CLASSROOM LANGUAGE

TEACHER LANGUAGE

Below, there is a chart with some expressions or language structures that may be useful when being in a class for managing the class and for teaching. Personally, I believe this kind of classroom language is frequently used, without considering the subject matter pupils are studying in a precise moment.

LANGUAGE SUPPORT AND SCAFFOLDING FOR STUDENTS

Some language support and scaffolding for students that I’m going to use in my teaching unit is the one below. Everything is related to the topic and the tasks students will need to carry out. It needs to be considered that students have already go through this topic the previous year so the intention is to revise grammar structures and vocabulary already learnt but also introduce new ones. For this reason, the kind of scaffolding depends on what is being used, more scaffolding will be provided for new concepts while just some brain teaser to refresh previous knowledge.

TOPIC: House and Family

When developing their writing tasks, students have some language support on their worksheets to help them write complete and well-structured sentences. Below, it can be found the two examples used:

Moreover, students also use the glossary they complete when learning new words or the memory cards from the game.

CO-TEACHING CLASSROOM LANGUAGE

Regarding the co-teaching activity, it must be considered that the topics are different. Consequently, the classroom language is not the same as the mentioned in the previous sections. In this case, the lesson is implemented in two different schools, both in 6^th grades classes. The kind of activities developed in both are the same, although the topics are different. For this reason, below it can be found some classroom language used specifically for each topic and some common expressions and vocabulary that can be useful in any of these two cases.

TOPICS: Let’s go shopping and Gender Inequalities

To develop both lessons, some materials which help students use some of these expressions and vocabulary have been created. Below, it can be found the links to the materials used as language support:

- Let’s go shopping: https://drive.google.com/drive/folders/1wwI5302TSseBihUh7EEzWU42-ipTyw3T?usp=sharing

- Gender inequalities: https://docs.google.com/document/d/1Dg8q1SIGwMUa2zeaMWOrkwFuIG2HQDbRHT2fQWyezAI/edit?usp=sharing

AFTER THE IMPLEMENTATIONS

The language expressions and support though of before both interventions (teaching unit and co-teaching lesson) were quite suitable to the lessons developed. All the materials were very useful to help students, but some things could be improved.

Regarding the teaching unit, the chart used in the family description activity was not very clear for students to use. There were many mistakes related to the order of the colours and types of clothes, as well as the name of each piece. Perhaps, a good improvement could be adding names of clothes at the chart and some examples. Regarding the chart from the house description activity, it was very useful for students since they used many vocabulary from it and the sentences were well written. About the co-teaching activity, the only language support I would change is the finding mistakes activity. Students found it boring and difficult to do. For this reason, I suppose the language support or scaffolding provided was not enough. Perhaps, some rules about countable and uncountable nouns could be added in the worksheet so that students had some kind of theoretical support to check their sentences.

In general, it has been possible to see that reflecting on the kind of language that may be used during each activity helps prepare better the materials. Moreover, thanks to the co-teaching activity, I could observe that some of the expressions prepared or foreseen in the first part of this task were also useful in that situation. What is more, it has also highlighted the different uses of language depending on the topic taught.

Google Sites

Report abuse