Unit 11


Clarifying Students’ Comment





 “Read the text and answer the questions in exercise 1”




Practice the conversation!


Mrs. Susan   : Open your book at page 52!

           Read text 2 and answer the exercise!

          Tom   : Question, Madam!

Mrs. Susan   : Yes, please. Go to the point.

          Tom   : What do you mean by … ? 

Mrs. Susan   : Read the text and answer the questions in exercise 1.

    Students   : Oh, I see. You mean we have to read and answer the


Mrs. Susan   : That’s right. You got it!

    Students   : Yeah. I think we understand what you mean.

Mrs. Susan   : Great!

    Students   : Which exercises should we do, Madam?

Mrs. Susan   : Only exercise 1 to 3.  



Here are some optional expressions based on the conversation above.


1    Open your books at page 52!

Please open your book at page 52!

Read the text and answer the questions!


2    What do you mean by … ?

Can you restate what it means?

Do you mean that ….?

3    You mean we have to ….?

In other words…

If I understand you correctly, you mean…



Here are some more language expressions we can use in the classroom!


Giving instructions

Open your books at page 52!

Come forward and write it on the board!

Listen carefully, please!

Get into groups of four!

Do it in pairs, please!

Read the direction carefully!

I would like you to write this down.

Switch the lights on!

Erase the board!


   Clarifying Student Comments

In other words…

What you said is…

I think I understand what you mean.

Would you like to elaborate on this point?

This brings us to our major question…

I’m not sure I understand.


Working alone and together

One learner     ‘I want you to work on your own.’

                        ‘Tina, come to the front, please.’

                        ‘Go back to your seat, please.’


Two learners   ‘I want you to work with Sally.’

(Pairs)              ‘Get into pairs.’

                        Teacher            ‘Has everyone got a partner?’

                                                ( ‘Sally, have you got a partner?)

                        Learner(s)        ‘Yes’ or ‘No’.

                                                (‘Yes, I have.’ or ‘No, I haven’t.’’)

                        ‘Tina and Mira, come to the front, please.’

                        ‘Go back to your seat, please.’

                        ‘Compare your answers with your partner.’


Three or           ‘I want you to work in groups of    three    people.’

more                 ‘Get into groups of        four       

learners                                              five


                        ‘This is group       one.’


                        ‘I want Tina and Mira to work in group one.’


‘Get into your groups now, please.’

                        Teacher            ‘Is everyone in a group?’

                        Learner(s)        ‘Yes’ or ‘No.’


                        ‘Group one, come to the front, please.’

                        ‘Go back to your seat, please.’

                        ‘I need a volunteer from each group to  write the answers.’


  Asking and giving reasons

Do you think so? Why?’

Why is it not correct?’

Don’t you? Why?

Why do you say that?’


            Teacher            ‘Why do you think that is wrong?’

            Learner            ‘Because  I think that ________ ‘

                                    ‘ Well, because …       


            Teacher            ‘Really? Why?

            Learner            ‘Because _________.


Making request: giving and declining request

Can you answer question number 1?

Budi, would you answer question number 1 on the board?


Teacher            ‘Ari, will you clean the board?’

Learner            ‘Sure                I will.’


                                    ‘Of course’



Teacher            ‘Bella, will you say your answer number 1?’

Learner            ‘Sure, I will.’

                                    ‘I’m sorry, sir               I’m not finished yet.’

                                                                        I have no idea.’

Do you mind cleaning the board?’

                                    coming to the front?’

                                    writing your answer on the board?’      



D   LANGUAGE FOCUS:   Suggesting And Persuading


1.   Perhaps the most frequent form of direct suggestion involves the use of let’s .

            Let’s start now

            Let’s finish this off next time


2.   Suggestions can also be made using how about or what about with a noun or a gerund:

            How about another song, children?

            What about trying it once more?

            How about Bill coming out and trying?

3.   The questions why not , why don’t we and couldn’t we can be used as suggestions:

            Why not leave the adverb until the end?

            Why don’t we act this conversation out?

            Couldn’t we say this in a simpler way?


4.   Notice that the teacher can soften a command by using I think , don’t you think ? and perhaps :

            I think we ought revise these points

            I think you should concentrate on number 3


            Number 6 can be left, don’t you think?

            We can finish this next time, don’t you think?


            Perhaps you should translate this paragraph

            You could check the vocabulary at the back perhaps


5.   The verbs may, can and need can function as suggestions in the classroom situation:

            You may sit down again now

            You can leave question 8 out

            You needn’t do the first three


Featured Articles:




Unit 1       Starting the Lesson

Unit 2       Drawing Students’ Attention

Unit 3       Checking Students’ Understanding

Unit 4       Asking to the Board

Unit 5       Giving Homework

Unit 6       Giving Command

Unit 7       Concluding the Lesson

Unit 8       Making Questions

Unit 9        Asking and Giving Opinions

Unit 10    Checking Homework

Unit 11    Clarifying Students’ Comment

Unit 12    Saying Goodbye

Appendix    Language Functions



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Sun, 13 Jan 2013 @07:59

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