Classroom Language: The beginning of the lesson
- Good morning, everybody.
- Good afternoon, everybody.
- Hello, everyone.
- Hello there, James.
How are you?
- How are you today?
- How are you getting on?
- How’s life?
- How are things with you?
- Are you feeling better today, Bill?
- My name is Mr/Mrs/Ms Kim. I’m your new English teacher.
- I’ll be teaching you English this year.
- I’ve got five lessons with you each week.
Time to begin
- Let’s begin our lesson now.
- Is everybody ready to start?
- I hope you are all ready for your English lesson.
- I think we can start now.
- Now we can get down to work.
Waiting to start
- I’m waiting for you to be quiet.
- We won’t start until everyone is quiet.
- Stop talking and be quiet.
- Settle down now so we can start.
Put your things away
- Close your books.
- Put your books away.
- Pack your things away.
- Who is absent today?
- Who isn’t here today?
- What’s the matter with Jim today?
- What’s wrong with Jim today?
- Why were you absent last Friday, “”?
- Where have you been?
- We started ten minutes ago. What have you been doing?
- Did you miss your bus?
- Did you oversleep?
- Don’t let it happen again.
Classroom Language: Simple instructions
|Here are some common instructions which the class can easily understand:|
||· Stand by your desks.
· Put your hands up.
· Put your hands down.
· Hold your books/pens up.
· Show me your pencil.
|A number of instructions can be used at the beginning of a session:|
||· Listen to this tape.
· Repeat after me.
· Again, please.
· Everybody …
· You have five minutes to do this.
· Who’s next?
· Like this, not like that.
|A number of instructions can be used at the end of a session:|
|Instructions can also be sequenced:|
Classroom Language: The end of the lesson
Time to stop
- It’s almost time to stop.
- I’m afraid it’s time to finish now.
- We’ll have to stop here.
- There’s the bell. It’s time to stop.
- That’s all for today. You can go now.
Not time to stop
- The bell hasn’t gone yet.
- There are still two minutes to go.
- We still have a couple of minutes left.
- The lesson doesn’t finish till five past.
- Your watch must be fast.
- We seem to have finished early.
- We have an extra five minutes.
- Sit quietly until the bell goes.
Wait a minute
- Hang on a moment.
- Just hold on a moment.
- Stay where you are for a moment.
- Just a moment, please.
- One more thing before you go.
- Back to your places.
- This is your homework for tonight.
- Do exercise 10 on page 23 for your homework.
- Prepare the next chapter for Monday.
- There is no homework today.
- Remember your homework.
- Take a worksheet as you leave.
- Goodbye, everyone.
- See you again next Wednesday.
- See you tomorrow afternoon.
- See you in room 7 after the break.
- Have a good holiday.
- Enjoy your vacation.
Leaving the room
- Get into a queue.
- Form a queue and wait for the bell.
- Everybody outside!
- All of you get outside now!
- Hurry up and get out!
- Try not to make any noise as you leave.
- Be quiet as you leave. Other classes are still working.
- It’s tidy up time (Eva Vigil suggested it)
- Line up (Eva Vigil suggested it)
- We’ll do the rest of this chapter next time.
- We’ll finish this exercise next lesson.
- We’ve run out of time, so we’ll continue next lesson.
- We’ll continue this chapter next Monday.
Classroom Language: The language of spontaneous situations
If we use English in spontaneous situations:
- We relate the target language to the learner’s immediate environment.
- We take advantage of spontaneous situations to use the target language.
- We exploit contexts which are not directly linked to the syllabus (language in use).
Here are some common situations in which spontaneous English can be used:
Classroom Language: The language of classroom management
|Here are some common situations in which spontaneous English can be used:|
Classroom Language: Language of classroom management
|Here are some phrases that can be used for classroom management:|
||Responding to questions
Classroom Language: The language of error correction
|Here are some phrases that can be used when giving feedback to students:|
|· Very good.
· That’s very good.
· Well done.
· Very fine.
· That’s nice.
· I like that.
|· It depends.
· It might be, I suppose.
· In a way, perhaps.
· Sort of, yes.
· That’s more like it.
· That’s much better.
· That’s a lot better.
· You’ve improved a lot.
|· Not really.
· Unfortunately not.
· I’m afraid that’s not quite right.
· You can’t say that, I’m afraid.
· You can’t use that word here.
· Good try, but not quite right.
|· There’s nothing wrong with your answer.
· What you said was perfectly all right.
· You didn’t make a single mistake.
· That’s exactly the point.
· That’s just what I was looking for.
|· You have good pronunciation.
· Your pronunciation is very good.
· You are communicating well.
· You speak very fluently.
· You have made a lot of progress.