Today we will aspire to: get to know the ‘new’ class members

1. ENGLISH FOR SPECIFIC PURPOSES (ESP) Seminar 2, 11/6/2013 Today we will aspire to: • get to know the ‘new’ class members • introduce and practise classroom-specific meta-language(commands, directions, supportive comments) • answer some questions from yesterday’s class • introduce the class blog!

2. REVISITING yesterday’s class www.newerapedagogy.wordpress.com English For Specific Purposes (ESP), Seminar One • We talked about family, cities, food, public holidays and sports in Mongolia and Australia • We wrote down some things that we didn’t know before, and started working on a worksheet that was based on the discussion. • We started to think about what type of teachers we are (kind, funny, young, etc.) • We introduced a colleague to the class, and re-arranged the desks so that we could each see each other’s faces • (we also tried to tried to draw maps of Australia – and one of us included Tasmania, the place where Kate lived as a child! Kate was very happy about this inclusion 

3. Some QUESTIONS ANSWERED… Melbourne hosted Australia’s Federal (national) parliament when Canberra was being built. (Old) Parliament House in Canberra opened in 1927. Indigenous Australians (‘Aborigines’ or ‘Aboriginal Australians’ or ‘Indigenous Australians’ – plural) Most reports state that Australia has been home to Indigenous Australians for 50,000 years or more. There is an Aboriginal man on Australia’s $2 coin, and Queen Elizabeth’s face appears on the $5 note. Queen Elizabeth’s head is on one side of all Australian coins, and Australian animals appear on the 5 cent, 10 cent, 20 cent, 50 cent and $1 coins. 2.5% of Australians identified as ‘Indigenous Australians’ in 2006 (517,200).

5. PUBLIC HOLIDAYS (Victoria, Australia)

6. Melbourne video • http://www.youtube.com/watch?v=taRW2owz3DA Melbourne • http://www.youtube.com/watch?v=cTNEPNtdFNg airport Melbourne shuffle www.youtube.com

7. Commandsgiving and RESPONDING Kate Elliott I New Era International Laboratory School I June 11, 2013

8. Please act these simple commands out • Please stand up/sit down. • Stand at the front of the classroom. • Sit up straight. • Come here, please. • Go back to your seat. • Come in. • Look this way. • Take your books out. • Take out your exercise book. • Take out your text book. • Put away your books. • Pass your books to the front. • Open your book to page 34. • Close your books.

9. STARTING THE LESSON “Good morning, students [wait for response, e.g. ‘good morning, teacher’]. We will now start the lesson.” “Boggie, is anybody from the class absent today?” Or, more casually: “Boggie, is anyone away today?” “What were we working on during the last lesson?” “What did we work on during the last lesson?” “Does anyone have any concerns they wish to raise before we get the lesson underway?” “Does everybody have their textbooks with them?” (when addressing the whole class) “Boggie, do you have your textbook with you today?” (when addressing one student) “Students, please open your books to page 18”

10. READING AS A CLASS “Boggie, will you please read Question3 [out aloud]?” or ‘Boggie, I would like you to read Question3 to the class, please” You can replace ‘Question 3’ with ‘the first paragraph’ if you are practising reading passages of text. You can replace ‘Question 3’ with ‘your answer to question 5: do you prefer carrots or peas?’ If you are sharing answers to questions with the class. “John, do you have any questions after reading that paragraph [about….]?” “Big, loud voice, please Tsolmon!” “Well read, Tsolmon. Who would like to read next, any volunteers? Tarek?”

11. WORKING INDEPENDENTLY “Moggie, I need you to quieten down now, please. It is time to work independently” (‘independently’ = ‘alone’, ‘without interruptions’, ‘on your own’) “You did a good job of exploring your ideas as a group, and now it is time to individually write down your responses” (‘write down’ = ‘jot down’) (‘responses’ = ‘answers’) “Quieten down, please, so that you can all concentrate. We will come back together as a group in 15 minutes’ time. (‘in 15 minutes’ time’ = ‘after 15 minutes’)

12. AsKING QUESTIONS TO STUDENTS “Boggie, did you remember to do your homework?” (non-judgmental) “Boggie, you didn’t forget to bring your homework in, did you?” (less polite) “Boggie, may I speak with you after class?” (‘may I’ = ‘can I’) “Is something the matter? I am concerned that the quality of your work has declined” 2-“Is there a problem at home?” 3-“Have you and your friends been fighting?” 4“Are you ill?” “If you require extra help, please come and see me. [I am not a mind-reader] Once I know that you need assistance, I will try my best to help!”

13. CLASSROOM SCENARIOS

14. MULTIPLE CHOICE QUESTION TESTS Teacher: “Boggie, can you please read Question 7?” Student 1: “Sure. What is 11 x 9?” Teacher: “Thank-you, Boggie. Moggie, do you know the answer?” “Student 2: “Yes, it’s B” Teacher: “I agree with you Moggie, but let’s get into the habit of naming the answer category. That means saying ‘B’and also saying what we think the answer is, so ’99’. Good work. Next question…. Tsolmon, please read Question 8…”

15. Multiple Choice Question • Which colours, when mixed together, make orange? • white, pink and grey • Purple and yellow • Red and yellow • Blue and silver • None of the above Work as a group to write a short, English-language script that you could use to get students speaking in English and demonstrating that they didn’t just guess the answer.

16. Humpty Dumpty sat on a wall, Humpty Dumpty had a great fall, All the King’s horses and all the King’s men, Couldn’t put Humpty together again. Question: What happened to Humpty? • He rode a horse • He was pieced together with Scotch tape • He fell off a wall and was injured How could you generate English-language conversation around this question?

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