Language For Teachers Task 4.

COMPONENT ONE
TASK 4 FOCUS ON THE TEACHERS LANGUAGE
I. INTRODUCTION
In the following paragraphs, I will analyze my language in the classroom in terms of its accuracy and
appropriacy for teaching a lesson. Four aspects related to my language in the classroom will be analyzed
according to the criteria related to the function of each. The aspects will be grammar, style, discourse
analysis, and function that are equally important in communicating language in the classroom, and each
has a core impact on the way teaching is carried out. Video footage from the classroom lesson will be
analyzed in full detail.
I quote six samples from Elementary level (A1) young learners. The lesson was about descriptions.
Students were introduced to a conversation were two persons describing their new friends.
II. CLASS PROFILE
III. ACCURATE OR APPROPRIATE SAMPLES

a. Sample 1. GRAMMAR: Embedded Questions.
Context: I was eliciting information about the context of the reading seen last class, with the aim of having
the students produce language freely while reviewing comprehension of the class.
Comment: I asked the following question: Can you tell me, Who they are?. This is correct considering
that an embedded question is a question that is included in another question or statement, and they are
commonly used after introductory phrases.
b. Sample 2. FUNCTION: Giving Instructions

Context: We were doing the comprehension exercises included in their coursebook (Family & Friends 1
book) to reinforce reading understanding.
Comment: I told them: Kids, take out your "class book" and open it on page 70 please, Then I
continued: Who wants to read the instructions?, After one student read. The instruction was
grammatically and function correct, it was polite and clear and the students understand it.
c. Sample 3. FUNCTION: Setting the activity.
Context: We were starting a new exercise from their coursebook.
Comment: I read the instruction out loud Listen to the conversation again, and repeat. Then to clarify the
instruction, I rephrased the instruction. We are going to listen (I gesture the verb) to Ann and Tim one
more time, and then you are going to repeat (gestured the verb) what they say all right? This example is
accurate and appropriate as I used different words and aids to help my students understand the
instruction without using L1.
INNACURATE OR INAPPROPRIATE SAMPLES.

d. Sample 4. PRONUNCIATION: During the activity.
Context: I was setting the situation about Ann and Tim, I read for my students a conversation from the
book.In the conversation, Ann and Tim are describing their new friends.
Inaccurate but appropriate: Wow, I *her she is nice! (Vs. Wow, I hear she is nice! <sic>)
I had read that conversation before, but I had never had this mispronunciation. The first times, I would
probably just read it verbatim because I would pay much attention to the text. Later, I was already familiar
with the story, so I might have changed hear for heard without noticing. Hear implies the speaker has
been hearing about the person; while heard suggests she once had knowledge about her. So, a quick,
unconscious decision made me change my pronunciation at the last moment, thus producing something
between both verb forms. If I had paid more attention to that text beforehand, I would not have changed
hear for heard.
e. Sample 5. FUNCTION.
Context: After I finished reading the conversation between Ann and Tim, before asking comprehension
questions about it.
Inaccurate and inappropriate: And thats it. Now, let me ask you a few questions about this. Its just, you
know, understanding [inaudible]
I sounded redundant and pointless because, I could have prepared different written versions of explicit
instructions, such as: Listen to these questions and respond with complete answers.
f. Sample 6. PRONUNCIATION.
Context: While providing feedback to my students of the activity. One student participated and he was
correct. So I gave him an appraisal.
Inaccurate but appropriate: *Ekscellent* that is correct Anibal. Well done Vs. [eks lnt]. This
mispronounces was a slip of the tongue mistake, because I did pronounce it correctly in further occasions.
Although I should be more aware of the pronunciation of the sound /ek/ and the split of syllables in the
words, and avoid mistakes in the pronunciation.
CONCLUSION.
Given the brief analysis above, it can be safely concluded that with a sincere attempt from me, the
inadequacies of spoken English can be rectified. A final review of my speaking tells me that I really have
to work on function, and I will pay more attention in the lesson planning process on the roles and setting
the activity with instructions ques. Moreover, in my discourse analysis, I will be more supportive of my
students by providing proper feedback that will give them something to follow up. Although this last point
was not analyzed in the task, I did notice some areas of improvement in the video. Finally,
mispronunciation mistakes should be avoided by analyzing the lexis of the lesson and paying more
attention to the common mistakes made by me. It has been an enrich experience to observe me in the
teaching context. Having a purpose in mind while observing helped me to observe in a neutral form since
I was not distracted in other areas of the lesson, but I was noticing the features of my speaking. I will use
this technique to observe other parts of my teaching.
WORD COUNT: 894
References
Harmer, J. (2007). The practice of English language teaching. Harlow, England:
Pearson Longman.
Scrivener, J. (1994). Learning teaching. Oxford: Heinemann Publishers (Oxford)
Ltd.

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COMPONENT ONE

TASK 4 FOCUS ON THE TEACHERS LANGUAGE

II. CLASS PROFILE

III. ACCURATE OR APPROPRIATE SAMPLES

b. Sample 2. FUNCTION: Giving Instructions

INNACURATE OR INAPPROPRIATE SAMPLES.

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