Lecture 15
1

USING ENGLISH
IN CLASS
Aims of this lesson
2

 To show teachers the value of using

English in class.
 To make teachers more aware of the
diffe...
introduction
3

 There are two main ways in which English

can be used in class:
 It can be used in teaching the lesson ...
Discuss the value of using English in class.
4

If the teacher uses English most of the

time, it will give students prac...
5

 If the teacher uses English to say real things

to the class, it will give the students the
feeling that English is a...
Social language.
6

 Instead of going straight to the textbook at

the beginning of a lesson, the teacher can
spend a few...
7

 T: did you all enjoy the holiday?

Ss: yes.
T: did you? Yes., I enjoyed it, too. I went on
a picnic with my family. d...
8

 The teacher can prompt individual students

to talk more about things they have
done., e.g.
T: what did you do? Did y...
9

 The teacher can get students to talk and ask

questions, e.g.
T: Right. Tom went to a party. Ask her some
questions a...
Organizing language
10

 Teachers have to say many things simply to

organize the lesson- starting or stopping an
activit...
11

 Elicit from the teachers a range of simple

classroom commands in English which could be
used with elementary studen...
Practice
12

 Work in pairs. What could you say in English in these

situations?
1) you are checking attendance.
2)You ar...
Explanation
( giving simple explanation)
13

 Most of the language we need for organizing

the class consists of simple e...
14

 If teacher can give these explanation in

English it will provide very useful listening
practice for the class; but ...
Demonstration 1
15

 Explain how to mend a bicycle tyre. Read out the

explanation below, speaking in such a way that
stu...
Demonstration 2
16

 Explain again the process again, but this

time doing everything possible to help the
students under...
17

 You have bicycle, but the tyre is a flat ( gesture with

hands, making a ‘hissing’ noise)… you have puncture
.. A pu...
18

 You want to teach these words. how would you

explain their meaning:
 - using English only?
 - using English and y...
19

 - You are organizing a role play. You want students

to act out a conversation based on this situation.
How would yo...
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Special techniques for problem classes

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Special techniques for problem classes

  1. 1. Lecture 15 1 USING ENGLISH IN CLASS
  2. 2. Aims of this lesson 2  To show teachers the value of using English in class.  To make teachers more aware of the different occasions when they could speak to their students in English  To give teachers a range of English expressions which they could use in their own classes.
  3. 3. introduction 3  There are two main ways in which English can be used in class:  It can be used in teaching the lesson itself: giving examples, introducing a text, asking questions, etc. It can be used for activities which ‘surround’ the lesson, but which are not actually part of the teaching; checking attendance, telling students where to sit, ‘chatting’ to students, controlling the
  4. 4. Discuss the value of using English in class. 4 If the teacher uses English most of the time, it will give students practice in listening and responding to spoken English. This will help them ‘pick up’ words and expressions the language of the textbook. In the lesson itself, the language used is often unnatural and artificial. But the situations that occur in the classroom( e.g. a student arriving late, someone forgetting a book) give an opportunity for real, natural English to be used.
  5. 5. 5  If the teacher uses English to say real things to the class, it will give the students the feeling that English is a real language which is used for communication, and not just a language that belongs to the textbook.  Although there are advantages in using English in class, teachers should not feel that they must use English all the time. Obviously, there are many occasions when it can be useful to use the students’ own language.
  6. 6. Social language. 6  Instead of going straight to the textbook at the beginning of a lesson, the teacher can spend a few minutes ‘chatting’ to the class about topics of interest. After that the very earliest stages, this can be done in English.  Teacher can talk and ask questions, but get the students to give only short responses, e.g.
  7. 7. 7  T: did you all enjoy the holiday? Ss: yes. T: did you? Yes., I enjoyed it, too. I went on a picnic with my family. did you go on a picnic? Anyone? S: Yes. T: who did you go with? ( and so on) Note: (this would be a good technique for a large class with low level students)
  8. 8. 8  The teacher can prompt individual students to talk more about things they have done., e.g. T: what did you do? Did you go out? S: yes, I went to a party. T: A party? That’s nice. A birthday party? S: yes, my friend’s birthday. T: ok, tell us… what happened ? What did you do at the party?
  9. 9. 9  The teacher can get students to talk and ask questions, e.g. T: Right. Tom went to a party. Ask her some questions about it. What do you want to know ? Yes? S1: What did you eat? S2: Was it a good party? S3: Were there many people there? Note: in a large class it may be necessary to ‘organize’ the conversation more, so that the whole class is involved, e.g.
  10. 10. Organizing language 10  Teachers have to say many things simply to organize the lesson- starting or stopping an activity, getting students to do or not to do things, etc. Much of this language consists of simple commands and instructions, which are repeated lesson after lesson; so if the teacher says them in English students will quickly learn what they mean.
  11. 11. 11  Elicit from the teachers a range of simple classroom commands in English which could be used with elementary students . If you like, build up a list on the board, e.g. Stand up(please) Open/ close your books. Sit down (please) Stop talking Look! Look at me. Come here, please Listen! Come to the front Repeat! Be quiet, please Again!
  12. 12. Practice 12  Work in pairs. What could you say in English in these situations? 1) you are checking attendance. 2)You are about to begin a new lesson in the book. 3) the class have done some work. - you are going through the answer together. - you want the students to correct each other’s work. - you want to know how many had the correct answer. 4) A student is not paying attention. 5) the bell rings for the end of the lesson.
  13. 13. Explanation ( giving simple explanation) 13  Most of the language we need for organizing the class consists of simple expressions which can be used again and again – this provides an easy opportunity to use English. However, teachers do not only need to give simple commands and instructions to the class. Often they need to use more complex language, for example when explaining a new word or grammar point, or explaining how an activity works.
  14. 14. 14  If teacher can give these explanation in English it will provide very useful listening practice for the class; but of course the explanations must be as simple and clear as possible, so that the students understand.  Show how this can be done by giving two short demonstrations.
  15. 15. Demonstration 1 15  Explain how to mend a bicycle tyre. Read out the explanation below, speaking in such a way that students will not easily understand ( use no gestures or drawings, and speak quickly without repeating anything).  If you a flat tyre on your bicycle, first thing you need to do is to find out whereabouts the puncture is. So you turn the bicycle upside down and remove the inner tube with a pair of tyre lever. Then you take a bucket of water , pump up the inner tube slightly, and dip it into the water…
  16. 16. Demonstration 2 16  Explain again the process again, but this time doing everything possible to help the students understand. use simple, short sentences, use gestures to show each stage of the process; use simple blackboard drawings( e.g. a bucket, a cross); give difficult words in the students’ own language. ( punture-цоорхой, inner tube-дотор гуурсан хоолой, lever- хөшүүрэг)
  17. 17. 17  You have bicycle, but the tyre is a flat ( gesture with hands, making a ‘hissing’ noise)… you have puncture .. A puncture.. (give translation). So … you must mend it. But first you need to know: where is the puncure? Where’s hole? So, what do you do? First turn the bicycle upside down (gesture, or draw on the board)… (and so)  After demonstration, ask students how well they understood. If you have been successful, they should have understood everything.
  18. 18. 18  You want to teach these words. how would you explain their meaning:  - using English only?  - using English and your own language? Skiing Government storm How many eggs are there? oranges How much bread is there? meat
  19. 19. 19  - You are organizing a role play. You want students to act out a conversation based on this situation. How would you like explain the situation:  - using English only?  - using English and your own language? -One student left his / her bag on a bus, containing some money, a book, and a towel. He/ she goes to the lost property office. -A Second student is the person at the lost property office. He /she asks the student to describe the bag.

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