Classroom management přednáška
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Examples
After you give instructions check that they
understood them- especially complicated ones
A, before a roleplay, after you have signed roles
B, before an information gap activity in which
one student has information which the other
student has to find out
C, before a dictation
3. Giving instructions
Use simple language and short expressions
Be consistent
Use visual or written clues
Demonstrate
Break the instructions down
Target your instructions
Be decisive
Classroom English
• The target language in the classroom - an
important resource for the learners;
• Language of daily routines • Language of pedagogical purposes • Language of social interaction
• (See the seminar handouts.)
• Language of daily routines • Open your books on page 55.
• Who´ s absent today?
• Sit down.
• Who is on duty?
• Can a have a volunteer to clean the board?
• Come on, try harder.
• Listen everybody. I need your attention now.
• Language of pedagogical purposes • Look at the board.
• There are five pictures on the board.
• Try to say the words after me.
• We are going to listen to a song.
• Do you get the idea?
• What is wrong with the sentences?
• Do these words go together?
• Language of social interaction • Good afternoon.
• You have lovely glasses, Peter, are they new?
• How are you today?
• What are your plans for the Christmas
holidays?
• What is the weather like today?
• Unlike the language of everyday routines,
the language of social interaction is often
neglected by teachers;
• The most difficult - language of pedagogical
purposes – language used for clear
instructions (grading is necessary – to adjust
to the level of our learners);
4. Authority
gathering and holding attention,
deciding who does what – e.g. answer a
question,
make a decision etc.;
establishing or relinquishing authority as
appropriate;
getting someone to do something;