Resumen del texto "Why should I use English in class" (2017)

Apunte Inglés
Universidad Universidad de Barcelona (UB)
Grado Maestro en Educación Primaria - 3º curso
Asignatura English
Año del apunte 2017
Páginas 1
Fecha de subida 11/06/2017
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Why should I use English in class? -It will help your learners to hear clear pronunciation and intonation.
-It will help your learners to focus on the lesson because they have to listen carefully if they want to understand.
When you use English you are: Showing children that this new language is another form of expression.
When should I use English? Other teachers use mainly English and just give a word or explanation in mother tongue if some children really need to hear this of feel uneasy.
If the teachers are good communicators, the children quickly get used to hearing only English and gradually learn to understand more and more.
When should I use children’s first language? An activity may be too complicated to explain clearly in English, for example the rules for a game. You can explain in the mother tongue and afterwards explain again in English and model the activity with some students if possible.
How do I teach classroom English? When you teach learners a new classroom English expression, it has to be taught the same way as we would teach any new vocabulary. This will mean making the meaning clear to the learners and practising the expression and the learner’s response. practising new language through TPR or other games is always advisable to make it more memorable. Don’t expect the learners to learn all the expressions at the same speed. Some they will learn very quickly, others will take longer.
How do I check understanding? The main way is through observation. If not all the learners have understood, try repeating the instruction more slowly, using body movements or demonstration to remind them of the meaning and give them time to think what to do or to say. Only when they have fully understood, the responses will be immediate.
How do I treat errors? We may help a child to correct what they have said as well.
Teacher talking time versus student talking time If teachers take a dominant role, then the students’ role is only that of respondent and the opportunities for developing the speaking skill are severely limited. There are some strategies for reducing TTT: Use pair work or group work instead of teacher-led activities.
Optimising classroom communication: Make it an outcome to get the attention of everyone before you start the lesson. To maintain focusing you can use your communication carefully, especially your language.
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