English for educational English for educational contexts contexts

Isora Enríquez O’Farrill Isora Enríquez O’Farrill Ph D. Ph D.

Aim:- Use communication strategies for educational contexts

University for All University for All English IVEnglish IVModule 3Module 3

Professional Profile Professional Profile

Tips for giving instructions in Tips for giving instructions in class class

Plan how you’re going to give the Plan how you’re going to give the instructions before you go into the instructions before you go into the classroom.classroom.

Make sure that you use the language the Make sure that you use the language the students can understand.students can understand.

Make sure that your instructions are clear Make sure that your instructions are clear and fully explicit.and fully explicit.

..

We can use the imperative to give a We can use the imperative to give a direct order.direct order.- Stand up.- Stand up.

We can use the imperative to give We can use the imperative to give instructions.instructions.

- Open your book. - Open your book.

We can use the imperative on signs and We can use the imperative on signs and notices.notices.

- - Speak English in class.Speak English in class.- Don´t sharpen your pencil inside.- Don´t sharpen your pencil inside.

- Hand in your tasks on Friday.- Hand in your tasks on Friday.

We can make the imperative 'more polite' We can make the imperative 'more polite' by adding 'do'. by adding 'do'.

Do be quiet.Do be quiet.Do come.Do come.

Do sit down. Do sit down.

The imperative is also very common in written instructions. Be careful when you use the imperative, as it is often

considered impolite in English.

Close upClose up

Close Up 14: Language for Thinking

.      Defining

 What is a…?

Give me a definition of a…

How would you define a…?

Who can define/give me a definition of…?

2.      Classifying

How would you classify…?

How many kinds of …are there?

Who can classify…?

Illustrating/Exemplifying

What is an example of this?

Give me an example (of this)?

Who can give me an example (of this)?

 Let’s take an example

Let me give you an example

4.      Contrasting

In what way/how is …different from …?

How does …differ from…?

How can one/we/you distinguish …from…?

5.      Comparing

 In what way is …similar to…?

What similarities are there/can you see between…and …?

  …is like …(in that/in so far as…)

…is similar to… (in that/in

…and …are similar (in that/in so far as…)

6.      Giving reasons

Why?

Why does/did…?

Who can tell me why…?

What is/was the reason for that?

Give me a reason for that

7.      Predicting

I predict that … will happen

… will happen

 If…happens, (then) … will happen

When…happens, (then)… will happen

Because…happens, then …will happen

This means that…will happen

8.      Summarizing

Who can summarize (what we have said)?

What have we said

What are the main points we have made?

 So what we have said is…

So let’s summarize.

9.      HypothesizingWhat will happen, if …happens?What would happen if…happened?What could/might happen, if …happened?What would have happened, if …happened? If …happens, …will (future, certain)If… happens,… may/might/could happen  (future, possible)If …happened, …would happen (future, possible)If …had happened, …would have happened  (past, speculative)

10.  Time sequence/process

First

Then, after that, next

Eventually

Finally

11.  Listing

I want to make three points

There are three reasons…

 Firstly, secondly, thirdly, fourthly…finally/lastly

First, second, third, fourth…finally/last

12.  Adding

Moreover

Furthermore

In addition

 And another thing…

13.  Apposition

Let me put this another way

Another way of putting this is…

 In other words

Namely

14.  Drawing conclusions/deducing

 What can we/you/one conclude from this?

What do we/you conclude from this?

What conclusions can we draw from this?

 I/we conclude from this that…

I/we/one can conclude…

One can draw two conclusions from this…(firstly,…)

Your turnYour turn

Select the most Select the most appropriate appropriate expression.expression.

Expressions to check attendance

assign homework

There are still two minutes to go.

Who is absent today?

Do exercise 2 on page 5 for Monday.

Expressions to check attendance

assign homework

There are still two minutes to go.

Who is absent today?

Do exercise 2 on page 5 for Monday.

Expressions for Greeting Waiting to start

How are things with you?

Let´s begin our lesson.

Close your books

Stop talking and be quiet.

Settle down now so we can start.

Expressions for Greeting Waiting to start

How are things with you?

Let´s begin our lesson.

Close your books

Stop talking and be quiet.

Settle down now so we can start.

Complete using the most apropriate expression.

Teacher: _____ up! The bell is about Teacher: _____ up! The bell is about to ring.to ring.

Don't hurry!Don't hurry!Hurry up!Hurry up!

Hurry!Hurry!Student: I´m sorry for being late.Student: I´m sorry for being late.

Teacher: _____ up! You have plenty Teacher: _____ up! You have plenty of time.of time.

Don't hurry!Don't hurry!Hurry up!Hurry up!

Hurry!Hurry!Student: What a relief.Student: What a relief.

Teacher: _____ your books. We'll Teacher: _____ your books. We'll need them in class today.need them in class today.

Forget not Forget not Don't forgetDon't forget

ForgetForgetStudent: Thanks for reminding.Student: Thanks for reminding.

Teacher: _____ . I can't hear Teacher: _____ . I can't hear you.you.

Speak louderSpeak louderDon´t speak louder Don´t speak louder

Speak slowlySpeak slowly

Student: Yes, I will.Student: Yes, I will.

Teacher: _____. Most students Teacher: _____. Most students have not finished.have not finished.

Are you quietAre you quietBe quietBe quiet

Be you quietBe you quietStudent: Oh, I apologize.Student: Oh, I apologize.

Teacher: Teacher: _____ your homework. _____ your homework. I need to check it right now.I need to check it right now.

Do not show meDo not show meShow meShow me

Student: Student: Here it is.Here it is.Teacher: Teacher: Thanks. Thanks.

Possible answers Possible answers

Teacher: Teacher: Hurry Hurry up! The bell is up! The bell is about to ring.about to ring.

Student: I'm sorry for being late.Student: I'm sorry for being late.

Teacher: Teacher: Don't hurry Don't hurry up! You up! You have plenty of time.have plenty of time.

Student: What a relief.Student: What a relief.

Teacher: Teacher: Don't forget Don't forget your your books. We'll need them in class books. We'll need them in class

today.today.

Student. Thanks for reminding.Student. Thanks for reminding.

Teacher: Teacher: Speak louderSpeak louder. I can't . I can't hear you.hear you.

Student: Yes, I will.Student: Yes, I will.

Teacher: Teacher: Be quietBe quiet. Most . Most students have not finished.students have not finished.

Student: Oh, I apologize.Student: Oh, I apologize.

Teacher: Teacher: Show me Show me your homework. your homework. I need to check it right now.I need to check it right now.

Student:Student: Here it is. Here it is.Teacher:Teacher: Thanks. Thanks.

Teacher: Teacher: Where have you been?Where have you been?

Student:Student:

Teacher: Teacher: Bill, you have been talking all along Bill, you have been talking all along the lesson, please, _______________.the lesson, please, _______________.

Look at the list on page 10 to Look at the list on page 10 to complete the conversation complete the conversation

Student: Student: Can you check this for me?Can you check this for me?

TeacherTeacher:_______, please. I am explaining :_______, please. I am explaining the task to another student. the task to another student.

Teacher: Teacher: ________________.________________.

Student: Student: I don´t get it very well. __________ I don´t get it very well. __________ again, please?again, please?

Teacher: Teacher: Certainly. Certainly.

Possible answers Possible answers

Teacher: Teacher: Where have you been?Where have you been?

Student: I have been sick.Student: I have been sick.

Teacher: Teacher: Bill, you have been talking Bill, you have been talking all along the lesson, please, all along the lesson, please, be be quiet/ shut up/ stop talkingquiet/ shut up/ stop talking..

Look at the list on page 10 to Look at the list on page 10 to complete the conversation complete the conversation

Student: Student: Can you check this for Can you check this for me?me?

TeacherTeacher: : Just a moment/ hang Just a moment/ hang on a momenton a moment, please. I am , please. I am explaining the task to another explaining the task to another student. student.

Teacher: Teacher: Are you with me?/ Do Are you with me?/ Do you understand?you understand?

..Student: Student: I don´t get it very well. I don´t get it very well. Can you say it again again, Can you say it again again, please?please?

Teacher: Teacher: Certainly. Certainly.

The imperative is also very common in written instructions. Be careful when you use the imperative, as it is often

considered impolite in English.

Match the words in A with the Match the words in A with the general meaning in Bgeneral meaning in B

Words General meaning

1) re read, rewrite, rephrase, restart

before

2) preview, pre test, pre reading

badly or wrong

3) misread, misunderstand, misbehave, mistake

again, back

Match the words in A with the Match the words in A with the general meaning in Bgeneral meaning in B

Words General meaning

1) reread, rewrite, rephrase, restart

again, back

2) preview, pre test, pre reading

before

3) misread, misunderstand, misbehave, mistake

badly or wrong

Match the suffixes on the left to Match the suffixes on the left to the explanation or function on the explanation or function on

the rightthe rightSuffix Function/Explanation

1) -ment, - ness, - ion job, doer

2) -phone noun or name of something

3) -er , -or sound or audio

Match the suffixes on the left to Match the suffixes on the left to the explanation or function on the explanation or function on

the rightthe rightSuffix Function/Explanation

1) -ment, - ness, - ion

noun or name of something

2) -phone sound or audio

3) -er , -or job, doer

Rewrite the sentences using Rewrite the sentences using prefixes or suffixes accordinglyprefixes or suffixes accordingly

A. He A. He teachesteaches English at the Senior High English at the Senior High SchoolSchool

B.___________________________B.___________________________

A.A. She She did not understand did not understand the indicationthe indication

B.B. ___________________________ ___________________________

A. She was A. She was informedinformed about the meeting about the meeting

B. ______________________________B. ______________________________

Rewrite the sentences using Rewrite the sentences using prefixes or suffixes accordinglyprefixes or suffixes accordingly

A. He A. He teachesteaches English at the Senior High English at the Senior High SchoolSchool

B. He is a B. He is a teacherteacher at the Senior High School. at the Senior High School.

A.A. She She did not understand did not understand the indication.the indication.

B.B. She She misunderstoodmisunderstood the indication. the indication.

A. She was A. She was informedinformed about the meeting. about the meeting.

B. She received the B. She received the informationinformation about the about the meeting.meeting.

On your own On your own

ReadRead the following instructions out. the following instructions out. Then rewrite them. Then rewrite them.

OK. We’re going to work in pairs for this OK. We’re going to work in pairs for this next activity and I’d like you to stand up next activity and I’d like you to stand up … oh, no, sorry. I’d like you to sit down … oh, no, sorry. I’d like you to sit down first and then pick up your pens before first and then pick up your pens before you stand up. OK? you stand up. OK? OK? Everyone OK? Everyone understand?understand?

Some relevant terms to the field Some relevant terms to the field of educationof education

action planaction plan

assessment assessment

continuing continuing professional professional development development

competencescompetences

deadline deadline

feedback feedback

group workgroup work

teamworkteamwork

mentoring mentoring

progressionprogression

remedial teachingremedial teaching

reviewreview

self assessment self assessment

handouthandout