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CLASSROOM LANGUAGE BOOK

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CLASSROOM LANGUAGE SAMPLE

INTRODUCTION

  • Well, welcome everyone to Psychology 210.
  • Please take a seat.
  • This is PSYCHOLOGY 210 introduction to Social Psychology.
  • I hope everyone is in the right room. Are you? OK, good. Let me get started.
  • For today this afternoon, since this is the first day, I want to talk to you about this course.
  • I am going to give you some information about what we will study and how we will study.
  • So I want to talk briefly about the field of Social Psychology and then I will give you more information about the course requirements.
  • Everybody OK with this? OK.

WHAT is the COURSE ABOUT?

  • First of all, in this course we are going to look at people in social situations. So, what does that mean? That means how people interact with other people.
  • That’s the simplest way to explain this course.
  • And we are going to discuss some of the theory and research that explains a lot of this.

OBJECTIVE of the COURSE

  • OK, but before we go any further, let me make one point very clear.
  • The main objective of this course is to help you to become more interested in the field of social psychology and to prepare you for more studies in this field. That is my hope. OK?
  • So, I think by now, everyone has had a chance to have a look at the syllabus. You saw it on my website, right?
  • So, I think that you get the picture of that I am going to expect a lot from you in the Social Psychology class. So, I will go over the syllabus.

ASSIGNMENT

  • First, let’s talk about the readings.
  • I will assign new readings each class period and the reading assignments are going to come from the textbook.
  • You should complete the assigned readings by the date I give you. That’s simple. You get the assignments and then you do the reading.
  • Now, the lectures.
  • I am going to give a lecture in each of my class and during my lectures I am going to expand on the ideas that you read about on your textbooks.
  • So, for example I might explain something that you read about in the assignment or I might give you another example that wasn’t in the reading.
  • I want to point outand this is pretty importantthat my lectures will also include information that you won’t see in the readings. That’s right.
  • My lectures will sometimes have new information.

ATTENDANCE

  • And guess what? You have to come to class. Aha! Alright, the discussions, class discussions, our discussions, are an important aspect of this course.
  • During our discussions I’ll welcome your questions and comments any time you want to say something, anytime.
  • You should feel free to contribute your own ideas and your own opinions.
  • But, for this to work, you have to be willing to let the other students do the same, meaning that we all listen to each other, all of us, that’s the deal in here.
  • Oh, and by the way I just wanna say you don’t have to agree with me, but whenever you do express your opinion, you do have to show me that you understand the ideas we are talking about in the class.
  • So, what I am saying is, these discussions should show how you think about the ideas in the readings and the ideas you hear in the lectures and discussions. And also, what you think about them. You got the picture?

GRADING

  • Now what about your grade, I know you want to know about this information. All right.
  • Your grade consists mostly of quizzes and exams.
  • For quizzes, you’ll be able to use you lecture notes.
  • So, attending class and taking good notes is going to be a key to your success in this class.
  • For exams, you will not be able to use your notes. So, no notes for exams.
  • I’ll explain about the class presentation and two opinion papers later in the semester.
  • We don’t need to get into that right now. All right! You saw on the syllabus that attendance is also gonna be a big component in this class. But let me talk about that right now.

ATTENDANCE and PARTICIPATION

  • Attendance means you have to attend the class regularly.
  • But not just come to class, you have to participate in class discussions. So, what I am saying is your participation, whatever it is, is going to affect your grade, OK? So far, so good?
  • I know this seems like a lot, but it’s really pretty simple. My expectations are that you come to class, turn your work in when it’s due, share your ideas, listen to others and do the readings and you will do fine in class. No problem. OK?
  • That’s enough for our first day. I will see you next time and we’ll discuss Chapter 1 in your textbooks. So there is your first reading assignment, Chapter 1. OK? Goodbye, now.

Source:Lecture Ready 1: Strategies for Academic Listening, Note-taking, and Discussion, Book 1 Author: Peg Sarosy & Kathy Sherak (2006) Publisher: Oxford

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Categories: Classroom Language

Talking in Class: How to Use Repetition to Teach Everyday Conversation from Day One

Talking in Class: How to Use Repetition to Teach Everyday Conversation from Day One

5 July 2012 by Oxford University Press ELT 8 Comments

Lauren Bailey is a freelance blogger who loves writing about education, new technology, lifestyle and health. Here she talks about using repetition to teach everyday conversation in the classroom.

Before ever working as an English instructor, I taught dance for many years. Teaching new combinations to classes of dancers and getting them to remember the steps is a task typically met with varying degrees of success and frustration. My entire perspective changed, though, after taking a master class with a choreographer whom I admired greatly. Not only was this teacher able to teach the movements in a fun and fluid way, students of all ages caught on immediately and had the routine memorized and performed fully by the end of the hour-long class. The secret to the method of teaching was consistent repetition, without breaks. It was interesting to see a teaching technique that was completely new to me, yet worked so perfectly. It changed the way I thought about teaching dance, and it also influenced my method of teaching in various disciplines throughout my life, from then on.

Basically, the method goes like this: The instructor puts on music and simply begins to dance the first few steps. The students then copy the movements. The instructor does the first steps over and over, without stopping, and the students follow along. Then, after almost everyone is in synch, the instructor adds on the next few steps, without pausing. The students then follow along, incorporating the steps they just learned with the new, additional steps. This method is repeated over and over, without breaking, until the entire routine has been covered. By that time, students have memorized the movements with their bodies, without even realizing it.

The point of teaching this way, the instructor said, is to get students to stop thinking and start doing. Constant repetition is also the best way to engrain new information quickly and with few errors.

I used this teaching method during my time as an ESL instructor, and it worked wonders.

In an English language setting, I found that this works best for practice with speaking out loud.

Instead of practicing speaking aloud with a particular unit and then moving on to the next, students can learn basic communication much better by continuous, repetitive practice of simple exchanges, which are built upon bit by bit. This simple dialogue does not need to move as quickly as the lessons themselves. Instead, start small and keep building as soon as the majority of the students can comprehend and respond fluidly. You can ask simple, conversational questions in the beginning of class as students are getting situated, then ask them anytime throughout the lesson. Start out by writing a simple exchange on the board. Practice it all together, first. Then, starting the next class, you can begin to practice it in repetition.

For example, if you’re starting with beginners and are to the point of basic introductions, you can do something as simple as the following:

Phase 1:(on the board)

Teacher: Hello, how are you?
Student: I’m fine. How are you?
Teacher: I’m fine.

For the next class, plan to ask students these questions throughout. Do this every class until most students can respond confidently. Then move on by building on the initial phrase.

Phase 2:

Teacher: Hello, how are you?
Student: I’m fine. How are you?
Teacher: I’m fine. What are you doing?
Student: I’m going to the store. What are you doing?
Teacher: I’m going to school.

Do this for a few lessons, until most students answer confidently. Then, you can add more. Write a variation of the conversation on the board, and practice it. Then repeat this lesson until students can speak fluidly.

Phase 3:

Teacher: Hello, how are you?
Student: I’m not so good. I have a cold. How are you?
Teacher: Oh, I’m sorry. I’m fine. What are you doing?
Student: I’m going to the doctor. What are you doing?
Teacher: I’m going to school.

The repeated phrases can be altered according to your students’ needs, but the repetition is what will really help simple conversation stick to your students’ heads. Just remember to practice all the dialogue as a class before you start repeating on a daily basis and calling on individual students.

Do this throughout the entire course. By the end, your students should be able to grasp quick, simple questions from a native English speakers and respond accordingly.

Have you used repetition in your classes? How effective do you find it?

SOURCE: https://oupeltglobalblog.com/2012/07/05/talking-in-class-how-to-use-repetition-to-teach-everyday-conversation-from-day-one/

 

Categories: Classroom Language

Classroom Language Knowledge Test

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classroom-language-test  .doc

Picture: http://engishideas.blogspot.com/2011/01/classroom-language-powerpoint_08.html

Classroom Language- Common Mistakes- Student Language – A Sample Lecture

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Categories: Classroom Language

Classroom Language

Categories: Classroom Language