Sònia Reig 

TEACHER LANGUAGE

​

When teaching it is essential to use different language frames and vocabulary, depending on the situations and the needs. Next, there are examples of vocabulary and strategies to use for recappig and getting attention.  Some of them were used along my TU and others were observed during the practices.

​

RECAPPING

- What do you remember of the last day/lesson?

- What did we do on the last day/session?

- ____ was not here the las day. Can someone explain him/her what we did?

- Can anyone explain what we have learnt until here?

​

- Think, Pair and Share: is an activity with the aim of refresh knowledge. Students think during few time about the topic, after that they share it with a peer and finally with the whole class. 

​

Reflection and tips:

When implementing a Teaching Unit is fundamental to do recaps in order to hear the knowledges again and refresh them., consolidating the learning. To do that is very helpful the support of the blackboard or the digital board to write the main ideas and make them clearer and more visual for the students. For children with higher level this repetition can be boring, because of that have to be found the way to make it through and engaging way, as can be the activity explained before hand. During my TUs I have used that activity and I really consider it very useful, providing also the participation of all the students. It is important to include some session or at least some time in the plannings of the TUs for do recap, in order to make sure that the knowledge has been acquired or if not continue working on it. 

​

GETTING ATTENTION

- Teacher: Class class  Students: yes, yes

- Teacher: 1, 2, 3 eyes on me!   Students: 1, 2, eyes on you!

- 5, 4, 3, 2, 1, 0!

- If you are listening touch your mouth, if you are listening touch your head, if you are listening.... (the teacher also touches the parts of the body that says)

- The teacher raises the hand without saying anything

- Use an alarm or a bell

- The teacher claps the hands and the children have to do the same in the same rhythm. 

​

Reflection and tips:

Getting attention is indispensable in all the TU, teacher asks constantly for chidren's attention, at the beggining of the lesson to make them be in silence in order to start, when changing from one activity to another, to make a clarification etc. Because of that is essential to know different strategies to get students' attention. Depending on the age group or the situation we will use one or another. For instance, Teacher: 1, 2, 3 eyes on me! Students: 1, 2, eyes on you! can be more used to get attention when children are already doing and activity whereas theacher saying if you are listening touch your mouth, if you are listening touch your head, if you are listening is more used to attract their attention at the beginning of the session. But, every teacher has to find which one he/she prefers and feels more comfortable using. It is important to use always the same frames or strategies in order to create an

habit, so the children know that everytime that they heard this have to be in silence and pay attention.

​

To know more teacher language look at the following links:

​

​

​

LANGUAGE SUPPORT AND SCAFFOLDING

 

During the development of this TU some language support has been created in order to help students to achieve the objectives and complete the tasks.

For instance, the presence of subtitles on Rose Mary's video, explanation of the different parts of an e-mail and common phrases used using the blackboard, a glossary with the verbs to complete the diary, language support to create the hypotheses and the use of emoticons on the assessment. 

​

​

​

​

​

​

​

 

Moreover, during the lessons scaffolding was also provided, scaffolding refers to the help that the teacher gives to the students to complete the task, it is not planned on advanced. Scaffolding can be rephrasing, saying things in a different way, saying synonims, examples, gestures. One example of scaffolding used during my TU can be that when they were creating the hypotheses in groups I wrote on the blackboard: Do you agree? and the answers: Yes, I do and No, I don't, after seeing some children saying it bad. 

​

​