Language for Teachers Task 4: Focus on the Teacher’s Language Essay

In this paper, I analyze my language in the classroom in terms of its trueness and appropriacy for teaching. I quote six utterances from an Elementary level (A1) with twelve openhanded students who work at an investigation institute. This lesson starts with a communion about a womans vacation to Aspen in order to introduce the idiomatic Future.1. When checking a dialog from students book assignments, I asked a comprehension head word to the whole class.Accurate and appropriate What is the reason to buy two machines that do the same thing?This sample focuses the learners attention to the question being answered at that moment. It also provides modified stimulation to enhance students understanding because this could contain slowly been worded like Why buying two machines to do the same conjecture? Thus, by paraphrasing why and replacing job for thing, I make certain I use semantic elements that students whoremaster easily identify in spoken language uttered by a kn declare sp eaker, the teacher.2. When checking homework, I was nominating students to listen to their answers from the book.Accurate scarcely inappropriate Repeat Maybe if soul didnt do the homework,this person can write the answer.This message distinctly referred to a specific student who was distracted when the rest were checking and correcting homework. Its function was to want as many students as affirmable in this whole-class activity. However, it was not my invention to make them self-conscious about not having comp permited their assignments. In an reason to lower these students affective filters, I could throw away said, Listen to your classmates answer again so you can write any department of corrections or comparisons. This alternating(a) could sound artificial and a little intricate because it is the product of careful destineing in a written paper. However, I think it could provide comprehensible input, and so exposing students to cognates such as corrections and compa risons.3. When I was setting the situation about a future trip, I read for my students a conversation from the book introducing the Idiomatic Future. In the conversation, a woman answers she is going to stay at the Aspen Hotel for her vacation. This is the reply from the other woman. wrong but appropriate Wow, I *her thats really nice (Vs. Wow, I hear thats really nice )I had read that conversation for different groups several times, but I had never had this mispronunciation out front. The first times, I would probably just read it verbatim because I would pay a lot of attention to the school text edition. Later, I was already familiar with the story, so I might have changed hear for heard without noticing. It was not until now that I realize hear is not completely accurate to model the exemplary meaning of this tense. Indeed, hear implies the speaker has been hearing about the quality of the hotel patch heard suggests she once had knowledge about its quality. So, a quick unco nscious(p) decision made me change my pronunciation at the last moment, thus producing something between both verb forms. If I had paid more attention to that text beforehand, I could have changed hear for heard in the written text and I could have told students to correct this in their books, too.4. Right after I finished reading the conversation between those two women, just before asking comprehension questions about this story.inaccurate and inappropriate And thats it. Now, let me ask you a few questions about this. Its just, you know, understanding inaudibleI think I sounded redundant and pointless because I was anxious about my timing at this moment in the lesson. I probably should have avoided talking at all, even though it is difficult for me to keep smooth in class. Otherwise, I could have prepared different written versions of pellucid instructions, such as Listen to these questions and respond with complete answers. The function of this alternative wording would be to s et a parameter for the answer pass judgment from the students by the school.5. During the grammar and semantic explanation of the target structure on the dialog box, a student asked about the difference between Idiomatic Future and bare(a) Future. I talked about the certainty or resolution that auxiliaries such as volition and wont convey.Accurate but inappropriate You will die.Eventually, I conjugated this verb in the first person singular, both in Simple and Idiomatic Future. For each sentence, I provided a context illustrating their possible function. I wanted everybody to relate to this explanation and to remember it by providing intensify input, not by presenting the language in a special form, but rather by providing a rummy meaning. However relatable or remarkable these examples might be, now I think my discourse might have seemed a little disturbing for some people. Therefore, I could have employ a different subject for such contrasting sentences, such as That tree wi ll die, but it is not going to die soon.6. I sneezed, so some students said Salud. I modeled and wrote on the board bless you, then I explained the difference with God bless youInaccurate and inappropriate Using the name of the Lord in baseless is a sin.Obviously, it was not my intention to preach to the students. Actually, I meant to portray the puritan inheritance of English in their formulaic manners. However, I do not think this was conveyed to students, even if they did understand my words. Also, my style resembled L1 a. Now, I would only comment on the difference between using the word god or not by tell aparting For them, taking the name of the Lord in vain is blasphemous. Thus, I would be increasing the semantic field of the verb take by using it differently from its physical meaning and I would be introducing the cognate blasphemous.As a conclusion, it is difficult to avoid becoming over authoritative of the classroom language, thus maintaining a sensible proportion betw een TTT and STT. This symmetry might depend on the variety of roles a teacher can assume during a lesson or stages with different interaction patterns. Therefore, what we do say in class must be carefully planned or resourceful and precise. Another compromise teachers can reach involves comprehensible input and modified or adapted input When teachers act as models, it is unavoidable to produce a language that is fairly intelligible for students (just a maltreat beyond their level) however, when the teacher gives directions or takes the role of a tutor, he/she require to lower his/her language in order to ensure most students understand. account book count 1,084ReferencesLightbown, P. Spada, N. (2006). How languages are learnedNew York Oxford University PressICELTIn-Service Certificate in English Language TeachingDeclarationI, Eduardo Garca Acevedo, declare that the undermentioned Language for Teachers Task 4 Focus on the teachers language is entirely my own work and that it is written in my own words and not those copied directly from any other source, except for those decently acknowledged.SignatureDate August, 30th 2013