Let’s go over that one once again:
Conference February 6th & 7th 2009
Parent talking time (PTT)
• Johnny want a banana?
• Get the banana Johnny.
• No, not the orange, the banana Johnny
• Johnny not the cat, the banana
• Johnny leave the cat alone!
• Johnny DON’T EAT the bloody cat!
Nicholas Clennard (1638) described his teaching methodology as
“I caused their (the students) ears to be
assailed by Latin and nothing but Latin
whilst I stood by and made the thing more
apparent with gesticulations.….after about
a month each of them babbled it fluently
after his fashion.”
Some things we say
• Ok. Jot that down and let me know when you’re
• Getcha books out please
• /aɪmdʒəs/ /əmgenə/ /wɒtʃə/ /wɒtʃəgɒʔ/
• Just have a look at number 6 again
• I’m just popping out for a sec
• Anyone know what the answer is?
• You done?
• Uh hu..well, you got me there!
Teacher talk purposes and rephrasing
• I’m just gonna give you a sheet of paper, then we’ll…
• What do you think life would be like now if computers
hadn’t been developed?
• When you’ve finished that swap with someone else and
we’ll go over them together
• Who’s managed to figure out the answer to number 6?
• Well, we’ve just done number 7 so I think we’ll move on
to number 9 now as number 8 really isn’t necessary.
• Let’s go over number 10 together
• Once you’ve got through that we’ll have a quick look at
the next page. Tell me when you’ve finished.
• Socrates maintained that asking the right questions
guided a learner to the formulation of 'right' answers -
answers that worked for the learner at that time.
• Vygotsky suggested that asking the right questions
enabled the learner to progress in terms of his/her zone
of proximal development (ZPD) ie: the next rung on
his/her personal ladder of understanding and
• Levinson said: "The force of a question is, on the whole,
an attempt to elicit a particular kind of answer."
• Benjamin Franklin said: “Tell me and I forget. Teach me
and I remember. Involve me and I learn.”
What is the purpose of and likely interpretation of
the following questions and statements? How
useful are these?
• Do you understand?
• Why do you think that is the correct answer?
• There is a mistake in your answer. Can you see what it is? Look at
the fourth word in the second line of what you wrote. Can you see
the mistake now?
• Where did you get that idea?
• How are you today?
• Discuss this with your partner then ask any questions you would
both like clarifying.
• What is your opinion on the Levinson quote above? Please discuss
this in pairs first.
• To what extent do you agree with Benjamin Franklin?
• To what extent do you tell as opposed to involve your students in
• Do you believe a Socratic approach is valid?
Display, reference and procedural questions
• Did you have a nice weekend?
• He has a headache. What advice can you
• What are the rules about voting in your
• What colour is my hair?
• Did she do it? Was it easy or difficult? So
she…..managed to do it?
• Have you got an answer for number eight?
Initiation, response, feedback (IRF)
T: What did you do last night?
S: I goed to the cinema.
T: Is that right?
T: What did you do last night?
S: I went to the cinema.
• How are you?
• Do you smoke?
• Why do/don’t you smoke?
• What would you be doing if you hadn’t
come here today?
• What is the difference between a
procedural and a display question?
Question/ Purpose Phrasing Question Student
statement type response
Let’s go over Instruction Too NA confusion
that one once (?) colloquial
Was it easy Check fine Concept ‘Difficult!’
or difficult? concept (procedural) (correct
Other things, in the staffroom
• We did furniture vocab, it was a great lesson
• I taught them the present perfect today
• None of them knew a thing about Kylie Minogue!
• Tell them to read the questions out loud
• So Maria, does Juan like going to the
• I did the reading on page 17
• This is a good activity: it takes ages
• They like games
• We’re playing Monopoly tomorrow
Some analysis: ‘just’
• this is not just a passing interest or a matter of concern on
• the gunfire, which was so near that it seemed just a piece up the road now,
stopped for long
• are scared off by cannon, from City Hall. Just a preliminary measure. If any
• no one who can touch her. If the voice is just a shade less glorious than it
used to be
• Landesco thought him "just a superior sort of plug ugly"
• the universe is also made of atoms, it is just a supermachine. And this
would mean that
• but she seemed just a trace uncertain; while Jones, on the other
• getting ready for her first communion. It just about blew us both out of the
• Then I calculated that a million peas would just about fill a household
• and more serious brother, Morris, who was just about her own age and
whom she had got to know
Some more analysis: ‘just about’
• It just about blew us both out of the water when
• And I've been told that just about every town, no matter what its
• Then I calculated that a million peas would just about fill a
• Morris, who was just about her own age
• travel in Laos was just about impossible.
• a few hundred yards wide with just about room enough for
• interest rates during the past 15 years just about run its course
• Just about the most enthralling real-life example
• I'm all set. Just about to call a taxi".
• seemed just about to charge him, the stupidest bastards around.
• Just about to get their asses kicked
• The car was just about to us, its driver's fat, solemn face
recap on these with a partner: any questions or
• Comprehensible (?) input
• Purpose and rephrasing (or teaching everyday
• A Socratic approach
• Display, reference and procedural questions
• Waiting time
• Those ‘other things in the staffroom’
Thank you for you kind attention!
Enjoy the conference!