我就喜歡這樣的妳

There are three types of classroom language that we can use in our class.

First of all, instructional language is the language teacher used while setting up some tasks, giving some commands, and so on. It’s very important to keep your procedural language simple, short and clear. When you establish classroom routine, students will focus on the content and language.

Secondly, target language is the language of what teacher is going to teach. Take seasons for an example, the target language will be spring, summer, fall and winter.

Lastly, functional language is the language for students and they need to use it to complete the activities in the classroom. Functional language is the most important of all. If students can’t use it, they will automatically change it into their first language. As a teacher, we have to teach our students to learn and use the functional language whenever in need.

Here are some tips we can do:

1. We can make word wall around the classroom or we can put some word cards on the table to remind our students to use it in need. (visual aids with words and pictures )

2. When students used the functional language naturally, teachers have to give positive reinforcement immediately.

3. While presenting the functional language, teachers can invite students to do the role play to make the meaning more clearly. (TPR non-verbal instruction is easy to understand)

4.While students say something in their first language, teachers got to help them to produce it again in the target language. (modeling)

5.  3 R : REVIEW RECYCLE REMEMBER

Generally speaking, there are eight types of functional language. They are

1. expressing ideas

2. comparing and contrasting

3. cause and effect

4. agreeing and disagreeing

5. clarifying what has been said

6. describing a process / procedural

7. asking questions

8. evaluating others

The following parts are the specific situations that happened in the classroom and each situation will have some sentences that students can use in the classroom.

1. to get the class started

- OK let’s start!

- Are you ready?

- Here we go.

2. if you have or haven’t finished

- I’m not done yet.

- Not yet.

- One more minutes, please.

3. if you need to borrow something

- could I borrow …?

- do you have … ?

- I need …, please.

4. clarifying what has been said

- can you say it again?

- pardon?

- I don’t get it.

5. if you can’t pronounce or spell something

- how do you spell …?

- how do you say … in English?

- what’s the spelling of …?

6. if you don’t know what to do and need help

- I need help.

-can you help me?

- I can’t doing this.

7. if you are checking your answers

- am I right?

- what’s the answer of number …?

- what you have got for number…?

8. at the start of the lesson / activity

- hello, what’s up? / how’s it going? / what’s happening?

- everyone ready? It’s time for …

- two minutes warning. phones away.

9. if you want to give feedback or make suggestions

- it’s good for you that ….however, if you…

-it would be better if you …

-maybe you can …next time

10. agreeing and disagreeing

- I agree with you

- I don’t agree with you

- I am in your shoes.

11. If you want to work together or meet after class

- can I come to you later?

- can I join you ?

- do you have time?

12. turn-taking and asking for opinions

• Your turn.
• How about you?
• What’s your idea for …?
• What do you think?

13. showing preference and giving opinions

• In my opinions, …
• I like …than … cuz …
• I prefer …than … cuz

14. presenting works to the class

- hi, my name is … I am going to talk about…

- I am responsible for …

- here is our topic …

- our group will talk about…

15. comparing and contrasting

- look at the differences between … and …

- what the differences between … and …

- what’s the opposite of …

- which one is the most…

16. interpreting data

- what can you see from…

- how does it makes you feel?

- which one is the most …

17. describing a process or giving instructions

- first of all, secondly, all in all

- to begin with

- step 1 …

18. making predictions and justifying

- what’s next?

- what would happened if …

- take a guess

- what if… what would you do ?

19. describing cause and effect

- the reason why …

-that why…

-…because…

- if you …, you will…