Using language appropriately for a range of classroom functions. Flashcards
Classroom functions.
These are the purposes for which we use language in the classroom. E.g. Modelling, nominating, etc.
The choice of the exponents we use depends on the learning context and purpose, learner’s needs, age and level.
Getting learner’s attention.
We use these function when we close an activity or when we want learners to look at the board. E.g. Stand up.
Instructing.
We give instructions throughout the teaching sequence: before they start, during the activity (non-linguistic behaviour) and at the end as a reminder. They often go with the imperative.
Modelling.
We give a clear example of the target language. It’s important to say (or write) only what we want learners to repeat.
Encouraging.
We can encourage the students by using language which makes them feel positive about what they can do. E.g. Now, come on.
Nominating.
These function is to choose by name one learner to speak or do a particular task.
Prompting.
This is to help students to think or remember ideas, words or what to do.
When prompting, we sometimes we provide phrases, words, ideas or even time. Sometimes we leave out the utterance unfinished.
Eliciting.
When a teacher thinks that some learners know a piece of language or other information, he/she asks targeted questions or gives clues to get or prompt them to give the target language or information. E.g. Asnwer, please? What’s number four?.
The use of mother tongue in classroom.
We can use it when having discipline problems, in the case of a injury or danger, looking after a learner, repeting instructions and checking understanding of abstract vocabulary.
