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classroom
language by Sally Gonçalves Introduction of each group to read out their list. The
teacher asks other groups to help
Classroom language is the kind of correct/translate and then writes up the
language necessary to communicate exponent on the blackboard. If
and survive in the classroom without necessary choral and individual drilling
having to use the student's mother can be done for each exponent, to give
tongue. The exponents for classroom students some practice in saying them.
language should be introduced
Classroom Language gradually and not all in one lesson. After writing all the exponents, elicited
Exponents which are most frequently from the students on the blackboard,
STUDENT - TEACHER STUDENT - STUDENT used in the classroom can be taught at ask them to copy these into their
the very beginning of the course so that notebooks and to start a Classroom
1 May I come in? 1 What do we have students get the idea from the start that Language list. They should have
to do now? the classroom is an English-speaking enough space to add to this list as more
2 2 environment. classroom language is introduced
3 3 throughout the course.
The Journal 5 5
A student leaves the room, knocks at in the class to introduce and to add to
the door and asks for permission to the classrooom language list. This can
come in. This is not a difficult activity be done just before an activity. The
and can be fun, particularly as an ice- teacher can predict what kind of
breaking activity for the first lesson of language the students will need and
the course. therefore introduce it before setting up
the activity so that they get into the
3 From a reading/writing task habit of speaking English right from the
start.
This way of presenting classroom
language is only suitable for students For example, setting up a board/dice
who already have at least some passive game, present the classroom language
knowledge of English (false beginners). that students might need while playing
Absolute beginners would have it:
difficulty in understanding the task set.
Whose turn is it now?
Photocopy a tasksheet for each student. I think it's your turn.
The tasksheet should contain two Who's going to start?
columns for students to fill in and all etc.
the language exponents the teacher
wishes to introduce (see Fig. 2). At other times it may be more
appropriate to fit in some classroom
Arrange the students into pairs or language during an activity, or when
groups. They have to decide who the teacher realises that students are
would have said each exponent, the using certain exponents in Portuguese
teacher, the student or both, and in what all the time. At this point it is a good
situation. The situation column can be idea to stop the activity and teach the
done in their own language since the necessary exponent. Students will then
objective here is to check that students get the chance to practise it
understand the exponent and not to immediately and in an authentic
check how good their written English situation.
is. When the students have finished,
the teacher goes through the task, drills, If the teacher leaves it until the end of
explains and corrects where necessary. the activity to introduce the exponent,
students will only make a note of it and
Students can keep this tasksheet for will not get any practice in using it,
future reference and add to it as the which means they will almost certainly
course progresses. This is a time- forget all about it.
saving activity as students do not have
to spend any time copying things into Conclusion
their notebooks. When going through
the tasksheet for correction, the teacher Many other activities can be derived
can also ask individual students to act from these. It does not really matter
out each situation, as in the previous how classroom language is presented.
exercise. The important thing is to motivate and
encourage sudents to use it. It is the
4 From real situations in the first step to using real English in a real
classroom situation.
At a later stage in the course the teacher [This article originally appeared in The
should take advantage of real situations Journal. N°. 2, April 1993]
Excuse me. May I come in? Can you help me do this exercise?
Could you speak more slowly, please? Can you lend me a pen?
Can you repeat that please? I didn't understand. Have you done your homework?
How do you say 'mesa' in English? Sorry, I can't remember your name.
How do you spell 'table'? Can I share your book with you?
What's the difference between 'do' and 'did'? Where's Angela today?
Can I leave a bit early today, please? Can you pass me that piece of paper, please?
9
I didn't have time to do my homework. I'm sorry. Who's going to start