Schemă – Rezolvare Subiectul al II-lea, Definitivat 2013

1. Describe the teacher’s role as observer. Give three examples of communicative

activities in which the teacher takes this role.

Observer – characteristics:
- useful especially in oral communicative activities to provide students group and
individual feedback
- useful for self-evaluation (judge the success of the teacher’s materials and
activities)
(more information – Harmer, English Language Teaching, Teacher’s Roles, pp. 57-61)

Examples of communicative activities:

1. “Balloon Debate”
2. Role-Play
3. The “Buzz Group”

2. Mention three advantages of pairwork. Give three examples of communicative

activities which can be performed in pairs.

Advantages of pairwork:
1. promotes learner independence (allows students to work and interact independently,
without the guidance of the teacher)
2. promotes cooperation
3. it’s easy to organise
(more information – Harmer, English Language Teaching, Pairwork, p. 116)

Examples of communicative activities:

1. “Spot the difference”
2. Poem Reconstruction
3. Information Gap
(more information: http://www.commission.wcc.edu/Data/Sites/1/commissionFiles/abe/training/esl-
ntt/unit%20seven-Communicative%20activities.pdf
http://www.cal.org/caela/tools/program_development/elltoolkit/Part2-
41Interaction&Communication.pdf )
3. Devise a twenty-minute reading activity – reading for specific information – based
on the text from Subject I.
i. Specify the time limit and the type(s) of classroom interaction.
ii. Mention the learning objectives and competences targeted by the learning
activity.
iii. Describe the procedure of the activity.
iv. Specify the teacher’s and the students’ roles.

Activity: Star Diagram

Objectives: By the end of the activity, the students will be able to identify specific
elements in a given text.
Competences: general – recepting written messages
specific – identifying specific pieces of information in a text
– organising information in a chart / table / diagram / drawing

Stages / Procedures Interaction Time limit

a) T organizes Ss into five-person groups. T writes the
words “jungle, “megaphone”, “attacked” and “pilot” on TC 5’
the blackboard. T asks Ss to discuss the words written SS SS
on the blackboard & try to predict what the text is all
about. T can go round the groups and feed them with
new words like “storm”, “socks” or “grownups”.
b) T asks Ss whether they would like to hear the text TC
that all words came from. T hands out the text to the Ss 2’
and then reads the text aloud, investing it with humour
and making the reading dramatic and enjoyable.
c) T gives Ss and empty star shape on a card. T asks Ss TC
to extract words/phrases from the text and group them 2’
into the following categories: “See”, “Hear”, “Touch”,
“Feel”, “Similes and Metaphors”. Each category
corresponds to one point of the star.
d) Ss work in pairs, scan through the text and extract SS
the words/phrases which refer to the aforementioned T  SS 5’
elements. T helps some pairs when necessary.
e) T encourages Ss to compare their answers with other SS  SS 3’
pairs.
f) T checks Ss’ answers and gives them feedback. T T  SS 3’
tells Ss what they have done well and what they need to TC
improve in the future.

Teacher’s roles:
a) Organiser, Instructor, Observer, Prompter
b) Performer
c) Organiser, Instructor
d) Observer, Prompter
e) Motivator, Observer
f) Assessor, Feedback provider

Students’roles:
a) Listener, Interactor, Negociator
b) Listener, Investigator
c) Listener
d) Interactor, Researcher
e) Interactor
f) Performer, Listener