Applying classroom language to motivate grade 10 stdents at le loi upper secondary schoolto speak in english

Situations demonstrated to apply classroom language to motivate grade 10 students at Le Loi upper-secondary school to speak in English during class.. All mentioned above, I havedecided t

CONTENTS Page

3 The challenge of teaching classroom language 3

5 Teachers’ classroom language and students’ classroom languae 5

II APPLYING CLASSROOM LANGUAGE TO MOTIVATE

2 Situations demonstrated to apply classroom language to

motivate grade 10 students at Le Loi upper-secondary school to

speak in English during class

12

III APPLYING THE RESEARCH IN TEACHING ENGLISH 10 16

IV RESULT AFTER APPLYING THE RESEARCH IN TEACHING 20

A INTRODUCTION

English is generally acknowledged to be the world’s most importatntlanguage It is an international language in our integrated world and today morethan 80% of all the information in the world’s computers is in English So if we

do not know English, we will fail to keep pace with the progressive force of theworld Many foreign guests and delegates who come to our country do not knowour mother tongue And English becomes the brigde language and device toconnect with people Statistics show about 350 million people speak English as

a first languge and another 300 million use it as a second language From this wecan say that we need to learn English to join the advanced Then we can say thatEnglish is a passport to our successful future However, how to speak Englishwell still remains a question to for many learners of English, especially for thestudents at secondary schools To find the answer to this question it is necessary

to understand what their prbolems are and come up with a variety of solutions tothem Althougt many students can obviously acquire good knowledge of thegrammar and expand a wide range of English vocabularies, they feelembarrassed to speak it out, even the simple language Many teachers realize theproblems and they have been trying to find different mothodologies andapproachs which can work effectively There are two important factors that canlead to your students becoming more confident in listening to and speakingEnglish:

 regular exposure to spoken English and hearing the language as it is usedfor communication

 regular practise in speaking English so that they develop confidence inusing the language, becoming familiar with its rhythms and comfortablewith pronouncing it

It is important for your students to have many opportunities to engage in realand meaningful communications in English One good way of learning alanguage is by immersion, where it is used in daily life This is how yourstudents learned their home languages Since English plays an important role inVietnam, many of them may be learning English this way as well But even ifyour students do not have much exposure to English outside of the classroom,they can still make significant progress in learning the language if they get lots

of practice listening to and speaking it inside the classroom This article exploreshow you can increase the number of interactions in English in your classroom.This way, speaking English will not be something that students are scared of orworried about; instead, it will become an easy and natural way for you tocommunicate with your students, and for them to communicate with each other.The article also shows you some ways to help your students practise speaking sothat they become more familiar with the rhythm and pronunciation of thelanguage, so that it becomes more natural to them.

I REASONS FOR CHOOSING THE RESEARCH

In Vietnam, in recent years teaching methods and approaches have been moreand more improved There have been a lot of activities organized in order toenhance the effectiveness and help students be more active and self-confident inlearning English in general and speaking skills in particular Many universitiesand upper-secondary schools, including Le Loi upper-secondary school applyclassroom language which can be seen as one of the most effective way to buildstudents’s confidence and motiavte them to speak English When teaching asecond language, the goal of a teacher is to use as much of the target language aspossible When reviewing a day in the classroom, one of the most frequent waysthat language is used is in the daily routines; these are referred to as classroomlanguage Teachers can take the opportunity of these daily routines to maximizetheir target language use and promote its use by students This section willdescribe how classroom language can be used and what some tips are forteachers when employing classroom language All mentioned above, I havedecided to suggest applying classroom language I have ever taught my grade 10students at my school to promote sttudents to speak Engish

II AIMS OF THE RESEARCH

- To show how to use English in everyday classroom activities

- To show how to help your students use more English in their everyday classroom activities

- To introduce a wide range of classroom language situations

- To help teachers plan and use the textbook to help your students developconfidence in speaking English

- To help teachers take the opportunity of using classroom language as thedaily routine to maximize their target language use and promote its use bystudents

- To show how classroom languae can be used to teach English in grade

10 at Le Loi upper-secondary school

III SCOPE, OBJECT AND RESEARCHING METHOD

- Scope : Researching in the process of teaching English 10 at Le Loiupper-secondary school

- Object: This subject is concerned with ways of applying classroomlanguage in the class

- Researching method: Reading reference books , discussing with otherteachers, applying in teaching, observing and drawing out experiences

B DISCUSSION

1 Definition of classroom language

The term "classroom language" describes the routine language that is used on aregular basis in a classroom This includes phrases for giving instructions ofpraise, for example “Take out your notebooks” or “Please stand up” These areexpressions that teachers are used to using and students are used to hearing.However, classroom language takes a while for students to learn and get used to.The benefits of knowing these language basics mostly revolve around reducingthe amount that students use their mother tongue while increasing the amount ofthe target language they are using In short, classroom language makes theclassroom environment more authentic

2 The importance of classroom language

Teaching English as a foreign language requires a set of certain skills in order toconduct effective lessons and encourage learning in students Through a TEFLcourse, you will learn all of these important skills and much more Thefollowing are the most useful phrases for classroom language to be used byEnglish teachers in a classroom full of English learners around the world Thephrases are concise and straight to the point to ensure a steady workflow andpositive classroom environment

When you use English for everyday classroom activities, this creates moreopportunities for your students to respond to you using English There is a real

purpose for your students to use the language to communicate You can helpyour students to speak more English, both with you and with each other, bysuggesting some phrases that they can use and by having them practise thesephrases With practice, students will become more confident and more able touse the language independently.

When teaching a second language, the goal of a teacher is to use as much of thetarget language as possible When reviewing a day in the classroom, one of themost frequent ways that language is used is in the daily routines; these arereferred to as classroom language Teachers can take the opportunity of thesedaily routines to maximize their target language use and promote its use bystudents This section will describe how classroom language can be used andwhat some tips are for teachers when employing classroom language

3 The challenge of teaching classroom language

Integrating classroom language into a lesson can often pose great difficulties forteachers due to the fact that many second language teachers learned the languagethemselves after childhood, thus were not exposed to authentic classroomlanguage If that is the case, the teacher should make a particular effort to seekout the correct language in order to create the most authentic experience possiblefor the students On the other hand, foreign language students often encounterdifficulties when the phrases in the target language do not make sense in theirnative language; students must learn to understand that different languages work

in different ways

4 How to teach classroom language.

When teaching classroom language, there are several strategies a teacher can use

to facilitate the learning:

Teach the students the classroom language in a scaffolded way Start with ashort command, perhaps just one word such as “Open” After a whiel, theteacher can progress to a longer command, such as “Open the book" andeventually students can learn alternate phrases that mean the same think, forexample “Turn to page 15”

Make sure it's clear to the students what this language is for Include them inthe learning process; they should know that the more they use the language, the

more they will develop and that these expressions are meant to help use thelanguage in the most authentic way possible.

Once you introduce the classroom language, use it! Employ the expressions

as much as possible so the students become used to them and eventually are able

to use them by themselves

Use prompts such as visuals or language ladders to help students learn andremember the classroom language

5 Teachers’ classroom language and students’ classroom languae

As an ESL teacher, you should repeat phrases like “let’s begin”, “do youunderstand?” and “repeat after me” Your students can use phrases such as

“please say that again”, “I don’t understand” and “please speak more slowly”

We call this “Teacher Talk, Student Talk” Simply, these are a word bank ofuseful common words in English

This is why you should stick to common phrases in your ESL lessons or anytime of beginner lesson In order to do this, you will need to build the teachertalk and student talk dialogue from the first class

In the “Teacher Talk, Student Talk” activity sheet, we have built a list of usefulclassroom phrases It’s a good idea to practice them in the first class so studentsknow what you’re talking about Afterward, you should stick to this classroomlanguage

Greeting students Good morning How are you today?Taking attendance Who is missing today? Is anyone

absent?

Giving instructions Students, please open your book at page

15

Now we will do Unit…

Checking previous knowledge The topic of the lesson is New ways to

learn Can anyone tell me something about it?

Managing behaviour Students, could you all sit down please.Encouraging your students to speak Would you like to try to answer,

Praising your students Very good!

Giving homework Please finish this activity at home

Saying goodbye OK, that’s all for today Goodbye See

you all tomorrow

Talking to your students socially What did you do yesterday after school?

II APPLYING CLASSROOM LANGUAGE TO MOTIVATESTUDENTS TO SPEAK IN ENGLISH DURING CLASS

1 Common classroom language

1.1 Greeting your class.

Make announcements & get students ready for the lesson

Good morning class? How is every one today?

How was your vacation? Hello, Ana How are you?

Good to see you Fine, thank you And you?

How are you doing? How are you doing?

How was your summer? Hello, class How was your break?

1 2 Discussing the Date and Weather.

What month is it?

It’s December

What day was yesterday?

Yesterday was WednesdayWhat’s the date?

What day was yesterday

Yesterday was Sunday

Today is Wednesday What day istomorrow?

Tomorrow is Thursday

Tomorrow is Thursday? What day istoday?

It’s Wednesday

1.3 Taking attendance.

T: Good afternoon, class

S: Good afternoon, Ms Silva

T: How is every one today?

S: Fine, thank you How are you?

T: Great, thanks Ok I am going to take attendance now Please raise your handwhen I call your name Ana?

Ana: Here

T: Thank you Pedro? Is Pedro here today?

S: Pedro is late He went to the restroom

T: Ok Who’s absent?

Ana: Paula is not here She’s ill

1.4 Reviewing and collecting students’ work

 Let’s check your homework

 Ana, please read the first sentence

 Yes, that’s correct

 No, it’s not correct Check again

 Please exchange papers with a partners

 Please take out your homework

 Please pass the paper to me

 Please hand in your papers

 Please put your homework on my desk

 Pedro, please write number 1 on the board

1.5 Making announcements.

 Short break today

 Class ends early today

 Early lunch today

 Don’t forget: concert tomorrow night.

 Give the notice to your parents

 There will be a test on February 20

 We are going to have a visitor on Monday Please, write it down

 All right, boys and girls Please listen carefully Don’t forget about theconcert tomorrow night

 I have some important information for you Please copy from the board.Your report is due next Wednesday

1.6 Assigning homework

 Announce assignments and due dates

 Write assignments on the board

 Explain where to find assignments

 Respond to students’ questions about homework

 You can assign and explain homework in English This will help studentslearn to listen for information in English

 Your assignment is on page 16

 Your homework is due next class

 Review the vocabulary for a quiz

 Practice the conversation on page 19

 Write sentences using the vocabulary

 For our next class, please listen to the dialog on page 20

 Your homework is to read the text, then answer the questions

 Next time, don’t forget to bring your homework

 Study the vocabulary for a quiz

 Review the verbs for a quiz

 Review the vocabulary on page 13

 Practice the dialog on page 16

 Practice the conversation on page 16

 Your homework is due on Monday

 For your homework, complete the activity on page 7 in the workbook

 Write sentence using the verbs in unit 4

 Your homework is to read the article, then answer the questions

 Your homework is to read the text, then do the exercise (then answer thequestions)

1.7 Dismiss the class.

*You can dismiss your class in English

In unit 9 you will:

 Finish the lesson

 Announce when the class is over

 Say good bye at the end of the class

 Respond to students when they say good bye

*Good bye:

 See you tomorrow

 Class is finished

 You can go now

 Have a good afternoon

 Good job today

 It’s time to clean up

 Please clean up your area

 Please put away your books

 Please clean up the desks

 You can finish this exercise at home

1.8 Phrases for talking about classroom materials.

Do you have a pencil? Please take out your book

Open your books Please turn to page 27

Please look at the handout Write your name on your paper

Hand in your papers The exercise is on top of page 20

Does every one have their books? Please turn the page

Please come to the front Close your books

Put away your notebooks Turn over your paper

Use the flashcards to review Use the dictionary to check new words

Do the exercise at the bottom of page

1.9 Directing students

Go to your seats Please come to the front

Put in your chairs Please speak louder

Copy the words from the board

1.10 Giving test and quiz instructions

Now we're going to have a quiz on family words

You need a pencil

Put away your books

Clear your desk please

Please be quiet

I am going to read the instructions aloud

Pay attention to the instructions

Remember to read the instructions carefully

Write your name on your test

Do ur own words

No talking

Don't talk

You have 5 more minutes to finish the test

Please finish up

Time's up

Stop writing

Put ur pencils down

Down forget to check ur work again

1.11 Getting stutents’ attention

Ok

All right

Please listen

Please pay attention

Can you pay attention, please

Let’s get started

Turn to page 31

Ok every body Let’s start an exercise in unit 5

Let’s look at the picture on page 37

Now, let's move on to the next page

We will now start a different activity.

Now, we will learn something new

1.12 Disciplines

Please listen Please be quiet

Please stop talking Please take turns

One at a time Please pay attention

Please get to work Please raise your hand

Sit down please Please look at your own paper

1.13 Checking students’ understandingIs that clear?

Is everything clear?

Please read the instructions

Do you understand the instructions?

I’ll repeat the instructions

I’ll reread the explanation

Is everything clear?

Do you understand the instructions?

I’s repeat the instructions

Are there any questions

Let's me explain the chart again

Let me give you an example

Do you want another example?

So what are you going to do

So what are we going to talk about?

1.14 Encouraging participation

Please raise your hand

Please speak louder

Please read aloud

Who want to volunteer?

Who knows the answer?

Do you want to try number 2?

Do you know the question number 2?

Can you read please?

Can you do question number 1 in the workbook?

I need a volunteer to read the dialog.

You are doing great

Just do your best

You can say that in English

Try that in English

Don’t worry Take your time

Don’t worry I’ll explain it again

2 Situations demonstrated to apply classroom language to motivate grade

10 students at Le Loi upper-secondary school to speak in English during class

Situation 1:

Announcement of classroom rules (the 1st class of the academic year)

Bring textbooks, materials

Keep the classroom neat and tidy

Participate actively

Use English only in the classroom

Treat the classmates with respect

Respect others’ personal belonging

Follow directions, instructions and rules

Complete tasks, assignments, homework

Respect his/her turn

Situation 2:

Common language use during class (the 1st class of the academic year)

- Apology for being late:

I’m sorry, for being late./ Sorry, I’m late

- Asking the meaning of something:

What does mean?/ What’s in English?

- Raising a question: