English for educational contexts Isora Enríquez O’Farrill Ph D.

Aim: - Use communication strategies for educational contexts University for All English IV English IV Module 3

Professional Profile

Tips for giving instructions in class Plan how you’re going to give the instructions before you go into the classroom. Make sure that you use the language the students can understand. Make sure that your instructions are clear and fully explicit.

. We can use the imperative to give a direct order. - Stand up. We can use the imperative to give instructions. - Open your book.

We can use the imperative on signs and notices. - Speak English in class. - Don´t sharpen your pencil inside. - Hand in your tasks on Friday. We can make the imperative 'more polite' by adding 'do'. Do be quiet. Do come. Do sit down.

The imperative is also very common in written instructions. Be careful when you use the imperative, as it is often considered impolite in English.

Close up

Close Up 14: Language for Thinking. Defining What is a…? Give me a definition of a… How would you define a…? Who can define/give me a definition of…?

2. Classifying How would you classify…? How many kinds of …are there? Who can classify…?

Illustrating/Exemplifying What is an example of this? Give me an example (of this)? Who can give me an example (of this)? Let’s take an example Let me give you an example

4. Contrasting In what way/how is …different from …? How does …differ from…? How can one/we/you distinguish …from…?

5. Comparing In what way is …similar to…? What similarities are there/can you see between…and …? …is like …(in that/in so far as…) …is similar to… (in that/in …and …are similar (in that/in so far as…)

6. Giving reasons Why? Why does/did…? Who can tell me why…? What is/was the reason for that? Give me a reason for that

7. Predicting I predict that … will happen … will happen If…happens, (then) … will happen When…happens, (then)… will happen Because…happens, then …will happen This means that…will happen

8. Summarizing Who can summarize (what we have said)? What have we said What are the main points we have made? So what we have said is… So let’s summarize.

9. Hypothesizing What will happen, if …happens? What would happen if…happened? What could/might happen, if …happened? What would have happened, if …happened? If …happens, …will (future, certain) If… happens,… may/might/could happen (future, possible) If …happened, …would happen (future, possible) If …had happened, …would have happened (past, speculative)

10. Time sequence/process First Then, after that, next Eventually Finally

11. Listing I want to make three points There are three reasons… Firstly, secondly, thirdly, fourthly…finally/lastly First, second, third, fourth…finally/last

12. Adding Moreover Furthermore In addition And another thing…

13. Apposition Let me put this another way Another way of putting this is… In other words Namely

14. Drawing conclusions/deducing What can we/you/one conclude from this? What do we/you conclude from this? What conclusions can we draw from this? I/we conclude from this that… I/we/one can conclude… One can draw two conclusions from this…(firstly,…)

Your turn

Select the most appropriate expression.

Expressions tocheck attendance assign homework There are still two minutes to go. Who is absent today? Do exercise 2 on page 5 for Monday.

Expressions tocheck attendance assign homework There are still two minutes to go. Who is absent today? Do exercise 2 on page 5 for Monday.

Expressions forGreetingWaiting to start How are things with you? Let´s begin our lesson. Close your books Stop talking and be quiet. Settle down now so we can start.

Expressions forGreetingWaiting to start How are things with you? Let´s begin our lesson. Close your books Stop talking and be quiet. Settle down now so we can start.

Complete using the most apropriate expression.

Teacher: _____ up! The bell is about to ring. Don't hurry! Hurry up! Hurry! Student: I´m sorry for being late.

Teacher: _____ up! You have plenty of time. Don't hurry! Hurry up! Hurry! Student: What a relief.

Teacher: _____ your books. We'll need them in class today. Forget not Don't forget Forget Student: Thanks for reminding.

Teacher: _____. I can't hear you. Speak louder Don´t speak louder Speak slowly Student: Yes, I will.

Teacher: _____. Most students have not finished. Are you quiet Be quiet Be you quiet Student: Oh, I apologize.

Teacher: _____ your homework. I need to check it right now. Do not show me Show me Student: Here it is. Teacher: Thanks.

Possible answers

Teacher: Hurry up! The bell is about to ring. Student: I'm sorry for being late.

Teacher: Don't hurry up! You have plenty of time. Student: What a relief.

Teacher: Don't forget your books. We'll need them in class today. Student. Thanks for reminding.

Teacher: Speak louder. I can't hear you. Student: Yes, I will.

Teacher: Be quiet. Most students have not finished. Student: Oh, I apologize.

Teacher: Show me your homework. I need to check it right now. Student: Here it is. Teacher: Thanks. Teacher: Show me your homework. I need to check it right now. Student: Here it is. Teacher: Thanks.

Teacher: Where have you been? Student: Teacher: Bill, you have been talking all along the lesson, please, _______________. Look at the list on page 10 to complete the conversation

Student: Can you check this for me? Teacher:_______, please. I am explaining the task to another student. Teacher: ________________. Student: I don´t get it very well. __________ again, please? Teacher: Certainly.

Possible answers

Teacher: Where have you been? Student: I have been sick. Teacher: Bill, you have been talking all along the lesson, please, be quiet/ shut up/ stop talking. Look at the list on page 10 to complete the conversation

Student: Can you check this for me? Teacher: Just a moment/ hang on a moment, please. I am explaining the task to another student.

Teacher: Are you with me?/ Do you understand?.Student: I don´t get it very well. Can you say it again again, please? Teacher: Certainly.

The imperative is also very common in written instructions. Be careful when you use the imperative, as it is often considered impolite in English.

Match the words in A with the general meaning in B WordsGeneral meaning 1) re read, rewrite, rephrase, restart before 2) preview, pre test, pre reading badly or wrong 3) misread, misunderstand, misbehave, mistake again, back

Match the words in A with the general meaning in B WordsGeneral meaning 1) reread, rewrite, rephrase, restart again, back 2) preview, pre test, pre reading before 3) misread, misunderstand, misbehave, mistake badly or wrong

Match the suffixes on the left to the explanation or function on the right SuffixFunction/Explanation 1)-ment, - ness, - ion job, doer 2) -phonenoun or name of something 3) -er, -or sound or audio

Match the suffixes on the left to the explanation or function on the right SuffixFunction/Explanation 1)-ment, - ness, - ion noun or name of something 2) -phone sound or audio 3) -er, -or job, doer

Rewrite the sentences using prefixes or suffixes accordingly A. He teaches English at the Senior High School B.___________________________ A. She did not understand the indication B. ___________________________ A. She was informed about the meeting B. ______________________________

Rewrite the sentences using prefixes or suffixes accordingly A. He teaches English at the Senior High School B. He is a teacher at the Senior High School. A. She did not understand the indication. B. She misunderstood the indication. A. She was informed about the meeting. B. She received the information about the meeting.

On your own

Read the following instructions out. Then rewrite them. OK. We’re going to work in pairs for this next activity and I’d like you to stand up … oh, no, sorry. I’d like you to sit down first and then pick up your pens before you stand up. OK? OK? Everyone understand? OK. We’re going to work in pairs for this next activity and I’d like you to stand up … oh, no, sorry. I’d like you to sit down first and then pick up your pens before you stand up. OK? OK? Everyone understand?

Some relevant terms to the field of education action plan assessment continuing professional development competencesdeadlinefeedback group work teamworkmentoringprogression remedial teaching review self assessment handout