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    © All Rights Reserved
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    6 views25 pages

    English4Teaching Lesson 4 Handout

    Uploaded by

    Nhi Phan
    English4Teaching Lesson 4 Handout

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    © All Rights Reserved
    Download as PDF or read online from Scribd
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    of 25
    Working with the textbook | a Using the textbook SECTIONA The textbook is still very much at_ Points to think and talk about the heart of school-based language 1 Doyou remember the textbooks that you used at school? What sorts of learning, and much of traditional things do you remember about them? Didyou enjoy the characters and language practice originates in the Henan eel her dialogues, reading passages exercises, 2 Whatisa good language teaching textbook like? and octfvies fate rec bank Bott 3 Have textbooks changed since you were at school? How? Are the changes teachers and students are used tothe only superficial? ‘What other materials do you offer your students in addition to the textbook—handouts, readers, authentic documents, websites? What sort of extra materials might suit your own students? Think of ways of getting hold of such materials, ‘textbook and accept it as an important a way of structuring and supporting learning. In fact, some students are motivated by the simple fact of rogressing through the'textbook-AS® same textbook series have separate workbooks or activity books. Whats the natural element of classroom work,the Sine ie textbook also gives you anopportunity Could you and your students manage without.a textbook (ora photocopier}? toworkwith some important How would it affect the way you teach? exponents of functonallanguage;for 7 When announcinga page number or exercise, do you also write the number example, using numbers describing upon the board? Think about the positive and negative sides ofthis position (up.down, top, bottom), and 8 Inaclass there may be students with learning difficulties. How could you direction (eft ight) help them to understand your instructions? Try to think of a set of simple 1 Distributing hand signals to accompany some routine textbook phrases. Give out the books please. Pass these handouts to the back Language to think about Youcan keep these handouts 1 How would you give out a new set of textbooks (or handouts) quickly One between two, and efficiently? ; 2. What would you say f there were not enough copies for everybody? 2 Checking Has everybody goto copy? 3. What does PTO stand for? How many ways can you think of saying same thing? You will have to share today. the same thing} ie hese tashareto 4 How many different ways are there of saying the number 142? Don forget it nett 5. Canyouhepyourstudentsfindthe lac na textbook? 3 Opening the textbook 6 Areyouclear about the difference between lend and borrow? Take out your books please. 7. If thereare ten inesina text, where i the ninth line? Open your books at page 49. 8 Which iscorrectzot page 20,0n page 20,0" page 20? 4 Turning pages Tumoverthe page. Classroom English vocabulary to collect Turn to page 57 n your workbooks. 1. The names ofthe different sort of published teaching material. (For 5 Finding the place example, textbook, reader dictionary) Hove youfound the place? 2_ Different types of paper and personal folders. (For example, photocopy, Were on page 27 notebook, file) We'eon line 24 Have. look at section 3,line 2 6 Closing and collecting Close your books. Put your books away now, Collect the books in, Hand in your work as you leave. Key to symbols: 1D iomatie phrase D Pedagogical pointer @ student reply © Crossteference | Q. Wpicat mistake @ Lstentothe co LB tanguage comment RECORD Record yourself 78 UNIT 4 Working with the textbook ® Distributing 1 Giveout the books, please. Get the textbooks out of the cupboard, and give them out. Bring the workbooks off the shelf and pass them out. fetch the dictionaries from the staff oom,and hand them out Toke the readers out ofthe bookcase, and distribute them. 2 Pass these handouts to the back. Poss these handouts round/along, please. ass these to the back. Take one and pass them/the rest on. One each, please. ass them on so that everyone has a copy. 3 Youcan keep these handouts. Theyre foryou to keep. Youmay have them to keep. Youcan waite on them. Youdon't need to return them/hand them in 4 Onebetween two. One book between two, please Could you share one worksheet between two? (tt have to be) Three students to one copy. four of you will have to make do with one book. There's only one dictionary for each group. Three copies foreach table. ‘haven't/There aren't enough copies for everyone/to go round. 2 Thevarious paper copes that teachers give out handouts worksheets, copies, photocopies, sheets, popes. ‘hove some papers to give outshand round Who wants togiveout the handouts? Fassout the exercise sheets. Couldyou help give these out please? 2D ‘vitestudentstoheip themselves Hepyourseltoa copy Comecut and pick yp acopy ofthe exercise. Graba handout andstart working! D Giving out papers isa simple opportunity to practice hese you dread thankyou. Se Unit, 8 3.0 ifthestudents have to return the material say: 1m afraid you can't keep them, | want these back please ‘want them back a the end of the lesson. You must give them in/return them. Please don't write on therm. @ Checking 1 Has everybody got a copy? Have you all got a copy of the exercise? Who hasn't got a copy? Anybody without? Who can't seea copy? 2 You will haveto share today. Share with Mats this time. Could you share your book with Sora? \sitalight fsacques shares with you, Marc? Can anybody lend Alain a copy of the book? Would someone give Tima copy of the text? You can use/borrow my copy this time. Luckily have some extra/spare copies. 3 Don’t forget itnext time. Don't eave tat home next time. Remember it (for next time. Trynot to forget itnext time. ‘Make sure you bring it on Friday. Be ure to remember it next Monday. TL Notice the typicat double question that teachers often use: Has everybody gotacopy? ts thereanybody who hasn't otocopr ayovalloveoworttent? —& Bereeronewithoute mre ddyavatreemberyour —thereunbodywhoddet tenboat? remember te tetbok? Toched ai the studetshaveal the evant handout ou es ousted ave tee sheets Check that) you al have two pages each. ‘Make sre you've gota four pages. ‘can make extra copes for you two. B Notice: tobortow somethingfom somebody: Can! borrow your pen? ‘olend something tosomebody’ Could you lend me your pen? 3 @ Gani share with you pleose? Hove yougat an extra copy? an take one for Mats pease? @ forgot my boot othome x Veftmy bookat home. ¢ Section Using the textbook 79 wD ® Opening the textbook 1 Take out your books, please. Could you get out your notebooks? Books out please! Out with your books please You (will need your workbooks for today’s lesson. Not that book The other one the blue textbook 2 Open your books at page 49. Open your books, please. Take out your books and open them at page 209/lesson '5. You'lifind the exercise on page 15. Turn to/Look at page 29. Lookat exercise 5A.on page 46. Take/Havea look at the diagram on page 25. 2 Mh Notice the prepositions with page Openyour book atpage 27 (MAE. alo-on} Tun topagea3 sonpage29| Aso use on with handout, photocopy, sheet. and paper: othe exerseonpage4s Ute theanswers down an your handout Copy down the words onthe sheet {Page numbers can be said in various ways: ‘Numbers between 1nd gg are eadin thei ful form: for ‘example 89 =eighty- nine ‘Numbers gveater than 100 can be readin lifferent ways: 1q2= one hundredand forty-two onefourtwa oneforty two 206 =two hundredandsix {0000 six 206 = two hundred sx (AE) =D For the sake of clarity for example, the number ig iseasily «confused with 190. iis good to repeat the number as separate digits Open your books at page one hundred and ninety page one nineo. =D Understanding numbers is such an important part af everyday communication [times, dates and years pices. addresses, telephone numbers, etc) that you need to give your students lets of practice. Announcing page numbers (rather than writing them updirectiyon the board) helps your students to feel comfortable with spoken numbers, Itis sometimes usefutto add You only need your textbooks out nothing ets. You ust want your workbooks on the dest. Yow can put al your ather books away for the moment) You dn tneedtownteanythng i gheyousome rte 80. UNIT 4 Working with the textbook Turning pages 1 Turn overtthe page. Turn (over) to the next page. Turn over the page. Over the page. Turn to the next page. Next page,please. Let'smove on to the next page. 2 Now turn to pages7 in your workbooks. want you to turn on to page 134 Turn on/forward three pages. Turn back to page 3. Turn back to the previous page. 2 @ Avery frequent mistakeis to use the definite article then font of an identifying number or letter. Tura the page. Tur to the pagers Starttheexercsenowd Lats try the enerise uC X Read thechapterat home. S,read the Chapter 6at home X Preparethe uniton yourown. Prepare the Unk 5 for next time X Canyouread the number?’ Tiy the number 6.x 1b Use oo and referwhen moving toate or later pagesor sections Nowlook backat the last chapter You con refer (back to page 26 Pease refer tthe grammar section. Refer forward) tothe wordlist, eep one ngerin this section and refer back tot when necessary 1 Approximate page references canbe givenike this: 1ssomewhere near the front/back/middle of the book 'tsaboutinfaround the middle of te book. something ikefabout halfway through. You only need your sexttook’ out nothing 79) Sh , © Finding the place 1 Have you found the place? Have you ail found the place? Is there anybody who (sill hasn't found the place? Show Juan the place. Help Alicia find the place Doyouknow where we are? Show him where we are. 2 We'reon page 27. Page 96, everybody. We're looking at the exercise on page 4. You're looking at/on the wrong page. We'reonline 2g. Not that line. The next/previous one. Not line 6. The one after/before. Not the next line, but the one after that. Not the previous line but the one before that. A few lines further on. Five ines further down/up. Thefirst/next ast five lines. 4 Havealookat section 3, line 2. (The) third section, (the) second line/sentence. The paragraph beginning/starting/ending (with) in 1999. The third word from the end of ine 6. Line, fourth word along. 1 1 Sometimes t’s useful to refer to the previous lessor Where did we stop last time? How far did we get inthe last lesson? What were we talking about last time? let merefresh your memory last time we got as faras exercises {flremembercorrecty, we were on page 29. { escrbing the precise location ofa line or word ina textbook Ganbe quite dificult. The lowing phases ae useful Toprbettom atthe (very) bottom /toprend of the page inthe vey) midale ‘omnewhere towards/near the top/bottom/end ofthe page about halfway three-quarters ofthe way down the page iefturignt onthelepeight onthe lef hand/ight-hand side inthe left: hand)/nght-hond) marginscolurmn thesecond section/pleturefrom the right inthe toprbottom left-hand)right(- hand) corner @ Students could learn to ask What/Which ine are weon? What/Which number arewe on? Wherearewe up to? How far have we got? 3 Thefoliowing phrases are useful when referring tones Thetop/bottom/middle line. The tenthiine fom the top. The tenth ine down, Ten ines down, The fourth ne rom the bottom. Thefourth lineup. Fourlinesup. The st but one line Thenext/second/thitd to lost line Notice the prepositions with ne Weare on ins. Start reading atffrom ines lets moveontoline 6 Havea lookat ines Q.thetwofistlinesx Notice the word order with fost next following, and ast the umber follows the adjective 4 Notice thatthe article can be left out n short instructions before first,nex last and ordinal numbers: Look atthe las line of the rst paragraph. on first paragroph, ast ine Read the last but one linen paragraph 2. ‘Paragraph 2. ast but one line. Thinkabout the seventh word online’ kilns, seventh word Other examples: Next sentence please Next one Last linen the second paragraph, Section Using the textbook 81 & © Closing and collecting 1 Close your books Shut your books All books closed, please 2 Put your books away now. Put your books in your desk. Idon't want to see any books open/on your desks. Collect the books in Collect the homework (in) Collect the sheets (up). Collect the readers in/up and put them away. Could the frst person in each row collect the books, please? (One person in each group can collect the sheets Pile the books up on my desk, please. 4 Hand your work inas you leave. Leave your work in my tray. ‘Make sure all the books are put away before you leave, Leave/Put your homework/sheets/essays on my desk on your way out. Have you aif handed in your tests? ‘Make sure you put your test in the right pile. 1 1b Anattemative to puttingbooks suayis Turmyour Books over Patyour bots face dow 3. Th Youdor't have tocollect the materia in from every student ass te sheets (yp tothe front/end ofeach row). ass them tothe front and the fest person in each row can bring themtome. 4 Dy inthe caseofimportant work (essays, tests. tsa good idea to say: Dan'tfget to put your name(s}on it/them, ‘oth it and them are possible. t depends whetheryou thinkyou ate addressing al the students as individuals (putyour namean ‘theresa single group {put your nameson them) (You may have special arrangements for returning homework and assignments: {eave your work n my tay outside the staff room, Yow can put youressaysin my pigeon hale Other useful phrases include, Malesure | | youhondinalyour paper Peosesce (oi) | hat) |youretumalthe paper Beste | | Youwnteyournsmen fomenter |, | putyournameonit Dontfomet hand youransershet y | otto |forgetitnent ome {Having collet the boksortestyounayhavetosay Fmone short Immising one Ihave one too many/few. ve got anextraone UNIT 4 Working with the textbook Pile the books 4 SECTION B Thebasictext, whether a reading jassagein a textbook, a newspaper arte ora recorded dialogue, is still the backbone of most language teaching Aithough itis usually supplemented ty arichvariety of other exercises andactvities either ready-made or prepared by the teacher, the basic text isveryoften the starting point and context for practice. The routines of introducing the basic text to students, helping them to understand it, and then thoroughly exploiting it are the foundations of effective language teaching. They also lay the basis for mote communicative and creative work This section suggests some straightforward routines for working with the basic text, 1 inteducing a text Today’stext is about... (etme tell you about the writer, What kindof text is this? 2 Bascreading ead the text to yourselves. Check the ‘new vocabulary. Trytoanswer these questions Tytoget the main idea What will ppen next? 3 Checking understanding Doyou understand everything? What’ about? 4 Reading aloud LetSread the passage aloud. Whe would ike to begin? Another sentence, please. Stop ther please oon reading, please. 5 looking at details lets talk about this: ‘chapter. ook at some aiffcut points ‘ookat tines fora moment. Whats the Finnish for this? : What's another: ‘way of saying this? spteting vocabulary yeu ‘know the meaning of this word? there any questions on this text? 10 a 2 Nownune Using the basic text Points to think and talk about Averyimpertant question or tet why they are ecg test How toudyousnawethen Wileuranaveraet he way theese the ten vow weuldyoumatesuers trsedinthc bare ere the even Sarnteg th vinentngltealyprepangabosc testo pesertstontoacas waa hing weld op atenton what roles conju pe Ttheresualya Teaches uid tosconpanythetetbookyou we? What srt afthingsdoes cota Des tavestoesoal posble elem? vious tlt students mot engun desing he bento ttimprantfrthestudentstoreadthe texto? Fwsed tendo youtesh there ecb iatest? oncom ouch that te stadenthve got he gitar mln des oon? 2a monwayof desingwth heb texts toask Wh questions 1 eiieuicorsvderttosaner Wr quest tte cay endestoncing eto aan rane rion ie inkatet th lowing) Shulthe aan era i liner verbs fom sted nthe ert) seater tonferratonfomalteren prt Ire text™ Shook fheatudet tener Me seet desartha mispintn the testook ae ence a youuneforenoningase ot ss ead What f1you vteeangresongpasagt ane arog moncingul lh ctionaesWhatethe Ae ay guicctonsy Wher ald youtse® binguatenoy? Language to think about vowed yeu getyou Students trend lid? He fevoniolone swore pte? a ee sacnainningarascaning ate a tee know ofsaynen tut cee getn-eeang ing soe it Ee van oso new nerd ee ements couldyouvitein English atthe botom of 3 resetswrten re? ude att) Meharded is tec) thesame Car ee tansforeting English vocabulary to collect aorta vretedwnheablry and descrbingvecaban Forexample, eaten iam le 7 es mae ar example ft appaton form, blog) Section Using thebasictext 83 DW 2 Introducing a text 1 Today's text is about rain forests. The topic/subject of today’s text is football. Today we'll read about a famous writer/an important event, 2 Let metell you about the writer. "igive you a ittle/some background information on this text, Wihat do you know about the writer? 3 What kind of text is this? How would you describe this type of text? Where might you find this kind of text? 1 = introducing atext doesn't only include the presentation of new vocabulary You should als try to arouseinterestin the text and relate tothe students‘own experiences and expectations Thete are many pre-eading strategies (see Useful reading and resources, page 1! Their idea sto give readers away into the text without requiring them tounderstand everything immediately What could this beabout? ook a the cover/pcturetitle ana teil me what you think it will beabout, (On the basis of the tite, what do think this text is about? 5a. does anybody know anything about Australia? { Agoodway to introduce texts tolookat some features of its layout and appearance. Useful vocabulary tile subtitle heading, subheading, picture. diagram, caption, 2 Mh Additional questions ‘Have you read anything by this writer before? ee you read any similar pieces of writing? Does ths text remind you of anything else you ve read? 3. Follow upwith questions ike Would you expect to find this kind of text na newspoper? What strikes you about this text? What doyou fist notice about this text? What kind of style do you think this text wil use? =D Itscoften useful tolet students predict the words usedin the text What key vocabulary would you expect tofind ina text about cloning? What words or phrases might you come across na text called Asteroids? Write down) ast of words you might expect tofndin this tet. DL ypical written stylesinctude: journalistic scientific academic tion. factual biographical, autobiographical 84 UNIT 4 Working with the textbook @ Basic reading 1 Readthe text to yourselves. Read the passage silently. Prepare the next three paragraphs Familiarize yourselves with the text. Read through the conversation on your own. Study the chapter by yourself. Havea lookat the next section in your own time. 2 Check the new vocabulary. Use the wordist. Check the new vocabulary from the lst at the back. If there are any words you don't know, please ask. Look up any new wordsin the dictionary. 3 Try toanswer these questions. While reading, try to answer these questions. ‘As you read, try to find answers to the following questions 4 Try toget the mainidea. Read it through quickly to get the main ideas. |tdoesn't matterf you don't understand every word. Just ty to get the gist. dst! Jot down some key ideas. Skim the text (through) 5 What will happen next? Can anyone guess/predict/suggest what will happen next? Before you read the next section, can you guess how the storywillend? How might the story goon/continue? 1 Add any special instructions: Read what it saysat the top of the page fist. ‘Make sure you read the footnotes carefully 2 1b Notice th following phrases Aeferto|thewordist | tofindtheword check | thevocabuanyist | tomake sure Use | thealphabetcatint | tosped hingsup. Comat | heir |yostenny tale a Encourage students to use reference tools: teas peter ncton are tctepin | tebe Checkit in the footnotes. nena look it upon | Google. - - took it up the internet, Wy dogs | 3 (b ttisusefulforstudents to make their own questions before reacinga text: What questions do you have onJfor this text? What questions would you ike this text toanswer? What questions do you thin this text wil ase? What (kind of opinion do you think willbe presented nthe text? Witedown three questions you would like the text toanswer © Giving students questions about a text before they ead it wil help guide their Remember to thank the student and acknowledge his/her Contribution, For other phrases of encouragement, see Unit C2 That was nicely read. Youread that very well 5 1b the order of reading s already clear you can simply say. Next please (And the) Next one please LetShavea new round. Let's keep tothe order we decided on, © Encourage your students to ask How do you say/pronounce the next word? {im not sure how to say this word. Where's the stress/accentin this word? Read it out loud @ Looking at details 1 Let's talk about this chapter. let’ take a closer look at the text. let’ look at the passage in more detail, Perhaps we should have a detailed look at this again. 2 Welllook at some difficult points in the text. let'shaveq look at some of the difficult points let'start with a look at the difficulties in this text. There are one or two difficult points we should look at. Félike to point out some interesting words 3 Look t line 15 fora moment. Lookat the last line of the frst paragraph. leokat the end of the very first line. Aitle further down, about two lines from the bottom, 4 Whats the Finnish for this? Whats conscious‘ Japanese? Whats the German word for conscious”? Whats this sentence in Portuguese? How dorwould you say that in Spanish? What does this sentence mean in Korean? How would you translate this word/phirase into Cantonese? hat do you cal this thing in English? 5 What's another way of saying this? Howelsecan you say the same thing? What's better/shorter way of saying this? Canyou say the same thing, using different words? D Totake took at all the dificult pointsina text might wel ‘overwhelm students, atleast ifyou try todeal with them all at nce. Decide beforehand what aspects ofthe text you wl focus nist for example, grammar, vocabulary In more advanced asses, the focus may be on the presentation ofthe argument ‘ropinion.on the structure ofthe texto the style ofthe writers language. + © Forphrases connected with nding the ine or the place in the text seealso Unit 4 As These phrasesare intended for a close analysis ofthe tet Perhaps more usefulin advanced classes Second paragraph, st ne, the word content Inlineayoucan see the word tuxury. {you lok at ines, you will notice the word happy’ Notice these useful phrases Note the peting of the word enter (tite 0drewyour attention to” | the word seeming‘ ine 26. Payattenton to lookoutfor the word'ragged'in the last sentence. examples ofthe past tense. Noticehow the writer | presents his arguments ‘okat the way the author Nt | uses the passive in paragraph 3 4 eB Translation provides a quick way of checking understanding of Individual wards and phrases. Where cultura dif precise translation atficut you can ask Whats the (nearest) English equivalent of»? What corresponds to English Christmas pudding in Finland? ces make =D Translation of onger sections also useful, but your focus should be on overall understanding Please translate Translate this/tha into Turkish Could you put that into Spanish forus? Translate from lapanese into English, Don't translate ward for word. Give me a rough/an approximate trarslation. 5 I Notice thefllowing questions: What’ another word that means the same (thing)? Gan you ge me one phrase forthe some idea? an you thinkof an alternative expression meaning the same (as this? What are two words withthe same meaning? What words mean more oless the same? @ Thesamethan this x Thesameas this Let's look at the “Lent ia more ia detail Seation® Using the basic text 87 WwW o Checking vocabulary 1 Doyou know the meaning of this word? want to make sure you know the meaning of the new words. Let's begin by checking the meaning of one or two words "il begin by teaching you some words we'llneed later on. Let's havea look at the new words/vocabulary. don't think you know this word. Thisis probably a new word for you. 2 Are there any questions on this text? Has anybody got anything to ask (about this text)? Is there anything else you would ike to ask about? Are there any points you're not sure of/clear about? Would you like anything explained/explaining? 1.1L. Encourage students to ask about new vocabulary: Car thelp youvwith any words or phrases? {yousdon'* know theFinnishfor” {youdor'tknow the meaning of? ‘youare unfamiliar with? youhaven't heard? strange words new phrases Are there ary what thisword means? Who knows when youuuse this word? {Sometimes it's useful to remind students ifthey have come. 1088 a new word before: | hoa thisword | inyourtasttesson met thisphrase | lasttime ravinto | thisexpression | imunit 3 ameacross | thisterm | on Wednesday {Encourage students to guess ory almost the some in English, The English word's almost the same The English for thisis very similar Have guess! What could tbe? You cam aso explain the meaning of anew word through contextualized examples and descriptions of typical use location, and soon This means (more ores) the same ashe left The meaning of this sentence is (something ike) he did't understand! has something todowith electricity, ‘another word for/meaning the same as huge You we itor pening @aoor You can find ton computer keyboard If keep txying and dan't giver. then Im ‘persistent Q picaimistakes We haeied this word ast time X Let's pickup the new words & We deait with. Let’ pickout/lookat the ew words. 88 UNIT 4 Working with the textbook 2 @ Encourage yourstudents toaskiwhen theycome acossa new word Excuse me what does Yamous ths word mean? Irmot sure of the meaning of this word here Can you explain ‘absolut’ to me? Tvenevermet/seen/heard this word before. What’ the Geman forthisword? @ Are thereany questions ofthis text?x ‘Are there any questions on/about this text? Would you ike anything explained 7 4 SECTION C beercise management (setting an exercise and going throughit)isa well-established part of teaching, pedagogical ritual that allows for igeatvariation and improvisation. itis ‘ertanly one of the most interesting events the classroom if we think about the opportunities forlanguage Use. interaction, and negotiated meaning. ttisthe perfect context for expanding students’ receptive vocabularyand getting them used to the various forms of asking questions and giving instructions. in fact, checking aneserciseis the kind of task that can cxasionally be given to students. For nee they willbe the person giving directions in English rather than merely ‘esponding tothe teacher's commands and questions. Exercise management should be both practical and efficient, butitcan also be an enriching and empowering part ofthe lesson. 1 Setting an exercise Tyeverise 6. Tiss the way we'll do it The idea ofthis exercise isto practise 2 Writing and copying Do the exercise in your notebooks. Copy this down in your notebooks. Rewrite tat home 3 Stating to check an exercise ‘think you have had long enough on ths. letsseehow you did, {et go though this exercise. 4 Going through the answers What's the answer to number? Can anybody help? her tryit on her own, ‘etshavea look at it together. ConrectanswerisA. 5 Giving corrective feedback that gh re another way of saying it? atsaboponib 9 at wasnt quite right. anyone notice the mistake? 5 Fraluating How didyou get on? Gedywith one mistake? land see me after the lesson. 10 Managing exercises Points to think and talk about Are there any types of textbook exercise that you particularly like to use in your teaching? Why doyou think you like them? Do you thinkitis important tomention the aims of an exercise toyour students? What areall the factors that influence the type of feedback you give? ‘Astudent answers your question in English, The answer is right, but there are grammatical mistakes. What would you say? Would you correct the mistakes? Ifso,how? What ifit was a pronunciation mistake? When should ‘you overlook errors? ‘At what point in an oral exercise or activity should you correct a student's, errors? Should you interrupt immediately or wait? Do you think you should give the feedback personally to the student or in a general way to the whole class? How could you make use of the other students in correcting mistakes? What could you do when a student gives no answer at al? Or when a student comes toa stop inthe middle of asentence? Should students be allowed to see or hear incorrect English? Do students remember incorrect material more easily than correct material? How would ‘you deal with misprints or typing errorsin written material? And what about terrors made by native speakers? Doyoutthinkitis important for students to eceivea mark or score for the work they do? Doyouthinkitis a good idea to occasionally allow a student toact as the ‘teacher when checking the answers toan exercise? What benefits would this give? What other teacher’ tasks could the students sometimes take over? Language to think about Canyouset an exercise and explain what youwant the students todo? Cenyoutellthe students where you want ther to waite their answers? ow many ways do you know for asking What's the answer to number? Doyou know how tohelp students find theirown mistakes? How many waysdo you know of saying That was right and That wos wrong? Whot'swrongwith the following? Lt’ gothe answers over; How do you answerto the question 3? When could you say: That wasa piece of cake? Doyou use door make? want you to.exerise3.Whocon..question 4? Classroom English vocabulary to collect Equipment that students use during a lesson. (For example, ruler, poperclip,pen) Seation€ Managing exercises 89 Setting an exercise 1 Tryexercise6. want you to do exercise A, Tiy the next exercise as well. Lets goon to exercise number 3. Vi like you to write the answers to exercise . 2 Thisis the way we'lldoit. This is how we shall do it What we shalt doi tis. Watch me first. 3 Theidea of this exercises to practise asking questions. The aim/goal/purpose/point of this exercises (for you) to ask each other questions. Wirt this exercises trying to dois to help you practise the past tense. 1 Usethese phrases when students don't do the whole of an Do the whole/partsome ofthe exercise Answer the rst four questions, “Answer every other question. You cn leave the last one out There’ no need todo the last ive, ust dothe frst haf of the exercise Don't bother withthe second part Welt skip the frst twa ® Youcanwarn the students about possible difculties ‘you get stuck, skip the question, ‘you gt stuck on one,leaveit and come back tit late Q_twant you tommake exerese 7.x 2 DL ttyou are going to give alonger series of instructions, the following phrases are a good way to begin Before you begin let me tellyou how! want you todo ‘ould ike you todo fn) the following wey. Could you dot this way/ke this? ster now while explain what wont you todo. Ite studentsare familiar with the exercise type,you can say: Do tthe samewayaslast time. Letsdoit the way we dit fst time ‘Mention any changes in working routines. This ime lets do it without looking, Fora change lets tryitin English. Todd some variety. let listen to some musi Notice the use of with + ng to describe a working method: This time we'l doit with ile reading Lets tryit with socof you werking in each group. 3.

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