As a non-native English speaker, I believe that language means more than just the words that come out of our mouth. Expressions also include extra linguistic devices such as facial expressions, hand movements and body language. It is often possible to get the meaning across through face-to-face contact when we are conversing with an ESOL learner, even if they have only been able to understand just a little of what has been said, as a lot can be deduced from these extra virtual clues.
Depending on the learner’s skills, beginner, intermediate or advanced, it is important to alter our pace and delivery of what we want to say, so that we will be more easily understood.
For instance, the introduction lesson is a very good example of using mime and gestures to introduce everyone in the classroom. We can choose a wide range of words to introduce ourselves when we first meet each other. The point is how to start the communication and how to make it effective. So, it is very important to think that there is a variety of forms we use to communicate with different meaning, and it always depends on the activity planned. The idea that language performs certain functions is not restricted only to the kind of words we use, but also how we use them. The choice of form depends not only on meaning, but what purpose we wish to achieve when we perform the function of introducing someone to the other person in the room. The discourse needs to be organised or conducted in such a way that it will be successful.
For instance:
Hello, I’m Suzel. (Shaking hands)
How are you? (Use your hand to show that the person next to you can do the same with someone else).
I’m very well, thanks.
We also can use a ball that can pass to everyone in the classroom while a song is playing. When the tutor stops the song, the participant with the ball says, “I’m (name)”. Repeating the operation will give to the participants the model how to follow the activity and how to be included in the lesson.
The following examples show some other possibilities of introducing someone:
Hi, this is my friend Juliet.
Nice to meet you, Juliet. I’m Suzel.
The purpose of the activity is to achieve a communication through introduction. We will consider some variables, which will govern our choice when we prepare an activity: setting, participants, gender, channel, topic, tone. E.g. it is not everywhere in the world that people shake hands as way of greeting when they are introduced to someone. But as tutors we can get models of language from different resources, such as videos, pictures, texts, act out dialogues, etc. We should also consider some other important strategies when tutoring, for instance; guessing, capturing imagination and mood. We should watch ourselves, the pace, vocabulary chosen, repetition, how much talk and what type of talk it should be. Participants can work in pairs and engage in conversation to practice and perform dialogues. The more comprehensible input that the learners get the better. The outside world is frequently incomprehensible when the learners have a low level of knowledge of the English language. So, it is very relevant to say that it is not only how much the teacher talks, but also the quality of what the tutors have said. It is really what counts. Tutors should offer opportunities to the learners to access the language according to their needs, offering motivation, amusing, variety and language models of input.
As an illustration of some functions of requesting, I might select to introduce to low level learners the following requests:
Can I have…
Give-me ……please.
These functions can be easily used to act out when introducing new vocabulary, e.g.: pencil, pen, rubber, ruler, calculator, etc.
Can I have a pencil?
Can I have a ruler?
Give-me my bag, please.
The tutor can show how the activity works using real objects and then the participants can work in pairs to practice short dialogues of how to make a request for something.
When planning a lesson on health for beginners, the example above can also be used with some pictures to illustrate the new vocabulary:
I’m hungry. Can I have some fruit?
Certainly!
I’m thirsty. Can I have some water?
Of course!
What’s the matter?
I have a sore head.
I have a sore tummy.
I have a sore throat.
At intermediate level when planning a lesson on health, the learner will be able to register with a medical practice in Scotland. Such activity requires an ability to speak about health condition, give personal information and to book an appointment. I would choose one of the possible topics below, because the learners at intermediate level can understand and respond to the level of comprehension they need to acquire such important knowledge.
In class possible topics:
1) ‘Where do you go when you are ill?’ (Elicit… Doctor / GP, Pharmacist, Hospital for emergencies, call NHS-24, etc.).
2) Find out how many participants have registered with a Medical Practice.
3) Professionals: Receptionist; Practice Nurse; Doctor (GP).
4) Work the sentences:
I would like to …
You should …
You can …
You must...
You should give up smoking.
You must stop smoking.
You mustn’t eat fattening food.
5) Work the vocabulary using mimes: The symptoms:
A cough, sneezing, a rash, spots, a runny nose, a headache, a back ache, a sore throat, diarrhoea, dizziness, nausea and vomiting, a temperature.
6) Mix and match exercise. What symptoms you might have for such illness:
a cold, the flu, an allergy, food poisoning, chicken pox, over-tiredness, bronchitis.
7) Practice and act out a dialogue of registering with a Medical Centre.
8) Go through the Health Questionnaire. Elicit and teach new language and pronunciation.
