3 SECTIONA ‘The classroom environment itself plays an important rolein students’ language learning. positive classroom environment offers opportunities for students to use English and encourages themin their learning. Creating. positive environment includes two aspects: ‘the material for example,how the furniture is arranged, what is displayed ‘on the walls); and the immaterial the relationship between the students and teacher, the atmosphere created by the teacher). Different environments can ‘support different types of interaction and create different types of earning ‘opportunities—from practising set phrases to using language spontaneously. Keeping the classroom comfortable Phew! ts warm in here today. Open a window, please, Can you see the board Ox? Let's open the curtains. Please turn on the lights That's better. Keeping the classroom safe Please put your things under your desk Please move the broken desk out ofthe way. Becarefull What a mess! Put any rubbish in the bin, please ‘Making space We need to make some space. Please find yourself a space. Does everyone have enough room to move? Please leave enough space for us toget through ‘Moving around in the classroom Sitdown, please Stand up. Come to the front. Goback to your seat. Bring out your work, please. ‘Moving furniture Today we'll havea change. We need to move the desks. Please help me move the TV stand. We have to put the furniture back. Hands and gestures Hands up please, 'syour hand up? Don't be afraid to put your hand upt Hands down, thank you, UNIT 3 Managing the classroom Managing the physical environment Points to think and talk about IF youcould design your ideal classroom what would it look like? How would it differ for adult learners, and for young teenage learners? Thinkabout different ways the surroundings of the classroom can be used to support the use of English.If,for example, you had an English notice board, what could you display on it? Drawa sketch of your classroom (or ofa classroom you are very familiar with. How could the available space be used differently? For example, would it be possible to have a reading corner. a cutture corner,or a computer? Sometimes even inconveniences in the classroom can provide rich ‘opportunities for language development. Think of some of the problems that canoccur inthe classroom environment; for example, the sunis shining in through the window so that the students can’t see the board. How can these problems be made into language learning opportunities? List some ofthe benefits and uses of different seating arrangements rows, Circles, semi-circles, groups of desks, no seats at all. When can different arrangements be used? Is the age of the learner factor? What are the problems with rearranging furniture? How often doyour students get up out oftheir seats during a normal lesson and move around: for example, to fetch materials or to come to the board? Howcan -youuuse these occasions to enhance students' language development? Language to think about Youneed three volunteers to come and stand at the front of the classroom. Think of different ways of saying this to the students. What would you say to get the students to rearrange themselves into groups of three? Imagine you had rearranged the classroom for a drama lesson but you wanted the furniture back nits right place at the end of the class. How ‘would youask the students tohelp you? ‘You see one student struggling by herself/himself to move a desk. How would you ask another student to go and help her/him? Students keep shouting answers outanditis difficult toknow whosaid what What ‘anyou saytothe students toget them toput theirhands up rather than toshout out? Itisa hot summer's day and the classrooms far toohot to work in, What could you say to get the students tolhelp you improve the classroom conditions? ‘You are not sure fa student keeps putting his hand up or not. What can you say tohim? How would you invite the students to come to your desk to have thelr work marked and to return to their seats again without disturbing the others? Classroom English vocabulary to collect The names of class key to symbols: D idiomatic phrase QD. student reply @ Wpical mistake {Language comment oom furniture and fittings (eg notice board radiator) _ =D Pedagogical pointer ® Cross-reference @ Ustento theco RECORD Record yourself@ Keeping the classroom comfortable 1 Phew! ts warm in here today. ltseems tobe too hot/cold in here. tts very warm/stuffy in this classroom isn't it? Isn't realy cold/freezing? Don't you thinkit's quite/somewhat/a bit chill today? 2 Openawindow, please. Please close the window. Could you open the door? Lets have/keep the door open. 3 Canyousee the board OK? Isthe sun shining on the board? \sthe sunlight reflecting on the board? \sthe sun dazzling/blinding you? 4 Let'sopen the curtains. How about drawing the curtains? Shall we pull the blinds down/across/back/up? skSam to close/open/adjust the blinds Please let the blinds down/up. 5 Please turn on the lights. ‘h, this classroom is too bright /dark/dim. Let's switch offion the lights. 6 That's better. (isthat) any better? How's that? That's more lke it. That feels a lot/much better. That's an improvement. That's the best we can do for now. Well, we'lljust have to manage with things as they are. ‘don’t think we'll be able to do anything about this now. 1D Making sure the classroom environment isa comfortable place towork isan important part of creating positive learning atmosphere. also provides a good opportunity to introduce some useful vocabulary, for example: chaotic ke’ otk cramped crowded humic messy smelly squashed ’skwof steky stuffy untidy & Additional phrases include ‘re youris anybody too warm/bot? ‘ou seem tobe too hot/cold, Tellme ifyou re uncomfortable. Let me know ifit'stoo stuffy Dortst say ft gets too hot 1 students can answer using the following phrases: Fs too hot/boling, {Im OK thankyou, Imabitcold/frezing Itsfinenow thanks 1 You can also make adjustments tothe temperature Isthefan/heating on? Could you check that) the radiators onvoff? Please ut the fan on. Let’ (ry to) adjust the air-conditioning, Please turn the heating uprdown, 2 @ Students might find they cannot carryout the instructions for diferent reasons: Its stuck/broken! Itwon'topentciose. tean'tdo itsareadyopen 3 W Please notice the folowing: Scanttseefor the sun Jean't see because of th ean'theorfor the rae 5 © voumayhave echnical problems with ighting SeealsoUnt 43 What's wrong with that light? Isthat ight working? wi that ight comeon? wander if we con stop that light from flickering ‘Siashing on and off This ight seems to need a new bulb D loserOpenthelights x It Seems a Uittle Section Managing the physical environment 53BD ® Keeping the classroom safe 1 Please put your things under your desk. ‘Make sure your bags are under your seats please. Don’t leave your bag lying in the way “aisle. ail ‘Move your bag so that no one can trip over it That's not a good place for your bag, iit? 2 Please move the broken desk out of the way. Let's put this broken/damaged chair to one/the side Don't touch/sit on that broken chair. Tuck your chair under the table. Don't lean back on your chair. 3 Becarefull Mind! Watch out! Look out! 4 Whata mess! Thislooks eally untidy! Lets tidy up before we begin. Let's try to sort out the classroom before we star. 5 Put any rubbish in the bin please. Dopick the rubbish (up) ofthe floor Get rd ofthat rubbish (onthe floor) please. Don't leave any rubbish lying around. Put your trashin the trashcan. (AE) 3. There might be occasions when the following phrases are necessary. especialy the classroom isnew tothe students orf equipment has been brought ito the room which isnt usualy there: ‘Mind you don't bang your head. (Be) careful not to tripup. Watch (out for the lead. Look out for thecable. ‘Mind the step! D These idiomatic phrases might also be useful Duck! (= Keep your head down) That was close! Phew! That wasa near thing! That was lucky! That could have been nasty [You may even have to use the following: There's going tobe a fire/evacuation drill tod 5 1b. These phrases can ofcourse be used at the end ofthe lesionto tidy up the room before the students leave See also Unit C5. 54 UNIT3 Managing the classroom ® Making space 1 We need to make some space. We needa large space in the middle/centre of the classroom, Let's make a nice big space (at the front of the classroom). Each group needs its own space (to work in). 2 Please ind yourself a space. Please ind yourselfaspot/place. ‘Make sure you each have enough space (around you). Everybody spread out Stand wellapart from each other. 3 Does everyone have enough room to move? ‘Make sure you give your neighbour plenty of space. lease leave some space for your neighbour as well! Please check everyone has enough space/room. Iseveryone able to stretch out their arms without touching someone else? 4 Please leave enough space for us to get through. Can you make enough room for someone else to sit here t00? Please leave (enough) space or me to be able to squeeze through 1 © Foractualinstructions about moving furniture refer to AS. 2 &D ifstudents know what activity is about to take place, twill help them to gauge how much space they need or should create Doyou need that much space? Don't tae upail the spacel 3. speciasituations may require special instructions: oyoua have enough space for your equipment? lease leave one empty space between you and your neighbour when we have the test. ‘Make sure you have adequate space for your poster.® aa Moving around in the classroom 1 Sitdown, please. Toencourage students to move more quickly you might say: You may sit down now. Hurry uph Take your seat(s). Quickly now! Tate equi ind yourself seat. You are welcome to sit. serpasies ™ Sit in your seats. What's the rush? Sit properly Calm down, 2 Stand up. @ otheridiomatic expressions ae: Goandstand there. Wenove' goal day Please stand by the door. Get moving racking nveaving/coking tetssesome econ Come and tand here/by the board eee Stand facing (the rest of) theclass. Don't hang about Getonwinit, 3 Cometo the front. cone Comeover/out/up here. Stop dowding. Come nd st at/near the front. Dont daw Come to the back of the class. __letsjump tort Come closer/nearer to the television/screen/board. 4 DL The following phrases might be useful, not only with younger Follow me. Students but ols fr intreducingsome exercise duringalong 4 Gobacktoyour seat. Tumeround anticockwse), —_Stondupstaight. Goand sit down again. stand on ones heh turn to your own place, please. ee ee Return your own place seep ones Morya ek tin yourorginal/normal seat, please. peau enitend Please return toyour set quickly and quiet. Touchyour foes Snap/Clck your fingers Goback to your place without disturbing anyone. Tateonestepforwardrbctwand, Holdbands. Change places wi Taieonestepsideway. tinkyour arms tone paces wikh Salim Kneel down. Let go of each other's hands. 5 Bring out your work please. Getdown onyourhardsond inees. Nod/Shakeyourhead. Bring out what you have do Stondwihyourfet par. Pet/Rub your ead ring out what you have done. Stand with your feet together. Point to your mouth/nose. Bring your work to me to check/look at. a Let's see what you have been working on, Other instructions involving movement: ve J Please go.and fetchsomescissors Goand collet the equipment from the back of the class Please cllecta textbook and then return to your seat. repositions: tositona benchstoolsthalr. tositon/inaseat tositin your seat/place. tositkneelon the floor tositat your desk iv Notice the rather formal phrase: Pease be seated, 2.) Related idioms include: ‘Onyourfeet! Upyouget! 31 Further dectons might as be useful ome hereand tum to) ace he cls. Come cosersothat you can se beter Move tothe sideso that youcan see mores Lets stondandstretch before we continue working 1 Reasons for teachers moving around the classroom may include come round to each of you tocheck your workinvidualy. | be coming (round) to the different groups to answer any questions. erculate round te las) Se how you ae going on. | li give you further instructions when | come to your group. Section Managing the physical environment 55WwW © Moving furniture 1 Today we'llhave a change. Let's do things differently today. (There's) a change to the normal arrangement today. Its time fora change! 2 Weneed tomove the desks. \We need to move the tables around (for) this esson/ afternoon/session. We have to rearrange the desks today. Please push your desks tothe side. ‘Move your seats in/out/back/forward/this way/that way. Ty to move/push your desks forwards/backwards/sideways. | want you to mave your chairs to the back/front (abit). 3 Please helpmemove the TV stand. need some help with (moving) this Could someone give Pablo (helping) hand with the desk? Can you help David to move the (extra) desk? Could you give me/him/her/us a hand, please? 4 Wehave to put the furniture back. Put the desks in their original rows. Return the chairs to their regular places. ‘Move your seats back to where they were/they came from. Please put your desks into the normal groups/arrangement. Put everything back where it belongs. Return your seat tots original position. Please make sure the desks are straight. 2. Youmight want toadd the explanation for moving the desis; Weneed tomove the dests for the activity later today. Weneed to arrange the dess for the drama presentation. Please move your desks 50 that you can allsee the television easily, (other more detailed instructions include: (Let5) forméreate/make tree big tables (Weneed tol arrange the tables in groups of four How about turning your desk/table round so tha it faces the ‘ront/your partner? ‘Weonly need to have three cows of desks in the middlelcentre of theroom, Please put the desks and chars around the outer edges ofthe room, Please pace fall the charsin acircle i Lets makerget into acirie Could you rearrange your desks to create horseshoe semi-circle? it might be useful to say how much movement is requited: Please move your dest back alittle bit Please move your chairight back Please put the tabies ight ut of the way. We neva to creates much space as possible 4D. Fumituresx Notice homeworks X equipments =D wherever possible. arrange the furniture tallow foreasy ‘movement. Ths wl help creat aelaxed. pleasant atmosphere 56 UNITS Managing the classroom G Hands and gestures Hands up, please. Put your hand{s) up. Please aise your hand. Put your hand up (high) 2 Isyour hand up? Please raise/put up your hands o that I can see them clearly. That's it, hands right up ifyou know the answer. 11m sory, but | didn't see your hand up/raised. 3 Don't be afraid to put your hand up! Don't be shy! Hands up fyou know the answer! ‘Come on, be brave and put your hand up if you have a question! Alvoys the same hands upl Let's see some diferent hands up for a change. Whe hasn't put theirhand up? 4 Hands down, thank you. Thankyou, hands down again/now. OK, everyone, you can put your hands down now. 1 1% You might nant toadd when orwhy the students should ase thertanas — snow theonswe: eset | spenyou | funrhevefnsdyourwork peated want the next task . aelstuck counter ny iui Put yourhond ae ifyou | haveany questions ester hel hove problem Q Dor'tconfuse the verbs wise and ise: Pais re! (ase-aised-aised) Please raise your hands. Rise at! (rse-rose-risen) Would everybody rs, please? 2 @) Araised hand may mean thata student has a question: Excuse me,can ask something? Sorry. havea question 1 fyoudont want torespondimmesately toa raised hand 537 Not nowitcome bck foyou ater suatone moment iget toyouing minute 4 1b Thereare some other useful phrases connected with gestures Fingerscrossed, Let sheep our fingers crossed all ges well "keep my fingers crossed for you. Touch wood (8).Knackon wood. (AE) ‘lease nod your head ifyou understand. Please shake your head if you haven't got the idea. Notice thatthe thumbs up’gesture in nglshdoes not mean ‘geod luck just shows tat aliswellor thatthe message ha> ‘een received andunderstood.Sheugging your shoulde’ss3 ‘on-commita'i don't now’ ora somewhat rude don't!3 SECTION B Ofcourse, the classroom is not only the physical environment. Each {group of students has its own unique character, which is made up of the Individual personalities in the class and the teacher him/herself How you manage this ess tangible dimension of the classroom environment is Justas important as managing the physicalelements. Looking after the learning environment is a complex skilland covers a broad spectrum of. ‘considerations. This section cando amore than briefly look at three key aspects) identifying learner types:2) ‘ining attention:and 3) dealing with problem situations. 1 Different learner types let's think about different ways of learning, Doyou remember better when you read a text orlisten toa lecture? Soyou agree with the results of the questionnaire? How many visual learners do we have? Sothe majority ofyou are visual learners 2 Gaining attention There's too much noise. Quiet, pleaser Stay where you are. Look this way now. 3 Giving instructions Please listen for the instructions. "just review the instructions. Did everyone hear what Isaid? Areyou with me? You'lfind all the instructions on this sheet, 4 Coping with problems Stop that. Settle down, Behave yourselves! Don't disturb the others, please. What are you doing? There will be trouble. Whats the matter? Managing the learning environment Points to think and talk about ‘What, in your opinion, does'managing the learning environment’ include? ‘What makes a positive learning environment for you? How can this be created? Find and completea learner styles inventory (see Useful reading and. resources, page 71) and discuss the results with a partner. Does your personal learning style have any effect on the type of tasks you choose to doin the classroom? Discuss what level of noise is acceptable in your classroom and different tactics that can be used to gain students’ attention. How can instructions be presented effectively soas to avoid repeating them unnecessarily? What isthe disciplinary policy of your school? What different disciplinary actions have you seen used in the classroom? What has been the most effective in your opinion, and what would you be comfortable using? What types of positive or negative behaviour do you most readily expect to find in the classroom? How does this alter with the age of the students? ‘When can misbehaviour be dealt with in the foreign language and when should itbedealt within the mother tongue? ‘There can be many reasons why a lass or individual students find it hard to get down to work. Makea list ofthe different problems. What different approaches can you use to cope with these problemsin the classroom? Language to think about Explain or describe in English the classroom environment you would like to create for your students. ‘Take it in turns to gain the attention ofa loud group of students engrossedin a discussion not related to the topic ofthe lesson ‘The class are working away rather noisily, but the end of the lesson is coming and you need to set their homework. What can you say to gain theirattention? What kind of phrases would you use to show your displeasure at some classroom behaviour? Doyouknow the meaning of Give ita vest, Stop dawdling, Don't daydream, and Stopfidgeting? dllafternoon the lass has been unsettled. What can you say to ther tofind cout what is wrong? What would you say toa group of students that has worked much better than usual throughout your lesson and produced a surprisingly good piece of group work? Classroom English vocabulary to collect ys to dowith creating a good classroom environment. (For example, to inspire, to motivate) equality) SecionB Managing the learning environment 57,58 umirs wD oO Different learner types 1 Let's think about different ways of learning. What kind/type/sortoflearnerare you? Today weare going to doa questionnaire Today we are going to find out what kind of earner you are. Doyou know what a visual, audio, kinaestheticlearmeris like? 2 Doyou remember better when you read atext orlisten to alecture? What is your preferred learning style? Are you a visual, auditory or kinaesthetic learner? Isit easier foryou to work with written text orto be hands-on’? 3 Doyou agree with the results of the questionnaire? Doyou think the results are correct? Have you noticed that you prefer reading to listening? How do these results reflect your own learning experience? 4 How many visual learners dowe have? Who has found they area kinaesthetic learner? Who isacombination of visualand auditory? 5 Sothe majority of you are visual learners. There's a minority of auditory learners inthis class then. There's an even split between auditory and kinaesthetic learmers. 1 (There are numerous earner style questionnaires avaliable. See Useful reading and resources (page 77) Useful phrases Havea goat this inventony/questionnaire Fillin the folowing questionnaire to find out what kind of leamer vyouare Answer the following questions to discover ow you learn. Carefully read through each statement and ck the 'agree‘or ‘disagree box ead each question andcheck/mark whetheryou ogre or disagree Circle the option which applies the most to you, Underline the answer that you most agree with =D Knowing what kindof eamers you havein your clsscan help inthe design and implementation of different activities In adcition if students themselves actually know how they learnt should give them confidence in approaching diferent tasks and help them toanticipate difficulties, 2 D Visual earnersiearn more eadily when information is presented inavisual form, auditory learners areable to remember information thatisheard and kinaesthetic earners learn best ‘when they are physically involved in the leaning process, for ‘example. through acting out. Nevertheless learners shOUId also beexposed toinformation that uses different senses evenifthey havea particularlearaing preference 4D ttisratural orvualerners to preter tans hak au them tovsvaly aces fometon Sudetene eae Coyouthinkyou could try thisagain (please)? Couldyou repeat that? >t wonder if you could repeat that (please) 68 UNIT3 Managing the classroomPolite or angry? aa « Finally t should be remembered that even a superficially polite form may nevertheless be used to express annoyance and anger. The situation and your tone of voice will make it clear whether you are being polite or ‘expressing annoyance. The following examples are typical: Willyougo back to your seat now? Can you top talking fora moment? Doyou mind moving out of theway? Would you mind shutting up? Sit down, could you? Would you beso kind a to stop talking? ‘* Another way to express your annoyances to use the phrase do you ‘mind? on its own. Iftwo students, for example, are talking loudly to each ‘other, you can interrupt them by saying: Do you mind? I'm trying to explain something. Practice 1. Re-express the following instructions in two ways, using the clue words given in brackets. EXAMPLE: Goback toyour place.) mind:b) would a) Do you mind going back to your place? ) Would you go back to your place, please? 1 Ifyou want, you can come and st at the front, Emilia.) ike; b) could 2 OX,where shall we start? How about Mari a) wonder:b) mind 3. Read three lines each, everybody.a) want; ) like 4 Suzanne, | think it's our turn to come out to the font. a) could; bymind Help me with the CO player, rminda. a) think; ) kind ‘Anyone willing to clean the blackboard for me? Emil? a) not mind; b)kindenough 7. Fortoday, please work in pairs. ike;b) think 8 Please don't shout, Tonil a] mind; b) could 9 Passme that dictionary off the self Alex.) so kind; b) think 10 Change places with Miriam, Rubén. a) ike; b) mind 31 Youcan work with this group. s that OK? a) like; b) want) 12 Collectin the test papers, Natalia.a) wonder; b) could 12. Dothis exercise in pairs or groups. You will need two dice. The first player ‘throws both dice at the same time and then adds up the scores. That score shows which of the sentences in exercise 1 above Is to be used {2-12} The player then throws one of the dice again.This score tells the player how many different ways (06) he orshe must use to re-express ‘the same idea politely There isone point for each correct alternative. The ther players must decide whether the answeris correct or not. The first player toget 30 points isthe winner RECORD 3 Thinkofall the stages involved in performing some simple everyday action for example making acup of tea, taking a shower, using ‘microwave, tying a shoe lace etc). Record yourself giving polite jatructions to somebody who is unfamiliar with these routines. Use a variety of polite forms. Classroomessentials 694 UNITS Managing the classroom @aa @ 32 O33 34 Audio practice Classroom intonation Use the list of simple instructions below to make polite requests beginning with could you or would you. Remember to use a rising intonation. Then repeat them, adding please at the end. Listen to the recording for a model, 1 sit down. 4 Try itagain, 2 Standup. 5. Close the blinds. 3. Comehere, 6 Turnyour desk round Say the following instructions aloud using a tag form (could you, would you, can you, will you?) after the simple command. Then repeat them and add please at the beginning, in the middle, or at the end 1. Stop working. 2. Stand in a tine, 3 Go back toyourseat, 4 Stoptalking, 5. Repeat the words after me, 6 Joinin, Use the instructions in 31 again, but this time address them to particular students. You can use thelist of names below or choose your own. Remember touse the tag form, please and the name of the student (for example, oin in, Harumi, please, would you?) There are six different word orders possible, so try to vary your choice, Sample answers are given on the recording, 2 kim 4 Song-wen 2 Youtwo 5 MrSchmidt 3 Everybody 6 Rashid Key sounds Read the following sentences aloud and pay attention tothe sounds pt kiand /b d g/.Listen to the recording for a model. 1 Push your desks together, please. 2 Becarefulyou don't tripon the cable, 3. The idea is todesign and produce a colour poster, 4 Don't drop your backpack on the ground, 5. Thisis tricky grammar problem. © The key sat the top ofthe page on the right-hand side. 7 ‘iiplaya tune on my guitar and you try to guess the ttle 8 Dramatize the text and pretend to be the people init3 Word stress £.@ 35. Say the following words aloud and mark the stressed syllable There are three types: 1. words stressed on the frst syllable (for example, schedule); 2. words stressed on the second syllable (re'fax);and 3. words stressed on the third syllable (electricity) Use the recording to listen and repeat 1 radiator 21 furniture 2 narrator 12 equipment 3. melody 13 record (noun) 4 display 14 problem 5 applause 15 comfortable 6 accompaniment 16 mobile 7 circulate 17 distract 8 original 18 definition 9 reference 19 guitar 10 certificate 20 piano 4 Live lessons ‘Youwill hearsome short extracts from different classroom situations Listen to each extract and then answer the questions. Live lesson transcripts can be found on page 166, .@ 3.6 Arranging seating 11. Which ofthe following'business' does the teacher take care of before the actual lesson begins? a She greets the students. She checks whether theres full attendance. She gets some of the students to rearrange their desks d. She checks the students have done their homework fe She checks whether everybody is ready to begin. 2. Which student doesn't have to move? a Mattias, b Samuel, c Alu 3 The teacher gives the same warning in two different ways using if What is the warning? 4 Whydoes the teacher say That's fai isn't it? $.@ 37 Startingagame + Whatis the name of the game the students will play later? 2 How does the teacher make sure she won't forget the game? 3 What is the idea of the fist game thatthe students play? 4 Doyou think this isa good game to start with? $4 3.8 Givinginstructions fora game 1. Why does the teacherwant to play the game at this point? Explain the idea of the game briefly. How does the teacher not want the game to be played? ‘Whydoes the teacher say that the bali hot? How willthat affect the game? 5. What extra rules does the teache 2 3 4 eradd at theend? 7576 unira Managing the classroom 4039 FQa10 Using a drawing. 1 What do you think the teacher first draws on the blackboard? 2. Which ofthe following answers are not offered? a theearth b anorange © aring d.aball fe themoon f acycle What structures are being practised? How does the teacher deal with guesses in Spanish? 5. What does the teacher add to the original drawing to make it clear? Using the classroom 1 What ate the basic rules ofthis activity? 2. Why does the teacher want todo this activity with her students? 3. Why does the teacher mention the Iron Curtain? 4 What do you think might be the next stage of the activity?