Involving the learnersQ Getting students to join in SECTIONA Students only need tosay single word Points to think and talk about ora short phrase, or sometimes simply A toreact with a gesture, to show they hhave understood the phrasesin this section Youcan make understanding p even easier by developing and systematically using various signs and gestures toaccompany what you say.in thisway students get used toactively listening to English andthe barrier to speaking islowered. Remember, though, that language sills develop slowly,so patience is needed. Each successful interactionisa sign of progress anda stimulus to continue tis important touse diferent group sizes for various activities. This wil affect the way Isitnecessary tospeak more slowly and more clearly if you are using English torun your class? Do you modify your English in any way when speaking to students? What are the benefits of slowing down your speed of speech? Are there any possible long. term problems? How else can you help your students understand and adjust to more normal spoken language? 3 Hyou want to make sure that all the students have understood and can take part equally inthe lesson (for example, seeing, or hearing properly), what kind of signs and gestures could you use to accompany your words? 4 Doyou prefer to give turns randomly or na particular order? What are the advantages and disadvantages of each way? 5. Think about atypical lesson. How many opportunities do the students have tomake choices? What kinds of things can they choose? 6 Pairwork and group work give students more time for communicating and ‘exchanging information. Can you think of any other benefits? 7. Doyou think air work and group workis always more motivating? What students work together. The classroom bari aren eee Lee eee shes tonne goons haven ourommerprencesot gupta teaceandas2 Canhavea pov leven dass 8 Imagine that you have asked the class to workin pairs. Unfortunately asisso ” y often the case, there is an odd number of students. Think of some solutions 1 Taking part ‘othe problem. How do these solutions affect your role asa teacher? Canyouall hear? 9. Groups workat different speeds and so complete their tasks at different Ispeaka bit louder times. How can you prepare fortis situation? Can yousee allright? 10. One popular idea, especially with younger learners, has been for teachers Isthat better? ‘to.gve their students an English name. What doyou think about this idea? Haseverybody gota pencil? Could it work with older students, even going sofaras to give them anew identity? 2 Taking turns i ae Language to think about Who’ golng to stort? 1 What would you say to check that allthe students can hear and see what is iene going on? chen 2. How many ways can you think of for saying, Read one after another? Netyouagoin 3 Hyouneeded volunteers to help you,htow would you ask? ietguecontone ees chirce 4 iat phrases wouldyou eto break he das Up into pairsand groups? re you clear about the use of one of you...and the other ne... in English? 3 Student choices 6 What woud yousay youd tome sual regres fadonceol Who would ite todo this? number of students? Ave there any volunteers? 7. What would happen ifyou told uld happen ifyou told your students topair off Which group do you want to join? 8 Thinkof different ways of politely sayin You can decide. ae 4 Wrkingin groups Classroom English vocabulary to collect Workin groups. 1. Words connected with educational administration in your county, including Find yourselfa partner. the names of different types of school. For example, ministry of education, Could you join tis group? elementary, secondary) Workon your own, 2 Schoo! staff (For example, librarian, school secretary, caretaker cook, deputy One of you... the other (one). head, technician) | Key to symbois: Q tdiomatic phrase i ‘Student reply D Pedagogical pointer ® Cooss-eterence @ Uistentothe co RECORD Record yourself ®. pial mistake AL Language comment UNIT 2 Involving the learners® Taking part 1 Canyouall hear? Con you hear allright/clearly/properly/OK? Can you hear at the back/in the comer? Ami speaking loud enough? Ifyou can't hear, come abit nearer/closer. Come and sit at the front ifyou can't hear 2 I'llspeaka bit louder. speak up (abit). 1H try and speak more clearly/slowly. 3 Canyouseeall right? an you all see properly/clearly/OK? Can everybody see? Can you see the picture/board/screen? 4 Isthatbetter? (isthat) any better? Isthis/that more lke it? What/How about now? Anyimprovement? 5 Has everybody got a pencil? Have you all gota sheet of paper? Has everybody got everything they need? Is there anybody without a textbook? 1 © Wypuare playing a DvD. MPS fe cDor cassette youranaloask I teurfouderou? 1 thesound ear enough? I thewlume One ine? fitumupthevlome (L See Unit 5, 43 for more phrases dealing with educational iecmology 3°] wnenshowinga VO orusingada projector orvehesd Teropeeroygoucan a ithe picture deoriharpyn fit? Conyoualleod eter? D. Hoseverybody.the possibitytoseet 5 Forather phrases todo with ractaldavroom problems. Unt ehhh ‘estan gee i Graph oy Uk ® Taking turns 1 Inturns, Intur, starting with Laura, Take it in turns starting here. One after the other please. One ata time, please. One by one, 2 Yourturn. t’syour turn (to read), Tim. Now you,Anna. You next: You're next. ‘Next (ane, please. Goahead, Ibrahim. 3 Who's goingtostart? Who’ first? Whe wants tostart/begin? 4 Who'snext? Whose turn/goisit next? Who is the next one to try? Who's next togo? 5 Whohasn’t hada turn? Anybody (stil) not hada turn? Anybody ese? Who elses there? Who'sieft? Who hasa't been out tothe board? Have Imissed/forgotten somebody/anybody? 6 Not you again You've already had a tumn/go. You've been out once already. You did it ast time. You hada turn/goin the last lesson. 7 Let'sgive someone else a chance. Let'sgive someone else a turn/go/try. Now lets have someone else (try). Let someone else have. turn. 1 Additional phrases The rest fof you, wait (for) your turn otal together/atthesametime/at once. {h, Notice how the word ‘turn is used: tae tums takeitin tures reading, 4D ssitmy tun? Aminext? Shall start? Should gofist? 6D vou were ateady Seaion A Getting students to join in 29aD © Student choices 1 Whowouldliketodothis? There are Who wants to come out? too many ia Who would ike togo fist? Who wantstostor? Who wants tocome out and write that for me? 2 Arethere any volunteers? Any volunteers to try the next one? “Anybody wiling to clean the board for me? 's there anybody interested in helping me clear up? 3 Which group do you want to join? Which team do you want tobe in? Which topic would you like to take? 4 Youcan decide. Youcan pick/choose. 1 The choice of phrase will depend onthe activity Who wants/would ike to write thot on the board? Who wants tobe ltrs Brown? Who would ike to read thepartof ohn? Who wantstoactas secretary? © See nit 3 lassroom essentials (page 66) for more practice with want and ite @_Whocomesand writes that for enw 2 © Any volunteers +to+ infinitive: ny volunteers | 127224 the port ef Sherlock Holmes? Aryrolunteer |r deanthe blackboard? Wate ovate toi Miccensaaecone a 1 wocanaheesowmamehmernyors i Tinl yourself Three volunteers. Alright, Toni Mar and mile. poe Spartees oy Incetvec hele Okyotuee J Iota wing hen roe chciesomebody ¢ $ Que J } Ms Notice the short form of question that: be used with, 2 that canbe used anyone? omecrscee han 5 au "yp classraom choices for students include the flowing 1 Choosing an English name! doing roleplay activities} Which English name do you want? Which name would you ike (to have)? Which name d you like best prefer? Doyou want tobe John or Marks Which part doyou want to play? 2 Choosing agroupor team: Doyou want to bein Juan's team? Which eam do you want tobe in? 's thereanybody in particular) you would ike towork with? 3 Choosing atopic: Which subject do you want to workon? 'stherea particular topic you are interested in? (with younger students or when 30 UNIT2 Involving the learners® Working in groups 11 Workin groups. Get into groups. Three students in/to each group. For this activity (lite you to work in fours. Could you work/get into/make/form groups of three/five? Iidlike you to arrange/divide yourselves into two teams/ threes divide spit the class up nto five groups. 2 Find yourself partner. Work together with a friend/yourneighbour/the person next toyou, You two together, and you two, and soon. Goand sit with Lahcen and make a pati. Team up with two other people to makea group of three. Has everybody got a partner? Is there anybody on their own/left over/without a partner? Haven't you got anyone to work with? 3 Could you join this group? You'lhave to join Julia's group. Lena and Marco,you can join group 4. Could you work with Mikael today? ‘Move over to this group, Melanie. Can you team up with Sara? Werneed one more in this group. 4 Work on your own. Work by yourself/yourselves. Everybody work individually. Try towork independently. 5 One of you will read the question, the other one will One of you will read the story aloud, the rest of you will listen. (One person in the group is the secretary the others must discuss the problem. One of you isA, the other (one) is 8. 1D Naoticeatso want you topalroff B. Youcan also specify the activity | want you todo some reading in groups. (like you to workom this in trees. Here are some exercises foryou to work on in groups/pairs/threes. This(s task that you willhave to cooperate on 1B Sometimesit is necessary to rearrange classroom furniture Turn your chair round tomake apair/fae eachother. Turn round so that you can see/talkto Mi. © see Unit 3,agand.s for more phrases related to the lassroom environment &D Itisoften more practical to give althe necessary instructions foran activity before letting students break up into groups. A ‘simple demonstration wil also speed things up Ty toteach any language that your students wil need towork effectively in a ‘group: forexample, sity turn? Shallido this? 2@ Fndapeiex Findapartner/ Makeapai.d am necessary. explain why youare assigning students tocertain groups: We havean odd number (in this group) We have one too many here. There are too many in thisgroup. Fouronly toa group! There should only be three people in each group. au IsitOXif work with Tima? ‘sitalght f change paces with Maya? students are doings test you can ad: Dan'taisturb your nelghbour/the person next to you Concentrate on your own werk There's no need to discuss t with your neighbour Don't copy from your neighbourssheet Nocheating please. If yousdor't want students to help their fellow students. you can say: Don'thelp her Lethe ty (ton herown/by herself Just you Maja Youon your own/by yourself. Mikko. Let’seeifhecan manage without your help. 5 @ theother the other (one) x B Notice that in English the word other always eferstothe ‘second mentioned person, objector group. The word one (or ‘example, one of you, one group) refers tothe frst mentioned ‘person abject o group. ifthe activity in pats or groups involves diferent oles. you can sy, Fist youcan then round afterthat | youcan | PA" | parts, y ’ lateron over Itisusefulto add Make sure everybody gets/has aturn/go. Sedtion A Getting students tojoin in 312 SECTION B The classroom isa lively environment, fullofevents and interaction,some predictable, some surprising. Alot of classroom situations offer the students chance tohearand use phrases that are usefulin the real world beyond the classroom walls. This isespecially true of those phrases related to everyday sociat politeness. Ifyou use such phrases with your students ina natural way, without exaggeration, the language inthe classroom will come to resemble ordinary socal interaction ‘more and more. At the same time the social dimension of language becomes part of the students’ language learning experience. 1 Birthdays and holidays What's the date today? Happy birthday! Have a good holiday. The some toyou. 2 Wishes Bless you! Good luck? Congratulations! 3 Thanking Thank you. Here youare. Thanks for your help, ‘4 Apologizing and not catching what someone has said Sorry. That's allright Pardon? ''m sorry to hear that. 5 Leaving the classroom Excuse me fora moment. Excuse me,could iget past? 32 UNIT 2 Involving the learners 10 Classroom etiquette Points to think and talk about An important part of English language learning in school the study of English-speaking cultures, What kind of British or American festival, for example, could you present to your students? Would it be useful tocelebrate ‘these as part of your annual teaching programme? Would the age of the students influence yourchoice? Which aspects of everyday life and social interaction in English-speaking cultures do ou think your students find strange? sit important to teach these aspects? How would you explain these cultural differences toyour students? ‘Asa teacher of English, should you follow the etiquette rules of your own classroom culture, or try to introduce those associated with English-speaking cultures? How does your own culture and language express politeness? Do you thinkit differs from typically British or American usage? Isit the custom to celebrate students’ birthdays at school? ‘And what about the achievements of individual students (for example, playing in asoccer team)? Do you consider yourself a speaker of British or American English? Do you ‘encourage your students tose a particular variety? Do you think it sa good idea to allow your students to hear all possible varieties of English? |an advanced class, would you teach the key differences between the varieties of English? Language to think about Think of some occasionsin the classroom when you might sa a Thankyou ete b Sony © Good luck! 4 Excuse me When wouldyouuse same toyou? How doyou use the phrase helpyourselfin english? Ishere you are the sameasyou are here? Think ofthe typical holidaysin yourschoo's anual calendar What would be an appropriate wish or greeting foreach of therm? ‘Mind isa very useful word in English. How many different ways of using ican you think of? What would you say to your class ifone of your students had won a national sporting championship? Can you use whether correctlyin English? Classroom English vocabulary to collect. The job titles of the people who work in your school (For example,caretaker, nurse) Someotthespecal event sedoys days inyour scholar or example ‘summer holidays, schoo! reports, graduation) real “®@ Birthdays and holidays 11 What's the date today? What day/date isit today? What's today's date? What's special about today? What makes today special day? 2 Happy birthday! Mary hoppy returns (ofthe day) Teso. Rebeca has her/a birthday today. ‘Annas twelve today Lets sing Happy Birthday Congratulations on your ith birthday, Jeanne. 3 Havea good holiday. Vike to wish you alla very happy holiday. Havea good holiday! ‘Merry Christmas (to you)! Have a nice Christmas! Enjoy your Christmas! hope you all havea good Christmas. All the (very) best for Christmas and the New Year. Happy New Year/Easter/May Day! Enjoy your auturnn break, Havea great vacation! (AE) ‘Make the most of your winter holiday. 4 Thankyou. The same to you. Thanks, same to you. Likewise. Thank you, And you! You, too. 1 1 inaaitish english dates ae ead aloud as follows December gth = December te int ath December = theninth of December. Gomparevith: December nine) inmodern usage the dates are wren 9 December 20060 December 92008 Short forms ate 9/2/05 (BE) 12/9/05 (8). 8 contect replies tothe question What date st tts December the oth tody. Today s the gto December Tay’ dates December the th 3 1 Seoson greetings (especaiyin writing) suitable forron Chistianor multetath lasses 4G Thanks tnesame oryou.x “Thankyou, these x @ aa Wishes 1 Bless you! (Goa) biess you! Gesundheit (AE) 2 Good luck! Best of luck! Break a leg! (AE) hope you win/do well. Uhopeyou get through/pass the test Best of luck with/for your driving test! 3 Congratulations! Welldone! Congratulations! Good job! (Ae) Way too! (AE) | think we should congratulate Mattion winning a silver medal. Uilike to offer my congratulations to you alton passing the exam, 21 Inenglish-speaking cultures, these expressions are used when someone sneezes, They indicate that you areconcerned about theother persons health You can ade to this with "hope youre not catching/getting a cold Itsoundsas though you're geting the fl 3D. Givemea high five ae) 1B. sometimes, though, you willhave to offeryourcommiserations Hard/Tough/Badlucki Never mind Getterlucknext ime! Teotad! What apity/shame! That’ if That the way't goes Be eee ne a cod Section Classroom etiquette 33,—D © Thanking 1 Thankyou. Thank you very much. ‘Many thanks. Thanks lot/a million, Thanks for that. Thanks for the dea, 2 Here you are. There youare. Toke this. 3 Thanksforyour help, Thanks for helping It was very kind/nice/good of you to help. Thank you. | (reolly do) appreciate ''prisfiew! your help. 1 (realy) am very grateful for your help. That's lovely/fine/great, Thankyou. 1Q tncolloquial rsh English, notice, Cheers Tota Notice the following uses of thankyou Enjoy your holiday! Thankyou, wl ‘Have some more~No.| won't Thank you anyway/Thanksallthe D_piatrepies nude Thtvalrght ototat Dont mention Thinknothingoit Youreweicome aytime Noprobiem Bemus 2 Usethesephases when Other phases Oneforyou Thstsforyu Take foryu Heri D Youwitasonear Thereyouge. D Make frequent use ofthese ‘material eres nd hon ‘rethem 1 tyouwant hestudentst tae ao Helpyousetoacopy frame ph GrbrGettind youre ohandun Oraskastudenttohep Tole one/thistosom, pease Poss isc to Beat plese. Couldyougietake this hoot toFelx pleaser © kemembernot to wse pea handing over something imperative for eampl Hebyounel ene 34 UNIT2 Involving the learners ving orhanding vr someting Phrases whenyouare handing out Wdouts and encourage the students to Py from apie, you can say ‘eon ts own when you are givingor fowever.youcan use pleasewith an 3 Thankyou + for (doing) something Thank you for cleaning the blackboard. Thankyou for your help moving the desks 1B. Notice these phrases: Thankyou forlending meyourbook = Thanksfor the loan of your oak (ibe gratefulthankfulf you could help me, Thisisall thanks to you. Thanks toyou, we got the computer to work D Theresa whole range of smalclassroom jabs that youcan askthestudents tohelpyou with: distributing and collecting handouts and exercises, cleaning the board, delivering messages ‘toother teachers tidying upafteralesson, opening and losing ‘windows, putting lightson and off operating equipment. and cayingit back o the staffroom. All ofthese tasks are natural ‘contexts forasking and thanking 1d be grateful if a you coud help me! cd y el oa? Se v x an i® Apologizing and not catching what someone has said 1 Sony. Im very/teribly/awfullys0 sorry (about that) lam sory. Sorry, that was my faut, do) beg your pardon. 2 Thatsallright. Itdoesn't matter Itsalright/OK. ‘No problem. No damage/harm done. 3 Pardon? Sorry? What was that (again)? What? What aid you say? ‘begyourpardon? —_Excuseme? (AE) 1m sorry did't (quite) hear/eatch what you said 4 msorrytohear that. Oh dear that py. What apity/shame. TW Apotgiesgenerayuseatalingintonaion {You may have to apologize for mistakes in handouts, textbooks, Son he oor Fimsogvemadea tke on the board Therevospelingmstakemesecies. Theretaripiton thehondout, Tmorntdan ete (hou sayeadbe The conection 3 These questions are used to check that you have heard or understood correcty They use high rising intonation. Notice that the main sentence tessin the phrase What did you say?is onthe wordwhat.See@)21 {L Expressions with the same basic meaning include: I missed that. What didyou say? I mised the beginning of what you said Sorry \ean'/eauldn't hear you. Speakup Could you repeat what you said? Could yousay tattle louder? Couldyou speak more siowiy please? ifthe elas is noisy you may have toadd: The rest of you keep be quiet can't hear for the nolse/with al this noise. © see Unit 3.82 for more phrases dealing with lastoom noise, 4D ifyouare not feeling too well Inadvance. Notice the use of fm afraid and Im sory. ‘mafia Fm not feeling very/too wel today ‘im ofiaid cant speak any louder. {seem tbe losing my voice,’ afraid 1m sorry. thave abit ofa headache. hederk! @ Leaving the classroom 11 Excuse me fora moment. Would you excuse me fora while/moment? Please excuse me. I've ust got togo next door for a moment. Vilbe back in a moment. Carty onwith the exercise while fm away. leave you tot. 2 Excuse me. Excuse me. Could get past? ‘May pass, please? Doyou mind moving? Could you step aside, please? Could just squeeze past? Thank you. 1 @ Your students, too, may have to leave early. When appropriate, help the students to use te following phrases, for example: Could ieave ten minutes before the end? Doyou mind/i it allright leaveat twenty to? Can goto thetoilet/io0? Can luse the bathroom/ washroom /restroom?(Aé) Frminot feeling very well, Ihave togo andsee the school nurse 2 TL Inthe classroom situation, excuse me s used: wer asking politely to get past somebody: when going between two people who are talking toeach other —ivhen gaining attention before asking a question atten apologizing (especialy AE) Notice also Sorry to bother you, but. (There ate more direct andiess polte expressions: Mind out? ‘Mind out ofthe way. Out ofthe way now! Get out of my/the way You'ein the/my way Shift? Movel Budge! {The following may aso. useful ina typical cassroom: You're blocking the wy/aisle ail {cant get pas for your bag ‘Moke room fr another seat. Stand to oneside D voureonthe way Section Classroom etiquette 352 SECTION C Webbelievein the motto'success breeds success! Motivation and constant encouragement are central to successful learning, and probably ‘even more so in language learning. That's why tis important to give positive feedback and support toll of your students as often as possible. The short, simple phrases in this section help the lesson to move forward fluently and efficiently, but at the same time they create a positive and encouraging atmosphere. The phrases can be used with the whole class,or with groups, or with individual students. The important thing is to encourage every individual student equally and fairly This reinforces class solidarity and helps to shape your own classroom culture, 1 Saying yes Yes That's right. Excellent, Well done. 2 Encouraging Not quite right. Have another try There's no hurry. That's better Keepitup, 3 Sayingno No, that's wrong, Could be, Youttried your best. Youcan do better than this. 36 UNIT2 Involving the learners Confirming and encouraging Points to think and talk about Thinkback to your own language learning experiences. What sort of feedback did your teacher(5) give you? Now think about yourself asa teacher. Doyou think you give more positiveor more negative feedback? Which language do you use to give feedback and encouragement? Doyou think there are cultural differences in how much positive feedback teachers give to theirstudents? Is public praise (oreven shaming) apart of your classroom culture? Doyou give feedback diferent depending on whether you are dealing with individual students, pairs, goups.or the whole class? How can you tll whether the feedback you gives effective? How could you makeiteven more effective? Recastingisa useful technique when correcting student's mistakes. instead of drawing attention to the mistake and interrupting the student, you repeat cr rephrase what the student intended to sayin a correct form, as part of the conversation. For example, the student says {dd went to cinema Yout reaction: OK, that’ great. | went to the cinema, too, What did you see? What are the advantages ofthis technique? Which are more important to correct, mistakes in structure (for example, verb forms, prepositions, articles) or mistakes that affect communication fr ‘example,mispronuncations.use of the wrong word)? Doesit depend onthe type of activity? Which do you focus on? Language to think about Ifa student answers a question correctly, what doyou say? ‘And ifthe answer is wrong, what do you say? How many different ways can you think of for saying Good? How would you encourage student not to give up on a difficult task? When would you tellthe students to pull theirsocks up? What do you say ifyou'te not sure whether a student's answer is correct? When would yousay: That wos spot ont? What signs and gestures could you develop to encourage students and to signal that their answers are correct? Classroom English vocabulary to collect The typical events ofa normal school day (For example, break, lunch hou!)@ Saying yes 1 Yes. Good. Fine Right. 2 That's right. (ou'e) quite right. Right you are. Correct. 3 Excellent. (That's) very good. Very nice. That's great/briliant/fontastc 4 Well done. Excellent/nice/good work Nicely done/read, You managed very well. Youdid a good job there. Youmadea very good jab of that. | was pleased with the way you did that exercise, 1 These single words simply confirm thatthe student's answer s carec. They donot in themaclves cary astrong messageof encouragement or praise. Very ften for example inchecking an ‘exercise, you can simply nod and say hm-hm or uh-huh, e| Ifyou are explaining or demonstrating something and you see tata student has grasped th idea, you can say Yes you'vegot it You've got the idea/point. Thats Exactly @ (that was) spot ont = That was exactly right You'vecrackedit = You ve understood the idea Bingo!» You ve understood you ve done t correct fandm pleased) Youseem to have got the hang oft OL other longer expressions That's exactly the point That’ just what was looking for That’ precisely the answer wanted. 1b Fthe students carrying out an activity com That’ the way. That's the way todoit. That's. tiyyoucan say 3 =D There are many expressions you can use toencourageand rewatd your students You may hind some of them inappropr {or your own class, but remember that in foreign language teaching they ae avital part of motivation and help tocreate 2 diferent word for learning. The key thing’ touse them systematically and equally especially when ciculatingin the class, eD ftsagood dea to finish eachel D Howyou use the following expressions of praise willdependion ‘many factors:the age af your students, the general atmosphere inthe class and the typeof activity Marvelous! ‘Nicework? ‘magnfeent! Great stuf Fabulous! Hike that Sensational! Cool! Wonderful! ight ont(Aé) Terrific! Way ogo! Ae) Wow! Awjesomel(AE) Outstanding! ice going! ood abi (ae) ‘with younger and primary students youcansay Good boy/gil ‘se the following to give more precise feedback: That sounds good tome Iean't see anything wrong with that Perfect! That's perfectly conect There's nothing wrang with your answer Youre absolutly right. What yousaid was perfectly alright Yount make a single mistake ouid't be beter Ieould't have given better answer myself ® veywehx Donot use very well when you mean Very good, 4Q Nice going! Good fr you! Youddith ‘Not (00) bod! Good thinking! sth some general postive feedback and encouragement See also Unt.C3,n0te4 ‘im realy pleased with you You've al ted really hard toy. What o great piece of wor from everybody! That was awonderful/frstcassprece of work Section Confirming and encouraging 37woe Encouraging 1 Not quiteright. Almost (right) That's almost it You're almost/nearly there, Youwere almost right that time. Nearly. You've almost/just about got it. You're soclose. Good/Nice try. 2 Have another try, Have another go/look Itdoesn't hurt totry. Doyour best Think about it again ‘Are you sure? ‘Are you happy with youranswer? (Doyou want to) try (it) again, What should the answer be? 3 There's no hurry. There’sno need to rush/hunry We have plenty of time. Take your time. Inyour own time. Toke it easy. Take ita little more slowly. Not sofast. 4 That'sbetter. That's (so) much better That'sa lot better. That's (abt) more tke it. That's@ real improvement. ‘knew you could do it! 5 Keepitup. Keep up the good work 1 Youteon te ghtneriack voviehalaytore seston tt sipsmall mista Onemoretnetnavoutinntt G Usethese phrases toencourag Hybond wibopyen ‘a oveyou acs? hey get tek you anwarn them about possible pobems: sone seemsto have gene ging even oof rouble This isa tricky/masty one. peel i, ‘im Hot surprised you got this one wrong/found ths hor, 1 Your students totry: 38 UNIT2 Involving the learners 2D Other encouraging expressions ‘Goon.Hoveatty Hevea ques fyoudon'tkrow Take aguess tit Don'taive up, Gofori (ae) D Have gosbashishotrerack (tit! Give ita boshishot/gorty. Doyouwant to take shave onothertry/shot/bashrerackatit? 3 Youmay be more interested in getting the student to communicate than in accuracy: Don't worry about the speling/your pronunciation The main/most important thing sto speak 5D More general encouragement and feedbackcan be gente eae ‘erporuncln ey god renustonding ene Remember though, to add an encouraging comment: Not to wort! mprove/get better /geteaser, Don't wonryabout it Iget betterin time Hang on)in there! = Don't give up. ‘=D Some teachers like to put encouraging mottos on theit classroom walls for example Believe in yourself? Nevergiveup! Keep tying! Practice makes perfect Always do your best.® ®@ a Saying no Complaining 1 No, that’s wrong. 1 Comeon! Not ely Try harder Unfortunately not Youcando tis Im afraid that's not quite right. Abit more effort, please! You can't say that, im afraid Come on withyou! Youcon't use that word here 2 Youcandobetterthan this. Is that the best you can do? Better than that! Can't you do any better than that? Good try, but not quite right. Not exactly, That wasn't the answer | was looking for. 2 Could be. ‘'m sure that’s not the best you can do. Itdepends. ' think there’ (some) room for improvement. ftmight be, suppose. know you're capable of better work. Ina way perhaps. 5 es Sortof yes 1D Pullyour socks upl= Ty toimprove Weller Wake /Buck your ideas up! Putsome effort intoit 3 Youtried your best. (L tryouare disappointed witha students work youcan say: Meet anywoy Pach seer Dont worryahout mee | ~ Dont worryabout making mistakes, ee Youlearntheughfrom your mistakes oor 1 tecating is atecniqu or cnelng ster evow ee ha > re ahtwmarbetftitatttctsatertonsueytomite——rwmsat |", Yang | wan | ewoyoud te mnloerentacneges badiaaeieape toe QD ThatwasaweonganswerX Although there may be several wrong answers English tends ‘ouse the definite article with right and wrong. -D Inadaltion to giving postive feedback you should alsobe ready ‘topush your students ta accept new challenges, especially you —_— belive them capable of better or more demanding work. Insuch 2 © Youcanaskforaditonal des and suggestions Seeabo Cases youneedtoproviéeispration rather than open iim Unitas The ollowing phrases may be useful Hasorybodyee got an answer? Thisgrouphessome goodies ut what about ove here? Anymoreotherdeessuggestions? Some ofyou oreworting very wel ut sme thers ned tty Didanybodycome up wrth another answersomething se? harder ‘tke you alto thinkabout this not justone or two of you Pall your >< iiyouhaveexpectations abouthow something hould be Socks dane, you must communicate these expectations clearly to the ‘ Students awel ogg pecbeistetion Te falowing pressions ata Inopeyou dot eter ret time Thera einterrpingrom now on initrt | ag _ henyout repre some question tnsegain” | Iwoud ite Prepare some quest time tone [pnts | er ome wrecoths | shoerpet lea thevcoblry wttine |i you hamevorkon rome |e tie Section Confirming and encouraging 3940 UNIT2. Involving the learners Classroom essentials ASKING QUESTIONS (1) Yes/No questions Asking questions in the classroom Inyour workasa teacher you have to perform various roles. In Unit 1 we tooked at your role asa ringmastr(.e. organizing learning and giving instructions), but you also spend alot of time in the ole ofa quizmaster {(e.asking questions and responding to answers). This is alsoa very important roe since effective use of question-and-answer techniques has always been a fundamental part ofthe teaching and learning process A traditional way of classifying questions in language teaching is ‘according to the grammatical form of the question, so-called Yes/No, Or, and Wh- questions: Yes/No Have you finished? or Doyou prefer working in pairs or on your own? Wh- — Whowouid like towrite that up forme? But classroom questions can be classified in a number of other ways. For example, according to who asks the questionsthe teacheror the student. The question Why is this wrong? has a very diferent meaning if ‘one of your students ass it. We should try to remember that students’ questions can often be just as valuable for earning as those that you ask. ‘Students’ questions for example, may highlight problems that you have overlooked in planning the lesson. ‘Another perhaps more valuable approach to classroom questions isto livid your questions into three main types according to how closely they resemble question-asking nthe real word, as follows ‘8 Questions where you donot know the answer beforehand. For want ofa better term, such questions can be called authentic questions ‘Dpical examples can be found in normal classroom situations (for example, organizational problems) or when you are asking for new information, opinions, and reactions: Has everybody got a book? Areyou all ready to begin? Who hasn't finished yet? Doyow agree with Selma or Pedro? Whos your favourite singer? What did you think f that story? 8 Questions where you know the answer in advance, although a student 'sinially expected to supply it. You may also be looking for answers inline witha particular argument. These canbe called pedagogical {questions (sometimes called display questions because students have chance to display theirknowledge) Typical examples ofthis type are language-elated and comprehension questicne, What's the pas tenseof tego’? Isthis correct? Whats theanswertonumber2? Are the men running or walking in picture? © inaddltion you may sometimes ask questions whereit is not clear Whether ‘you are asking because you don't know the answer and are sass or whether the question merely rehearsesan everyday situation or language structure. These questions could be called rehearsal questions How are you feeling today Mark? Isitraining today? What's the date today? aNormal and abbreviated Yes/No questions Yes/No questions are usually said with a high-rising intonation on the tonicsyllable: Can you swim? Doesn't Watson like lettuce? Isitgoing to rain? Don't you know the answer? Was that tooeasy? Haven't you finished yet? see@22. Notice the word orderin the alternative longer negative form: Does Watson not lite lettuce? Doyounot know the answer? Have you not finished yet? Notice that Yes/No questions related to everyday classroom ‘management are very often abbreviated, with the main verb disappearing. This applies to both affirmative and negative questions: Doesanybody want totry > Anybody want to try number 1? ‘nurnber? Isthere anybody who hasn't ->Anybody not got a book? got a book? ‘Does anybody not understand? -> Anybody not understand? see@23, Sometimes abbreviation reduces the question to just one or two words. Notice the high rising intonation: an anybody do this? Anybody? Have you finished? Finished? ‘Are you having problems? -> Problems? Are there any volunteers? Any volunteers? ‘Are youhaving difficulties? > Having difficulties? see@23, Question tags Question tags isn'tit2 haven't you, etc) are very much a part of everyday spoken English and as such they should be used in the classroom. Natice ‘the differences in intonation: {falling intonation on the tag itself suggests that you are stating a fact, and that you assume your listener will agree Welldone, everyone. That wasn't sodiffcult, was Sit? If remember correctly, we finished this exercise last time, didn't swe? Classroom essentials 41a UNIT 2 Involving the learners Ahigh-rsing intonation onthe tag suggests surprise or that itisa genuine question You al aok confused. wasn't sodificut, was it? Surely you remember We id this lst time, didn't we? See G)2.4-26 Thereisanother question form that resembles the high-ising tag, but itissimplyan alternative word order for asking the same question, Once again, ther ae two possible intonation patterns: falling (you expect the answer'yes)and rising (you are really asking). Notice that these questions can also be abbreviate Haveyoufinished? » You've fnished, have you? = Finished, haveyou? Areyoulistening? = Youre listening, are you? = istening,are you? Didyou enoy that? = You enjyed that did you? = Enjoyed that did you? SeeQp27 4 Indirect Yes/No questions * Notice than in everyd 'tis very typical in classroom question-and-answer activities to use indirect questions beginning with phrases like Can you tell me...2, Does Anybody not hear? 1 Whoneedshelp? 2 Who hasn't finished? 3. Whowantstotry the next one? 4 Who would like to help me? 5. Who'sleft over? 6 Who didn'tget the idea? $.@ 24 Listen tothe question tagsin the following sentences and decide ifthe intonationisfaling or rising We didn’t manage todo everything lat time, did we? That was easy, wasn'tit? ‘You did thisexercise last time,didn't you? ‘You've got the idea, haven't you? Welookedat tislast time, didn't we? That wasa lot of work, wasn't it? ‘Audio practice 4748 umir2 Involving the learners @2s @2.6 Qa $O28 1a29 Read out the following sentences aloud and add a falling question tag. n other words, you expect your listener to agree with you, Then listen and check. 1 Thatwaseasy, 2 Westarted the new unit last time. 3. This group was going tostart. 4 Thisisn'tsoeasy. 5 Wehaven't started exercise 7yet. 6 Youhaven't had a turn yet, Toshie. Read out the following sentences aloud and adda rising question tag. n other words, you are really asking a question. Then listen and repeat. 1 You'veall hada tum, 2 returned allyour essays. 3 That wasn't too much work, 4 Youall received my email message. 5. thaven't left anybody out. 6 We've completed exercise 5. Read out the following Yes/No questions. Then use the tag word order (see page 42). Remember the rising intonation. Finally try tomake a shortened form of the same question. Then listen and check EXAMPLE: Have you finished? > You've finished, have you? -> Finished, have you? ‘Are you starting the next exercise? Doyouwant togolast? Areyou having difficulty with this one? Do you understand what to do? Have you already done the exercise? Would you like to start? Did you enjoy working in groups? Doyou get the idea? Key sounds Identify the sibilant sound or sounds (sz § 5 t{ 3) in the following list of words. Then read them out loud. Then listen ‘and repeat. 1 sheet 11 noise 2 cassette 22 join 3 enjoy 13 excuse (verb) 4 much 14 sure 5 easy 15 close adjective) 6 projector 16 version 7 choose 17 manage 8 mention 18 question 9 television 19 use noun) 10 catch 20 damage Identify the sibilant sounds in th ‘them out. Then listen and check 1 Make sureyou use as much English as possible, Did you manage to finish the job? ‘Ask each ather some questions and then change over. Arrange the chairs ina circle, Now you have a chance to choose which exercise you do, Then you should show your answer sheet to your partner, 'e following sentences and read3 Word stress a ¥[email protected] Say the following words aloud and mark the stressed syllable, There are three types: 1 words stressed on the fist syllable forexample, schedule); 2 words stressed on the second syllable (re lax}; 3 words stressed on the third syllable (elec'tricty Then listen and repeat. 1 transparency 11. handout 2 misprint 12 divide 3 cassette 13 progress (noun) 4 arrange 14 cD 5 cooperate 15. volunteer 6 interrupt 26 terrific 7 damage 17 independently 8 mistake 1B secretary 9 volume 19 appreciate 10 individually 20 overhead (noun) SHOULD TEENS HAVE COSMETIC SURGERY? From Speakeasy magazine Sept. 2005 Audio practice 4950. UNIT2 Involving the learners. 4 Live lessons You will hear some short extracts from different classroom situations. Listen to each extract and then answer the questions. Live lesson transcripts can be found on page 166. G21 Making groups 1. There are fourteen students present. {s there fullattendance? 2. How does the teacher divide them up? 3. How does the teacher make the last group the same size as the ‘others? 4-Fillin the missing words: ait betterifwe have a group of four. b You over here © mgoingto___you. £[email protected] Working in groups ‘The cass is usinga magazine article to talk about teenagers and cosmetic surgery (see page 49) 1 Mark the statements a true (7) or false (A). a. The students must lst only theadvantages of cosmetic surgery. b Thestudentsareonlyalowed to workin pas Preparations can take between five and ten minutes. Abell willring when times up. There should be one secretary in each group. ¥ Theclass will begin by reading a text on cosmetic surgery 8 Thestudents must only use English $233 civingturns 1 Which of the following words does the teacher not use when confirming her students’ answers? Great! Exactly! Perfect! Fantastic! Marvellous! Super! 2. Where are Alan and Hugo probably sitting? ¥ 2.24 Giving feedback 1 What aspect of €nglish grammars the class studying? 2 How does the teacher deal with the problem of the mobile phone? 3. What word does the teacher use? 2) conflagrate;b)confiscate;c) complicate. 4 What are the roles of énglish and Finnish inthis extract? ¥ @2a5 Inviting answers tnthislesson the teacher has asked her students to read out sentences that they have made up using some new vocabulary. Brett, a native speaker issittng inon the class. 1. What word has the student used in her sentence? 2 Why's the teacher pleased with herstudents'sentences? 3 the teacher serious when she says We have to punish you Howdo you know? ‘4 What is special about the way the teacher says the following Phrases: No more. You'vedone it. No idea F@2I6 Encouraging 1. What does the teacher encourageher students todo? 2 Does the teacher actually say thatthe students suggestion is wrong? 3. How does the teacher use the situation todevelop vocabulary?