CLASSROOM LANGUAGE / EXPRESSIONS Compiled by Abdelkarim F.

/ Source :
miscellaneous

Classroom Phrases / Expressions for Teachers ( randomly selected )

Open your books to page...

Turn to page...

Read the text on page...

Please form pairs/pair off.

Please form groups of three/four.

That's wrong, I'm afraid.

That's right/correct.

Good! Excellent!

Could you pass out the worksheets?

Do this exercise for homework.

Be quiet. Sit down, please.

GROUPING CHILDREN TOGETHER

1. Sit on the carpet in a circle

2. Stand in line

3. Stand in line in two’s

4. Make groups of two

5. Make groups of four

6. Make two teams

7. Go back to your places

8. Make room for ....... on the carpet

9. Make a bigger circle

10. Leave enough space in the centre of the carpet

11. Make a smaller circle

12. Come forward one place in the line

13. Go back one place in the line

14. Go backwards

15. Go forwards

16. Go to the left

17. Go to the right

18. Don’t all crowd together

19. Proceed in order

20. Turn half-way round

21. Continue .....ing

22. Stop ......ing

23. Stand / sit in a boy-girl order

24. Don’t push

CLASSROOM LANGUAGE / EXPRESSIONS Compiled by Abdelkarim F. / Source :

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25. Don’t take ....... ‘s place

26. Go back to your own place

Classroom Language: The beginning of the lesson

1. Good morning

 Good morning, everybody.

 Good afternoon, everybody.

 Hello, everyone.

 Hello there, James.

2. How are you?

 How are you today, 미경?

 How are you getting on?

 How's life?

 How are things with you, 은주?

 Are you feeling better today, Bill?

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.

5. 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.

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 은미 today?

 What's wrong with Jim today?

 Why were you absent last Friday, 인혜?

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.

This page was updated on February 18, 2009.

Classroom Language: Simple instructions

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

 Come in.

 Go out.

 Stand up.

 Stand by your desks.

 Put your hands up.

 Put your hands down.

CLASSROOM LANGUAGE / EXPRESSIONS Compiled by Abdelkarim F. / Source :

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 Sit down.

 Come to the front of the class.

 Hold your books/pens up.

 Show me your pencil.

A number of instructions can be used at the beginning of a session, and as the semester
continues:

 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 acitivity five.

 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, and as the semester continues:

 It's time to finish.

 Have you finsihed?

 Let's stop now.

 Stop now.

 Let's check the answers.

 Any questions?

 Collect your work please.

 Pack up your books.

 Are your desks tidy?

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

Instructions can also be sequenced:

 First

 Next

 After that

 Then

 Finally

Comprehension 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?

This page was updated on February 18, 2009.

Classroom Language: The end of the lesson

CLASSROOM LANGUAGE / EXPRESSIONS Compiled by Abdelkarim F. / Source :

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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 ofminutes 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.

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.

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 tonight.

 Remember your homework.

 Take a worksheet as you leave.

6. Goodbye

 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..

7. 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.

This page was updated on February 18, 2009.

Classroom Language: Simple instructions

Here are some common instructions which the class can easily understand:
CLASSROOM LANGUAGE / EXPRESSIONS Compiled by Abdelkarim F. / Source :
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 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.

A number of instructions can be used at the beginning of a session, and as the semester
continues:

 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 acitivity five.

 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, and as the semester continues:

 It's time to finish.

 Have you finsihed?

 Let's stop now.

 Stop now.

 Let's check the answers.

 Any questions?

 Collect your work please.

 Pack up your books.

 Are your desks tidy?

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

Instructions can also be sequenced:

 First
 Next

 After that

 Then

 Finally

Comprehension 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?

This page was updated on February 18, 2009.

Classroom Language:
The language of spontaneous situations

If we use English in spontaneous situations:

CLASSROOM LANGUAGE / EXPRESSIONS Compiled by Abdelkarim F. / Source :

miscellaneous

 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!.

 Many returns (of the day).

 ..... has his/her 12th birthday today.

 ... is eleven today. Let's sing "Happy Birthday".

 I hope you all have a good Christmas.

 Happy New Year!

 All the best for the New Year.

 Happy Easter.

 Best of luck.

 Good luck.

 I hope you pass.

 Congratulations!

 Well done!

 Hard lines!

 Never mind.

 Better luck next time..

 Who's not here today?

 Who isn't here?

 What's wrong with ... today?

 Do you feel better today?

 Are you better now?

 Have you been ill?

 What was the matter?

 I'm sorry (about that).

 Sorry, that was my fault.

 I'm terribly sorry.

 Excuse me for a moment.

 I'll be back in a moment.

 Carry on with the exercise while I'm away.

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

 Excuse me.

 Could I get past please?

 You're blocking the way.

 I can't get past you.

 Get out of the way, please.

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

 I seem to be losing my voice.

 I have a sore throat.

 I have a headache.

 I'm feeling under the weather.

 Do you mind if I sit down?

This page was updated on February 18, 2009.

Classroom Language: Classroom management

Here are some common situations in which classroom management is needed:

CLASSROOM LANGUAGE / EXPRESSIONS Compiled by Abdelkarim F. / Source :

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 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

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

 There are too many in this group.

 Can you join the other group?

 Only three people in each group.

 I asked for four people to a group.

 Everybody work individually

 Work by yourselves.

 Work independently.

 Ask your neighbor for help.

 Work on the task together.

 Ask other people in the group

 Ask others in the class.

 Interview someone else.

 Ask everyone in the class.

 Stand up and find another partner.

 Have you finished?

 Do the next activity.

 Move on to the next activity.

This page was updated on February 18, 2009.

Classroom Language: 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

 Listen to the tape, please

 Get into groups of four

 Finish off this song at home

 Let's sing a song.

 Everybody, please.

 All together now.

Sequencing
 First of all, today, ...

 Right. Now we will go on to the next

exercise.

 Have you finished?

 For the last thing today, let's ...

 Whose turn is it to read?

 Which question are you on?

 Next one, please.

CLASSROOM LANGUAGE / EXPRESSIONS Compiled by Abdelkarim F. / Source :

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 The whole class, please.

 I want you all to join in

 Could you try the next one?

 I would like you to write this down.

 Would you mind switching the lights on?

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

 Who would like to read?

 Which topic will your group report on?

 Do you want to answer question 3?

 Who hasn't answered yet?

 Let me explain what I want you to

do next.

 The idea of this exercise is for you

to ...

 You have ten minutes to do this.

 Your time is up.

 Finish this by twenty to eleven.

 Can you all see the board?

 Have you found the place?

 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 Min-su?

 Is Min-su in the kitchen?

 Tell me where Min-su 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

Meta-language

 What's the Korean 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.

Reference

 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

CLASSROOM LANGUAGE / EXPRESSIONS Compiled by Abdelkarim F. / Source :

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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!

This page was updated on February 18, 2009.

Classroom Language: 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

 Marvellous

 You did a great job.

 Magnificent

 Terrific

 Wow!

 Jolly good

 Great stuff

 Fantastic

 Right

 Yes

 Fine

 Quite right

 That's right.

 That's it.

 That's correct

 That's quite right.

 Yes, you've got it.

 You've got the idea.

 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

 Have another try

 Not quite right. Try again.

 Not exactly

 You were almost right.

 That's almost it

 You're halfway there

 You've almost got it

 You're on the right lines

 There's no need to rush

 There's no hurry

 We have plenty of time

 Go on. Have a try

 Have a go

 Have a guess

CLASSROOM LANGUAGE / EXPRESSIONS Compiled by Abdelkarim F. / Source :

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 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.

 Don't worry about your pronunciation.

 Don't worry about your spelling.

 Don't worry, it'll improve

 Maybe this will help you

 Do you want a clue (hint)?

Useful classroom expressions

The more you give, the more you receive.

Speak properly, and in as few words as you can,

but always plainly; for the end of speech is not ostentation, but to be understood.

William PENN, founder of Pennsylvania

All the expressions we’ve gathered here may be used with younger or older children and have
been divided into categories according to context, so that you pick and choose according to your
needs.

➜Beginning the class

Build up a set of routines at the beginning of the class. Students will grasp this language very
easily.

• Hello! Hi! Good morning! Good afternoon!

• Take off your jackets, please. Close the door, please. Write the date on the board, please.

• Take out your books, please. Give out the books, please. Alicia, share your book with Laura,
please.

• Exercise one at the top of page three. Activity two at the bottom of page three.

Which exercise are we doing?

• Work in groups of three. Work in pairs.

Work on your own.

• Have you done your homework?

• Juan isn’t here today. He is not well.

• Have you got a pencil? Can I borrow your rubber? Can you lend me a rubber, please?

• Ready? Let’s start. David, you start.

• What did you say Juan?

• Just a moment. Wait a minute. Hold on a second.

➜Classroom materials

Encourage the use of English when referring to classroom materials. They are a great source of
new vocabulary for all content areas.

• A sheet of paper. Has everyone got a sheet of paper?

• The textbooks. Put your textbooks in your schoolbags.

• The activity books. The activity books are on the shelf.

• The workbook. Pepe, collect in the workbooks, please.

• A flashcard. The flashcards go in that box.

• A poster. Help me stick this poster on the wall.

• A dictionary. Do you need a dictionary?

• Your picture dictionary. Draw it in your picture dictionary.

• The calendar. Hang the calendar next to the door.

• The weather chart. Let’s all look at the weather chart.

• The chalk. A piece of chalk. The chalk is finished.

• Some plasticine.

Get some plasticine and make an animal.

• The crayons. The crayons are Laura’s.

• Felt tips. The felt tips are dry.

• Coloured pencils. Colour it in with your coloured pencils.

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Julián, stop bothering

David!

Pass me the lapiz!

Say it in

English!

Has anyone seen my pair of scissors?

Here they are!

The chalk is finished.

Belén, watch out!

There’s a tack on the floor!

14

➜Giving instructions and asking for information

Instructions are one of the most important language functions in any bilingual setting.

• Please repeat after me. Could you repeat that, please? First listen, and then repeat.

Say it with me.

• Give me some more examples, please.

• Do you understand?

• Alicia, read the next sentence. Can you read this word?

• Look at exercise two. Can you read the instructions, please?

• Keep going.

• Can you speak louder?

• What does .... mean? Can you spell it, please?

How do you spell ... , please?

• A pair of scissors. Has anyone seen my pair of scissors?

• Some pots of paint. The pots of paint are empty.

• Paintbrushes. Clean your paintbrushes.

• A rubber. There’s a rubber on the floor.

• Glue. Pass the glue, please.

• A piece of sell tape. Cut me a piece of sell tape,please.

• A drawing pin. A tack. Careful, there’s a tack on the floor.

• A stapler. Be careful with the stapler. Staples.

Don’t touch the staples.

• A ruler. A ruler is for measuring.

• A cloth. Clean the table with the cloth.

• The puppet. The puppet only speaks English.

• The coloured rods. I can’t find the coloured rods.

• A mask. Let’s make a mask.

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Useful classroom expressions

15

• Is this correct?

• Can you write it on the board, please?

• What’s the English word for ... ?

• Could you repeat that, please? I’m sorry, I don’t understand.

• What page are we on?

• Shall I go on?

• Can we play a game?

• Can I see your exercises, please? Please do the following exercises.

• Has anyone got a spare pen/pencil/rubber?

• Let’s practice that again.

• Who has finished?

• Come here, please. Go back to your seat.

• Look at the board.

• Listen to the cassette. Listen to me.

• Tell me the answer. Write the answers.

Read the question.

• Colour the picture. Cut it out. Draw a ...

Point to the ...

• Show me your work.

• Put your pencils down.

• Watch the video.

• Say the whole sentence, please.

• Say it again, please. Say it in English, please!

• Say it more slowly.

• Copy these words into your notebooks.

• Don’t start yet! You can start now.

• Come to the front, please.

• Correct your partner’s work.

• Put your hand up if you don’t understand.

Put your hand up if you know the answer.

• Fill in the gaps.

• Match the words and the pictures.

Match the words to the pictures.

• Finish the exercise.

• Do the crossword on page seven.

• Look for the words. Unjumble the sentences.

• Let’s play bingo/hangman.

• Can you all see?

• Is that right?

• Pull down the blinds, please. Turn off the tap.

Flush the toilet and wash your hands.

• Copy me. Follow me.

• Fold the paper. Stick it on the poster.

Put it on the wall.

• Tie your shoe laces.

• Wipe your nose! Blow your nose! Use a hankie!

• Bless you!

• Hurry up!

• Hands up! Hands down!

➜Controlling the class

These expressions are among the first that students learn and start using among themselves
spontaneously. Learners like to take on the teacher’s role and control other classmates.

• Please be quiet! Speak quietly! Can’t you speak more softly? No noise, please.

• Stop chatting! Stop speaking! Whisper, don’t shout! Silence! Shut up, will you?

• Please pay attention!

• Don’t do that! Don’t touch! Put that away!

• Calm down! Settle down! Sit still!

• Juan, stop bothering David!

• Stop playing with your pencil.

• Stop talking and watch the video.

• Stop talking and listen, please.

➜Action games

Take the opportunity to play games outside the classroom. Playground language promotes the
learning of social language.

• Let’s go to the playground. Let’s go to the gym.

Let’s go outside.

• The basketball court. The football pitch.

• The water fountain.

• A bench.

• Make two groups.

• Stand in the middle.

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16

• Don’t cross the line. Stay behind the line.

Get into line.

• You’re in! You’re out!

• Don’t cheat!

• It’s not fair!

• It’s your turn. It’s my turn.

• Sit on the ground.

• Stand side by side.

• Stand face to face.

• Stand back to back.

• Skip!

• Hop! Jump!

• Turn around!

• Take two small steps. Take two giant steps.

• Walk like an Egyptian!

• Shake your arms!

• Wiggle your fingers/toes/bottom!

• Tickle your tummy!

• Pull your ears!

• Nod your head!

• Sit down! Stand up!

• Cross your arms.

• Lie on the mat. Sit cross-legged on the floor.

• Kneel on the floor.

• Make a circle.

• Hold hands.

• Wink your eye!

• Snap your fingers!

• Stamp your feet!

• Freeze!

➜Board games
Working co-operatively is a great way of making children talk and use the language while
playing.

Try to include board games in your weekly schedule and you will see how language grows in a
natural way.

• The board. A square.

• A counter. A man.

• Roll the dice!

• Go forward/back two squares!

• Miss a turn!

• Take a card!

• It’s your turn again.

• Here you are!

• Good luck!

• Hard cheese, better luck next time!

• Cheat!

• We won!

➜Card games

Card games are a great source of input as well as a wonderful way of working in groups.

• A pack of cards.

• Shuffle the cards! Deal out the cards!

• Turn over a card! Put the card face down/up!

• Snap!

• Me! It’s my turn.

• Teacher, Pepe’s cheating! Stop cheating!

➜Songs
Needless to say most learners love singing songs in English. Why not accompany the songs with
some extra expressions?

• The first/second verse.

• The first/last line.

• The chorus.

• Let’s sing a song!

• Everybody join in.

• Everybody together.

• Just the boys. Just the girls!

• Listen carefully.

• Listen first, then sing.

• Do the actions!

• Copy me!

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Useful classroom expressions

17

➜Praise and correction

Instead of just ‘good’ and ‘not very good’ here are some more expressions you can use from the
start when praising or correcting students’ work.

• Brilliant! Excellent! Wonderful!

• Good! Good job! Very good!

• Great! Very well done!

• Yes, that’s right. That’s it!

• Nice work!

• Yes! OK!

• That’s not right, try again.

• Not quite right, try again.

• That’s nearly right. That’s better!

• Today I’m happy/not very happy with you.

➜Ending the class

Before your students leave get them ready for their next class and leave them with a positive
message.

• Stop working!

• It’s time to go. It’s time for lunch. It’s break-time.

• See you later! See you tomorrow. See you nextweek! See you on Monday!

• Put away your things! Books away!

• Clean up! Tidy up!

• Put it in the bin, please!

• Put on your jackets!

• Clean the board, please.

• You worked really well today.

• We learned a lot today.

• Goodbye!/Bye-bye!/Cheerio!

• Enjoy your holidays! Have a nice weekend!

➜And something else ...

These expressions offer an excellent opportunity to teach students how to use fun English
naturally!

• Couldn’t you drag yourself out of bed this morning?

• Have you been playing truant?

• Hey! Wake up, your head’s in the clouds!

• Stop your moaning!

• Watch what you are saying.

• Wash your mouth out with soap!

• Get your finger out!

• Don’t be rude!

• Wipe that silly smile off your face!

• What’s so funny?

• Stop acting the clown!

• Don’t go bananas!

• Don’t be a rotter!

• Mind your own business!

• This is a madhouse!

• You’re driving me round the bend!

 You have good pronunciation.

 Your pronunciation is very good.

 You are communicating well.

 You speak very fluently.

 You have made a lot of progress.

 You still have some trouble with pronunciation.

 You need more practice with these words.

 You'll have to spend some time practicing this.

 You're getting better at it all the time.

 You've improved no end.

This page was updated on February 18, 2009.

Nov 4 2009, 11:38 PM

Classroom Expressions

Every effort should be made to conduct the language class using the target language extensively.
The following list is by no means exhaustive but permits students to communicate effectively
and carry out classroom routines.

In preparing this list of classroom expressions, we have opted to place into groups a number of
expressions, we have opted to place into groups a number of expressions. Certainly, they do not
necessary fall always in that category. They are so categorized for easier access. The list is by no
means exhaustive. It is, nevertheless, a good start. Teachers may wish to illustrate some of these
expressions and place the illustrations and the text on the bulletin board as a constant reminder
and as an aid to learning.

Greetings

- Good morning.

- Good afternoon.

- Good-bye.

- Hello.

- Until tomorrow.

Formulas of Courtesy

- Please.

- Thank you.

- You're welcome.

- Excuse me.

- I beg your Pardon.

Warm-up Period
- What's your name?

- My name is .....

- Where is (name of student) today?

- Present. / Absent.

- He/She is ill.

- Come in!

- Close the door.

- Open the door/window.

- Turn on/off the lights.

- Erase the backboard.

Inquiry questions

- What's this?

- How do we say ( word ) in ( target language ) ?

- How do you spell ( word ) ?

- Use the five "W"s: Why? What? Where? Who?

CLASSROOM LANGUAGE / EXPRESSIONS Compiled by Abdelkarim F. / Source :

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11

When?

Classroom Management

- Are you ready?

- Quiet/ Silence!

- Distribute these sheets.

- Collect the test.

- That's enough!

- Pay attention.

- No talking.

- Listen.

- One at a time, please.

- Stop talking to (name of student), (name of student).

- Faster/ More quickly.

- Stand up.

- Sit down.

- Read quietly.

- Read aloud.

- Louder.

- Come up in front of the class.

- Go back to your seat.

- Line up here.

Praise

- Excellent!

- Very good!

- Bravo!

- Good!

- Well done!

- Correct!
- Perfect!

- Great!

- Terrific!

- Congratulations!

Presentation

- Repeat after me.

- All the boys.

- All the girls.

- All together.

- Everybody.

- For example...

- Close your notebooks.

- Close your books.

- Is this clear.

- Do you understand?

- Look at the blackboard.

- Look at the screen.

- Answer the question.

- Look at the bottom of page...

- Look at the top of page...

- Look at the middle of page...

- Once more...

Application

- copy down the examples in your notebooks.

- Open your notebooks.

- Open your books.

- Open your books at page...

- Turn to page...

- Open your workbooks at page...

- Write.

- Continue...

- Repeat once more.

- It's ( name of student ) turn.

- Go to the blackboard.

- Write the answer on the blackboard.

- Go back to your seat.

- Choose a partner.

- Play the role of....

- Look it up in the dictionary.

- For homework, do exercise...

Students' favourites...

- May I sharpen my pencil?

- May I get a drink of water?

- May I go to the bathroom?

- I don't have a pencil.

- I forgot...

- I don't remember...

- I don't know.
- I left the book in my ...?

CLASSROOM LANGUAGE / EXPRESSIONS Compiled by Abdelkarim F. /

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A world that offers them instant access to almost unlimited information, teachers still remain the
primary source of knowledge. This knowledge cannot be effectively transmitted if teachers and
students are unable to understand each other. It is important that what students hear is what
teachers are in fact really trying to convey. This is not always true. Teachers, unaware that they
are communicating poorly, often become frustrated when students fail to follow directions or
complete assigned tasks. Often these situations occur because of communication
misunderstandings or breakdowns.

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In order to get to the root of this communication problem some very basic question must be
asked and answered. First of all, do students hear and really understand what teachers are
saying? Secondly, do teachers in fact say one thing and students hear another? After spending
many hours in classrooms observing, speaking, and listening to teachers and students, the
answers to these questions proved quite revealing.

There currently exists in most classrooms today a subtle form of double-speak. Teachers
constantly utilize phrases with double meanings. Although teachers know exactly what they wish
their students to do, their inability to articulate these wishes is a primary source of ongoing
frustration. Many of these double-speak phrases are easy to identify, and carry with them built in
opportunities for misunderstanding. Those most commonly used include the following.

Okay

This is a simple, and yet very often misunderstood term. When teachers utilize this word they are
in essence asking the students a very simple question. That question is, do you understand what
we have been speaking about here? Students on the other hand hear a completely different
question. They hear, do you agree? These are two very different interpretations of the word. As a
result, students' actions are usually quite different from what teachers are anticipating.

When this word for example is used in connection with course work, teachers, believing that
their students understand, then move on to more complex ideas. The result is that students fall
behind in their course work. This is due to the fact that they lack a basic understanding of the
knowledge the teachers presented.

Substituting a phrase that better assesses what students do in fact understand, and what materials
need to be reviewed, can greatly enhance instruction. Teachers simply need to ask the following
questions instead. Do you understand this work? Can you explain it to me in your own words?
These two questions will more accurately determine if teachers may indeed move on to the next
topic, or must instead more thoroughly review what they have just taught.

This Is Important

This often used phrase can best be translated as, this is important to me, the teacher. Students
may not understand that these words mean that they will most likely be tested on the materials
covered.

CLASSROOM LANGUAGE / EXPRESSIONS Compiled by Abdelkarim F. /

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While the meaning of the phrase is quite clear to the teacher, students rarely see the importance.
If students consider the term at all, they might silently ask themselves, why? This usually
unasked question goes to the heart of the problem. Why do teachers consistently fail to explain to
students why certain materials are important, or at least why they are more important than other
course work. If teachers were to take the time to explain the rationale as to why certain materials
were more important than others, it would then follow that students would come to a better
understanding of where to focus their energies when studying.

You Need To ...

Teachers must come to the understanding that students rarely see the need to do anything that
they do not want to do in the first place. When teachers use the expression, ... you need to study,
or you need to do your homework, what they are in actuality saying is that this is important. The
teacher is in reality emphasizing a point. They are saying that they will take a close look at how
the students perform in this area. This is an emphasis that is not always shared because, students
do not see or feel the need to do it, only the teacher sees the need.

Are There Any Questions?

No sooner are these words out of teachers' mouths then students begin to shift their focus and
attention. In the everyday world of the classroom, when teachers utter this phrase they are
actually signaling that they are ready to move on to something else. Students have been trained
to pick up on this signal. Instead of being an invitation to students to develop insightful
questions, these words are often a final curtain call on a current activity.

Here teachers lose a valuable opportunity to allow students to reflect on what they have learned,
and more importantly, on what they have not learned. This critical reflection can translate into
meaningful review and learning.

Teachers who casually and repeatedly use this expression are not accurately determining what
students actually understand. If teachers really want to assess what their students understand,
then they must learn to develop more effective questioning techniques. They must learn how to
query and probe and entice students to think on higher critical thinking levels. Good questioning
techniques can achieve results.

Simply asking if there are any questions most assuredly will not achieve this objective.

Words Matter

Use of vague and half understood phrases are not limited to simple conversations with students.
Often teachers establish an environment for learning, or in some cases obstacles to that learning,
by the language they choose to use each day in their classrooms. A prime example of this is the
use of the term disability.

With more and more exceptional students entering everyday classes through programs such as
inclusion or mainstreaming, it is essential that teachers develop a positive mind set when
preparing to educate these children. Educators must come to realize that the word disability
should be viewed as a legal definition of a physical or emotional condition. It is a statement of a
child's condition, not a definitive set of criteria by which teachers should judge who the child is
as a person.

Related Results

CLASSROOM LANGUAGE / EXPRESSIONS Compiled by Abdelkarim F. / Source :

miscellaneous

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 ESL instruction gets boost from discs. (English as a second language;...

 Concern Over School Violence

By simply altering the language that they use, teachers can make great strides in changing their
own belief systems. When educators for example, speak of students with challenges, as opposed
to individuals with disabilities, they are well on their way to making the mental transition of
seeing these children as people. This shift in teachers' attitudes in turn allows the teachers to
define their special needs students by their potential, not by their limitations.

A second example of how language can work to help or hinder the learning process centers
around the need for teachers to actively emphasize the use of gender-neutral language within
their classrooms. Too often teachers unconsciously utilize terms that are gender bias. "You guys"
may seem like a harmless term, however it reinforces societal stereotypes.

Teachers must consciously make an ongoing effort to eliminate such terms from their vernacular
and must be proactive in using gender neutral vocabulary that advocates climates of equality.
These include the use of such basic terms as Firefighter or Police Officer in speech and the use of
plural nouns in writing assignments to avoid the use of the "his" and "her" trap.

A Final Thought

Changing even the simplest use of words is a difficult task for many teachers. It is more hard
work in a job that already requires a great deal of hard work. In truth it is easier to continue to
utter the same old hackneyed expressions that teachers have muttered for centuries. It is easier to
just pretend that students do actually understand what is said, even when teachers know they do
not understand. It is also easier to turn a blind eye to the fact that at times teachers and students
often do speak different languages.

While it is understood that changing one small aspect of classroom interaction between teachers
and students will not bring miraculous results overnight, it should also be understood that this
change has the potential for producing wondrous results over time, if teachers are willing to work
hard toward that goal.

Good teachers, those teachers who love to teach and who truly want their students to learn, are
willing to do yet a little more hard work. They are willing to fine tune their skills yet again and
again. They are the professionals who understand that minor changes often lead to grand
achievements.

-------------------------------------------------------------

Open your books to page...

Turn to page...

Read the text on page...

Please form pairs/pair off.

Please form groups of three/four.

That's wrong, I'm afraid.

That's right/correct.

CLASSROOM LANGUAGE / EXPRESSIONS Compiled by Abdelkarim F. / Source :

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Good! Excellent!

Could you pass out the worksheets?

Do this exercise for homework.

Be quiet. Sit down, please.

GROUPING CHILDREN TOGETHER

1. Sit on the carpet in a circle

2. Stand in line

3. Stand in line in two’s

4. Make groups of two

5. Make groups of four

6. Make two teams

7. Go back to your places

8. Make room for ....... on the carpet

9. Make a bigger circle

10. Leave enough space in the centre of the carpet

11. Make a smaller circle

12. Come forward one place in the line

13. Go back one place in the line

14. Go backwards

15. Go forwards

16. Go to the left

17. Go to the right

18. Don’t all crowd together

19. Proceed in order

20. Turn half-way round

21. Continue .....ing

22. Stop ......ing

23. Stand / sit in a boy-girl order

24. Don’t push

25. Don’t take ....... ‘s place

26. Go back to your own place.

Useful classroom

expressions

The more you give, the more you receive.

Speak properly, and in as few words as you can,

but always plainly; for the end of speech

is not ostentation, but to be understood.

William PENN, founder of Pennsylvania

All the expressions we’ve gathered here may be

used with younger or older children and have been

divided into categories according to context, so

that you pick and choose according to your needs.

➜Beginning the class

Build up a set of routines at the beginning

of the class. Students will grasp this language

very easily.

• Hello! Hi! Good morning! Good afternoon!

• Take off your jackets, please. Close the door,

please. Write the date on the board, please.

• Take out your books, please. Give out the books,

please. Alicia, share your book with Laura, please.

• Exercise one at the top of page three.

Activity two at the bottom of page three.

Which exercise are we doing?

• Work in groups of three. Work in pairs.

Work on your own.

• Have you done your homework?

• Juan isn’t here today. He is not well.

• Have you got a pencil? Can I borrow your

rubber? Can you lend me a rubber, please?

• Ready? Let’s start. David, you start.

• What did you say Juan?

• Just a moment. Wait a minute. Hold on a second.

➜Classroom materials

Encourage the use of English when referring

to classroom materials. They are a great source

of new vocabulary for all content areas.

• A sheet of paper. Has everyone got a sheet

of paper?

• The textbooks. Put your textbooks in your

schoolbags.

• The activity books. The activity books are

on the shelf.

• The workbook. Pepe, collect in the workbooks,

please.

• A flashcard. The flashcards go in that box.

• A poster. Help me stick this poster on the wall.

• A dictionary. Do you need a dictionary?

• Your picture dictionary. Draw it in your picture

dictionary.

• The calendar. Hang the calendar next to the door.

• The weather chart. Let’s all look at the weather

chart.

• The chalk. A piece of chalk. The chalk is finished.

• Some plasticine. Get some plasticine and make

an animal.

• The crayons. The crayons are Laura’s.

• Felt tips. The felt tips are dry.

• Coloured pencils. Colour it in with your coloured

pencils.

013_020_2_90743:BEST 24/2/09 16:45 Página 13

Julián, stop

bothering

David!

Pass me the

lapiz!

Say it in

English!

Has anyone

seen my pair

of

scissors?

Here they
are!

The

chalk is

finished.

Belén, watch out!

There’s a tack

on the floor!

14

➜Giving instructions and asking

for information

Instructions are one of the most important

language functions in any bilingual setting.

• Please repeat after me. Could you repeat that,

please? First listen, and then repeat.

Say it with me.

• Give me some more examples, please.

• Do you understand?

• Alicia, read the next sentence. Can you read

this word?

• Look at exercise two. Can you read

the instructions, please?

• Keep going.
• Can you speak louder?

• What does .... mean? Can you spell it, please?

How do you spell ... , please?

• A pair of scissors. Has anyone seen my pair

of scissors?

• Some pots of paint. The pots of paint are empty.

• Paintbrushes. Clean your paintbrushes.

• A rubber. There’s a rubber on the floor.

• Glue. Pass the glue, please.

• A piece of sellotape. Cut me a piece of sellotape,

please.

• A drawing pin. A tack. Careful, there’s a tack

on the floor.

• A stapler. Be careful with the stapler. Staples.

Don’t touch the staples.

• A ruler. A ruler is for measuring.

• A cloth. Clean the table with the cloth.

• The puppet. The puppet only speaks English.

• The coloured rods. I can’t find the coloured rods.

• A mask. Let’s make a mask.

013_020_2_90743:BEST 24/2/09 16:45 Página 14

Useful classroom expressions

15

• Is this correct?

• Can you write it on the board, please?

• What’s the English word for ... ?

• Could you repeat that, please? I’m sorry, I don’t

understand.

• What page are we on?

• Shall I go on?

• Can we play a game?

• Can I see your exercises, please? Please do the

following exercises.

• Has anyone got a spare pen/pencil/rubber?

• Let’s practise that again.

• Who has finished?

• Come here, please. Go back to your seat.

• Look at the board.

• Listen to the cassette. Listen to me.

• Tell me the answer. Write the answers.

Read the question.

• Colour the picture. Cut it out. Draw a ...

Point to the ...

• Show me your work.

• Put your pencils down.

• Watch the video.

• Say the whole sentence, please.

• Say it again, please. Say it in English, please!

• Say it more slowly.

• Copy these words into your notebooks.

• Don’t start yet! You can start now.

• Come to the front, please.

• Correct your partner’s work.

• Put your hand up if you don’t understand.

Put your hand up if you know the answer.

• Fill in the gaps.

• Match the words and the pictures.

Match the words to the pictures.

• Finish the exercise.

• Do the crossword on page seven.

• Look for the words. Unjumble the sentences.

• Let’s play bingo/hangman.

• Can you all see?

• Is that right?

• Pull down the blinds, please. Turn off the tap.

Flush the toilet and wash your hands.

• Copy me. Follow me.

• Fold the paper. Stick it on the poster.

Put it on the wall.

• Tie your shoe laces.

• Wipe your nose! Blow your nose! Use a hankie!

• Bless you!

• Hurry up!

• Hands up! Hands down!

➜Controlling the class

These expressions are among the first that

students learn and start using among themselves

spontaneously. Learners like to take on the

teacher’s role and control other classmates.

• Please be quiet! Speak quietly! Can’t you speak

more softly? No noise, please.

• Stop chatting! Stop speaking! Whisper, don’t

shout! Silence! Shut up, will you?

• Please pay attention!

• Don’t do that! Don’t touch! Put that away!

• Calm down! Settle down! Sit still!

• Juan, stop bothering David!

• Stop playing with your pencil.

• Stop talking and watch the video.

• Stop talking and listen, please.

➜Action games

Take the opportunity to play games outside

the classroom. Playground language promotes

the learning of social language.

• Let’s go to the playground. Let’s go to the gym.

Let’s go outside.

• The basketball court. The football pitch.

• The water fountain.

• A bench.

• Make two groups.

• Stand in the middle.

013_020_2_90743:BEST 24/2/09 16:45 Página 15

16

• Don’t cross the line. Stay behind the line.

Get into line.

• You’re in! You’re out!

• Don’t cheat!

• It’s not fair!

• It’s your turn. It’s my turn.

• Sit on the ground.

• Stand side by side.

• Stand face to face.

• Stand back to back.

• Skip!

• Hop! Jump!

• Turn around!

• Take two small steps. Take two giant steps.

• Walk like an Egyptian!

• Shake your arms!

• Wiggle your fingers/toes/bottom!

• Tickle your tummy!

• Pull your ears!

• Nod your head!

• Sit down! Stand up!

• Cross your arms.

• Lie on the mat. Sit cross-legged on the floor.

• Kneel on the floor.

• Make a circle.

• Hold hands.

• Wink your eye!

• Snap your fingers!

• Stamp your feet!

• Freeze!

➜Board games

Working co-operatively is a great way of making

children talk and use the language while playing.

Try to include board games in your weekly

schedule and you will see how language grows

in a natural way.

• The board. A square.

• A counter. A man.

• Roll the dice!

• Go forward/back two squares!

• Miss a turn!

• Take a card!

• It’s your turn again.

• Here you are!

• Good luck!

• Hard cheese, better luck next time!

• Cheat!

• We won!

➜Card games

Card games are a great source of input as well

as a wonderful way of working in groups.

• A pack of cards.

• Shuffle the cards! Deal out the cards!

• Turn over a card! Put the card face down/up!

• Snap!

• Me! It’s my turn.

• Teacher, Pepe’s cheating! Stop cheating!

➜Songs

Needless to say most learners love singing songs

in English. Why not accompany the songs

with some extra expressions?

• The first/second verse.

• The first/last line.

• The chorus.
• Let’s sing a song!

• Everybody join in.

• Everybody together.

• Just the boys. Just the girls!

• Listen carefully.

• Listen first, then sing.

• Do the actions!

• Copy me!

013_020_2_90743:BEST 24/2/09 16:45 Página 16

Useful classroom expressions

17

➜Praise and correction

Instead of just ‘good’ and ‘not very good’ here are

some more expressions you can use from the

start when praising or correcting students’ work.

• Brilliant! Excellent! Wonderful!

• Good! Good job! Very good!

• Great! Very well done!

• Yes, that’s right. That’s it!

• Nice work!

• Yes! OK!

• That’s not right, try again.

• Not quite right, try again.

• That’s nearly right. That’s better!

• Today I’m happy/not very happy with you.

➜Ending the class

Before your students leave get them ready for

their next class and leave them with a positive

message.

• Stop working!

• It’s time to go. It’s time for lunch. It’s break-time.

• See you later! See you tomorrow. See you next

week! See you on Monday!

• Put away your things! Books away!

• Clean up! Tidy up!

• Put it in the bin, please!

• Put on your jackets!

• Clean the board, please.

• You worked really well today.

• We learned a lot today.

• Goodbye!/Bye-bye!/Cheerio!

• Enjoy your holidays! Have a nice weekend!

➜And something else ...

These expressions offer an excellent opportunity

to teach students how to use fun English

naturally!
• Couldn’t you drag yourself out of bed this

morning?

• Have you been playing truant?

• Hey! Wake up, your head’s in the clouds!

• Stop your moaning!

• Watch what you are saying.

• Wash your mouth out with soap!

• Get your finger out!

• Don’t be rude!

• Wipe that silly smile off your face!

• What’s so funny?

• Stop acting the clown!

• Don’t go bananas!

• Don’t be a rotter!

• Mind your own business!

• This is a madhouse!

• You’re driving me round the bend!

• What’s all the racket about?