Content Introduction Chapter The Role of Translation and Mother Tongue in flt

- when conveying and checking meaning,

- explaining grammar,

- organizing tasks,

- maintaining discipline,

- making personal remarks to a learner,
- testing
Some more reasons are given by Cameron (2002, p. 201):
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- translating words or sentences,

- giving instructions,

- eliciting language,

- talking about learning,

- giving feedback
Controlling by Observing the Group
We begin by stating that controlling does not need to be a negative issue. The teacher's intention when controlling the group should be to create a comfortable atmosphere for the studentsto work more easily. If we intend to control the students' reactions about our proceedings as teachers, we should make sure we observe every part of the classroom. Beginner teachers usually pay attention only to the same group ofstudentsin the classroom, especially to those who sit on thefirst row or to those who are always volunteering to do the tasks. With this kind of attitude, the teacher is losing information about the students which will be later needed, so he will not be able to know
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whether the students are assimilating the information they are being given and, what could be more important, whether they are bored, interested, tired or willing to contribute with some answers to our questions.
Consequently, it will be essential for the teacher to keep a visual contact with every student in the classroom, if he/she wants to perceive what is really happening at that moment. Madrid's (1996) opinion is that visual contact leads us to:

• Show we are aware of what is happening in every corner of the classroom.

• Help promoting rapport: a closer relationship, affection, safety, etc.

• Attract and maintain the student's attention.

• Indicate to the students that we want them to participate.

• Show the students the teacher is interested in what is taking place in the classroom.