GREETINGS AND FORMS OF ADDRESS

THEACHER: Good morning children

Good afternoon everybody
Hello boys and girls OR girls and boys

CHILDREN: Good morning Miss/Mrs/Mr

Good afternoon (surname)
Hello (first name) OR Teacher
 STARTING THE LESSON

TEACHER: “Good morning.” (or “Good afternoon.”)

LEARNERS: “Good morning, (teacher’s name).” OR ‘Good afternoon, (teacher’s
name).’

“Sit down, please.’

‘Take out your (books, pens, homework).’

‘Open your books at page (number).’

‘Give me your homework, please.’

 CHECKING ATTENDANCE

Let’s call the roll

Let’s take the register
Let’s check to see who’s here
Remember to answer “I’m here.”
Thank you everybody
So, everyone is here except ….
So, only two people away
Is everybody here? Oh good, Hani, you’re back.
Nice to see you.
Are you all right now?
Is anyone away?
Oh Budi’s away. Who knows why? Is he ill?
Maybe he’s gone to the dentist. What do you think?
No-one absent today?
Who is missing?
Let’s all count to see if everyone is here – girls first, then boys.
So, how many is 13 and 15? Ok…Yes. So that is 28 altogether.
Is that more than yesterday
 ORGANIZING THE CLASSROOM

Get your books and pencils out.

Pick your pencils up.
Move the tables back.
Turn your face around to face the wall chart.
Put all your things away.
Close the window beside you.
Put your pencils down.
Turn back to face the front.
Leave these tables here.
Leave the windows open.
 PRONOUNCIATION AND REPETITION

‘Listen.’
‘Listen carefully.’
‘Listen to me, (name).’
‘Watch and listen.’
‘Everyone, repeat after me: (a word or phrase).’
‘(name), repeat after me: (a word or phrase).’
‘Say it again, please.’
‘Say it more slowly, please.’
‘Say it louder, please.’
‘Say the whole sentence, please.’
‘Repeat the whole sentence, please.’
‘Read the whole sentence, please.’
‘Say it in English please, not (the name of your language).’
‘What is this word in (the name of your language or our language)?’
‘Where is the stress in this word?’
 ACTIVITIES IN CLASS
‘Listen to me!’
‘Everyone, repeat after me.’
‘Girls, repeat after me.’
‘Boys, repeat after me.’
‘(name), repeat after me.’
‘Take out our pencils.’
‘Take out your pens.’
‘Take out your coloured pencils.’
‘Draw a picture of a(n) (object).’
Colour the picture.’
‘Copy these words into your books.’
‘Rule a line under the word (a word), please.’
‘I want you to do exercise six.’
‘Answer the questions on page eight.’
‘Do you understand what to do?’
‘Don’t start yet.’
‘You can start now.’
‘Put your hand up if you have/haven’t finished.’
 ACTIVITIES IN CLASS

LEARNER: ‘Please, will you repeat that?’

TEACHER: ‘Yes, certainly.’

WORKING ALONE AND TOGETHER

ONE LEARNER I want you to work on your own

(Name), come to the front, please.
‘Go back to your seat, please.’
TWO LEARNERS (PAIRS) ‘I want (name) to work with (name)’
‘Get into pairs.’
TEACHER: ‘Has everyone got a partner?’
‘(name), have you got a partner?’
LEARNER(S): ‘Yes, I have.’ OR ‘No, I haven’t.’
(name) and (name), come to the front, please.’
‘Go back to your seats, please.’
‘Compare your answers with your partner.’
 WORKING ALONE AND TOGETHER

THREE OR MORE LEARNERS (Groups)

‘I want you to work in groups of three, four, five people.’

‘Get into groups of two, three, four….’
‘This is group (one, two).’
‘I want (name), (name), and (name) to work in group one.’
‘Get into your groups now, please.’
‘Group (number), come to the front, please.’
‘Go back to your seats, please.’
‘I need a volunteer from each group to write the answer.’
‘Pick one person from your group to draw a picture.’

TEACHER: ’Is everyone in a group?’ OR ‘(name), are you in a group?’

LEARNER(S): ‘Yes, I am.’ OR (‘No, I’m not.’)
 BOARDWORK

‘Everyone look at the board, please.’

‘(name), come to the board, please.’
‘Write (a word) on the board, please.’
‘Draw a picture of (an object), please.’
‘Put your picture on the board, please.’ => menempel gambar
‘Underline (a word), please.’
‘Thank you, go back to your seat, please.’
‘Everyone OR (name), read this word.’
‘Say it again.’
‘Copy these word into your book, please.’
‘Do you understand?’
‘Put up your hand if you don’t understand.’
REMEMBER. ‘Write on the board’ but ‘ write in your book’
 WORKING WITH BOOKS
Getting books ready:
‘Take out your books, please.’
‘(name) give out the books, please.’

TEACHER: ‘Who hasn’t got a book?’

LEARNER: ‘I haven’t.’ OR (learners: ‘We haven’t.’)

‘(Name), share your book with (name), please.’

‘Open your books at page (number), please.’
‘Turn to page (number), please.’
‘Turn over, please.’

‘Look at the picture, please.’

TEACHER: ‘Can you see a (an) (item in picture)?’ OR
‘Can you see some (items in picture)?’
LEARNERS: ‘Yes, we can.’ OR ‘No, we can’t)
 WORKING WITH BOOKS

Menunjuk pada suatu gambar di halm ttt.

‘Point to a (item in picture), please.’
‘Point to some (item in picture), please.’

‘Look at exercise (number), please.’

‘Point to exercise (number), please.’

Combinations of verb and preposition:

Take out
Give out
Open at
Look at
Turn to
Point to
Turn over
Fill in
Start at
 CHECKING UNDERSTANDING

TEACHER: ‘(name), is that right?’

‘(name), is that right or wrong?’
LEANER: ‘Yes, it is.’ OR ‘No, it isn’t.’
‘It’s right.’ OR ‘It’s wrong.’

‘What is the right answer?’

‘What do you think?’
‘Put up your hand if you don’t understand.’

LEARNER: ‘Please, I don’t understand.’

TEACHER: ‘What don’t you understand? Tell me in (the name of your
language).’

‘Tell me in (the name of your language) what you have to do.’

‘(Name), tell (name) in your own language what you have to do.’
‘Put up your hand if you know the answer.’
 CLASSROOM CONTROL
‘sit down, please.’
‘Everyone OR (name), sit down, please.’
‘Quiet, please!’
‘(name), be quiet, please.’
‘Stop talking, please.’
‘Listen!’
‘Listen carefully!’
‘Listen to me, (name), the tape.’
‘Sit still, please.’
‘Sit still and listen.’
‘Look at me, the word please.’
‘Don’t start yet.’
‘Stop writing, working, what you are doing please.’
‘(name) come here, please.’
‘Hurry up!’
‘Don’t touch.’
 GIVING INSTRUCTIONS IN ENGLISH
Sitting down and standing up

Come in and please sit down.

Ok – sit down now please.
Sit down together at your tables.
Ok – everyone – sit down – quietly.
Ana – sit down over there – with your friend.

Ari, turn around and face the front.

Ok – everybody, stop talking now and listen carefully.

Ok – please stand up. And don’t make too much noise.

Everybody up! that’s right.
Stand still! Don’t move.
Stay in your places! Stay where you are.
 Moving Around
Right, Toni, can you come here please?
Ok, come out here to the front of the class.
Ok, your group, come up to the front.
Right, now, you, you, and you … come over here.

Now, get into a line. Stand in a line.

I want you to make two lines, along here…
Like this, one behind the other.
Let’s see … move up a bit … good, that’s nice and straight!

Can you make a circle? A nice round circle. Good!

Not too close … a bit further apart … step back a bit, that’s better.
Harry … come forward a bit … Yes, that’s it.

Ok, thank you. Now go back to your places.

 BEEING GOOD – A POSITIVE APPROACH TO
DISCIPLINE

Please stop talking now. No more talking for a bit. Good you lot. That’s nice and
quiet. You others … shh. Calm down now, Ok. That’s better.

Quiet please! Settle down and listen. That’s good Ani. Thank you Adi.

Everyone is sitting nicely … except for Tito. Tito, could you sit down like others
please? Thank you. Ok…

Ok, we need to be quieter to hear what everybody is saying. These two groups
are doing an excellent job. Thank you for being quiet. And now we are
waiting for …

Now who can tell me the name of the book? Lots of hands raised. Excellent.
 RECALLING ROUTINES: WHAT WE DO WHEN …

What do we do:

at the end of the lesson? Clean everything up nicely.

Line up – one behind the other. Get our bags. Line up in rows beside our
tables. Line up quietly by the door.

when we are learning a new formula?

when we are reading a big book?
when we are doing an experiment?
 TEACHER COMMENTS

***** ‘Excellent!’
‘Very good!’
‘That’s excellent, very good!’
‘Very well done!’

**** ‘Good!’
‘That’s good!’
‘Well done!’
‘Great!’
‘Yes, that’s right – good!’

*** ‘That’s it!’

‘Yes!’
‘OK!’ (occasionally, to avoid lazy use by learners)

To show improvement:
‘That’s better
‘That’s better – well done!’
 TEACHER COMMENTS
To encourage progress:
‘That’s nearly right – try again!’
‘That’s almost right – try again!’

* * ‘Not quite right – try again!’

‘Not quite right – will someone else try?’
‘Not quite right! (Name), you try!’

* ‘No – that’s not right. Try again!’

‘No – that’s not right. Will someone else try?’
‘No – that’s not right. (Name), you try!’

LANGUAGE NOTE:
Remember: ‘VERY GOOD’ not ‘VERY WELL’
 ENDING THE LESSON
‘This is your homework.’
‘I want you to: do exercise nine.’
learn the song.’
colour the picture.’
draw a picture of …..’
learn these new words.’

‘Close your books, please.’

‘Put your books away, please.’ (masukkan buku dalam tas)
‘(name), collect the books … and put them on my desk!’
 ENDING LESSONS

* Ok, that’s all for now.

* Right. We’ve no time for anything else – don’t do any more – we don’t have any
more time today.
* Oh – just one more time before going out for a short break.
* Ok, now stop! We haven’t enough time to finish the monster today. So, stand up..
* Ok – just one more time and then that’s it
* Ok, pick up all your things – and put the books in the cupboard.
* That’s all for today. On Monday, there’ll be more.
* Ok children, make a line to say goodbye – following the leader. Bye bye.
* Ok, it’s break time. So, you can go out to play. But first – line up quietly by the
door.