Module 2

Module 2 is focused on giving clear instructions.

After reading all the articles, watching all the videos, and searching all the suggested websites, create a page Module 2 in your portfolio, double click anywhere on the page, post the URL link to your video on YouTube or choose Embed/From Drive to insert a video as well as add T to add text, and post the following on the page:

CREATE: using your cellphone or another camera, create a short video (less than 90 seconds) of you giving effective instructions in English to your students. You don’t need to have real students in front of you for this video, you can say a set of instructions that fit your teaching context. To create this video, you can consider the following:

• Write a monologue of clear instructions that you say to your students.

• Write a dialogue with a teacher and students, with the teacher giving clear instructions and students responding to the teacher.

• In your video, you can role play on your own or ask another person to record with you. You do not need to have actual students in the video.

• You may use expressions that are presented in this module and/or other expressions that you need to use in your teaching.

• Practice saying your script as needed, before recording your video.

See example for a model:

Link to the sample video is here: https://prezi.com/v/ujwkd9suuhg2/

Script:

Good morning, everyone.

How are you all today?

I hope you all had a good weekends.

Let's see if everyone's here.

I am going to call your names.

Raise your hand and say 'Here/Present.'

Did I miss anybody?

To begin with, we'll check your homework.

For the first thing, we'll listen to a dialogue.

Please listen to the directions/instructions.

Let's call out the new words.

And now, we'll try an exercise.

Let's go on to something different.

This should give you the chance to work together.

You need to pay attention to what is being said now.

I'll go over the instructions again/one more time.

Work together with an elbow partner next to you.

Has everyone got a partner?

I'll give you a little information about this.

You can pass it around to have a look at it.

I will see how you guys are working with.

Is everything okay?

Who wants to try first?

Any volunteers to try the next one?

Yes, that is right!

Excellent!

REFLECT: Type in 1-2 paragraphs to reflect on Module 2 (300-500 words). You may use what you created, shared, and applied in the previous tasks. You may also use the following as a template and fill in the blanks:

Before this module about giving clear instructions in English, I used to (think/believe/use) ______________________. Now I (think/believe/plan to use) ______________________. This is important because____________________.

I (created/found) a way to give clear instructions in Module 2 that I could use in my class to increase the use of English in the classroom. It is called (activity/routine title) ________________________ and I could use this during ________________ (when?/how?/why?). I like it because (apply Module 2 content) ________________. I might need to modify the (activity/routine) for my classroom because __________.

See example for a model:

Before this module about giving clear instructions, I used to think using English for giving classroom instruction might be beneficial for students' listening but not the best way in English as a foreign language classroom. I believed giving instructions in English may limit my control of the class or my ability to explain difficult concepts clearly.

To be honest, I rarely used English in my lessons except some simple instructional language though I needed to increase my use of English. I believed teaching in my native language would be effective, especially for specific grammar concepts or complicated tasks.

Now I think I know a lot more about the purposes of using English in my classroom. I also know some strategies of giving instructions in English. Especially, I learned why students often did not seem to follow or react to my instructions by reading the article "Common Mistakes in Teacher Talk." This is important because I did not realize that the ways I tried to help students with my teacher talk could be unclear or even preventing them from using more English. Often, I forgot to give students enough time or pause long enough to be appropriate for their level, or I used too difficult vocabulary for the students.

I created a script of classroom instructions in English and recorded myself speaking them out in Module 2 that I could use in my class to increase the use of English in the classroom. It is a teacher talk sequence for the group project part(lesson 6) of Unit two, The World of Work in Fly High English 9 Textbook. I could share this practice in the group chat and got feedback from other teachers. I like the process because I could practice planning to make sure my instructions are easy and step-by-step, seeing if my speed of speaking English is appropriate from the recording, and thinking from the students' perspective, not to assume they would just naturally understand. I also plan now to use eye contact more during instructions to check for student comprehension. From the group chat, I had great feedback that a part of my group activity teacher talk can be taken as a different thing by my students. Finally, I might need to modify the learning from this module sometimes when I have to explain a very complicated activity to my students. Yet, I learned that we could phase out also as the students' proficiency grows. For instance, I will explain in my native language and repeat it instantly in English; then, I will reverse the order when students become more proficient.