Planning your lessons

10. PLANNING FOR EFECTIVE USE OF ENGLISH IN THE

CLASSROOM

1.HELPING CHILDREN LEARN AND IMPROVE

2.USING YOUR COURSE BOOK3.PLANNING YOUR LESSONS

INDEX

INTRODUCTION

• More English they hear, more English they learn.

• New language in school is: - Different from the subjects children learn- Not just about learning facts and

concepts, it´s more- It’s about communicating: being able to

understand and use the language to do things.

COMMUNICATION

IF YOU HAVE THE SAME MOTHER TONGUE AS YOUR PUPILS…

Maintain your own PROFICIENCY in English.

Advantages:- Same society as your pupils- Ways their first language can help

them learn English.

RESPONSABLE TEACHERS

They have to use English with children

1. HELPING CHILDREN LEARN AND IMPROVE

How can teacher helps pupils to improve their use of English?

THERE ARE 2 APPROACHES

Teachers, in their classes, only use English, but they allow pupils to speak in their mother tongue. TEACHER = GOOD COMUNICATORPUPILS = INVOLVED IN THE LANGUAGE

Teachers, in their classes, use mainly English, but they give some explanations in pupil’s mother tongue.

NOW, IT’S YOUR TURN

Which approach would you use?

Why?

ONLY ENGLISHYOU SHOW YOUR PUPILS THAT:

- This new language is a form of expression.

- It can be used to communicate and it can be fun.

- English show them other culture.- Believes about people who use this

language.

WHEN? ALWAYS!

BEGIN YOUR CLASS End your class During the classHOW TO DO THINGS Sings songs

Commenting their work PLAY GAMES EXPLAIN THOUGHTS

Introduce new topics TALK ABOUT THEIR PERSONAL LIVES

HOW?

If you were an English teacher how can you help your students to understand

what you say in English?

Divide the class in 6 groups and exemplify

• Tone of voice• Eye contact• Gestures• Facial expressions• Pictures/diagrams• Real things

• Using familiar contexts and topics

• Rephrasing what you say in as many ways as you can

• Occasional use of their mother tongue

RESPONDING ONLY ENGLISH

Teacher responds always in English, and he/she shows pupils that:

- You are listening- You can do the same things in both

languages- They should try and say more in English

as the teacher is doing.- How to say in English what they say in

their own language

Ways to correct our pupils

• RECASTING

• REPHRASING

• CORRECTING

• Teacher repeats in English what children say in their mother tongue.

• Teacher changes what the child said in English into better English without any negative comments.

• Teacher corrects directly English errors.

NOW, LOOK AT THE EXAMPLES

RECASTING

María: Teacher, ¿Puedo coger mi sacapuntas?

Teacher: Sorry?? You want to take your sharpener? Ok, you can.

WHY RECASTING?• They know they are understood• They acquire English because they

hear what they say in English.• They can communicate in English as

they do in their mother tongue.

HOW RECASTING?PROGRESSIVELY

NOT INTERRUPT THE FLOW OF ANY ACTIVITY

María: can I take my rubber to sharpen my pencil??

Teacher: Oh! You can take your sharpener to sharpen your pencil

REPHRASING

WHY REPHRASING?• It’s a way to evaluate communication.• You encourage the child to continue

speaking, because what they say is not perfect but they can communicate!

• Children improve as they hear the better version.

• All children are listening too.

HOW?WITHOUT COMMENTS ABOUT THE FORM OF LANGUAGE

REPEATING AND ADDING

María: Can I take my rubber to sharpen my pencil??

Teacher: Oh! You can take your sharpener to sharpen your pencil, and

you can take your rubber to remove the incorrect letters in your notebook.

REPHRASING

María: Can I take my rubber to sharpen my pencil?

Teacher: No María, the rubber is not for sharpening, you mean sharpener.

CORRECTING

WHY CORRECTING?

• Your pupils need to perform their work to a wider audience.

• It helps the pupils to acquire English.• You are correcting, so it´s clear you aren

´t changing what child has said.• Your pupils obtain a meaning clearer

HOW?WITHOUT CHANGING

WITH GOOD CORRECTION TECHNIQUES

REMEMBER!!

• REPHRASING :Teacher changes what the child said in English into better English without any negatives comments.

• CORRECTING: Teacher corrects directly English errors.

• RECASTING: Teacher repeats in English what children say in their mother tongue

1.2. When and how to respond to errors?

Teacher: Who wants to read the story?Jorge: I!

Teacher ignores the errorRIGHT MEANING AND

INTENTION

Susana: This is a corocodl….Teacher: Crocodile!

Teacher corrects the error immediately putting emphasis

in the correct wordWRONG PRONUNCIATION

Marta: Crocodile have got…Teacher: Crocodile HAS got!

Teacher corrects immediately WRONG STRUCTURE

Hugo: Crocodile is sad, because....uglyTeacher: Because HE IS ugly, ok, well done

Teacher corrects immediately using

rephrasingERROR OF FORM

WHEN YOU CORRECT TAKE INTO ACCOUNT…

Children should be made or fell silly or bad.

Children should know that you are helping them.

Not praise every effort. You should try to increase children’sconfidence and felling of success. How? Finish activities and lessons on a negative note.

2. USING YOUR COURSEBOOK

Many of the lessons are connected with thecoursebook.In some of the lessons the teacher:- Use the coursebook- Extend a topic from the coursebook with her own material and activities.- Use the resource book to do some extra activities.

- Adapt the coursebook activities.

Teacher can use his/her own programme taking into account….

• age of your pupils• level/levels you are teaching• needs of the class you are teaching• schemes of work in overall school plan• wishes and hopes of parents and school

authorities• time allowed for language lessons in your school's

timetable• time allowed for teachers to prepare materials.

Advantages of the coursebook

• Offer you a prepared set of classroom activities and language,

• So save time• Offer children a learning aid• Set general standards• Are colourful and attractive to children.

Other IMPORTANT resources

OTHER RESOURCES ARE:

• Story books• Pictures and word cards• Puppets• Wall displays• Posters• Cassettes• Video recorders• Computers

NOW, IT’S YOUR TURN!

2.1. Using a coursebook topic

Activity about foodYou can use a topic and adapt it with other resources

REAL THINGS

2.1. Using a coursebook topic

Activity about animalsYou can use a topic and adapt it with other resources

MASKS

2.2. Using text-based activities

With the course book you can make some matching activities in order to

work the different skills.

1st. Listening & Speaking

2nd. Reading &Writing-

Correct your activity

3. PLANNING YOUR LESSONS

BEFORE THE COURSE

GENERAL LESSON PREPARATION

SPECIFIC LANGUAJE PLANNING FOR A LESSON

BEFORE THE COURSE -Complete the gaps-

- Create a pleasant in the classroom.- the room and make easy to move around.- Keep space in the wall to put pictures that pupils can - If you don’t stay in the same room, use

, etc.- Your displays should can be used several times, but when

children tire of them .- Have a collection of for children who finish early.

NOT COLOURING A PICTURE!- some of the topics you use throughout the year

Pets at home -> Zoo animals

SIGNIFICATIVE LEARNINGConnect , Roll up friezes, Arrange ,atmosphere ,posters, use, go , on something new, resources

GENERAL LESSON PREPARATION-Identify the examples-

a) Prepare all the materials you need beforehandb) Think of your lessons as small steps and sequence activities

carefully. Lively- Tirely.c) Tell children what you are going to do and why.d) Have some clearly routines to keep security in the classroom.e) Remember what you know about how children acquire language.f) Ask yourself why you are doing each activity and what

opportunities the children need to listen, write, read, etc.g) Plan how you can make best use of the language pupils are

already familiar with.h) Plan good learning tasks taking into account the context.i) Try to give individual attention to different children.j) Decide how you want to group your pupils.

SPECIFIC LANGUAJE PLANNING FOR A LESSON

You should know what you are going to say when…

• Greet your pupils: As you start or finish your lessons.

• Set up an activity, arrange the room, organize your pupils, say what you are going to do and give instructions.

• Speaks to the pupils if you have the opportunity.

• Want to say something positive to them.