ICELTLDT 4 The group chosen for the collection of teacher’s language samples was a CAE one (B2 moving towards C1). The learners in this group, whose ages range between 16 to 25 years old, have been studying English for at least 7 years (some of them since they were children). The recorded lesson aimed at giving learners the chance to revise previously taught art related lexis in order to practice for the speaking paper of a proficiency exam. Learners were engaged in different speaking tasks and some word meaning recognition activities in which they were given the chance to notice how to use them in context. The samples of teacher’s language that follow arose from a complete lesson and they vary from ‘rigid patterns’ (McCarthy 1991:12) in which the response follows a somehow ‘rehearsed’ and expected turn-taking between teacher and learners in their roles to more natural exchanges, or some may say more authentic ones, considered appropriate due to what is seen as natural ‘norms and conventions for speaking within the group’ (Wennerstrom 2003: 5). 1. ‘I think his answer is a very good one!’ This sentence was said in response to a third learner who was wondering about the meaning of a word. Not only is it accurate, but it is also appropriate – it encompasses different kinds of functions, such as of expressing an opinion or the function of being ‘primarily messageoriented’ (Brown & Yule 1983:13), which means, the teacher intended for the learner to accept that the other answer was a ‘good one’ or maybe ‘the correct one’ -. 2. ‘Be critical about your performance! It will help you prepare for your speaking test.’ I used this sentence when asking learners to listen to the recordings of their speaking mocks while analyzing what they wish they would have done different and why. In terms of phonology, due to the fact that this is an imperative sentence – an exponent to the function of giving orders – all of the words are stressed and the intonation fell at the end of it. It was successfully used to make learners understand how they were supposed to act towards the activity they were assigned with. 3. T: Can we say that a place is vivid? L: Yes… it is obvious that a place is vivid. T: Is it? (…) This exchange happened during a delayed feedback moment when I asked the whole group if they could use the adjective vivid to describe a physical place. When analyzing discourse, this is an example of a framing move which is expected by the learner and thus of appropriate use for a classroom. According to McCarthy (1991:16), these ‘transactions’ 2006:132) to have learners understand it was their turn to answer. The following samples of language contain. I would have used How can we say for what do you call is followed by the definition of the word and not the word itself: i. Instead. which is not the case here. I misused the phrase above. The first inaccuracy in the sentence is presented with the ‘was supposed to have said’ extract: suppose suggests. ‘I have three situations here related to art. The other inaccuracy is related to the free use of adverbials: Portuguese tends to have a freer word order – in this case. The first highlighted error shows signs of L1 influence in the form of transfer: due to the fact that the meaning of there to be is translated as have in Brazilian Portuguese. Just write it down what you think it is. On reminding learners what they were supposed to do at that moment (a definition dictation). 4. 2. either inaccurate or inappropriate language: 1. The correct sentence would’ve been… While noticing language. The sentence should have been: There are three art-related situations on the board.’ This sentence was used to refer the learners to the board right before giving instructions to an activity. I tried to explain that I should have said it in a different way and that was the reason why he had not understood what I had said. I used some of the sentences learners produced during their first speaking task to show examples of the expected verb tense. literally. The use of should have would also indicate that I wanted to ‘repair or redirect what had been said’ (Clark in Wennerstrom 2003: 8). 4. The use of the perfect modal should have would have been more appropriate.naturally start with a question. When inquired by a learner on what I had meant by ‘you too’. what do you call the white blank piece of fabric you use to paint? 3. I used a dummy it where it was clearly not needed: there was no subject to be referenced nor was this reference unclear. Their follow up move (which is the case of is it) is ‘withheld (…) so that the pupils are likely to suspect that something is wrong’ with the sentence. the word here should not separate subjects from verbs.e. I was supposed to have said ‘Victor. The highlighted portion above shows a) an example of reduced pronunciation with the verb have eliding into a schwa (/ ˈwʊɾə/ or /ˈwʊɾəv/). you too’. Some people said ‘I will get married’. . The only correct it in the aforementioned sentence is the second one for it refers to definition (here implied for the whole extract is not scripted). conversely. What do you call ‘tela’ in English? While eliciting the equivalent word for ‘tela’ in the target language. that someone assumes or imagines. and b) the use of discourse completion or ‘collaborative completion’ (Thornbury & Slade. 1991. Nevertheless. D. . S. England: Pearson Education Limited. Cambridge. The habit of recording lessons might also be of great help so that I can avoid mistakenly expressing myself. 2002. Teaching the Spoken Language. Cambridge. R. M. UK: Cambridge University Press. Side. UK: Cambridge University Press. New York. as a teacher. G. Wellman. 2006. USA: Cambridge University Press. Discourse Analysis for language teachers. Conversation: from description to pedagogy. Grammar and Vocabulary for Cambridge Advanced and Proficiency. Harlow. G. Thornbury. REFERENCES Brown. Slade. McCarthy. more reading and practice – specially concerning Portuguese influence on second language – should be done to avoid certain utterances to occur. most of the inaccuracies and inappropriate expressions produced were unconscious and did not impede communication.In general. 1983. G. Yule. Smith. A. UK: Macmillan Education. Michigan. An A – Z of ELT: A Dictionary of Terms and Concepts Used in English Language Teaching. . Thornbury. 2001. Learner English: a teacher’s guide to interference and other problems. B. Wennerstrom. Oxford. S. 2006. M. USA: University of Michigan Press.Swam. Discouse Analysis in the Language Classroom – Volume 2: genres of writing. 2003.