1. Attention!
Follow Your Trainer’s Instructions

2. Understanding TEACHER Language
Prepared by Olena Molodek
for
INSETT

3. By the end of the workshop Pps will be able to:
identify and categorise functions of teacher language
identify common teacher errors and brainstorm the ways how to avoid them
recognise and use methods of elicitation
differentiate between ICQs and CCQs
produce concept-checking questions which help to improve learner understanding

4. Agree? Disagree? Not sure?
“My learners speak the same L1 as I do. So it’s much better to use the mother tongue for setting up activities and checking understanding.”

5. Agree? Disagree? Not sure?
“I don’t need to plan the language I use for giving instructions. I just think of what to say at the time and I know when my learners understand.”

6. Agree? Disagree? Not sure?
“I have a collection of phrases that I use for managing my classes. I choose from these phrases when I am planning my lessons. I teach different levels, but I find I can use the same language for each level.”

7. Agree? Disagree? Not sure?
“I don’t think learners need English for classroom functions. They can use their L1.”

8. Functions of TEACHER Language
What are they?

9. Checking understanding
Common Functions
Instructing
Explaining
Narrating
Eliciting
Prompting
Correcting
Checking understanding

10. Checking understanding
Common Functions
Instructing
Explaining
Narrating
Eliciting
Prompting
Correcting
Checking understanding

11. Common Teacher Errors

12. Common Teacher Errors Communicating at inappropriate levels

13. Common Teacher Errors Speaking the students’ native language

14. Common Teacher Errors
Classroom language

15. Common Teacher Errors
Teacher Talking Time

16. Common Teacher Errors
Teacher Talking Time

17. Grading Your Language
Is it always easy to give instructions in English?
How do you make sure your learners understand you?

18. Checking Learners Understand: Eliciting
What do you understand by the term “ELICITING”?

19. Definition
Eliciting – means drawing answers from learners by asking questions or giving prompts

20. Eliciting from Learners
Why is eliciting helpful in class?

21. Eliciting from Learners: WHY?
To find our what Ss already know or don’t know
To make them active rather than passive
To increase STT
To make Ss responsible for their own learning
To involve learners and therefore give them confidence
To make the points mad by learners more memorable to them
To create a learner-centered environment

22. Eliciting from Learners: HOW?
Use pictures, visual aids, video, graphs, charts, etc.
Use synonyms, opposites, definitions, scales, “do you remember..?”
Model language or provide listening texts and ask questions
Use CCQs

23. CCQs vs. ICQs ?

24. Example Task Instruction
Teacher: I want you to work in pairs and write 5 questions about holidays.
Example Instruction Check Questions
CCQs vs. ICQs
A CCQ is a question we ask the student to ensure they have understood our definition or explanation. An ICQ is a question we ask the student to make sure our learners have understood what to do.

25. Example Task Instruction
Teacher: I want you to work in pairs and write 5 questions about holidays.

26. Example Task Instruction
Teacher: I want you to work in pairs and write 5 questions about holidays.
Example ICQs:
Do I want you to work in groups of 3? In small groups? In pairs?
Do you need to ask or write5 questions?

27. Checking Understanding
Do you understand ?
Ask CCQs instead!

28. Concept-Checking Questions: Examples
“She’s just come back from India”. - Did she go to India? (yes) - Did she go a long or short time ago? (a short time ago)

29. Concept-Checking Questions: Examples
“He’s over the moon”. -Is he happy or sad? (happy) -Is he a little happy or very happy? (very happy)

30. Concept-Checking Questions: Examples
“If only I’d arrived yesterday”. -Did I arrive yesterday? (no) -Do I feel good or bad? (bad)

31. Concept-Checking Questions: Types
Yes/no questions
50/50 chance questions.
Information questions.
Discrimination questions
Shared experience questions
Life experience/culture questions.
HO 2

32. Asking Concept-Checking Questions
Write examples of CCQs in the table
HO 3
Groups

33. Further Reading http://www.tefl.net/teaching/ttt.htm