Second edition

Read these tips and tick the ones which are most important for yon.
m Exponents used in the classroom must be appropriate for the classroom function, for the learning context and purpose, and for the level and age of the learners. Examples of when exponents might be inappropriate are: if the language is above the learners' level; if the language is too informal or direct and might seem impolite, for example: ‘Sit down and get on with your work' spoken to a learner in a business class.
m Language should be graded to suit the language level and age of the learners. Grading language means choosing exponents that are suitable for the language level of the learners. For example, with beginners we use simple words and phrases, but with higher-level learners our language can be more complex. Grading means using language at the right level for the learners to understand.

0. 
   Language needs to he sequenced appropriately to provide learners with a range of learning opportunities. Sequencing means using language in a logical order. This is particularly important for explanations and instructions, for example: Listen. Work
   

186

Unit Tj Using language appropriately for a range of classroom functions

with a partner rather than Work with a partner. Listen. We usually give longer sets of insirut lions io ie,o ners in seeiions as and when they need them.
© Learners can learn chunks of language, just by hearing them again and again. So it is useful to use a fixed range of exponents for classroom functions at tire early stages of learning, for example: Open your books and look at page ... Once learners are familiar with a set of exponents, we can extend the range to suit their level. With more advanced learners, we can take the opportunity to expose them to a wide range of language through the functional exponents we use.
© Choosing which exponents we're going to use for classroom fund ions before the lesson is important. If we do not plan or think about what language to use, we might use the LI, or language which is too complex or too simple, or language which does not respect the learners.
See Unit 4 for functions.





(See pages 242-3 for answers)

1. 
   Look at this transcript from a lesson. For each underlined section of teacher talk, identify the classroom function. After you have done the activity, decide what level of class this is.
   

Teacher:


Student I: Teacher: Student 2: Teacher: Student 2: Teacher: Student 2; Teacher: Student 2: Teacher: Student 2:


OK ... who can make the first sentence here? ... Who wants to make a
sentence about Penny ... or about ... Abdullah, make a sentence about
Penny, please.
What does Heim -
No, no questions yet ... just make a sentence.
Which one?
No, no questions.
Ah, it's Benny?
Yes, tell me something about Penny,
Benny washing -
IS washing. Penny IS washing.
Uh, shirt ... er ... on the last day ... the last day ... on the last day ... no.
Yesterday?
Yes.


Teacher: OK ... What did she wash yesterday?
Student 2: She was wash ... er She washing.
Teacher: Mohammed, can you help him?

2. 
   Look at these three sets of teacher instructions. In each example, one of the
   

instructions (А, В, C, or D) is out of sequence. Decide which one is out of sequence and then order the set of instructions correctly.

1. 
   A Ready? I'm going to play the CD. Listen.
   

В Take out your student books and turn to page 50,
C Look at exercise 3.


D Read the five true/lalse questions.

2. 
   A On your own, write a list of what you ate for breakfast. В Work with the person silting next to you.
   

C Take it in turns to tell your partner what you ate.
D Don't show your fist to your partner.


187

Module в

3. 
   A In groups of four, brainstorm some ideas about your personal heroes.
   

И Choose some points to use in your essay.
C Write a draft of your essay.
D Read the model essay in your student book to remind you of the organisation.





Think about these comments from teachers. Which do you agree with and why?

1. 
   I don't need to think about the exponents I'm going to use in my lessons. I just say what comes into my head, for example when I'm explaining some language or setting up group work.
   
2. 
   My learners speak the same LI as I do. So it's quicker and easier to set up activities, cheek understanding and things like that in the mother tongue.
   
3. 
   I listened to an audio recording of one of my lessons. I noticed that I always use the same exponents. I don't think this is a good idea.
   

1. 
   For useful examples of classroom language for young learner classrooms, look at. English for Primaty Teachers by Mary Slattery and Jane Willis, Oxford University Press 2001. The classroom language is also on CD. It has been translated into several languages.
   
2. 
   Audio-record a short section of one of your lessons. Listen to it and write down in your Teacher Portfolio some of the language you used to manage events in the classroom. What do you notice about the language you used? Do you think the exponents are appropriate for the learning purpose, context, age and level of the learners? If not, what could you change?
   
3. 
   Use the TKT Glossary or a dictionary to find the meaning of these terms for classroom functions: swap, set a question, stimulate discussion, report back, exchange.
   

188

Unit 27 Using language appropriately for a range of classroom functions

TKT practice task 27 (See page 245 for answers)
For questions 1-7, look at the examples of teacher’s language in a class of elementary learners and the three possible trainer’s comments on the language listed A, В and C.
Choose the trainer’s comment (A, В or C) which matches the teacher’s language.

1. 
   If any of you don’t understand what to do, I can repeat the instructions for you. OK?
   

A You need to grade your language better for this class.
В Try talking to the whole class together.
C Why don’t you prompt them here rather than elicit?

2. 
   Who can help Juan with the answer?
   

A You could ignore his answer.
В Can you think of another way of checking understanding?
C That was a good example of eliciting help from peers.

3. 
   Now, we’re going to do a brainstorming activity together and build a mind map on the board. Ready?
   

A Can you revise the new vocabulary instead?
В Wasn’t the sequencing of your instructions a bit confusing?
C How can you reformulate that so learners will understand?

4. 
   Listen, ... comfortable. Now repeat together.
   

A Be careful with style. This was a little too formal.
В You paused nicety. This gave students time to focus.
C I’m not sure everyone was ready for the listening comprehension activity.

5. 
   Now let’s see. The family live in a ... .
   

A Your prompting worked this time. The students remembered the word. Yes - flat.
В Remember it’s important to get everyone’s attention before giving instructions.
C Try praising students a little more. You’ll find they respond well.

6. 
   Class. Shut up. Bernard is speaking.
   

A Good. It’s important that students learn to listen to each other.
В ft’s not appropriate to say that to students. What else could you say?
C When prompting, wait to see if the students can help before you make suggestions.

7. 
   That’s not the right answer. Try again. The question asks for three names.
   

A Your feedback was very useful. It helped the student understand what was wrong.
В When you correct students, try a different technique. You use echo correction a lot. C Prediction activities are a good way of activating students’ vocabulary. They give them confidence.


189

Outline of the stages of a lesson