Wollo University

Department of English Language and

Literature

English for Secondary School Teachers

(PGDT 414)
Instructor: Abel M. (MA in TEFL)
August 2022
Kombolcha
1
Course Objectives
 Up on completing this course, trainees should be able to:
 explain classroom English; distinguish and employ the
characteristics of good classroom English;
 Identify the common areas of classroom English; distinguish the
difference between classroom communication and communication
elsewhere; and classroom situations;
 Use appropriate English expressions to begin, present , and to end
a class;
 Give appropriate instructions related to recurrent classroom
activities; ask classroom questions fluently and flexibly using
various forms; and
 Use teaching AIDS and describe it using clear language.

2
Cont…
1. What is classroom English?
o As to Louwerse (2001), classroom English is
the collection of functional expressions and
phrases used for communication among
teachers and students.
o Classroom English is the English language that
teachers need to use for class management
purposes (Hughes, 1990).

3
Cntd…
Classroom English is important not only for
teachers but also for students.

 Students can learn how to use English in

functional situations in class: e.g. asking the
teacher for help; saying that they don‘t
understand; asking for repetition; checking for
comprehension; working with a partner; and so
on.
4
Teachers need to use classroom English
as it :
 helps a teacher to model the language and its use.
 provides authentic learning situations.
 provides familiarity with common phrases and expressions.
 gives us confidence and motivation for successful
communication.
 enables students learn both the subject matter and the language
by using the language.
 gives meaning to the subject they learn.
 creates conducive learning environment for linguistically
diversified student population
 allows learners to control and evaluate their own success.
 encourages learners to learn from their peers.
 encourages pair- and group work.
 helps learners to have access to information and resources.
5
 Characteristics of good classroom
English
 Communicate respectfully: use a tone that is honest
and tactful using words that appropriate to the situation
and non inflammatory. Make your eye contact and
never interrupt the speaker.
 Repeat your message in different ways: Repeat
yourself at least twice verbally and offer something to
look at, do or hold that will reinforce your message.
 Check for understanding: The teacher should always
check whether students understand by saying like “ Do
you understand?”.
 Use non-verbal communication: a teacher should
support his/her speech with non verbal communications
like facial expressions and gestures.
6
 Qualities of CEL
• Using simple and understandable language
correctly and fluently.
• Using verbal and non-verbal features.
an audible projected voice,
clear and appropriate speed supplemented by
proper body language, i.e. dressing, appearance,
facial expressions, body movement and gestures.

7
 The nature of classroom
Communication(CC)
• CC: Learning and teaching in the classroom
predominantly take place through interpersonal
communication between teachers and students, and
sts. and sts.
• Types of communication that relate to interactions
within the classroom include written, verbal and
non-verbal, and direct and indirect communication.
• Typically, there are three common types of
communication:

8
 Types of CCs
1. Proactive Communication
• It is a closed and direct form of communication which is
mainly used by the teacher. Its major purpose is ordering
or directing students to undertake tasks.
2. Defensive Communication
• It is employed when someone feels threatened. It
is not an open form of communication and is
neither constructive nor effective. It has the result
of closing off the communication process.
9
 3. Interactive Communication

It is an indirect and open form of interaction

used to describe and explore realities. It is the
characteristic of many teaching-learning
situations.

10
 Classroom communication
vs
communication elsewhere
CL communication differs based on the
following purposes.
1. Content talk: idea/concepts are being learned
2. Procedural : there are established rules
3. Control talk: preventing or correcting misbehaviors

11
 Self study Activity
Match the phrases and expressions listed under column A with
the communication situations listed under Column B.

A B
1 Good morning ____ A. Asking questions
2 Get into groups of four ____ B. Introducing a lesson
3 See you in the next class ____ C. Giving instructions
4 Quite, please! ____ D. Farewells
5 When was the battle of Adwa? ____ E. Greetings
6 When was the battle of Adwa? ____ F. Organizing
7 Today, we are going to learn ____ G. Praising
about…
8 Please, open your books on page 34 ____ H. Disciplining
G. Asking permision
12
 Classroom Communication Situations
 common situations where Classroom English can be
very much instrumental:
 giving simple instructions
 Expressing spontaneous situations (e.g. late coming, class
illness…)
 facilitating social interaction
 organizing pair- and group-work
 asking and responding to questions
 carrying out learner-training
 doing needs analysis
 using audio-visual aids
 giving feedback, comments, confirmation, etc.
 carrying assessment

13
 UNIT TWO: BEGINNING A CLASS

Unit objectives
Upon completing this unit, students should be able
to:
• distinguish qualities of effective teacher
• Manage your classes
• identify the commonest expressions to begin a
lesson
• use expressions to begin a class

14
Qualities of effective teachers

the ability to manage a classroom

effectively
 positive expectations for students’ success
knowledge of lesson designing that leads to
students‘ mastery of the lessons
the drive to continuously learn about and
grow within the teaching profession.

15
 Classroom Management:
Refers to all of the things that a teacher does to
organize students, space, time, and materials so that
learning can take place.
 This management includes fostering student
involvement and cooperation in all classroom
activities and establishing a productive working
environment.
 Becoming an effective teacher depends on
classroom management – especially on the first
day of school!
16
Characteristics of a Well-Managed Classroom
The climate of the classroom is work-oriented
but relaxed and pleasant;
There is relatively little wasted time, confusion
or disruption;
Students are deeply involved with their work,
especially with academic, Learning led
instruction;
Students know what is expected of them and
are generally successful.
17
 Introduction/beginning a lesson
 Before starting the class, this stage
focuses on the
greetings,
warm-up or lead-in,
revising, class arrangement and presentation of
objectives and introduction
 Regardless of the amount of time
available for the lesson, this part should
only last 5-10 minutes.

18
 Classroom language to get the classroom ready

Hurry up! Come in, please.

Come on (now)! Come in and close the door
Let‘s go in. Don‘t slam/bang the door
Get a move on! like that.
Step on it! Close it like this instead.
Hurry up so that we can start class
Take off your things. Hang up your things.
Take your raincoat off.
Off with your raincoat/things now.
Hang up your rain coat on
Put your sports bag over there/ by the desk. the peg.
Leave your sports bag in the corridor/ Hang your sports bag on the
outside.
Put your lunch box in your desk /aside/ away.
hook.

19
Cont…
Take your seats Keep quiet, please.
I‘m waiting for you to be quiet.
Sit down, please. Please, keep silent so we can start.
Please, be in your seats. Stop talking now so that we can start.
Would you stop your chatting, please?
Settle down now We won‘t start until everyone is quiet.

It’s time to start now. Put your things away.

Let‘s start our lesson now, (shall we?) Close your desks.
Is everybody ready to start now?
I hope you are all ready for your
Put your bags/lunch boxes away.
lesson. Take out your textbooks and
I think we can start now. exercise books
Let‘s get started
Let‘s get cracking.
Now, we can get down to work
20
 Common expressions of greetings
• Hello, everyone.
• Good morning, everybody.
• Good afternoon, students.
• Good afternoon, everybody.
• How are you today?
• How are you getting on?
• How’s life?
• How are things with you?

21
• Taking a Register

Who is absent today? Who isn‘t here today?

Any idea why (student‘s name) is absent?
 What‘s the matter with (student‘s name)
today? Who was absent last time?
 What‘s wrong with (student‘s name) today?
Who wasn‘t here on Monday?
 Does anyone know where (student‘s name)
is? Who missed last Wednesday‘s lesson

22
• Starting a Lesson
Starting a lesson involves:
o making students ready for the lesson,
o drawing students’ attention to the lesson,
o introducing the day’s lesson,
o connecting the day‘s lesson with the previous
lesson,
o checking homework, and so on.

23
I hope you all are ready for your [English]
lesson.
Let‘s begin/start the lesson!
Now, take out your book/exercise book and be
ready for instruction.
Pay attention, please!
Be quiet and pay attention!
Attention, please!
[Name], pay attention and listen to me.
[Name], stop talking and listen to me.
Everybody, look at the board and pay
attention.
24
• Late coming:
o Why are you late?
o Where have you been?
o What have you been doing? We started ten minutes
ago.
o Did you oversleep/ miss your bus?
o What do you say when you are late?
o I see, well, come in and sit down.
o Please, hurry up and sit down. We have already started.
o That‘s all right. Sit down and we can continue.
o Try not to be late next time.
o Try to be here on time next time.
o Don‘t let it happen again.
o Let this be the last time.
25
 Common expressions to revise the previous lesson

• Let’s review some of the concepts we talked

about last time.
• Okay, let’s get started. Last time we were
looking at X.
• If you remember last time, we were talking
about X and how that relates to Y.
• Last time, we talked about..., and
• Let’s continue where we left off.
26
 Common expressions to introduce the day’s lesson

• Our today’s lesson topic is ….

• So today let’s continue / go on to /
move on to...
• So today let’s...
• Today we’ll discuss / go on to…

27
Common expressions to introduce a lesson’s objective

name use examples of

identify assess respond to
list define (questions)
produce write work
calculate compare (collaboratively)
classify give
explain information
demonstrate about
apply
ask provide

28
 Taxonomy of educational objectives
Taxonomy of educational objectives
I. Cognitive
II. Affective
III. Psychomotor
Activity
What do the above terms mean?
29
 I. cognitive domains
The level of an objective refers to the cognitive, mental, or
thought complexity called for by the objective.
Cognitive domains
• Evaluation: Some action verbs that describe learning
outcomes at the evaluation level are: appraise, compare,
contrast, criticize, defend, justify, conclude, interpret,
support, validate, etc.
• Synthesis: some action verbs that describe learning
outcomes at the synthesis level are: categorize, create,
compile, design, formulate, rewrite, compose, devise,
summarize, etc.
• Analysis: Some action verbs that describe learning
outcomes at the analysis level are: break down,
distinguish, deduce, illustrate, diagram, infer, differentiate,
outline, point out, relate, separate out, subdivide, etc. 30
 cognitive domains
• Application: some action verbs that describe
learning outcomes at the application level are:
change, modify, relate, compute, operate, solve,
demonstrate, organize, transfer, develop, prepare,
use, employ, produce, etc.
• Comprehension: Some action verbs that describe
learning outcomes at the comprehension level
are: convert, explain, infer defend, extend,
paraphrase discriminate, estimate, predict,
distinguish, generalize, summarize, etc.
• Knowledge: Here are some action verbs that
describe learning outcomes at the knowledge
level: define, list, recall, describe match, recite,
identify, name, select, label, outline, state, etc.
31
 Affective domain cont…
According to Kratwohl, Bloom, and Masia
(1964; as cited by Kubsyzn and Borich,
2003) this taxonomy describes a process by
which another person's, group's, or
society's ideas, beliefs, customs,
philosophies, attitudes, and so on are
gradually accepted and internalized by a
different person, group, or society.
32
 Cont …
psychomotor domain includes virtually all
behaviors: speaking, writing, eating,
jumping, throwing, catching, running,
walking, driving a car, opening a door,
dancing, flying an airplane, etc.

33
Unit 3: Presentation stage/
running a class
Objectives
Upon completing this unit, trainees
should be able to:
• distinguish common English
expressions to present ; and
• use appropriate expressions to
present a lesson
34
 • Classroom instructions are
expressions that teachers
use to get things done
Forms
Classroom commands,
Questions(cognitive
Instructions domains),
Requests, and
suggestions

35
Giving simple instructions/commands
• Come in, and go out.
• Sit down, and stand up.
• Put hands up.
• Put hands down.
• Write down, etc.
• Work in groups of three.
• Work in pairs.
• Work on your own.
• Can you speak louder?
• I’m sorry, I don’t understand. Could you repeat
that, please?
• Shall I go on?
36
 Classroom Questions
questioning is at the very heart of learning, the central skill in the teaching-learning
process.
Purposes of Classroom Questions

Questions can be and have been used for a wide variety of

educational purposes: (please check the change with original copy)
 reviewing previously read or studied material;
 diagnosing student’s abilities, preferences and attitudes.
 stimulating critical thinking;
 managing student behavior;
 probing student thought process;
 stirring creative thinking;
 personalizing the curriculum;
 motivating students; and
 assessing student knowledge.
37
 Yes or No questions
Basic form Negative questions

• Auxiliary verb Subject

Main verb Complement
• Is it raining? • Isn't it raining?
• Does Ben like ice-cream? • Doesn't Ben like ice-cream?
• Can Bill play football? • Can't Bill play football?

38
 Cont …
• Answers for yes or no questions
• Question: Is kassa English?
• Answer:
• No
• No, he isn' t
• No, he's not
• No, he isn't English
• No, Finnish
• No, he's Finnish
• No, he isn' t English; he's Finnish
• No, he's Finnish, not English 39
 Or questions
• Is Abebe eighteen or nineteen?
• Does she take cream or milk in her
coffee?
• Do you watch TV or play tennis at
weekends?
• Did Mr. Masre or Ms. Helen buy the
book?
• Shall it be individual or group
assignment?
40
 Wh-questions
• Where does John live?
• When is Joan leaving?
• What can Ben do?
• Who lives in Ethiopia?
• What frightened the mouse?
• Which runner won the race?
• Whose car span off the track?
• How many people watched it happen?
• How much money disappeared in the
robbery? 41
 Cont…
• Negative WH--questions, the verb must
appear in its contracted form :
• Why can't he play football?
• What haven't you done the assignment?

42
 Sequence
-In our today's discussion,
• firstly , we will...secondly we will discuss...
(British)
– In our today's discussion
• first will present ...second we will debate...
(North American)
• First of all (colloquial)
• Next,
• After that, / Afterwards,

43
Transitions between ideas, topic shift
to new item
• Now turning to…
• Let’s turn to…
• Let’s turn our attention to…
• Now, let’s move on to …
• I’ll move on to…
• Let me move on to…
• Next, let’s talk about …
• I’ll talk about /discuss…
• Now I’d like to discuss…

44
Topic re-shifts – returning to previous
topic
 As regards,
 Regarding…
 Anyway,
 Anyhow,…
 Returning to...
 As mentioned / As we saw earlier / As I mentioned
previously…
 ….the aforementioned....
 As we saw / noted earlier…
 Let’s go back to / get back to…
 I’d like to finish talking about...before we move on
45
 Repetition (for emphasis or
clarification)
• Again, …
• Once again,
• let me repeat / reiterate (that)
• That is / that is to say…
• The point to understand is...
• This brings us to our major question
• What this means is that....
46
Unit 4: Ending a class

• Objectives
• Up on completing this unit, you
should be able to:
• identify activities under ending a class;
and
• use appropriate expressions to end a
class.
47
 Consolidation stage
• In the consolidation/ stabilization
stage is called “Independent
practice”. It gives students the
opportunities to use their newly
learned knowledge and skills. It
provides time for students to get
their doubts clarified.
48
 Cont…
• This stage has the following parts:
summary, evaluation of objectives
and closing.
• Activity
• Write some expressions and phrases
that you use to summarize your
lesson, ask questions and close it.
49
 Common expressions to give lesson
summary
• To conclude the day’s topic, ...
• In conclusion, ...
• To summarize the main points of the
day’s lesson
• This brings us the end of the day’s
less

50
 Cont …
• At this stage of the lesson, we have to
encourage students to ask questions,
answer questions, we should ask
questions, and give assignments.

51
 Cont …
• Expressions to encourage students to ask
questions
• Are all the issues we have discussed so far clear to
you? If you have questions related to the day’s topic
you can ask.
• Would anyone like to ask any questions about the
day’s topic?
• I’m ready to take any questions related to our topic.
• If anyone has questions, I’ll be happy to answer them.

52
 Answering questions
• Thanks for your question ...
• Good question. I think ...
• That’s an interesting question! As I see it ...
• Yes, that’s an interesting point ...

53
 Asking students for clarification

• Excuse me. Can you say a bit more

about ...
• Can you repeat your point about ...
• Excuse me. I have a question about ...
• I didn’t catch what you said about ...
Can you repeat it please?
• Are you saying that ...?
54
Common phrases to give feedback to
students- for the right answer
• Magnificent!
• Right!
• Fine.
• Very good.
• That’s very good.
• Well done.
• That’s it.
• Yes!

55
 Cont…
• Yes, you’ve • Terrific!
got it. • Wow!
• That’s
• Fantastic! correct.
• Very fine. • Quite right
• That’s right.
• That’s nice.
• I like that.
• Marvellous!
• You did a
great job.
56
When students give wrong answer
• I’m afraid that’s not quite right.
• Not quite right. Try again.
• Good try, but not quite right.
• You can’t say that, I’m afraid.
• Unfortunately not.

57
 Giving Feedback and Comments
• Corrective Feedback
Giving feedback and comments is the other important strategy that we can use to
encourage and actively engage students in the learning activities, confirm their responses
and correct errors. It is also a technique to control students’ behavior and manage the
classroom. These are the various ways of providing students with corrective feedback:
• Explicit correction: The teacher supplies the correct form to the student and clearly
indicates that what was said was incorrect. This is common corrective feedback in large
groups of students where the teacher‘s time is limited. Explicit correction has a very low
rate of uptake since the student doesn‘t have to self-correct and the mistake could be easily
forgotten.
• Recasts: The teacher implicitly reformulates all or part of the student‘s output. Recasts
result in the lowest rate of uptake since they don‘t lead to any self-repair.
• Elicitation: The teacher asks for a reformulation or pausing to allow student to
complete the teacher‘s utterance.
• Meta-linguistic clues: The teacher provides comments, information, or questions
• related to student‘s output.
• Clarification: The teacher uses phrases such as, ‗I don‘t understand‘, or ‗What do
you mean?
• Repetition: The teacher repeats the mistake adjusting intonation to highlight the error.
• The activities that follow enable you to practice to practice these various ways of
giving corrective feed-back.
58
 Dealing with difficult questions
• I don’t think we have enough time to go into
that right now, but I’ll be happy to speak to
you one-to-one after class if you would like.
• That’s an interesting point, but I do think I
have shown that ...
• Ok class. Have heard his/her question? Next
time come with an answer for the question.

59
 Giving homework
• Remember your homework.
• Get the worksheet photocopied do question at
home.
• What do you have to do before the next lesson?
• This is your homework for tonight.
• Finish this exercise
• Do the next exercise tonight, and we’ll check it
tomorrow.
• Prepare the next chapter for Tuesday.
• Do exercise 5 on page 36 for your homework.
• There is no homework today.
• There is no homework tonight (but there will be
tomorrow). 60
 Saying goodbye

• Goodbye, everyone.
• See you again next Thursday/ next week/
tomorrow/ on Monday.
• See you tomorrow afternoon.
• See you in room 8 after the break.

61
• Goodbye boys and girls / everyone / everybody / class.
• Goodbye everyone! Bye / Bye-bye / Bye-bye students.
See you / See you, then / See you then
See you later / again / tomorrow afternoon / next time /next
Wednesday.
I‘ll be seeing some of you again after the break.
I‘ll see you all again after Christmas/next year
Remember next week is a holiday. So I‘ll see you in two
weeks / the week after next.
Oh yes, you‘re right, there‘s a holiday. In that case, I‘ll see you
the week after that.
o Have a nice / good time / weekend / holiday /vacation.
o Enjoy your break /vacation /holiday.
o I hope you all have a nice vacation/break/holiday.
o Tomorrow we‘ll meet in Hall 101.
o See you in room 7 after the break.
o I‘ll see you in room 7 after the break.
o There‘s been a change of room for next week.
o We‘ll be meeting in room 19 instead.
o Wait outside the language laboratory for me. 62
 UNIT FIVE: USING TEACHING AIDS

Objectives
Upon completing this unit, you should be able
to:
• recognize the importance of teaching aids;
• Produce teaching aids; and
• Use proper English expressions to explain the
teaching aids.

63
 Cont…
• A teaching aid is a tool used by the teacher as
a facilitator to the process of teaching and
learning inside the classroom.
• It is one of the means by which we, as
teachers, bring life into the theoretical texts
by bringing environment inside the classroom
indirectly.

64
 Importance of teaching aids
• Clarification: it helps to retain more concept permanently.
• Motivation: it motivates and attract the attention of the
students.
• Visualize: Teaching aids help students to visualize what
they see, hear taste and smell properly.
• Illustration: Teaching aids provide complete example for
conceptual thinking.
• Increase Vocabulary
• Reinforcing: Teaching aids help the teacher to get
sometime and make learning permanent.
• Classroom live and active: Teaching aids provide direct
experience to the students.

65
 Classification of Teaching Aids
• There are many aids available these days. We may classify these
aids as follows-
– Visual Aids
– Audio Aids
– Audio - Visual Aids
– Electronics
The percentage of remembering
– 10% what we read
– 20% what we hear
– 30% what we see
– 50% what we hear and see
For hiher retation level involve the learners in the the learning process.
(Dale, E. (1946, 1954, 1969). Audio-visual methods in teaching. New York:
Dryden.

66
Characteristics of Good Teaching Aids

• A few characteristics of good teaching aids are as

follows :-
1) Teaching aids are large enough to be seen by the
students for whom they are used.
2) Teaching aids are meaningful and they always stand
to serve a useful purpose.
3) Teaching aids are up to the mark and up to date in
every respect.
4) Most teaching aids are simple, cheap and may be
improvised.
5) Teaching aids are accurate and realistic.
6) Their purpose may be informative but it is not just
entertainment

67