ENGLISH FOR SECONDARY SCHOOL TEACHERS

Introduction

You
 are well aware that English is the
medium of instruction in the Ethiopian
secondary schools

Whatever
 subject you would be teaching, you
need to be trained in a specialized English
language competence required for teaching in
schools.
 INTRODUCTION CONTD.

The Module is intended to bridge the often

artificial gap between the academic and
methodological components of the teacher
training courses.
 LEARNING OUTCOMES
The overall aim of the Module is to:
 provide you with appropriate language
important in the practical day-to day
management of classes. By working
systematically through the materials in the
Module and applying them directly in the
lesson preparation, in micro-teaching sessions
and actual lesson demonstrations, you will
acquire a wide range of appropriate, authentic
and idiomatic classroom expressions that will
be of value throughout your teaching careers;
 LEARNING OUTCOMES CONTD.
enhance your proficiency and boost
your confidence to use English in the
classroom so that your
communicative competence in English
will improve.
 UNIT 1: CLASSROOM ENGLISH: THEORY
AND PRACTICE
What is Classroom English?

 Classroom English the collection of functional expressions and

phrases used for communication among teachers and students, from
good morning/good afternoon to good bye students (Louwerse, 2001).
CLASSROOM ENGLISH: THEORY
AND PRACTICE CONT.
 Classroom English is the English
language that teachers need to use for
class management purposes (Hughes,
1990).
 Classroom English is important not
only for teachers but also for students.
Students can learn how to use English
in functional situations in class
CLASSROOM ENGLISH: THEORY AND
PRACTICE CONT.
 Why Classroom English?
Activity
Here are five comments of a secondary
school teacher about using English in
the classroom. Which of the comments
do you agree with? Why? Which ones
you don‘t agree with? Why?
 Always I have to use English in the
class because it is the medium of
instruction
 UNIT 1: CLASSROOM ENGLISH
 If I always speak in English, it is very
formal and prevents good relations
with my students.
 We have many local languages so I
don‘t need to use English.
 I explain first in English then repeat in
the local language if my students don‘t
understand
 I speak a local language when we are
short of time.
 CLASSROOM ENGLISH
 Why Classroom English?

 We need to use Classroom English because:

1. It helps a teacher to model the language and its use.
2. It gives meaning to the language.
3. It provides authentic learning situations.
4. It provides familiarity with common phrases and
expressions.
5. The language is used in real situations.
6. It gives us confidence and motivation for successful
communication.
WHY CLASSROOM ENGLISH?
CONTD.

7. Students learn both the subject matter and

the language by using the language.
8. It creates conducive learning environment for
linguistically diversified student population
9. It allows learners to control and evaluate their
own success.
10. It allows learners to respect the learning
styles of other learners.
11. It encourages learners to learn from their
peers.
12. It encourages pair- and group work.
CLASSROOM ENGLISH
Characteristics of Good Classroom English

 involves using simple and understandable

language correctly and fluently.
 Makes use of verbal and non verbal cues –for
example : speak with an audible projected voice,
clear and appropriate speed supplemented by
proper body language, i.e. dressing, appearance,
facial expressions, body movement and gestures
CLASSROOM ENGLISH

Types of Classroom Communication

 proactive communication -This type of communication is a closed and

direct form of communication mainly used by the teacher. Its major
purpose is ordering or directing students to undertake tasks

 defensive communication. This type of communication is employed

when someone feels threatened. It is not an open form of
communication and is neither constructive nor effective. It has the result
of closing off the communication process.

 interactive communication. This type is an indirect and open form of

interaction used to describe and explore realities. It is the characteristic
of many teaching-learning situations.
 CLASSROOM ENGLISH
Classroom Communication Situations
Activity:
Match the phrases and expressions on the left side
with the
communication situations on the right side.

1. Good morning. A. Asking questions

2. Get into groups of four. B. Introducing a lesson

topic
3. See you in the next class. C. Giving instructions
MATCHING ACTIVITY CONTD.
4. Quiet, please! D. Farewells
5. When was the battle of Adwa? E. Greetings
6. That‘s very good. Well done! F. Organizing
7. Today, we are going to learn
about … G. Praising
8. Please, open your books
on page 34. H. Disciplining
 CLASSROOM ENGLISH

Situations to Use Classroom English

There are at least ten common situations where Classroom English can be very
much instrumental:

1. giving simple instructions

2. expressing spontaneous situations (e.g. late coming, class illness…)
3. facilitating social interaction
4. organizing pair- and group-work
5. asking and responding to questions
6. carrying out learner-training
7. doing needs analysis
8. using audio-visual aids
9. giving feedback, comments, confirmation, etc
10. carrying assessment
UNIT TWO: BEGINNING A CLASS
Beginning the Year as an Effective Teacher

 Classroom management refers to all of the things that a teacher

does to organize students, space, time, and materials so that
learning can take place.
 Contrary to what many people believe, the number-one problem in
the classroom is not discipline – it is the lack of procedures and
routines. Classroom management has nothing to do with discipline.
You manage a store; you do not discipline a store. You manage a
classroom; you do not discipline a classroom. Behavior will rarely
become a problem when effective teaching is already taking place.
 Becoming an effective teacher depends on classroom management
– especially on the first day of school!
UNIT TWO: BEGINNING A CLASS
CONTD.
Characteristics of a Well-Managed Classroom
 The climate of the classroom is work-oriented but
relaxed and pleasant;
 There is relatively little wasted time, confusion or
disruption;
 Students are deeply involved with their work, especially
with academic, Learning led instruction;
 Students know what is expected of them and are
generally successful.
UNIT TWO: BEGINNING A CLASS CONT.
Greetings and Self Introductions

Some expressions of greetings

How do you do class/students/boys and girls/every

body/every one?
Good morning/ afternoon/evening class/students/ boys and girls/ everybody/everyone.
It‘s nice to have you as my students
It‘s a pleasure to meet you.
Nice/ A pleasure to see you
It gives me a pleasure to be your teacher.

Possible responses For example:

How do you do Sir/Madam/ teacher?

Good morning/afternoon/evening Sir/Madam/ teacher.
It‟s nice to have you as our teacher, too.
It‟s a pleasure to have you as our teacher, too.
Nice/A pleasure to see/meet you, too.
 BEGINNING A CLASS CONTD.
 Introduce yourself to your class
Activity:
In the first classroom encounter, greeting is
normally followed by self-introduction. Let you
introduce yourself as a new teacher. You can use one
of
the expressions as a start
 May I introduce myself? My name is…

 I would like to introduce myself. My name is…

 Let me introduce myself. My name is…

 BEGINNING A CLASS CONT.
Starting a Lesson
involves making students ready for the lesson, drawing students‘ attention to the lesson,
introducing the day‘s lesson, connecting the day‘s lesson with the previous lesson,
checking homework, and so on.
Getting students ready and drawing their attention to the lesson
 I hope you all are ready for your [English] lesson.
 Let‘s begin/start the lesson!
 Now, take out your book/exercise book and be ready for instruction.
Pay attention, please!
 Be quiet and pay attention!
 Attention, please!
 [Name], pay attention and listen to me.
 [Name], stop talking and listen to me.
 Everybody, look at the board and pay attention.
 Introducing aims and stages of a lesson
BEGINNING A CLASS CONT.
 Introducing aims and stages of a lesson
 Below is a list of expressions that you can use to
introduce the aims and stages of the day's lesson.
 Today/ In this lesson/ This week we will learn how to…/
we will study…/ we will practice…
 The aim of this lesson is…

 Managing late coming students

Activity : work in pairs and elicit expressions used to

manage late coming students
Example: Oh Yonas, You are late today. Where have you
been?
 UNIT THREE: RUNNING A CLASS
Classroom Instructions
Activity : Work in pairs to answer the following questions.
1. What are classroom instructions?
2. What are the common ways of giving instructions in a classroom?
3. List five examples of classroom instructions.
4. Why do teachers give classroom instructions?
 RUNNING A CLASS CONTD.
Classroom instructions are expressions that teachers use to get things done. A teacher
uses alternative ways of giving classroom instructions, and perhaps the most important
ones are instructions given in the form of commands, requests and suggestions.

NB. Classroom instructions can be used at the beginning, as well as at the end of a session
Activity : Read through this list of classroom instructions. Then, sort out them under
the headings: Commands, Requests and Suggestions.

Open the window.

Put your pencil down, please.
Would you share your textbook with Blen today?
Let‘s finish this activity now.
Don‘t copy the questions.
What if you finish this off at home?
You can leave Question 8 out.
Clean the board, would you?
I want this assignment to be submitted by Friday.
 RUNNING A CLASS CONTD.
Classroom Questions
Do you imagine how many questions a teacher asks in a class time? Approximately, eighty
percent of a teacher‘s school day is spent on
asking questions to students. Teachers ask between 300-400 questions each day (Leven and
Long,
1981).

Purposes of Classroom Questions

Questions can be and have been used for a wide variety of educational purposes.
reviewing previously read or studied material;
diagnosing student abilities, preferences. And attitudes;
stimulating critical thinking;
managing student behavior;
probing student thought process;
stirring creative thinking;
personalizing the curriculum;
motivating students; and
assessing student knowledge
 RUNNING A CLASS CONT’D.
Effective Questioning
1. Effective questions are clearly phrased, reducing the possibility of student
confusion and frustration. A major problem occurs when a teacher asks a series
of run-on questions, while attempting to sharpen the focus of the original
question.
2. Teachers should wait at least three to five seconds after asking a question that
requires higher-order thinking (wait-time I), and three to five seconds after a
student response to provide precise feedback (wait-tine II).
3. Effective teachers encourage all students to respond, rather than depending on
volunteers, or answering the question themselves. Longer wait time, probing
questions, and a pattern of expectation for student responses are all helpful
strategies in promoting student responses.
4. Although student call-outs need to be controlled, their response can be helpful
technique in promoting student participation among reticent and low-
socioeconomic students.
5. Higher-level questions encourage high-level student thinking.
6. Teacher feedback should be specific and discrete students should be
 RUNNING A CLASS CONTD.
Types of Classroom Questions

 Based on the levels of intellectual behavior important in learning, i.e. the three overlapping
domains – the cognitive (intellectual), psychomotor (physical), and affective (attitudes and
emotions) domains, classroom questions need to involve six cognitive levels which have been
adapted in formulating school goals, assessing learner progress, and developing questions. These
are:
1. Knowledge: requires that students recognize or recall information;
2. Comprehension: requires that students demonstrate sufficient understanding to organize and
arrange material mentally;
3. Application: requires that students apply information, demonstrate principles or rules, and use
what was learnt;
4. Analysis: requires students to identify reasons, uncover evidence, and reach conclusions;
5. Synthesis: requires to perform original and creative thinking; and
6. Evaluation: requires judging the merit of an idea, solution to a problem, or an aesthetic work.
7. Reflection:
 Notice: While the first three levels refer to lower-level cognitive questions, the last three levels
involve higher-level cognitive questions.
 RUNNING A CLASS CONTD.
Purposes of Classroom Questions
 reviewing previously read or studied material;
 diagnosing student abilities, preferences. And attitudes;

 stimulating critical thinking;

 managing student behavior;

 probing student thought process;

 stirring creative thinking;

 personalizing the curriculum;

 motivating students; and

 assessing student knowledge

 RUNNING A CLASS CONTD.

Effective questioning
1. Effective questions are clearly phrased, reducing the possibility of student
confusion and frustration. A major problem occurs when a teacher asks a series of
run-on questions, while attempting to sharpen the focus of the original question.
2. Teachers should wait at least three to five seconds after asking a question that
requires higher-order thinking (wait-time I), and three to five seconds after a student
response to provide precise feedback (wait-tine II).
3. Effective teachers encourage all students to respond, rather than depending on
volunteers, or answering the question themselves. Longer wait time, probing
questions, and a pattern of expectation for student responses are all helpful
strategies in promoting student responses.
4. Although student call-outs need to be controlled, their response can be helpful
technique in promoting student participation among reticent and low-socioeconomic
students.
5. Higher-level questions encourage high-level student thinking.
6. Teacher feedback should be specific and discrete students should be
 RUNNING A CLASS CONTD.

 Activity Teacher-questions are one way of encouraging learners

to speak in lessons. We can make teacher-questions linguistically
easier or more difficult for the learner to answer. In pairs, look at
the questions in each category. Group the into difficult and easy
questions categories.
 A. Is the instruction clear? Does everybody have his/her own
textbook?
 Can you all listen to the tape?
 RUNNING A CLASS CONTD.
Types of questions

 B. Isn‘t the instruction clear? Doesn‘t everybody have his/her own

textbook? Can‘t you all listen to the tape?
 C. Are you sure? Do you have a different/another view? Do you
really think so?
 D. Is Sarah eighteen or nineteen? Do you watch TV or play tennis
at weekends? Did Mr. Taye or Miss Meseret teach you English last
year?
 E. Do you know where he is going? Can you tell me what he was
doing? Could you explain why you were absent?
 What type of questions are these? Do they require short answers or
grammatically more complex answers?
 RUNNING A CLASS CONTD.
Yes/No Questions
 1. All the questions in the above Activity are Yes/No questions. Such
questions are answered with a monosyllable, a nod, a shake of the
head, or by raising a hand. They are ideal for beginners and for
comprehension work and for lesson progress at all levels.

 2. The questions in „A‟ are in the basic form. They require a high-
rising intonation on the item being asked about. e.g. Is the instruction
clear? /

 3. The questions in „B‟ are negative questions. These questions may

often suggest surprise or disbelief. The contracted or reduced form of
the verb must be used. An alternative form also exists, but it is
considered somewhat formal: e.g. Is the instruction not clear?
 RUNNING A CLASS CONTD.

 4. The questions in „C‟ are rebound questions. Where a student

answers a question and the teacher wishes to indicate that the answer
is wrong and at the same time get a corrected answer, rebound
questions are very common form and useful.
 5. The questions in „D‟ are known as Or/Choice questions. The
question includes the word or, giving an option. Because the answers
are built into the questions, they are good for beginner classes. They
are also useful in advanced classes for going quickly through the main
features of a text.
 RUNNING A CLASS CONTD.

 6. The questions in „E‟ are indirect questions. If the question is made in

direct, i.e. preceded by the phrases: Do you know…, Can you…, Does
anybody know…, etc., notice that it has a subject + verb word order

 A. Where does John live? Who are you going to meet at Adama?
 When are you going to Adama? How old are you? What is your favorite
subject?
 B. Why don’t you play football? What haven‘t the students done?

 Who wasn‘t present in the previous lesson? Whom don‘t you like?

 C. What did you say he was doing? Where do you think he is going?

 Why do you imagine he left? How old do you think she is?

 D. Tell me what you like to read. Try to explain how the burglar got into
the house. Show me what you draw.
 RUNNING A CLASS CONTD.
 WH-Questions
 1. When we speak of WH-questions, we include all basic question words:
who, whom, whose, what which, when, where, how and why.
 2. The questions in „A‟ are in the basic form, i.e. in the affirmative form.

 3. The questions in „B‟ are negative WH-questions. In such questions, the

verb must appear in its contracted form.
 4. The questions in „C‟ are indirect WH-questions. When the phrases:…
do you think..., …did you say…, …would you say…, …do you imagine…,
would you guess…, etc. follow the question word, there is a change in the
word order. Also, indirect questions tend to elicit a sentence length answer.
 5. The sentences in „D‟ are inverted questions, i.e. the questions are
presented in imperative forms.

 NB. Normally WH-questions are spoken on a falling intonation. A low

rising intonation, however, indicates friendliness, encouragement, etc.
 RUNNING A CLASS CONTD.
 Activity : The following exercise merely revises some of the
main difficulties in asking WH-questions. Write WH-questions
to fit the words in bold type in the following sentences.
Example: Mary is 19. – How old is Mary?
Mary is 19. (tell) - Can anyone tell me how old Mary is?
Mary is 19. (think) - How old do you think Mary is?
1. Gemechu’s class is going to arrange some interviews.
2. The eager shopper was looking for a red nylon pullover.
3. The school is five kilometers away.
4. There wasn‘t enough food in the trees.
5. Computers can also be used for controlling traffic.
6. After the traffic lights the red van turned right. (tell)
 RUNNING A CLASS CONTD.

Giving Feedback
One of the teacher‘s roles in the classroom is to give feed-back and comments,
but different corrective feedback has different rates of language uptake.
Discuss the language functions or classroom situations
in which we can use these expressions to give feed back.
A. Quite right. Right you are. Right! Good! Yes! Fine! Uh-hih Hm-hm

B. That‘s quite right. That‘s right. That‘s it. That‘s correct. Yes, you‘ve got it. That‘s the
way. You‘ve got the idea.

C. Excellent! Very good! Very fine! That‘s very good! Well done! That‘s nice! I like that!
Marvelous! Magnificent! Terrific! Wow! Fabulous! Brilliant! Jolly good! Great stuff!
Fantastic! You made a very good job of that.

D. That‘s perfectly correct. There‘s nothing wrong with your answer. What you said was
perfectly all right. You didn‘t make a single mistake. That‘s exactly the point. That‘s just
what I was looking for! I couldn‘t have given a better answer myself.
 RUNNING A CLASS CONTD.
 The phrases in A merely indicate that the student‟s response
was correct. „Good‟ does not necessarily suggest a brilliant
answer just that you are acknowledging what the student said.
Again, Uh-huh and Hm-hm should not be used too much.
 ii. The phrases in B indicate approval and encouragement.
They can relate to (i) action, i.e. if the student correctly carries
out an instruction given by the teacher, e.g. holding his/her
hand up, opening his/her book on a page, or, (ii) an answer,
i.e. if the student correctly answers a question.
 iii. The expressions in C are rewards for outstanding
responses. But if they are overused, they lead to inflation!
 iv. We use expressions like in D when we are highly impressed
with the student‟s outstanding response. They will help us to
express our appreciation
UNIT FOUR: ENDING A CLASS