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Classroom English Expressions

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Introducing Classroom English

In your planning, you have chosen the instructions which you will say in English. The next question must be at what stage in the lesson do you teach them? For example, do you teach them all at the being of a lesson? The answer to that is definitely ‘No!’ we suggest that you teach each instruction at the point in the lesson where you use it for the first time. why? Well to start with, it links the words to a real situation which is happening now—so it is natural. Also, we always learn best when the need to learn is obvious to us. By teaching the instruction at the point n the lesson where you use it for the  first time, you are making the need to learn it very obvious. The same thing is true for questions and comments.

 

Why should we use Classroom English?

  1.  
    1. It helps the teacher to model the language and its use.
    2. It gives meaning to the language.
    3. It provides authentic learning situations.
    4. It provides familiarity with common phrases.
    5. Students can use the language in real situations.
    6. Students gain confidence and motivation through successful communication.
    7. Students learn the language by using the language.
    8. It allows learners to control and evaluate their own successes.
    9. It allows learners to respect the learning styles of other learners.
    10.  It encourages learners to learn from their peers.
    11.  It helps learners control the learning environment.
    12.  It encourages pair- and group-work.
    13. It helps learners access information and resources.

What Classroom English can we use?  

There are at least ten common areas of classroom communication:

  •  
    1. Simple instructions
    2. Spontaneous situations
    3. Social interaction
    4. Pair- and group-work
    5. Question types
    6. Learner-training
    7. Needs analysis
    8. Audio-visual aids
    9. Error-correction
    10.  Evaluation

How can we promote Classroom English?

  • For the teacher:
    1. Give students maximum exposure to English.
    2. Use English for frequent expressions in the classroom
      (e.g. "Open you books").
    3. Use English for simple instructions
      (e.g. "Please listen to me." "Let's do the pair-work task on page 35.").
    4. Use English for simple questions
      (e.g. "What's the date?" "What's the time?").
    5. Use English for simple interactions
      (e.g. "How are you today?" "Where do you live?").
    6. Use English for classroom management
      (e.g. "Please sit with your partner." "Get in your groups." "Find a new partner.”).
  • For the student/learner:
    1. Use English for checking meaning
      (e.g. "What did you say?" "What does it mean?" "One more time, please" "How do you spell it?" "I don't understand").
    2. Use English for negotiating meaning
      (e.g. "What does this mean?" "How do we do this activity?" "Whose turn is it?").
    3. Use English for simple questions
      (e.g. "What's the date?" "What's the time?").
    4. Use English for simple interactions
    5. (e.g., “How are you today?”  “Where do you live?”).

.

    Good morning          Class.

                                    Every one/ every body.

                                    My dear students.

 

    Good morning,         teacher.

                                    Sir/ mam.

                                    Mr. Tony

                                    Mrs./Miss./Ms.Tina.

    How are you today?

   How are you this morning?

   How is everything?

   How are things?

   How’s it going?

   How have you been?

   How’s life?

 

    I’m fine, thank you.

   I’m very well, thanks. How about you?

   Not bad, thanks. And you?

   I’m Okay, thanks.

   Just fine, thank you.

   Just so-so, thanks.


    Everyone, listen and pay attention, please.

   Listen and pay attention class!

   Class, please listen and pay attention!

   Would you listen and pay attention, class?

 

    Are you ready to start?

   Let's get started !

   Let’s start now!

   Is everybody ready to start?

    Yes, [ TEACHER ]..

   Sure, Teacher.

   Certainly, Mam/Mrs./Miss

   Of course, I’m ready.

   Not yet, sir.

   Just a minute, sir.


Starting the Lesson

You will find all the language you need to give the most common classroom instructions, ask simple questions, and make brief comments to your learners in English. We have added replies that you can  teach your learners to use. We have chosen simplest ways of saying things.

 

Opening

TEACHER          ‘Good morning.’

                                    ( OR ‘Good afternoon/ Good evening.’)

LEARNERS         ‘Good morning, [ TEACHER ].’

                                    ( OR ‘Good afternoon/ Good evening, [ TEACHER ].’)

 

Sit down, please.

Take out your           book.

                                 pens.

                                 homework.

Open your books at page [number].

   Give your homework, please.

 

A number of instructions can be used at the beginning of a session.

Pay attention, everybody!

You need pencils/rulers.

We'll learn how to ...

Are you ready?

Open your books at page ...!

Turn to page ...!

Look at activity five!

Repeat after me!

Again, please!

Everybody ...!

You have five minutes to do this.

Who's next?

Like this, not like that.

 

Beginning of Lesson

Take your coat(s) off !

Come on!

Let's get started!

Hurry up so that I can start the lesson!
Come in and close the door!
Don't slam the door!
Good morning/afternoon , everyone.
How are you today?
I hope you are all feeling fit today.
Is everybody ready to start?
I'm waiting for you to be quiet.
We will not start until everyone is quiet
Stop talking so we can start!
Who is missing today?
What is wrong/ What is the matter with _____ today?
Why are you late?
What do you say when you are late?

 

 

1   Would you mind   sitting down?

                        cleaning the board?

                        sweeping the floor?

                        not making noise?

                        not littering?

                                        not chatting while I’m speaking?

 

2   Here is the task you must do in groups.

   Here is the exercise to be done in groups.

   Do this in groups!

   Do the task in group!

   Do the exercise 5 in groups!

   Don’t forget to do the task in groups!

   Remember to do the task in groups!

 

3   No, that’s clear [TEACHER].

   No, That’s enough.

   I think, it’s understandable.

   That’s clear enough.

   Yes, question please.

   Yes, I’m still confused. Repeat please.

 

4   Please make groups of four desks facing each other

   Make groups of four!

   Move your desks into groups of four people!

   Make a circle with your desks!

   Make a line of desks facing each other!

   Make groups of four desks facing each other!

   Sit back to back!

   Work in groups of two/three/four!

 

5    I give you thirty minutes to finish the task.

   Time is thirty minutes to do the task.

   It’s only thirty minutes to finish this exercise.

   You have few minutes to finish the task.

   Don’t waste the time. It’s only thirty minutes!

   Finish your work in thirty minutes!

   Do the task not more than thirty minutes!

 

Making Instruction

Here are some common instructions which the class can easily understand.

Come in!

Go out!

Stand up!

Sit down!

Come to the front of the class!

Stand by your desks!

Put your hands up!

Put your hands down!

Hold your books/pens up!

Show me your pencil!

 

Managing Classroom

Here are some phrases that can be used for classroom management:

Make groups of four!

Move your desks into groups of four people!

Turn your desks around!

Make a horseshoe shape with your desks!

Make a circle with your desks!

Make a line of desks facing each other!

Make groups of four desks facing each other!

Sit back to back!

Work together with your friend!

Find a partner!

Work in pairs/threes/fours/fives!

Work in groups of two/three/four!

I want you to form groups.

Form groups of three!

 


Drawing students’ attention

Pay attention, please!

Be quiet and pay attention!

Attention, please!

[Name], listen and pay attention to my explanation!

[Name], [Name], and [Name] attention, please!

Pay attention to [Name]!

[Name], pay attention to [Name]!

[Name] and [Name] stop talking and pay attention!

Everybody, look at the board and pay attention!

 

    Class, please pay attention to my explanation.

   Pay attention, please!

   Tom, listen and pay attention to my explanation!

   Sally, pay attention to Tina!

   Bayu and Dika stop talking and pay attention!

   Everybody, look at the board and pay attention!

 

   Put up your hand if you don’t understand

   Raise your hand if you have questions!

   Propose your questions if you’re still confused!

   Ask me to explain again if you still don’t understand!

   You may question if you’re still confused.

 

   Do you understand?

   Do you know what I mean?

   Do you know what I'm saying?

   Do you understand?

   Are you following me?

   Are you with me (so far)?

   Have you got it?

   Any questions?

   Got it?

 

   Yes, we got it [ TEACHER ]

   I see.                                               

   I understand.                                   

   I get it./I got it.                              

   Gotcha. (Informal)                        

 

   Budi, is that right or wrong?

  TEACHER     ‘Jack, is that right?

                      ‘Budi, is that right or wrong?

  LEARNER      ‘Yes, it is.’ OR ‘No, it isn’t.

 

  What is the right answer?

  What do you think?

  Has anybody else got an idea?

  Tell me what you have to do!

  Put up your hands if you know the answer!

 

Checking understanding

            TEACHER          ‘[Name], is that right?’

                                    ( OR ‘[Name], is that right or wrong?’)

            LEARNER          ‘Yes, it is.’ OR ‘No, it isn’t.’

                                    ( OR ‘It’s right.’ OR ‘It’s wrong.’)

 

What is the right answer?

What do you think?

Has anybody else got an idea?

Put up your hand if you don’t understand!

 

            LEARNER          ‘Please, I don’t understand.

            TEACHER          ‘What don’t you understand? Tell me!

 

Tell me what you have to do!

[Name], tell [Name] in your own language what you have to do!

Put up your hands if you know the answer!

 

Classroom Control

If things are going well in the lesson, it is a good idea to begin to use  English for simple classroom control.

Sit down, please!

Everyone           sit down please.

[Name]

Quiet, please!

[Name], quiet, please!

Stop talking!

Listen!

Listen carefully!

Listen to        me!

                        [Name]!

                        The tape!                    

[Name], turn round, please!

Sit still, please!

Sit still and listen!

Sit still and listen to             me!

                                      [Name]!

                                      The tape!

 

Look at         me,  please!

                   The board,

 

Are you ready?!

Don’t start yet.!

Start now!

 

Stop   writing,     please.!

         Working,

         What you are doing,

 

Comprehending language

Are you ready?                                             

Are you with me?

Are you OK?                                               

OK so far?

Do you get it?                                              

Do you understand?

Do you follow me?                           

What did you say?

One more time, please.                                

Say it again, please.

I don't understand.                           

I don't get it.

Like this?                                         

Is this OK?

 


     Take out your homework, please.

    Show  your homework, please.

    Prepare your homework. I want to check it.

    Open your homework.

 

     Have you finished your homework?

    Have you done your homework?

    Are you finished with your homework.

   Is your homework finished?

      Andi, please answer number 1 on the board.

    Come to the board and answer question number one.

    Volunteer, please.

    Tina,  will you answer question number one?

 

    Yes, that’s excellent.                    

    That’s not bad.

    Very good                        

    That's very good

    Well done                         

    Very fine

 

Checking homework

Take out your homework, please.

Show  your homework, please.

Prepare your homework. I want to check it.

Open your homework.

Let me check your homework.

Exchange your homework to your friend beside you.

Collect your homework.

Put your homework on my desk.

 

Controlling homework

Have you finished your homework?

Have you done your homework?

Are you finished with your homework.

Who hasn’t finished the homework?

Anyone didn’t do homework?

Is your homework finished?

 

 

 Asking to the board

Andi, please answer number 1 on the board!

Come to the board and answer question number one1

Volunteer, please!

Tina,  will you answer question number one?

Who wants to try question number one?

Who wants to answer number one?

Can you answer question number five?

 

Commenting students’ work

Yes, that’s excellent.                        

That’s not bad.

Very good                                        

That's very good

Well done                                         

That's nice                                       

I like that

Marvelous                                        

You did a great job.

Magnificent                                      

Terrific  

Wow!                                                           

Jolly good

Great stuff                                       

Fantastic

That's it.                                           

That's correct

That's quite right.                             

Yes, you've got it.

Giving feedback to student’s answers or opinions.

It might be, I suppose.                     

That's much better.

That's a lot better.                            

You've improved a lot.                                

Not really.                                        

You've almost got it.

Good try, but not quite right.                       

Have another try.

Not quite right. Try again.               

You were almost right.

There's no need to rush.                   

There's no hurry.

We have plenty of time.                   

Go on. Have a try.

 

Suggesting and Persuading  

Let's start now!
What if we leave this exercise until next time?
Couldn't we say this in a simpler way?
I think you ought to revise your lessons more regularly.
I think you should all concentrate on the key-words.

Do you think you can finish the exercise next time?
I would suggest you go / went through this more carefully.
It would be better if you used a pencil instead of a pen.
You'd better underline the new words.

 

GET THE RELATED MATERIALS HERE

 

 

  Classroom English

 Classroom English

Classroom English

Classroom English

Classroom English

Classroom English

 Classroom English

 Classroom English

 

Mon, 18 Sep 2017 @05:27


1 Comments
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Mon, 2 Jul 2012 @16:20

kidayat

sangat bermanfaat.terima kasih


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