Handbook of Classroom English

Glynn Hughes

Oxford Handbooks for Language Teachers

This practical handbook is for trainee teachers who want to acquire accurate, authentic, and idiomatic classroom language, and for experienced teachers who want to extend the range of their classroom English.

Glyn S. Hughes

A Handbook of Classroom English

Great Clarendon Street, Oxford OX2 6DP

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OXFORD and OXFORD ENGLISH are registered trade marks of Oxford University Press in the UK and in certain other countries

Typography, adaptation and additions В© Oxford University Press 1981

Material reprinted from Teacher Talk © Glyn S. Hughes and Kustannusosakeyhtiö Otava, Helsinki 1978

The moral rights of the author have been asserted

Database right Oxford University Press (maker)

First published 1981

2013 2012

30 29 28 27 26 25 24 23

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ISBN: 978 0 19 4316330

Printed in China

Not for sale in Finland

ACKNOWLEDGEMENTS

Illustrations on pages 88, 89, and 172 are from Cartoons for Students of English 2 by Hill and Mallet, published by Oxford University Press

All other cartoons are produced by kind permission of Punch

INTRODUCTION

Overall objectives

The aim of this book is to present and practise the language required by the teacher of English in the practical day-to-day management of classes. It is intended for two main groups of readers:

1В Trainee teachers. By working systematically through the materials in the book and applying them directly in the preparation of lesson plans, in micro-teaching sessions and actual demonstration lessons, students will acquire a wide range of accurate, authentic and idiomatic classroom phrases that will be of value throughout their teaching careers.

2 Teachers in the field. It is assumed that this group will already have attained a certain level of classroom competence, although experience suggests that there may be recurrent inaccuracies, or even an unwillingness to use English for classroom management purposes. It is hoped that this book will encourage experienced teachers to make more use of English and help them to extend the area of operation of their classroom English; for example, in running a language laboratory session in English.

The rather different needs of these two groups have meant that the format of the book is a compromise between a textbook and a work of reference.

Rationale

Teaching is considered primarily in terms of methodological problems and practical solutions to these problems. As a result teachers in training spend considerable time acquiring the basis of sound methodological habits for the presentation, practice and testing of learning items. It is, however, often forgotten that the classroom procedur