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Nazirul Mubin Bin Che Abdul Rashid
D20171077859
BIL 3303
Classroom  Disccourse
Group A

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The five strategies for an Effective Classroom Discourse:

Speech Modification

Elicitation

Content Feedback

Extended Waiting Time

Repair

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Teacher will alter their Language in order to make students understand what is being convey by using simpler grammar, their speaking pace and their voice volume and also gestures and facial expressions.

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1) Transition Markers:
-  Agreeable
-  Acceptable
-  Good Enough
-  Now That . . .
-  Okay

2) Confirmation Checks :
-  So you are saying    that he is still the ....
-  So for you, fishing is . . .
- Redress me if I'm wrong
-  So basically what you are trying to point out is . . .

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1) Clarification  Requests :
- I'm sorry but can you repeat your explanation about . . .
- I'm sorry but i still don't get it . . .
- when you say that he . . .  are you referring to his action in. . .
- So you mean that . . .

2) Comprehension Checks:
- Are we clear on this topic?
- Did you get any of that?
- Are we good?
- Did Pablo make himself clear class?

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Teacher will ask 2 types of questions which are display and referential. Display question is for Checking Understanding and the answer would be simple and short. Whereas Referential Question is set to promote discussion and debate to trigger longer and complex answer.

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1) Display Question:
- Diby, do you understand?
- How do your beef?
- What can you say about the laptop?
- Should we create a Whatsapp group?

2) Referential Question
- What makes you think that Penguin can't fly?
- Shukri, can you please tell us why you think that way?
- Class, can you tell me why your class is dirty today?
- Yahya, can you elaborate more about your love towards banana?

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Teacher will focus solely on the content only to make sure the discourse is an effective one. Teacher will set aside the grammar rule to make students focus on the content. students will be able to speak and elaborate more about the topic.

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- So you said that yesterday you wasn't so lucky? could you please tell us why?
- What happened to your motorcycle is not a good thing, can you tell us what were you doing at that time?
- You said that you were fasting this morning, what happened?

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Improving turn-talking structure by giving students more time to answer the question. this is to provide students with more time to think of an answer deeply.

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- Taufiq, please tell us more about your car? (5)
- Class, i will leave you for 5 minutes for you to answer those question.
- because of the nuisance that junior created earlier, I will give you another 10 minutes to finish this essay.

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Teacher will use this to deal with errors or mistakes. there are 4 strategies to repair which are to completely ignore the error, indicate the error and correct it herself/himself, indicate the error and get the students who did the error to correct it and lastly, indicate the error and ask the class to correct it.

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1) Teacher indicate an error and correct it herself/himself.
- I think this part would be better if we use past tense since it has . . . .
- nice try but i think the answer is . . .
- thank you Amin for your answer but the real answer is. .

2) Indicate the error and get the students who did the error to correct it.
- Can you rethink of your answer because something is missing
- Awie, the word you use is not correct, can you change it?
- Nazirul, do you want a second chance?

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3) Indicate the error and ask the class to correct it.
- class, can you give him the past tense of 'go'.
- Can someone help Hidayu with her answer?
- Wan, can you point out which part of Kamil's answer is wrong?
- Class, how to correct her answer?