L1 or English? Lesson planning Discipline

1. L1 or English?Lesson planningDiscipline Izabela Jaros

2. REASONS FOR USING THE MOTHER TONGUE • To soothe the child and demonstrate sympathy. • To develop rapport/closeness with teacher/pupils. • To show knowledge of the answer & to communicate the answer to the teacher. • To save time. • To assist communication of a message. • To check if children have really understood. • To set the scene when using storybooks and to encourage pupils to predict what happens next in a story. • To explain a cultural reference. • To assist language learning.

3. REASONS FOR USING ENGLISH • It increases the amount of exposure pupils get to English. • It develops pupils’ confidence in the language. • It provides real reasons for using English to communicate (e.g. giving instrucions). • English can be picked up by pupils. • it can motivate pupils to want to learn. • It develops greater fluency.

4. USING ENGLISH – DISADVANTAGES • It can take a long time to explain things. • Weaker pupils may be frightened. • It may involve too much effort to try to understand. • Teachers may have limited English or insufficient fluency in the lg. • It may be difficult to do any reflection on learning.

5. L1 or ENGLISH - SANDWICHING English- L1- English

6. TEACHERS’ CONCERNS ABOUT COMMUNICATING WITH PUPILS THROUGH ENGLISH • If children don’t understand clearly what I want to say they lose interest immediately (try to make using English into a game – guessing what the teacher is saying in English). • Pupils want me to teach in L1 (talk to them about the reasons for using English). • It’s difficult to make children understand me ( keep things simple).

7. STATEMENTS - T/F • A teacher should translate all new vocabulary into L1. • A teacher should give instructions first in English and then in L1. • A teacher should only use L1 when it is obvious that there is absolutely no other way for learners to understand him/her. • It’s more effective to use English to discipline learners. • A teacher needs to use L1 to be able to maintain a good relationship with a class. • It’s not possible, even with the use of gestures, body lg, facial expressions, examples, etc. to communicate clearly in English with beginners. • A teacher should always speak to learners in English in class.

8. L1or English? The more English the children hear, the more they will learn. They will learn gradually – they won’t say everything perfectly to start with. Encourage them by responding positively. („English for Primary Teachers” M. Slattery, J. Willis OUP)

9. LESSON PLANNING Types of planning: long-term planning short-term planning lesson planning

10. Teachers’ reasons for planning Lesson planning: • helps the teacher to be more confident in teaching • provides a useful systematic guide for smooth efficient teaching • helps the teacher to prepare for the lesson • helps to provide a useful basis for future planning • helps the teacher to be more organized • helps the teacher to plan lessons to cater for different pupils • helps the teacher to know whether he/she achieved his/her teaching objectives • enables the teacher to judge his/her performance • is proof that the teacher has taken a considerable amount of effort in his/her teaching • gives a sense of direction in relation to the syllabus • helps the teacher to identify which areas/parts didn’t go well in his/her teaching • is an administrative requirement.

11. Decisions involved in planning lessons • Which functions, lg structures,vocabulary, skills, etc have pupils already learned? • Which content to include as the new items for the lesson? • What are my objectives for the lesson? • Do I want to use the activities as they are or adapt or leave out some? • What resources do I need for the lesson? • How do I check pupils’ understanding? • How do I check if I have achieved my objectives?

12. The PPP model of a lesson Procedures: warm-up revision of relevant language presentation practice production reviewing

13. The PPP model of a lesson Sample lesson (video)

14. Warmers vs. fillers • A warmer is a short activity (5min) that is used at the beginning of a lesson. It can have several purposes: • to break the ice and relax the students • to get the pupils talking and thinking in English • to allow students to settle down and prepare for the lesson • to revise a particular language area.

15. Warmers vs. fillers • Fillers are short activities used at any time during a lesson.They may be used in the following situations: • when the activity the teacher planned takes less time than he/she expected. • when the teacher wants to change the pace of a lesson (to inject more energy or to calm the pupils down). Sample fillers: finding all the things in the room beginning with a certain letter of the alphabet, solving a puzzle/riddle, playing a lg game, singing a song.

16. Lesson – self-assessment • Did I achieve the aims stated on my lesson plan? If not, why not? • Was my lesson different from my plan in any way? How and why? • How did I move from one stage of the lesson to the next? • Did I keep to my timing? If not, why not? • Did my pupils enjoy the lesson? Why and how do I know? • Where there any problems? If yes, why? • What would I do differently next time? Why? • What did I do better this time than ever before?

17. Discipline Classroom discipline is a state in which both teacher and learners accept and consistently observe a set of rules about behaviour in the classroom whose function is to facilitate smooth efficient teaching and learning in a lesson. (“A Course in Language Teaching” P. Ur)

18. Classroom rules Do • Remember to bring your materials to class. • Help your partner. • Keep your books neat and tidy. • Wait for your turn in games and activities. • Tidy up after messy activities. • Ask if you want to borrow sth. • Come to class on time. • Speak English in class when you can.

19. Classroom rules Don’t • Shout or talk when somebody else is talking. • Copy your neighbour’s work. It might be wrong. • Eat or drink in the classroom. • Tease other students if they don’t know the answer. • Take things from other people without asking first. • Leave the classroom without asking first.

20. PRACTICAL HINTS FOR TEACHERS ON CLASSROOM DISCIPLINE 1.Get silence before you start speaking to the class. 2.Know and use the students’ names. 3.Prepare lessons thoroughly and structure them firmly. 4.Be mobile: walk around the class. 5.Start the lesson with a ‘bang’ and sustain interest and curiosity. 6.Speak clearly. 7.Make sure your instructions are clear. 8.Have extra material prepared (e.g. to cope with slower/faster –working students). 9.Look at the class when speaking.

21. PRACTICAL HINTS FOR TEACHERS ON CLASSROOM DISCIPLINE 10.Make work appropriate (to pupils’ age, ability). 11.Develop the art of timing your lesson to fit the available period. 12.Vary your teaching techniques. 13.Anticipate discipline problems and act quickly. 14.Clarify fixed rules and standards, and be consistent in applying them. 15.Show yourself as supporter and helper to the students. 16.Don’t patronize students, treat them with respect. 17.Use humour constructively. 18.Choose topics and tasks that will activate students. 19.Be warm and friendly to the students. “A Course in Language Teaching” P.Ur (Adapted from E.C. Wragg “Class Management and Control”)

22. DISCIPLINE - questions “Why is my whole class difficult?” “What can I do when my class is difficult? “ “What can I do with quiet children?” “What can I do with active children?” “How do I discipline individual children?” “How do I speak to a young child about his misbehaviour?”

23. Preventive discipline Prevention is better than cure!