. Not extra elaborating is important, the teacher should keep it simple. In addition, using language that is the level of the class being taught is important. If the teacher uses pair work and group work during the lesson, the student talking time will be increased, and the students can build relationships.

아래의 내용은 호주에서 테솔수료증을 준비할때 작업한 WORKSHEET 자료 입니다.

WORKSHEET – UNIT 2

Task 1 – Create or find a short sample piece of writing that a student might produce containing at least five of the errors mentioned in the page 18 table, and annotate the text using the codes in the table.

e.g. Fred has gone(t) to l(p)ondon with ^ [on] last week.

(Original sentence: Fred went to London with Jenny last week.)

Probably the most effective way of correcting written work is by using codes in the margin or the body of the writing.

p(p)robably  ＾most effective way of correcting written(s) work are(s/p) by using code(s/p) in the margin or the body of the writing.

Task 2 – ****Choose one****

Structure an ESA (straight arrow pattern) based lesson for an elementary level class in which the learners would learn the vocabulary of clothes and be able to use it when describing what people wear and are wearing:

or

Structure an ESA (boomerang pattern) based lesson for a pre-intermediate class, teaching language commonly used for shopping, so that students can ask for, find the price for and purchase everyday food and clothing items:

Level: Elementary

Context: To know about clothes, I am going to use flash cards and word cards. I am going to teach tense ‘be wearing/wear’

Learner Objectives: For students to be able to describe clothes using flash cards.

Engage

T divides class into two groups.

T introduces boy and a girl flashcards.

T puts them on the board.

T asks Ss to find hidden clothes (flash cards).

T makes Ss put the picture card on a boy and a girl.

Study

T elicits target language from Ss.

T introduces Ss target language (clothes).

e.g. shirt, trousers, dress, shoes, hat

T drills pronunciation.

T gives Ss a worksheet to match pictures and words.

T gives Ss answers and feedback.

T writes sentences on the board using boy and a girl grammar.

e.g. He is wearing a shirt.

   She is wearing a hat.

T drills sentences using the 3 by 3 drill method.

T explains about ‘wear/be wearing’

e.g He is wearing~ , She is wearing

   He wears ~, She wears ~

T gives Ss worksheet including clothing pictures, words and expressions to fill in the gaps.

T monitors and gives feedback.

Activate

T picks a student.

T asks Ss to describe their friend.

T takes notes and gives feedback later.

Task 3 – How, what and when would you correct mistakes/errors made during the following stages: Engage-Study-Activate

The engage stage needs monitoring. This phase does not need feedback for the students. The teacher just listens to students and takes notes about their mistakes/errors. Even though students have a mistake, the teacher does not give feedback. In this stage, students should be comfortable.

The study stage needs accuracy, but if the teacher finds mistakes from students, the teacher does not give them the answer. The teacher just gives them hits to find by themselves.

The activate stage has to ensure fluency. During this sequence you are trying to encourage your students to be creative with their English language knowledge. If you are not joining in the activity, you should monitor without interruption.

Task 4 – Give three examples of student errors and explain how you would correct each.

There are three examples of student errors. They are grammar, pronunciation and spelling. Grammar has two parts which are writing and speaking. When students’ writing has errors, the teacher can use codes. It is correcting writing. The other is the errors of the speaking. When students have problems with speaking, the teacher can give them examples and prompts, but keep in mind that you do not give them full answer. Just give hints.

Next is pronunciation. It is difficult for the native speaker not to pronounce English well. If you want to have good pronunciation, you should follow these ways which are 3 by 3 drill, shadowing, tongue-twister, and mouth-diagram. If you repeat these ways, you can be a good speaker.

Lastly, it is spelling. The error of spelling can be solved by using codes as well. When the students find this code on writing, they can think about mistakes and can remember a better way for the future. The other is anagrams. It is fun and easy to correct spelling.

Task 5 – Based on your understanding of the unit,

which four teaching methods do you think

have most influenced current TEFL practice?

Give a brief summary of each and give reason(s) for your choice.

I think that the most influential current TEFL practice are communicative language teaching, task-based learning, community language learning, and suggestopaedia.

Communicative language teaching focuses on the importance of language functions as opposed to grammar and vocabulary. In addition, this approach proposes that if students have enough disclosure to the language and opportunity to use it then language learning would really take on itself. Activities in CLT typically need students to use the language in real life situations, so role-pay and simulation have become popular with method. CLT puts far more emphasis on completion of the task than the accuracy of the language. This method helps students easily understand expressions of real life and they can instantly use it.

아래의 내용은 호주에서 테솔수료증(certificate)을 준비할때 작업한 WORKSHEET 자료 입니다.

WORKSHEET – UNIT 1

Task 1 – List 5 qualities that a ‘good’ teacher should have and give reasons for your choices. Which of these qualities do you consider to be more important, and why?

A good teacher should be kind and patient. If you have shy students, you need much more patience with them because most learners have a nervous side. If you do not care about it, they will be afraid to study English.

A good teacher should really love teaching. When you are doing a job like teaching, you need to have passion for it.

A good teacher should be lively and entertaining. When I am learning something, if I feel bored, I don’t want to do it anymore. It is important to make lessons fun.

A good teacher should have good subject knowledge. When you teach English, you should know that. If you do not know about English, you cannot explain well, and learners will be lost.

A good teacher should have a good rapport and interaction with the class. Teaching is the interaction between the teacher and the students.

If you have a good relationship with the students then you can get respect from students and you can get along with them. Students focus on you as well.

In conclusion, all of these are important to be a good teacher. I think that one of the most significant is to love teaching. It includes everything. If you love teaching, you want to help students understand easily and you will prepare many materials which are fun for them, so it makes students happy.

Task 2 – List 5 qualities you would expect to find in a ‘good’ learner. Which of these qualities do you consider to be more important, and why?

A good learner should be willing to listen to the language. Listening is important for learners because if you don’t listen, you don’t catch anything.

A good learner should have the desire to experiment with language. When you learn the language, you should use it in your life and not forget it.

A good learner should be willing to ask questions. Learners have a lot of misunderstandings. If you are confused by something then you should ask the teacher.

A good learner should have an ability to think about your own learning process and methods. There are many ways to study English. It is important to find your own learning method.

A good learner should have an acceptance of error correction. If you have wrong information, you should change the way you learn. Sometimes, it is hard for you, but this will be good for you in the end.

I think that the most important thing is a desire to experiment with the language. When you learn something, if you don’t use it, it might be forgotten it, but if you use it often, you will remember forever.

Task 3 – Give as many reasons as possible why students are motivated to study English. The reasons that you give do not have to be in the unit reading material.

There are many reasons students are motivated to study English. The first reason is to get a job with a good salary. Most people want to earn a lot of money, so they should have many skills. One of these skills is English ability. That’s why people want to study English. The second reason is to speak with foreign friends. Our world has become globalized. We can go anywhere compared to the past, and can meet many people from different countries. If we want to talk with them, we should know about English. It is the common language. Thirdly, people study English to prove their ability. If I want to go to a good university, I have to have an English grade. Getting a high grade in English is a necessity in Korea. If you get a high grade you can enter a good university and then you will get a good job with a good wage. The fourth is to travel overseas. As I said, English is the official language. If you want to go abroad, you have to use English in order to what you want.

A ask 4 – List the levels of language ability that learners are often grouped into and give a brief summation of each level:

There are 6 language levels.

The first level is beginner. Beginners don’t know the basic knowledge of English and they aren’t fast and easily activated.

Second is elementary. Elementary students at this level can make easy, basic sentence structures and they can communicate on simple topics.

Third is low/pre-intermediate. They can have conversations and understand a greater variety of topics. They often need more fluency and depth of language awareness, but they might make many mistakes, even with basic structures.

Fourth is intermediate. The students of the level are able to figure out and communicate on a wide range of issues using limited vocabulary, but are still deficient in accuracy and fluency.

Fifth is upper intermediate. These students should be able to communicate well on almost all topics, using a longer range of language, but still lacking in accuracy.

The final level is advanced level. These students should have a very good knowledge of the English language and will now be studying more advanced topics.

Task 5 – What are some of the major differences you would expect to find between adult and young learners?

Young learners are able to better than adult learners, because they have an open-minded approach to new learning experiences and methods, and they are less nervous about it than adult learners. They are also far more likely to be able to absorb a new language without judgment. On the other hand, adult learners have a lot of motivation compared to young learners. They will usually have made their own decision to attend classes and they have a larger attention span than young learners. In addition, they naturally have more life experience to take to the classroom and they can make a good rapport with the teacher.

Task 6 – State what you consider to be the five most important roles of a teacher. Describe each role and say why you think it is important.

I think that the most important roles for a teacher are to manage, organize, be resourceful, prompt and monitor. Being the manager is to control. The teacher would normally be standing at the front of the class giving explanations, reading aloud and so on. Next is organizer. This role is one of the most important, as teachers often find themselves having to organize students to do various activities such as groups and pair work. It will frequently go with instructions. Next is prompter. This prompter role should gently encourage students, when students have missing information or don’t know what they are trying to say. The other is the teacher needs to guide them to be resourceful. The teacher has to prepare activities that let the students easily get on with the steps of learning a new language alone. Finally, is to monitor. This role is often during the course of a lesson, the teacher will monitor what is going on in the classroom. This can give the teacher information as to how long an activity is likely to take and how successful it has been. As you know, these are very important, because in a class we need teacher-centered methods of learning. The teacher should have power in a classroom, so they can control students and the teacher should have a lot of knowledge compared to the students. This way the teacher can give the students hints. That’s why I think that it is important.