2 1. Classroom language Use as much as target language Using English in the classUse as much as target languageTry to use language in the daily routinesTeacher’s goalClassroom language
3 What is classroom language Routine language used in the classroom contextReduce the use of mother languageIncrease the amount of the target languageAuthentic language classroom
4 Types of classroom language Student to teacherTeacher to student
5 Task 2: Possible responses 1. Sure. / Certainly.2. a) How come? b) Let’s come in. Don’t worry. c) Please don’t do this again, OK.3. I’m sorry. You aren’t with me? OK……4. Which part do you want me to explain more?5. Sure. Let’s see ……………………….6. OK / Sure7. It means ……………………………8. Please go ahead.9. That’s all right. / I’m sorry. I haven’t finished the lesson.10. It’s A-P-P-R-O-P-R-I-A-T-E
6 3. Giving instructionsWhat is the instructions in a classroom language?Detailed directions on procedure given by a teacher in a language classroom.
7 Tips for giving instructions Keep them as simple as possibleeg.Listen to the conversation and complete the dialogue.Instead ofI’m going to play the recording. You have to listen to it. And then take a look at the conversation on page 5. It is incomplete so you have to listen to the conversation and write the words or phrases you hear from the recording to complete your conversation.Put them in a logical orderGive instructions before asking students to look at the handouts or books
8 Put them in a logical order Work in groups of five. Read the passage and answer the questions.Instead ofAnswer the questions while you are reading the passage. This task can be done by groups of five.
9 Give instructions before asking students to look at the handouts or books Why???????The students will look at the handout or book: they will not listen to the teacher
10 Teacher a student Teacher Group of students Use demonstration to make your instructions clearerTeachera studentTeacherGroup of students
11 Lesson Finding Leaks in Vehicle's Cooling System Class Activity: Have students form groups of threeAsk students to read the textbook concerning with “Finding leaks in Vehicle’s Cooling System”Let students label the parts of cooling system in the worksheetAsk each group to summarize how each part of the cooling system is checked5. Have each group demonstrate in front of the class.
12 Checking instructions Elicit the first answer.Demonstrate and make planned mistakesExample:T: So you have to work in groups of five, right?S: No, group of three.T: OK, and what do you have to do next?S: Read the textbook about finding leaks in the cooling system.T: Is that all?S: No, we need to summarize it?T: Great! And you need to demonstrate how to check the leaks in your group, right?S: No, demonstrate it in front of the class.T: Great! Go ahead.
13 Ask small detailed questions about the task Example:T: What do you have to do first?S: Write down my telephone number on the paper.T: Do you sit at your desk or walk around the class?S: Walk around the class.T: Great. And what do you have to do next?S: Ask five friends their telephone numbers and write them down on the paper.T: Yes. Go ahead. Everybody stand up…………