Chapter 22: Distinguishing Monolingual and Multi-lingual Classes 327
Teach students the right words for describing other people in the community
(Oriental, mixed race etc) and let them know what is acceptable behaviour. If
necessary you can discuss how the law of the land reflects on these issues so
students are clear that this is not just your opinion.Have clear guidelines for classroom conduct and explain the consequences
of breaking these rules if you have offensive individuals in your class.
Fortunately, most objectionable attitudes come from a position of ignorance
so when you teach students another way, they tend to adapt.Applying Case Studies
In this section I take one 90-minute lesson for 12 students and comment on
how it differs for two different classes. It appears to be short in length but
this allows time to incorporate the needs of each class.✓ Level: Upper-intermediate
✓ Materials: IELTS speaking test practice material (IELTS Masterclass,
Haines and May, OUP pages 171, 172 which includes a speaking test on
theme of reading). A video of students taking the exam.
✓ Lesson aims: To practise the three stages of the IELTS speaking exam. To
teach a strategy and expressions useful for Part 3, which is a discussion
between the examiner and exam candidate.
The structure of the lesson for each group is as follows:- Elicit from students the stages of the IELTS speaking test and length of
each. (5 minutes)
Put the following information on the board. These are the parts of the
test:
- Part 1: General chat about home, work, study, and general life
(4 minutes) - Part 2: Presentation (1 minute for preparation and notes;
1-2 minutes describing given topic) - Part 3: Expansion on Part 2 (3 or 4 minutes)
- Brainstorm what the examiner is looking for and put ideas on the
board. (5 minutes)