Classroom Language

December 6, 2018 | Author: Jamal Ridzuan | Category: Classroom, Question, Teaching And Learning, Languages, Teachers
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Classroom language in class for teaching...

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Classroom Language: The beginning of the lesson

1. Good morning



Good morning, everybody. Good afternoon, everybody.









I'm waiting for you to be quiet. We won't start until everyone is quiet.

Hello, everyone.



Stop talking and be quiet.

Hello there, James.



Settle down now so we can start.

2. 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?



5. Waiting to start •

6. Put your things away



Close your books. Put your books away.



Pack your things away.



7. Register



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,



3. Introductions •





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.

4. 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.

8. Late



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: •

Come in.



Stand by your desks.



Go out.



Put your hands up.



Stand up.



Put your hands down.



Sit down.



Hold your books/pens up.



Come to the front of the class.



Show me your pencil.

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

Pay attention, everybody.



Listen to this tape.



You need pencils/rulers.



Repeat after me.



We'll learn how to ...



Again, please.



Are you ready?



Everybody ...



Open your books at page...



You have five minutes to do this.



Turn to page ...



Who's next?



Look at activity five.



Like this, not like that.

A number of instructions can be used at the end of a session: •

It's time to finish.



Any questions?



Have you finished?



Collect your work please.



Let's stop now.



Pack up your books.



Stop now.



Are your desks tidy?



Let's check the answers.



Don't forget to bring your ... tomorrow.



Then



Finally

Instructions can also be sequenced: •

First



Next



After that

Comprehension language:



Are you ready?



What did you say?



Are you with me?



One more time, please.



Are you OK?



Say it again, please.



OK so far?



I don't understand.



Do you get it?



I don't get it.



Do you understand?



Like this?



Do you follow me?



Is this OK?

Classroom Language: The end of the lesson

1. 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.



2. 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.



3. 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.

5. Homework



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.





Have a good holiday.



Enjoy your vacation.

7. Leaving the room

6. Goodbye



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.



Goodbye, everyone. See you again next Wednesday.



See you tomorrow afternoon.



It's tidy up time



See you in room 7 after the break.



Line up





(Eva Vigil suggested it)

(Eva Vigil suggested it)

4. Next time



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:



Happy birthday!



I hope you all have a good Christmas.



Many returns (of the day).



Happy New Year!



“” has his/her 12th birthday today.



All the best for the New Year.



Happy Easter.



“” is eleven today. Let's sing "Happy Birthday".



Best of luck.



Hard lines!



Good luck.



Never mind.



I hope you pass.



Better luck next time.



Congratulations!



Well done!



Who's not here today?



Do you feel better today?



Who isn't here?



Are you better now?



What's wrong with ... today?



Have you been ill?



What was the matter?



I'm sorry (about that).



Excuse me for a moment.



Sorry, that was my fault.



I'll be back in a moment.



I'm terribly sorry.



Carry on with the exercise while I'm away.



I've got to go next door for a moment.



Excuse me.



I'm afraid I can't speak any louder.



Could I get past please?



I seem to be losing my voice.



You're blocking the way.



I have a sore throat.



I can't get past you.



I have a headache.



Get out of the way, please.



I'm feeling under the weather.



Do you mind if I sit down?

Classroom Language: The language of classroom management Here are some common situations in which spontaneous English can be used:



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.



There are too many in this group.



Find a partner.



Can you join the other group?



Work in pairs/threes/f pairs/threes/fours/fives. ours/fives.



Only three people in each group.



Work in groups of two/three/four.



I asked for four people to a group.



I want you to form groups.



Form groups of three.



Here are some tasks for you to work on in groups of four.



Everybody work individually.



Ask other people in the group.



Work by yourselves.



Ask others in the class.



Work independently.



Interview someone else.



Ask your neighbour for help.



Ask everyone in the class.



Work on the task together.



Stand up and find another partner.



Have you finished?



Do the next activity.



Move on to the next activity.

Classroom Language: Language of classroom management Here are some phrases that can be used for classroom management: Organization Giving instructions • •

Open your books at page 52. Come out and write it on the board.

Sequencing



First of all, today, ... Right. Now we will go on to the next exercise.





Listen to the tape, please.



Get into groups of four.



Have you finished?



Finish off this song at home.



For the last thing today, let's ...



Let's sing a song.



Whose turn is it to read?



Everybody, please.



Which question are you on?



All together now.



Next one, please.



The whole class, please.



Who hasn't answered yet?



I want you all to join in.





Could you try the next one?



I would like you to write this down.



The idea of this exercise is for you to ...



Would you mind switching the lights on?



You have ten minutes to do this.

It might be an idea to leave this till next time.



Your time is up.



Finish this by twenty to eleven.



Let me explain what I want you to do next.



Who would like to read?



Can you all see the board?



Which topic will your group report on?



Have you found the place?



Do you want to answer question 3?



Are you all ready?

Supervision •

Look this way. Stop talking.



Listen to what ... is saying.



Leave that alone now.



Be careful.



Interrogation

Asking questions •

Where's Bill? Is Bill in the kitchen?



Tell me where Bill is.



What was the house like?



What do you think?



How can you tell?



Responding to questions •

Yes, that's right, Fine.



Almost. Try again.



What about this word?



Explanation Metalanguage • •

Reference

What's the Spanish for "doll"? Explain it in your own words.

• •



It's spelt with a capital "J".



Can anybody correct this sentence?



Fill in the missing words.



Mark the right alternative.



After they left the USA, the Beatles ... The church was started in the last century. This is a picture of a typically English castle.



In the background you can see ...



While we're on the subject, ...



As I said earlier, ...



Let me sum up.

Interaction Affective attitudes • •





That's interesting! That really is very kind of you. Don't worry about it. I was a bit disappointed with your efforts.

Social ritual



Good morning. Cheerio now.



God bless!



Have a nice weekend.



Thanks for your help.



Happy birthday!



Merry Christmas!



Classroom Language: The language of error correction Here are some phrases that can be used when giving feedback to students: •

Very good.



You did a great job.



Right!



That's very good.



Magnificent!



Yes!



Well done.



Terrific!



Fine.



Very fine.



Wow!



Quite right



That's nice.



Jolly good!



That's right.



I like that.



Great stuff!



That's it.

Marvellous!



Fantastic!





That's correct.



That's quite right.



Yes, you've got it.



You've got the idea.



It depends.



Not really.



You were almost right.



It might be, I suppose.



Unfortunately not.



That's almost it.



In a way, perhaps.



I'm afraid that's not quite right.



You're halfway there.



Sort of, yes.



You can't say that, I'm afraid.



You've almost got it.

That's more like it.



You can't use that word here.





You're on the right lines.

That's much better.



Good try, but not quite right.





There's no need to rush.

That's a lot better.



Have another try.





There's no hurry.



Not quite right. Try again.



We have plenty of time

Not exactly.



Go on. Have a try.





Have a go.



Have a guess.



You've improved a lot.



There's nothing wrong with your answer.



Don't worry about your pronunciation.



What you said was perfectly all right.



Don't worry about your spelling.



You didn't make a single mistake.



Don't worry, it'll improve.



That's exactly the point.



Maybe this will help you.



That's just what I was looking for.



Do you want a clue (hint)?



You have good pronunciation.





Your pronunciation is very good.



You are communicating well.



You speak very fluently.



You still have some trouble with pronunciation.



You need more practice with these words.



You'll have to spend some time practising this.



You're getting better at it all the time.



You've improved no end.

You have made a lot of progress.

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