Language Functions in the Lecture Room
Activities associated with the learning outcomes of lectures according to
Bloom's Taxonomy.
Taxonomy
A: Lesson Content
Presentation
- listing facts and figures
- naming parts, components and attributes
- labelling constituent parts of an event
- stating causes and effects
- drawing attention to the effects of changes
- reminding students of significant items
Giving an Explanation
- identifying causes and effects
- describing possible events and outcomes
- explaining phenomena
- comparing
- contrasting
- giving examples
- classifying facts and attributes
- demonstrating principles
The Teaching of Skills
- teaching students to perform actions
- teaching students to use implements or devices
- teaching students to manipulate objects
- monitoring or assessing the performance of devices
- speaking about adjusting student performance
- asking students to demonstrate a newly acquired
skill
The Process of Evaluation
- analysing results or data
- discriminating between different results or data
types
- asking students to criticise aspects of (their)
peformance
- using particular results or data to infer general
principles
- drawing conclusions from observed behaviour
Reaching a Synthesis
- explaining how different data combine
- discussing possible outcomes of events or actions
- arguing in favour of certain courses of action
- explaining how knowledge derives from results
- deconstructing a theory in the light of contrary
evidence
- designing experiments or objects to test theories
Evaluating the Learning process
- reinforcing a point of view or highlighting evidence
- attacking a point of view or questioning evidence
- defending a point of view
- appraising the value of evidence
- judging the value of an experiment
- justifying a course of action
- clarifying a point of view which is poorly understood
B: Lesson management
The Introduction Phase
- greetings
- arousing interest and attention
- setting out the objectives of the lesson and its
significance
- testing recall of previous lessons
The Central Section
- stating facts and ideas in sequence and relationship
- illustrating by practical example
- demonstrating through working models
- discovering underlying principles
- developing facts and ideas
- teaching practical applications of principles
- testing and assessing learning input
The Conclusion
- consolidating learned facts and ideas
- reinforcing assimilation and retention
- summarizing
- revising
- linking with the next lesson
- setting of homework
- announcing the next lesson
Part 1: Presentation
| listing facts and figures |
| The (first) (most important) (fact)(thing) to (notice) (consider) |
about x |
is (its) (the) |
(size)(shape)(weight) |
| (Initially) (On first inspection). |
x |
(appears)(seems) to be |
(similar) (different) to |
y |
| (First of all) |
we must (accept) (consider) |
that x (is) (is not) a (function) (result) |
of |
y |
| The second factor to take into consideration..... |
is |
that x is |
(similar to)(different from) |
y |
| Next |
we should (remember) (bear in mind) |
that x |
is (dependent on) (independent of) |
y |
| Subsequently. |
x will |
(decline) (reduce) |
as y |
(increases) (grows) |
| Finally |
x will disappear |
and only y |
will remain |
|
| Last but not least...... |
the preservation of x |
is a result of a correct |
maintenance of |
y |
| naming parts, components and attributes |
| This (part)(bit)(action) is called |
(a) (an) |
(x) ( x-ing) |
or (sometimes) |
a (z)(z-ing) |
We call this (section) (phenomenon) (activity)
This (part) (activity) is called |
(a) (an) |
x |
x-ing |
|
| What we are seeing here is an example of a/an |
|
x |
x-ing |
|
| The name given to this (part) (effect) is |
(a) (an) |
x |
x-ing |
|
| This (part) (object) (device) is known as |
(a) (an) |
x |
|
|
| This (part) (reaction) is referred to as |
(a) (an) |
x |
x-ing |
|
| labelling constituent parts of an event or process |
| We call this |
(first) ( middle) ( last) action/event |
x |
At the
In the
At the |
(beginning) (top) (start)
(middle) (centre)
(bottom) (end) |
we find |
x |
(At first)
(Later)
(Finally) |
X |
(often) (usually) |
(occurs) (happens) |
| (No 1) (A:) we (shall) call |
x or x-ing |
(No 2)(B:) |
we (shall) call |
y or y-ing |
| The first phase of the manoeuvre is (called) (referred to as) |
x-ing |
the second part is (called) (termed) |
y-ing |
|
| The front part is called (an) (the) x |
while |
the back part |
is called
is referred to as |
(an) (the) y |
|
|
|
|
|
|
|
|
|
|
| stating causes and effects |
| X (happens) (occurs) (takes place) |
(and) (so) |
(therefore) |
y (naturally) |
follows |
| When x |
takes place |
y y-ing |
normally |
results |
| If xor x-ing |
is present |
y |
(usually) (often) happens |
as a consequence |
| X is a direct |
(result) (consequence) of y |
in most cases |
| When x |
is present |
y |
naturally |
follows |
| xor x-ing |
causes |
y or y-ing |
to occur |
|
| X |
causes |
y |
|
|
| X |
leads to |
y |
|
|
| X or X-ing exists |
so |
y or y-ing results |
| If you (do ) X |
you must expect |
Y |
as a result |
| What usually (happens) (occurs) |
(when) (after) |
(you (do) X) |
is Y (that Y takes place) |
| If you x (do x) |
you (must) (should) |
expect |
y (y-ing) |
to occur |
| The most (probable) (likely) cause of |
x |
is |
y |
|
| drawing attention to the effects of changes |
| You will notice that |
x (has)(has been) |
(changed) (altered) |
by the effects of |
y |
| Note the (changes)(alterations) |
to x |
as a result of |
y |
|
| X has had (an influence) (an effect) |
on y (and also on z) |
(and on z as well) |
(on both y and z) |
| The effect on x |
is (less) (greater) |
than |
on y |
| X has decreased and |
as a result |
y |
(has increased) (is stronger)
(is more marked) |
| X is much (stronger) (faster) |
than y and |
z or z-ing occurs |
as a result |
| Following (an) (the) increase in |
x |
y |
has (declined) (also increased) |
| What x leads to |
is |
a reversal of |
z |
| What x brings about |
is |
a resurgence of |
z |
| This resurgence of x |
is brought about by |
the reversal of |
z |
| Notice how (the way in which) |
the changes in x |
have affected |
y |
|
| reminding students of significant items |
| You will remember that I stressed |
how important |
x was |
in this equation |
| I don' t have to remind you |
how important |
x is |
in this process |
| I come back again |
to the importance |
of x |
in this instance |
| Never underestimate |
the vital importance |
of x |
|
| Let me stress once more |
the significance |
of x-ing |
|
| I cannot repeat often enough |
the importance |
of (doing) (not doing ) |
x or y |
| Don't forget to |
(check) (test) (verify) |
x |
|
|
|
|
|
|
Part 2 Giving an Explanation
| identifying causes and effects |
| The particular item responsible |
for |
x |
is |
y |
| What causes |
x |
to behave this way |
is |
y |
| X acts this way |
because it is |
influenced |
by |
y |
| X will behave in this fashion |
as a direct result |
of |
y's influence |
| If x reacts in this way |
there is only one |
explanation. |
y! |
| If x (reacts) (behaves) |
in this (way) (fashion) |
the (probable) (likely) cause is |
y |
| The probable cause of |
x |
is |
y |
| This (probably) means that |
x (has influenced) |
(has been influenced by) |
y |
| describing possible events and outcomes |
| As you can see (from the diagram) |
x |
will (control) |
the level of |
y |
| What this graph shows is |
how |
x |
will affect |
y |
| What this (table) (diagram) shows is |
to what extent |
y |
will be influenced by |
x |
| This example (shows us) (illustrates) |
what will happen |
if |
x (exceeds) (is less than) |
y |
| The situation shown here |
is a direct result |
of |
y or y-ing |
|
| The usual result of |
x |
will be |
an increase in |
y |
| As x (increases) (decreases) |
so |
should y |
| Any (decrease) (increase) in x |
will lead to |
a corresponding (decrease)(increase) in y |
| explaining phenomena |
| What is happening in here |
is that |
x is |
suppressing y |
| In this particular case |
x is causing |
y |
to overheat |
| X 's (temperature) (pressure) is rising |
due to |
y being |
too (high) (low) |
| This is a good example of how |
x |
can lead to |
y |
| What you are seeing here |
is the result of |
a combination of |
x and y |
| When x happens you know |
that |
y |
has happened |
| This is a case |
of |
x |
probably caused |
by y |
| It looks as if |
x (has caused) |
(has been caused by) |
y |
|
| |
|
|
|
|
| comparing |
| In this case (x) is (greater)(smaller)(heavier)(more serious) |
than y |
in the (case) (example) we |
(examined) (tested) earlier |
| The phenomenon of (x) in this case |
is (comparable to) (similar to) (identical to) |
that of y |
(seen) (which we observed) earlier |
| This is another (case of) (example of ) |
(x) (x-ing) |
|
|
| There is a parallel between |
x in this case |
and y |
in previous examples |
| X is (the problem) (at fault) here |
in other words |
x has caused |
the damage |
| To say that x has failed to work |
is the same as saying |
that |
x is badly designed |
| (An) X can be very expensive to maintain. |
Similarly, |
(a) y can incur extra expense |
due to poor reliability |
| To say that x is unreliable |
is not the same as saying |
that it is |
poorly designed |
| We cannot equate |
this phenomen |
with |
others |
| contrasting |
| Unlike x |
y |
can easily be |
fitted in reverse |
| X, |
(as opposed to y,)
( in total contrast to y,) |
cannot be |
fitted |
the wrong way round |
| X |
is not an expensive item |
which is not the same as saying |
that |
it is not reliable |
| There is no similarity |
between |
the operation of x |
and the operation |
of y |
| In complete contrast to |
x, |
y |
will not (give a result) (function) |
if (operated)(fitted) in reverse |
| There is no comparison |
between x in this case |
and (y) |
(x in other cases) |
|
| There is a vast difference |
between (x) (x-ing) |
and (y) (y-ing) |
|
|
| Do not confuse |
(x in this case) (this phenomen) |
with |
(y) (x in the other case) |
(the other phenomonen |
| giving examples |
| X and y |
for example |
do not require |
z or z-ing |
| This is a good example |
of |
(x)(x-ing) |
(what we call (y) (y-ing)) |
| For instance, |
x |
is not usually |
subject to y |
| X sometimes requires |
y |
to function properly |
as in the following example |
| Here is another example of |
x |
in action |
|
|
| X is a reliable product. |
|
This is exemplified by |
the low failure rate in service |
| Let me give you an illustration |
of how x |
works in practice |
|
| The following examples |
will help |
to illustrate my point |
about x |
| (X) is another instance of |
(y) |
in action |
|
| |
|
|
|
| classifing facts and attributes |
| This particular effect |
comes under the heading of |
x |
| This is best described |
as an example of |
x |
rather than y |
| I would place this within |
the category |
of |
x |
| It's difficult to categorise this |
reaction |
other than by saying |
it is |
extremely rare |
| This strikes me as being |
an example of |
x |
rather than y |
| Here (This) is a good example of |
x (x-ing) |
|
|
| This is definitely a case of |
x (x-ing) |
|
|
| demonstrating principles |
| I can show you how |
x works |
in the following diagram |
| This figure will show you |
the workings of |
x |
| Here is an example of |
(how) (why) (the manner in which) |
x reacts |
| Let me demonstrate |
why |
x reacts |
as it does |
| What this demonstrates is that |
x |
is closely related |
to y |
| This demonstration proves conclusively |
that x |
is not dependant |
on y |
| This is proof of |
the (existance) (absence) |
of |
x |
|
|
|
|
Part 3: The Teaching of Skills
| Teaching to perform actions |
| The way to do |
x |
is |
as follows |
| (X) (X-ing) must be carried out |
in |
the following |
manner
way |
| The correct way to |
do x |
is |
as follows |
| Make sure you do |
x |
like this (and not like this) |
| Don't |
(x) (do x) |
like this |
| There are several ways to |
do x. |
This is the one I recommend. |
| I (do not) recommend that |
you do x |
like this |
| Watch me carefully as I |
(x.) (do x.) |
Now you try it for yourself. |
| I'd like to show you the correct way |
to (x) (do x) |
(perform (an) x) (carry out (an) x) |
|
| Teaching to use implements or devices |
| Switch on the instrument |
by rotating |
the knob |
clockwise |
| Read the scale |
by lining it up |
with x |
| First open x |
and then |
read y |
from the scale |
| (Before) (After) (adjusting) (setting) the (position) (level) of x |
the (position) (level) of y |
(must be) (should be) |
noted |
| Always check |
x |
before |
starting y |
| Never start x |
without first |
checking |
y |
| The only correct method |
of using (x) (an x) |
is |
(as follows)
(like this) |
| This (instrument) (device) |
(is) (should be ) used |
in the following |
(manner)(way) |
|
|
|
|
|
|
|
|
|
| Teaching students to manipulate objects |
| Pull back on the stick |
to raise |
the nose |
of |
the aeroplane |
| Move the handle |
until |
x |
reaches |
position y |
| Lift x |
and when you |
(hear) (see) (feel) |
y |
do z |
| Turn x |
(all the way)
(¾ of a rotation) |
and note |
the |
reading |
| Be careful not to |
(push)(advance)(rotate) |
x (past)(beyond) |
(a) (the) |
(red line) (safe limit) |
| Ease x |
(forwards) (backwards) |
until |
you (hear) (feel) |
a click |
|
|
|
|
|
| monitoring or assessing the performance of devices |
| If you are not (happy) (satisfied) |
with x |
you can always |
adjust y |
| Once you are happy with |
the state of x |
you can proceed |
with y |
| Check how x is performing |
before making changes |
to |
y |
| If you are not sure of x |
do not proceed |
with |
y |
| Decide whether it is worth |
proceeding with |
y by noting |
x |
| Ask yourself if x is satisfactory |
before going ahead |
with |
y |
| Remember that |
a low value of x |
will result in a |
low value of y |
| Keep (an) (your) eye on |
the (temperature) (pressure ) |
of x |
|
|
|
|
|
|
|
|
| speaking about adjusting performance |
| You can always decide |
to alter the rate of |
x |
later if required |
| Decide if you need to |
make any adjustments |
to |
x |
|
| Make adjustments to |
x |
in (response to) (the light of (changes in) y) |
| Adjust the level of |
x |
as required |
by |
y |
| Increase or decrease |
x |
as y |
increases |
| Do not (stop) (continue) x-ing |
(if) (unless) the value of y |
(changes)(increases)
(remains constant) |
|
| Only adjust x |
if you are sure that |
y |
is |
safe |
| X should be held steady |
unless |
y |
(changes) |
(is altered) |
|
|
|
|
|
|
|
|
|
|
| asking students to demonstrate a newly acquired skill |
| I'd like you to show me |
how you carry out |
an x |
|
| Let me see you |
(doing (an) x) (x-ing) |
|
|
| Can you give me a demonstration |
of |
(x) (x-ing) |
|
| I'd like to see how well you can |
(x) (do (an) x) |
|
|
| What is the correct method of (x-ing) (doing x)? |
Show me how you would do it.
Can you demonstrate it? |
| Would you like to (x) (do an x) (some x-ing) for me? |
|
| How would you do |
(x) (an x)? |
|
| (Could you) Show me what an (x ) involves |
|
|
|
|
Part 4: Evaluating the Learning process
| analysing results or data |
| What does this ( suggest to you)( teach you) |
about |
x |
? |
| How does this (prove)(disprove)(demonstrate) |
(the value)(the accuracy)(the importance) |
of (x) (x-ing) |
? |
| Does this suggest anything to you |
about |
x |
? |
| Are you still ( convinced)(sure)that |
(x) (x-ing) (is) (would be ) |
(a good idea)(feasible) |
? |
| Is there any way , in your view, that |
x (can be) |
(improved) |
|
| Can you think of any method by which |
x (can be) (could be) |
(increased) |
(diminshed)? |
| This is not the whole story is it? |
Can you think of other things that we might (investigate) (try)? |
| Is there anything else about |
x |
that we need to consider? |
|
|
|
|
|
|
|
|
|
| discriminating between different results or data types |
| Which of these methods |
(do you think)(do you feel) |
is safer (safest)
is (more) appropriate |
in this case? |
| Can you see any reason |
to avoid |
x? |
|
| Do you have any preference |
for x |
over |
y? |
| Does x strike you as |
(reasonable)(appropriate)(acceptable) |
in this case? |
|
|
|
|
|
|
|
| asking students to criticise aspects of their performance |
| Can you see any reason why x was |
(inadequate) (inappropriate)
(the wrong decision) |
in this (case) (instance)? |
| Don't you think that |
x would have been better |
than y |
in this case? |
| In what way do you think x |
could have been |
(better)(improved) |
? |
| Do you have any (ideas) (suggestions) |
for improving |
x |
in the future? |
| Have you got any thoughts on |
how to improve |
(the) (your) (performance) (results) |
next time? |
| Were you entirely happy with |
(how) (the way) x went |
|
today? |
| using particular results or data to infer general principles |
| What does this incident tell you |
about |
the performance of x? |
| In the light of x today |
what lessons |
have you learnt? |
| Let's see if we can draw any |
(conclusions
(lessons
(pointers
|
from the performance of x today. |
| Will you do x differently |
(in future
(next time |
in view of your experience today? |
| What does x teach us |
about y |
in general? |
|
|
|
|
|
|
|
| drawing conclusions from observed behaviour |
| Why do you think the aircraft |
failed to climb |
in this instance? |
|
x ( happened
( failed to happen. |
What (conclusions
( inference |
do you draw |
from that? |
| How should we interpret |
what happened |
during x |
today? |
| Let's review the outcome of |
x to see if |
any lessons |
can be learnt. |
| What has x taught us about |
the general |
application |
of y? |
|
|
|
|
|
|
Part 5 : Reaching a Synthesis
| explaining how different data combine |
| What, in your opinion, |
is the connection |
between |
x and y? |
| What can you conclude |
from an examination |
of |
x and y? |
| When you look at the data |
concerning x and y |
does this give you any clue |
to their origin? |
| Putting x and y together |
do you see any |
relationship/
connection |
between them? |
| Do you think that x and y |
might be linked |
in any way |
| Do you see any connection between |
|
x and y? |
| Is there any link |
between |
x and y? |
| Are x and y linked |
in any way |
in your opinion? |
|
|
|
|
|
|
| discuss possible outcomes of events or actions |
| How do you think |
x |
might affect |
y? |
| Do you see |
x |
having an influence |
on y? |
| What impact, if any, |
might x |
have |
on y? |
| What will the long term effects |
of x |
be |
on y? |
| Should we take |
x into consideration |
when discussing |
y |
| To what extent should we consider x |
when calculating |
y? |
|
|
|
|
|
|
| arguing in favour of certain courses of action |
| I think this is the right approach |
to take |
when considering |
x |
| I think you'll find |
x |
(will give better results
(will work better |
than y |
| In the case of x then |
(you should
(you might |
(consider
(think about |
y |
| x is almost certainly the best way |
to proceed |
in the event of |
y |
| If x happens |
you should |
definitely try |
y |
| If I were you |
I wouldn't |
do x |
|
|
|
|
|
|
|
| explaining how knowledge derives from results |
| If we (examine) (look again at) |
the (results) (outcome) |
we can see what |
went wrong |
It is obvious from (the results
(today's experience |
that |
(certain changes
(more training |
(must be made
(is needed |
| What this tells us is |
that |
a different approach |
is required |
| On the basis of today's experience |
we can say |
that no further action is necessary |
| If we look at |
the (data
(figures |
we can (see (discern |
certain trends. |
|
|
|
|
|
|
| deconstructing a theory in the light of contrary evidence |
| If these results are accurate it means |
we have (underestimated
(miscalculated
(misjudged |
x by |
y amount |
|
What this (shows us
(tells us
(indicates to us
|
is that we must |
(revise our plans.
(update our estimates. |
| In the light of x we should |
(consider
(plan for
(expect to
|
(reworking our plan
(an overhaul of our plan
(reschedule our ETA
|
|
Contrary to our original (expectation
(belief
(estimate
|
x will now be |
y |
|
|
In contrast to what we (thought
(said
(calculated
|
earlier x will now be |
y |
|
|
|
|
|
|
|
| designing experiments or objects to test theories |
| This is a test that I have devised |
to (check) (estimate) |
the value |
of x |
| This test will show us whether x |
is (correct
(valid
(accurate
|
or not |
|
In order to (determine the accuracy of x
(test |
we should do |
y |
|
| X is a good indicator of how |
accurate |
y |
is
will be |
| A good method of checking x |
is |
to do |
y |
|
|
|
|
|
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Part 6 Carrying out Evaluations
| reinforcing a point of view or highlighting evidence |
| I think that the results prove my point |
because......... |
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| This seems to support what I |
(was saying
(said
(predicted
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earlier |
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| X seems to bear out what I |
was predicting |
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| I think this proves conclusively |
the accuracy of |
my predictions |
about x |
| I go along with what you say |
(about
(concerning |
the effects of x |
on y |
| I agree with your assessment of |
the outcome |
of |
y |
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| attacking a point of view or questioning evidence |
| I believe that you have |
made a mistake |
in the figures. |
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| I feel that you have |
overlooked |
important details |
of x |
| I am not convinced that your |
assessment of x |
is correct |
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| I'm afraid that your |
interpretation of x |
(is flawed
(inaccurate
(incorrect
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| This doesn't seem to me to be |
an (accurate
(safe
(sensible
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(conclusion to reach
(route to take
(thing to do
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| defending a point of view |
| Despite you misgivings |
I still feel that x |
is the right course of action |
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I understand your (concern but
(worries
(reticence
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I am still convinced |
that x
(is the best way to proceed
(is the best course of action |
| I can see why you are unsure |
of x but I still feel |
it is (our best bet
(the lesser of two evils |
| I am convinced that x is |
(the best thing to do
( the best course of action |
in the circumstances |
| I understand your reluctance |
to try x but I assure you |
that it will (work
(succeed
( produce results
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| appraising the value of evidence |
| How does x help us to |
(assess)(understand)(improve) |
y? |
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| Will x help us to |
build on our experience |
of y? |
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| How valuable an experience has |
x been in terms of |
y? |
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| Is there anything of value that |
we can (draw from x
(conclude |
which might help us |
with y? |
| Where does x leave us |
in terms of understanding |
y? |
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| judging the value of an experiment |
| I think that we can regard that as a |
(successful)(useful)
(informative) |
exercise. |
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| I feel we have learned a lot from |
(what we have done)
(our activities) |
today. |
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| This has not really helped us |
(very much)(greatly |
we need to try |
something different. |
| All in all this has been |
(a successful)
(an unsuccessful) |
outcome. |
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| justifying a course of action |
| I believe we were right |
to do what we did |
in the circumstances. |
| You had no choice but |
to act the way you did |
given the circumstances. |
| In your place I would have done |
exactly the same. |
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| The conditions at the time |
left us |
no other choice |
| I feel that, all things considered, |
the action you took |
was (justified
(appropriate |
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| clarifying a point of view which is poorly understood |
| Perhaps I should explain myself |
more clearly |
so that |
there is no ambiguity |
| Perhaps I haven't explained x |
clearly enough. |
Let me try again. |
| I want to be sure that you have |
got this right
understood me |
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| I need to be satisfied that you have |
grasped
understood
taken on board
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my point correctly |
| Let me go over x again |
for the sake of |
clarity |
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Main Functional Components of a Lesson
The Introduction:
| Greetings |
| Example :Good day, (Good morning, Good afternoon, Good evening) gentlemen (ladies and gentlemen) (everybody). I
hope you are feeling relaxed after the weekend. I see that you are all looking keen and excited at the prospect
of some new facts, information ......... It's nice to see you all looking so enthusiastic this morning..... |
| Let's |
(begin) (start) |
by |
(reviewing)(recalling) |
some of the items |
from (last time) (our last lesson) |
| Shall we |
(begin) (start) |
by |
looking at |
some (facts) (figures) |
from our last session |
| May we |
get started |
on |
(an) (the) examination |
of |
x |
| Shall we |
make a start |
on |
studying |
x |
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| Can I |
commence |
with |
a (brief) (short) |
(summary)
(run through) |
of (the main points of) our last lesson |
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| Arousing interest and attention |
| I think |
you will find |
this |
topic |
of interest to you |
| I am sure |
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today's |
subject |
will appeal to you |
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| Setting out the objective of the lesson and its significance |
| The point |
of the lesson |
is to |
show you |
x, y and z |
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| The aim |
of this session |
is to |
introduce you to |
x, y and z |
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| The content |
deals with |
x and y |
which is |
relevant to part of |
z |
| This module |
covers |
the subject of |
x and y |
and is linked with |
z |
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| Testing recall of previous lessons |
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example
(Teacher speaks)
Yesterday we discussed the problems of icing. Would one of you care to summarise briefly the different
types of icing that we discussed?
(Student responds)..............................
(Teacher speaks)
Thank you. What does this mean therefore for the pilot who is flying in icing conditions?
(Student responds)...............................
(Teacher speaks)
That is correct. Now we shall go on to talk about the question of prevention
of icing and examine some of the techniques which are employed on modern aircraft.
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| Let me |
begin |
by |
asking you |
to recall |
some of the items from last time |
| Shall we |
start |
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looking again |
at some of the facts we discussed |
in our last session |
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2. The Central Section
The main body of the lesson usually consists of the presentation of a sequence of information which co-ordinates
with what has been previously learned and springs logically from it.
The sequence of the presentation needs to be logical and clearly identified.
It normally consists of the following types of language function:
| stating facts and ideas in sequence and relationship |
| Let me begin by |
telling you |
something about |
x and y |
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| First of all... |
I'd like to |
show you |
some examples of |
x |
| To begin with |
let's examine |
some facts |
concerning |
x |
| Let's begin by looking at |
the question of |
x and later |
we'll have a look at |
y |
| Let's look for a start at |
the subject of |
x |
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| Now |
let's move on to |
the question of |
x |
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| Next |
we'll deal with |
x |
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| Moving on now to |
x |
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| illustrating by practical example |
| (This)(Here) |
is a typical example of |
y |
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| Here |
is a diagram |
to illustrate |
what is meant by |
x |
| Let's look at x which is |
a typical application of |
the principle of |
y |
| Let me show you an |
a practical example of |
what I mean by |
x |
| The following |
example |
will illustrate |
how x works |
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| demonstrating through working models |
| X works |
in the following |
(way) (manner) (style) |
| The way x works |
is as follows........ |
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| X works |
as follows....... |
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| I'll switch x on |
so that |
we can see it working |
| This is a demonstration |
of the method |
of operation |
of x |
| The following is a demonstration |
of how |
x works |
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| discovering underlying principles |
| What does |
x |
tell us |
about |
y? |
| What |
conclusion |
can we draw from x |
concerning y? |
| How does |
x |
help us to understand |
y? |
| This |
demonstration |
proves something |
about y |
What? |
| How does |
x |
affect our understanding |
of |
y? |
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| developing facts and ideas |
| We have seen the basic principle at work |
now let us look |
at the concept |
in more detail |
| Based on what we have just seen |
can we predict |
what might happen |
next? |
| Moving on from this simple example |
let's examine |
some more complex examples |
| If we take this example a little further..... |
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| If we extrapolate these figures.......... |
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| teaching practical applications of principles |
| Looking at some practical applications. |
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| If we apply this to a real life situation |
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| If we imagine a practical scenario for a moment |
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| Let's now look at an example |
of this principle |
in action. |
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| Let's see how this would work |
in practice. |
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| testing and assessing learning input |
| Let's check to see how much |
we have understood |
(of)(about) |
x so far |
| At this point it might be appropriate |
to check your |
understanding of the main points |
| Let me just ask you |
a few questions to |
test your |
understanding |
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3. The Conclusion
A conclusion provides a final opportunity of providing consolidation or reinforcing what has been learnt .
| consolidating learned facts and ideas |
| Finally, can we review |
what we have been discussing |
in this lesson? |
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| Let's finish this session |
by reminding ourselves |
of what we have seen so far |
| I'd like to conclude |
by going over once again |
the main points of this session |
| So what have we learnt today? |
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| Let me conclude |
with a brief review |
of today's topic |
| reinforcing assimilation and retention |
| Can you recall |
what we discussed today? |
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| Can you give us |
a brief summary |
of today's topic? |
| What have been |
the main ideas |
discussed today? |
| What new ideas |
have we covered |
in this session? |
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| summarizing |
| So, to briefly sum up, |
what we have discussed.
what we have been discussing. |
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| I'd like, briefly, once again, |
to go over the main points |
of today's lesson. |
| I'd like to take a moment |
to draw together the main ideas |
discussed so far |
| Can we just run through |
some of the principle ideas |
again before we finish? |
| Briefly, |
the main points of the lesson |
again. |
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| revising |
| I'd like to spend some time |
going over |
what we have learnt |
so far. |
| I want to spend some time |
over the next few sessions |
making sure that you understand fully |
the content. |
| I would like you to spend |
some time |
reviewing the content |
of the last n lessons. |
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| linking with the next lesson |
| Today, we have looked at |
the problem of x. |
Next time I'd like to move on |
to y |
| I'll carry on next time with |
the question of |
x |
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| During the next session |
I'd like to move on to |
x |
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| I'll come back to |
the topic of x |
in the next session |
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| Today we have been learning something about x |
This will lead us in the next lesson
to a discussion of y |
| The next few sessions |
will see us examining the question of y
will lead us to examine the subject of y |
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| setting of homework |
| I would like you to read |
the following chapters |
before the next session. |
| I 'd like you to read through |
these work sheets before the next lesson and complete the tasks. |
| I've given you some worksheets |
and I'd like you to work through these |
before the next session. |
| I'd be grateful if you could |
complete the exercises I've given you |
before the next session |
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| announcing the next lesson |
| We'll meet again |
on Friday at 2 o'clock |
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| According to our timetable |
our next session is on |
Friday |
at 2 o'clock |
| I'm due to see you again |
next Tuesday afternoon at three. |
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| I'll be seeing you again on |
Tuesday at three. |
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| Thank you very much. |
I'll see you again on Tuesday afternoon. |
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| I won't be seeing you again until |
a week on Friday. |
Meanwhile enjoy your holiday. |
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