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UNIVERSIDAD AUTONOMA DE

CHIRIQUI
FACULTY OF HUMANITIES
SCHOOL OF ENGLISH

CURRICULUM
CLASSROOM TALK

STUDENTS:
YARITZA SALDAA
DENISE GONZAEZ

FACILITATOR:
YESSENIA GONZALEZ





DIRECT INSTRUCTION

ERROR CORRECTION

TEACHER QUESTIONS

THE USE OF FIRST LANGUAGE





Talk is an essential tool for the
teachers trade , talk is critical toi the
learning process.
Through classroom talk teacher gives
instruction, feedvback, explanation,
stablish small groups, disciplining and
questioning students involve language
DIRECT INSTRUCTION

Direct instruction is a general term for the explicit
teaching of a skill-set using lectures or demonstrations
of the material, rather than exploratory models such as
inquiry-based learning.

This method is often contrasted with tutorials,
participatory laboratory classes, discussion, recitation,
seminars, workshops, observation, case study, active
learning, practice or internships.

Usually it involves some explication of the skill or
subject matter to be taught and may or may not
include an opportunity for student participation or
individual practice. Some direct instruction is usually
part of other methodologies, such as athletic coaching.
ERROR CORRECTION

It can be difficult to decide on what and how much to correct
in a student's piece of writing for example. Students can
develop a negative attitude towards writing because their
teacher corrects all their errors or if the teacher only corrects a
few, they might feel that the teacher hasn't spent sufficient
time looking at their work.
for students, we not only have to consider their age but also
their approach to learning. Some students are risk-takers,
while others will only say something if they are sure it is
correct. While being a risk-taker is generally positive as it
leads to greater fluency, some students only seem to be
concerned with fluency at the expense of accuracy.








The same can be true when it comes to writing. Some
students take an eternity to produce a piece of writing as
they are constantly rubbing out what they have written
while at the opposite extreme the writing is done as fast
as possible without any planning or editing.





TEACHER QUESTIONS

Teacher asks a lot of questions. In fact, the standard
interactional `pattern in the classroom is one in which
the teacher asks a question one of more students
respond to the question, and the teacher evaluates the
response.
they can be used t elicit information, t check
understandings and also t control behaviour.
THE USE OF FIRST LANGUAGE

Many teachers find that the use of some L1 provides
more time to practice L2 because understanding is
achieved much more rapidly. The key with teacher
use of L1 is that it be used for clarification purposes,
after an attempt has been made to communicate
ideas in L2 and students still appear to be confused.

L1 use also allows students to become more aware
of the similarities and differences between cultures
and linguistic structures, and thus may improve the
accuracy of translations.
Students often use L1 when doing pair work to
construct solutions to linguistic tasks and evaluate
written language.
By working in pairs and using L1 intermittently with L2,
students may be cognitively processing at a higher level
with regard to linguistic tasks than if they were limited
only to communicating in the language they are trying to
learn. L1 vocabulary allows learners to use language
which they may not yet possess in L2 in order to process
ideas and reach higher levels of understanding.

However, it is important to point out that students
who use L1 for communicative purposes in the
classroom must also be expected to use L2 in the
classroom to practice its use.

THANKS!!!