In this module
Cambridge Veritas · Original TESOL self-study resources
Module overview
Teaching involves a succession of role choices rather than one constant performance. The teacher may organise a task, provide a model, listen to a learner’s message, clarify a distinction or help the class evaluate an answer. These actions become purposeful when they respond to the learning stage. Plan what learners should be doing and ask which teacher action will enable it. Observe the result so a busy teacher is not automatically mistaken for a productive lesson.
Use the guides below to connect the core ideas with practical teaching decisions. Each guide contains a classroom example, an application task and a sample response. Work through the whole module, or choose a topic for a lesson you are preparing.
Explore the topics
Teacher roles before, during and after a task
A teacher’s role changes with the purpose of the lesson stage. Before a task, organise and model. During it, monitor and support. Afterwards, respond to meaning and select useful language feedback. Constantly explaining can reduce the practice learners need.
Read the guide & try the taskBuilding rapport through genuine interest
Rapport grows through respectful attention and reliable behaviour. Learn names, remember relevant interests and listen to the message before correcting its form. Warmth should support learning while respecting boundaries and learners who prefer not to share personal information.
Read the guide & try the taskReal questions and display questions
A display question checks knowledge the teacher already has; a real question seeks information the teacher does not know. Both have a purpose. A lesson needs opportunities to exchange meaning as well as demonstrate language knowledge.
Read the guide & try the taskEliciting and clarifying language
Eliciting helps reveal existing knowledge. Use a clear clue or context and allow brief thinking time. If learners do not know the item, provide it and move on. Prolonged guessing does not make unfamiliar language easier to understand.
Read the guide & try the taskMonitoring for evidence
Monitoring is purposeful observation, not simply walking around. Decide what to listen or look for: task completion, interaction, target language or a recurring difficulty. Sample different learners and keep notes that can guide feedback without interrupting every exchange.
Read the guide & try the taskObservation and reflective role choices
Observation is most useful when it focuses on a question and records events rather than broad judgements. Compare the intended teacher role with what learners actually did. This connects planning, classroom evidence and a specific change for the next lesson.
Read the guide & try the taskPutting the module into practice
- 01
Define the learner action for the stage and anticipate what explanation or demonstration will make it possible.
- 02
Set up the task clearly, check the likely procedural difficulty and let learners begin.
- 03
Monitor a manageable focus and provide support where it enables learners to continue their own work.
- 04
Respond to the task outcome, select useful feedback and reflect on whether the teacher role supported the intended learning.
Support and extension
Prepare a short demonstration and a few useful checking questions instead of relying on a long improvised explanation.
Observe a colleague with one agreed focus and compare the evidence with an alternative way of organising the same stage.
Check your understanding
Plan a teaching task
Choose one guide from this module. Use its classroom scenario or adapt the task for a group you know.
- Learners and purpose: Describe the context and what learners need to do.
- Success criterion: State one observable outcome.
- Procedure: Plan the setup, model, learner task and feedback.
- Support and extension: Include a way into the task and an extra challenge.
- Evidence and reflection: Decide what to observe and what would make you change the plan.
Module questions
Where should I begin with this module?
Define the learner action for the stage and anticipate what explanation or demonstration will make it possible.
How can I make the work accessible?
Prepare a short demonstration and a few useful checking questions instead of relying on a long improvised explanation.
How can I go beyond the first attempt?
Observe a colleague with one agreed focus and compare the evidence with an alternative way of organising the same stage.
Sources and authorship
This module maps to the supplied syllabus PDF, What do teachers do? (3 pages). The study notes, examples, application tasks and self-checks on these pages are original Cambridge Veritas resources.
View the supplied PDF ↗ · Publication reference: source chapter
Written by Cambridge Veritas. Updated .
Use these resources for preparation and reflection. Browser self-check results are for personal study and do not award a qualification or replace observed teaching practice.