OBJECTIVES MODULE 3

This module tests candidates knowledge of what happens in the classroom in terms of the language used by the teacher or learners, the roles the teacher can fulfil and the ways in which the teacher can manage and exploit classroom events and interaction

Candidates need to demonstrate an understanding of concepts and terminology related to:

CLASSROOM FUNCTIONS
Are the purposes for which teachers and learners use language in the classroom. For teachers, these purposes include to manage activities and learning, to explain learning points & to move smoothly from one stage of a lesson to the next.

Classroom functions often used by teachers: Instructing

Explaining Narrating Eliciting Prompting Correcting Checking learning Conveying the meaning

INSTRUCTIONS
Get together. Take the papers on the desk and read them. Paste the Classroom Functions with its meaning and one example on the board. You can use magnets. You have 5 minutes. Start .

Ready????

Lets check the answers!!!

INSTRUCTING
We give instructions (tell learners what to do) at different stages of the lesson. Ex: open your book at page 12for young learners Ex: For this activity you are going to work in pairs- for higher levels

EXPLAINING
We might explain to learners how to do an activity, how to organize a project, the meaning of the vocabulary or why correction is needed. Ex: Well put the project work on the walls so you need to make sure that everything is easy to read and that it looks wonderful.

NARRATING
Is telling a story or talking about something that has happened. Ex. In elementary we always tell stories to learners. Ex. In Secondary and adult classrooms, we might talk about past experiences and things that have happended in our lives.

ELICITING
Is when we get information from our learners rather than giving it to them. Ex. Show a picture to learners and ask: What can you see in the picture?

PROMPTING
Is when we say something to help learners think of ideas, or to remember a word or phrase by giving them part of it. Ex: we could say to learners at the start of a storytelling activity: You could start your story with this picture. Or if a learner doesnt remember a word, help them with the first sound like: com.. for competition.

CORRECTING
We can correct learners by using language to indicate where or how they have made a mistake.

CHECKING LEARNING
We do this ALL the time during our lessons, but we do this more often after we have presented new language, at the end of a lesson to give us information for planning the next lesson. Use CONCEPT QUESTIONS to check learnersunderstanding, for example: Can anyone give me a sentence using this word?.

CONVEYING THE MEANING OF NEW LANGUAGE

Here, we show the meaning of news words or structures. Ex: Bring in realia, use mime or ask concept questions. We may want to explain the meaning to demonstrate it or in some situations, to translate it.

From TKT Glossary:

Realia- Real objects such as menus, timetables and leaflets that can easily be brought into the classroom for a range of purposes. Leaflet, brochure A piece of printed paper that gives information or advertises something. This is one example of realia. Convey meaning To express or communicate meaning. Teachers focus on conveying meaning when they present new language.

From TKT Glossary:

Concept checking The technique of asking concept questions or other techniques to check that students have understood a new structure or item of lexis. A concept question is a question asked by the teacher to make sure that a student has understood the meaning of new language, e.g. the new language structure used to He used to live in Paris. Concept question Does he live in Paris now? Answer No.

Do you use the correct language in your class?

We should not use language that is too formal with primary learners or language too babyish with older learners.

 We need to GRADE our Language to suit the language level and age of the learners.

SEQUENCING

Means to use language in a logical order. Ex: Listen. Work with a partner not work with a parter. Listen

Hear the language again and again

Learners can learn classroom language just by hearing it frequently. Ex: Open your books and look at page

ACTIVITY # 2

At which stage of a lesson might you use the different classroom functions???
Instructing Explaining Narrating Eliciting Prompting Correcting Checking learning Conveying the meaning
Stages of a lesson: a) Presenting new vocabulary b) Telling the class a story and encouraging then to join in c) Brainstorming ideas for a writing task with the whole class d) giving feedback after a task

ANSWERS
a) eliciting, correcting,conveying meaning, explaining b) Narrating, eliciting, prompting c) explaining, narrating, prompting, correcting, eliciting d) explaining, prompting, correcting e) eliciting, correcting, prompting, checking learning

THINK ABOUT IT
Do you agree with this teacher? Why?

I dont need to plan language I use for giving instructions. I just Think what to say at the time and I Know when my learners understand

THINK ABOUT IT
My learners speak the same L1 As I do. So its much better to use The mother tongue for setting up Activities and checking Understanding.

THINK ABOUT IT
I have a collection of different phrases That I use for managing my classes. I choose from these phrases when I am planning my lessons. I teach Different levels, but I find I can use The same language for each level.

ACTIVITY # 3
Give an example of: Instructing Explaining Narrating Eliciting Prompting Correcting Checking Learning Conveying the meaning Sequencing

Its time to open your TKT book page 189 please

We have finished!!!

Thank you.