English for educational contexts

1. English for educational contexts Isora Enríquez O’FarrillPh D.

2. University for All English IV Module 3 • Aim: • Use communication strategies for educational contexts

3. Professional Profile

4. Tips for giving instructions in class • Plan how you’re going to give the instructions before you go into the classroom. • Make sure that you use the language the students can understand. • Make sure that your instructions are clear and fully explicit.

5. .We can use the imperative to give a direct order.- Stand up.We can use the imperative to give instructions.- Open your book.

6. We can use the imperative on signs and notices.- Speak English in class.- Don´t sharpen your pencil inside.- Hand in your tasks on Friday.We can make the imperative 'more polite' by adding 'do'. Do be quiet.Do come.Do sit down.

7. The imperative is also very common in written instructions. Be careful when you use the imperative, as it is often considered impolite in English.

8. Close up

9. Close Up 14: Language for Thinking • .Defining • What is a…? • Give me a definition of a… • How would you define a…? • Who can define/give me a definition of…?

10. 2.Classifying • How would you classify…? • How many kinds of …are there? • Who can classify…?

11. Illustrating/Exemplifying • What is an example of this? • Give me an example (of this)? • Who can give me an example (of this)? •  Let’s take an example • Let me give you an example

12. 4.Contrasting • In what way/how is …different from …? • How does …differ from…? • How can one/we/you distinguish …from…?

13. 5.Comparing • In what way is …similar to…? • What similarities are there/can you see between…and …? •   …is like …(in that/in so far as…) • …is similar to… (in that/in • …and …are similar (in that/in so far as…)

14. 6.Giving reasons • Why? • Why does/did…? • Who can tell me why…? • What is/was the reason for that? • Give me a reason for that

15. 7.Predicting • I predict that … will happen • … will happen •  If…happens, (then) … will happen • When…happens, (then)… will happen • Because…happens, then …will happen • This means that…will happen

16. 8.Summarizing • Who can summarize (what we have said)? • What have we said • What are the main points we have made? •  So what we have said is… • So let’s summarize.

17. 9.Hypothesizing • What will happen, if …happens? • What would happen if…happened? • What could/might happen, if …happened? • What would have happened, if …happened? •  If …happens, …will (future, certain) • If… happens,… may/might/could happen  (future, possible) • If …happened, …would happen (future, possible) • If …had happened, …would have happened  (past, speculative)

18. 10.Time sequence/process • First • Then, after that, next • Eventually • Finally

19. 11.Listing • I want to make three points • There are three reasons… •  Firstly, secondly, thirdly, fourthly…finally/lastly • First, second, third, fourth…finally/last

20. 12.Adding • Moreover • Furthermore • In addition •  And another thing…

21. 13.Apposition • Let me put this another way • Another way of putting this is… •  In other words • Namely

22. 14.Drawing conclusions/deducing • What can we/you/one conclude from this? • What do we/you conclude from this? • What conclusions can we draw from this? • I/we conclude from this that… • I/we/one can conclude… • One can draw two conclusions from this…(firstly,…)

23. Your turn

24. Select the most appropriate expression.

29. Complete using the most apropriate expression.

30. Teacher: _____ up! The bell is about to ring.Don't hurry!Hurry up!Hurry!Student: I´m sorry for being late.

31. Teacher: _____ up! You have plenty of time.Don't hurry!Hurry up!Hurry!Student: What a relief.

32. Teacher: _____ your books. We'll need them in class today.Forget not Don't forgetForgetStudent: Thanks for reminding.

33. Teacher: _____ . I can't hear you.Speak louderDon´t speak louder Speak slowlyStudent: Yes, I will.

34. Teacher: _____. Most students have not finished.Are you quietBe quietBe you quietStudent: Oh, I apologize.

35. Teacher: _____ your homework. I need to check it right now.Do not show meShow meStudent: Here it is.Teacher: Thanks.

36. Possible answers

37. Teacher: Hurry up! The bell is about to ring.Student: I'm sorry for being late.

38. Teacher: Don't hurry up! You have plenty of time.Student: What a relief.

39. Teacher: Don't forget your books. We'll need them in class today.Student. Thanks for reminding.

40. Teacher: Speak louder. I can't hear you.Student: Yes, I will.

41. Teacher: Be quiet. Most students have not finished.Student: Oh, I apologize.

42. Teacher: Show me your homework. I need to check it right now.Student: Here it is.Teacher: Thanks.

43. Look at the list on page 10 to complete the conversation Teacher: Where have you been? Student: Teacher: Bill, you have been talking all along the lesson, please, _______________.

44. Student: Can you check this for me? Teacher:_______, please. I am explaining the task to another student. Teacher: ________________. Student: I don´t get it very well. __________ again, please? Teacher: Certainly.

45. Possible answers

46. Look at the list on page 10 to complete the conversation Teacher: Where have you been? Student: I have been sick. Teacher: Bill, you have been talking all along the lesson, please, be quiet/ shut up/ stop talking.

47. Student: Can you check this for me? Teacher: Just a moment/ hang on a moment, please. I am explaining the task to another student.

48. Teacher: Are you with me?/ Do you understand? .Student: I don´t get it very well. Can you say it again again, please? Teacher: Certainly.

49. The imperative is also very common in written instructions. Be careful when you use the imperative, as it is often considered impolite in English.

50. Match the words in A with the general meaning in B