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? • How are you getting on? • How's life? • How are things with you? • 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 you today? • What's wrong with Jim today? • Why were you absent last Friday,? 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. 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?
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 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.
Classroom Language: Simple instructions Here are some common instructions which the class can easily understand: • 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?
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!. • 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? 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 • 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)? • 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 pronuncation. • 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.
Classroom Language: Classroom management Here are some common situations in which classroom menagement is needed: • 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. • 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. • 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? 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. • 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 Metalanguage • 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 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!
Useful classroom language for teachers while using the board
When you are using the board is a critical time to make sure you use lots of interesting and relevant language, as the students are often passive while the teacher is writing on the board and the teacher has their back to the class and so can't make eye contact with the students to get their attention and check that they are understanding. The fact you are doing something and speaking about it also means that students can understand what you are saying from the context and so should learn the language you are using by watching and listening.
Useful vocabulary connected to the whiteboard or blackboard: (A box of/ a piece of) chalk Board marker/ board pen Permanent marker (= the kind you mustn't use on the board!) Blu tack/ sellotape Reflection Chalk dust Board eraser/ board rubber To erase/ to rub off/ to wipe off/ clean the board Leave something on/ up To run out To wash off Pen cap Magnets OHP (= overhead projector) Projector A/ one/ this/ that section/ part/ bit/ side Top left corner/ bottom right corner (of the board) The centre/ middle (of the board) The top half/ bottom half (of the board) The right hand side/ left hand side (of the board) The right hand column/ left hand column/ middle column/ second column (from the left)
Before you start writing: "Okay, I'll write the answers for exercise B on the board (as we check them)" "Shout out any adjectives you can think of, and I'll write them on the board" "I'm only going to write the words I think are difficult, so please ask me if you have any other questions"
Explaining what you are writing: "The red pen is the meaning of the tense, the part written in black is the name of the tense, and the blue part is the typical mistake/ [If you always use the same colour code] What does the red part (always) mean? And the black part? Good!" "The right hand column is the object, the middle column is the verb, and the column on the left is the subject" "This symbol means 'not equal' and this symbol means 'opposite'" "'Adj' stands for adjective" "This upside down 'e' letter is called 'schwa'. It's the last sound in 'computer'" "The part of the sentence in brackets is optional" "The part in capital letters/ italics is the part of the sentence that needs to be corrected" "The underlined part is the part that usually stays the same"
Eliciting things onto the board: "What's the next word?" "Can anyone give me an example sentence?" "What's this sound? Where is it on the phonemic chart poster?"
While you are at the board: "While I'm cleaning the board/ writing this up, can someone/ everyone take out your books/ move the tables back/ pass out these worksheets?"
Checking: "Can everyone read that? What about the people at the back?" "Is my writing big enough?" "Don't be shy. I know my handwriting is awful, so tell me if you can't read anything" "Is that colour okay?" "Please tell me if the reflection on the board is a problem" "Do you know what this word means?" "Can I wipe that off now?" "Has everyone finished copying it down?" "Have you finished with this part? Can I erase just this section?"
Adding extra information: "Let me give you an extra example." "I'll write the phonemic symbols on to help you" "Let me mark every syllable as well as the main stress. That should help"
Asking students to copy things down: "Can you copy (just) the table into your notebooks?" "You don't have to copy everything down, just whatever you really think is important" "The parts I have underlined/ circled will probably be in the exam, so I suggest you write those bits down" "No translations! Copy the English explanations and examples from the board!" "There's no need to copy this down, it's all in your books. (We'll have a look at it later)" "I'll give you time to copy it all down later"
Referring to the board later: "We don't say 'He do', do we? Have a look at the examples on the board." "You will probably have noticed that the answers to the first two questions are already on the board" "The example sentences from earlier all refer to the pictures in your book. Match the pictures there with the sentences on the board" "You can use the information on the board to fill in the table in your books/ to correct the sentences on the worksheet"
Dealing with people who can't see: "Can you see the board better when I turn this light off?" "Do you think closing the blinds/ curtains might help?" "Maybe if you sat nearer the front..." "Is it better if I use a black pen instead of a red one?" "Okay, I'll try to write bigger."
Drawing their attention to things you have written up when they weren't looking: "The answers to that exercise are written up on the board mixed up to help you." "I've written the rules of the game up on the board" "This bit up here is the instructions for the listening task. Please do this, and not the task in your books" "Here are some useful phrases you can use while you are playing the game"
Dealing with other problems: "Whoops, (I) dropped my pen!" "Oh dear, (I) didn't mean to erase that part!" "Sorry, I've mixed up the two meanings of 'will'. This one is a prediction and this one is a spontaneous intention. Can you change that in your books?" "I'll just check the spelling of that word in my dictionary." "You're right! I always have problems spelling that word" "Can someone go to the staffroom and get me some more pens/ chalk?" "I've lost the board rubber/ pen cap. Did anyone see where I put it?" "There doesn't seem to be a board eraser. Does anyone have any tissue I can borrow?" "Some idiot has used permanent marker on the board. Sorry about his, but we'll just have to use the right hand side for today"
If students are using the board: "Don't worry; this kind of pen will wash right off" "You've got pen on your fingers. Do you want to go to the bathroom and wash it off?" "You've got chalk dust on the back of your skirt. There's just a little bit left. Can someone help her brush it off?" "Sorry, can you write a little bit bigger? Some people at the back can't see." "Can anyone help Janet spell that word?" "Can you pass the pen to the next person?" "A little bit higher/ lower/further to the right"
wow, guys, I have such an idea - maybe it would be useful not to put such long lists in order others would add something too? Because this way, you see, one has nothing to add...
For Teachers 1. Let’s call the roll. Is everybody here? 2. Could you open/close the (door)? 3. Switch the lights on, please. 4. Get out your English book and pencil. 5. Put all your things away. 6. Can you lend (him) a (pencil), please? 7. Has anyone an extra (pencil) for…? 8. Listen to me, please! Pay attention! 9. Silence, please! Be quiet! 10. Stop speaking now! 11. Who knows? Hands up! 12. Do you understand me? 13. Right, that’s all for today. 14. Please, line up quietly by the door. 15. Go out to the playground.
For Students 1. May I come in, please? 2. I make my apologies for coming late. 3. How do you say ……… in English? 4. Teacher, please! 5. Can I go to the toilet, please? 6. Can I drink water, please? 7. Can I sharpen my pencil, please? 8. Can you repeat, please? 9. Can you help me, please? 10. Can I borrow a (pencil), please? 11. Have you got a (pencil)? 12. Thank you You’re welcome. 13. I know. 14. I don’t understand 15. Finish!
Classroom language 1)Hello! 2)Good morning/afternoon/evening! 3)Let’s start our lesson. 4)Who is away (absent), today? 5)Show me your homework. 6)The theme of our lesson is “…” 7)Are you with me? 8)Let’s learn some new words. 9)Have you finished? 10)Are you ready? 11)l'm about to lose my temper. 12)Exactly! 13)Excellent! 14)Open your book at page… 15)Answer the question. 16)Make groups of five. 17)Sit back to back. 18)We'll finish it next lesson. 19)I'm afraid it's time to finish now. 20)Do you like our lesson? 21) Why do (don’t) you like it? 22)You’re welcome. 23)See you next week (class). 24) Some self control please. 25) Jolly good / excellent / brilliant / great / super /That's ace! 26) That's basically right / that might be right. 27) Pick out the following information from the passage. 28) Refer back to … 29) Come up to the board and write ... 30) Fill in (the gaps)
http://www.cambridge.org/us/ESL/letstalk/support/default.htm - очень информативный сайт в помощь учителю, кроме classroom language есть ещё много полезного :)
absent Who's absent? to act Act the part of a customer. again Do it again. Say it again. Let's do it again. all All together. to answer the answer Answer the following questions in Japanese. to ask Ask Robyn. Ask someone his/her name. Ask your neighbour. to begin, start Begin the game. Let's start. bell The bell has rung. blackboard Clean the board. Write it on the board. book Open your books. Close your books. Bring your work books tomorrow. circle Make a circle. to collect I'll collect your homework. to come/go in Come in./Go in. to complete Have you done it yet? to continue Please continue. conversation conversation practice to copy Copy this into your notebooks. correct, right Is this right? That's correct. to correct Let's correct it. date What's today's date? day What day is it today? desk Go to your desk. dialogue Make up a dialogue. to draw Please draw a picture of an apple. excuse me Excuse me.
Useful classroom language for teachers for doing listenings
Useful vocabulary for/ about doing listenings
Parts of the equipment
Play (button)
Fast forward (button)
Rewind (button)
Tone control
Speed control
Volume (control)
Counter
Speakers
Speaker cables
Lead
The original
A copy
Cassette/ tape
Cassette box
(Student/ class/ workbook) CD
CD box
Track listing
Things you can do with a CD/ cassette/ audio file
Press play/ fast forward etc
Start the CD/ cassette/ track/ recording
Skip (to the next track)
Reset (the counter)
Read the counter
Change/ adjust the volume/ Turn the volume up/ turn the volume down
Cue the tape/ Find your place on the tape
Pause
Stop
Insert the CD/ cassette/ the CD ROM
Eject/ Take out the CD etc
Change the CD/ cassette
Open Windows Media Player/ Real Player
Click on the MP3/ audio track
Plug the CD player/ cassette recorder in
Turn it on/ Push the power button
Chew up the cassette
Scratch the CD
Clean the CD
Label the cassette/ CD
Make a back up copy
Different kinds of listening texts
Monologues
Guided tours
Stories
Poems
Lectures
Speeches (e.g. political speeches)
Anecdotes
Public announcements
Dialogues
Debates
Chat shows
Situational dialogues (shopping etc)
Conversations
Business meetings
Interviews
Others
Songs
Radio plays
Other useful vocabulary
Tapescript
Answer key
Hissing/ noise
Buzzing/ interference
Background noise
Useful classroom language for the teacher to use at different stages of doing a listening
Getting the equipment set up
"Does anyone know where I can plug this in?"/ "Where is the socket in this room?"/ "Can someone plug this in for me?"/ "Whose turn is it to get the cassette recorder set up this week?"
"Where's the on switch, I wonder?"
"Does anyone know what this flashing light means?"
Lead in
"What do you think the two people in the photo are saying to each other?... We are going to listen to the real conversation. The first time you listen, just check if they say anything that we predicted"
"Match the questions and answers in your book, and then we'll listen and check."
"Which statements do you think are true? Let's listen to a university lecture on Italian history and check our answers"
Explaining the task before you start
"Don't write anything the first time you listen"
"You don't need to write full sentences, just take notes"
"Put the sentences/ paragraphs/ photos in order"
"We'll do the first question together, then I'll play the rest through without stopping"
"I won't stop the tape, but we will hear it two or three times"
"The questions are in the same order as the text"
"It's a real (IELTS/ TOEIC/ etc) exam task, so it will play once/ twice, with a pause (between and) at the end"
"Listen and draw a line between the person and his or her favourite food"
"You'll need to change some of the words from the listening to make sure they fit in the gaps (grammatically)"
Listening for general understanding tasks
"Listen to the whole text and just answer this one question- does the person speaking like Birmingham or not?"
"Just listen for what kind of conversation they are having, from the list at the top of the page. Is it an argument, negotiation, invitation or job interview?"
Prediction tasks
"What do you think happens next (in the story)?... Let's listen and check"
"What do you think the numbers represent?... Let's listen to what the person on the tape has to say"
"Which graph do you think shows the real unemployment rate in China over the last 50 years?... We are going to listen to an expert discussing each of the graphs. He doesn't think any of them are completely true, but listen for which one he says is most accurate."
"Match the photos/ descriptions/ charts to the different countries, then we will listen and check" Listening for detailed comprehension tasks
"Listen for the differences between the sentences/ text here and what they say on the CD"
Listening for specific information tasks
"Write the name of the person who says each thing/ has each opinion next to sentences as you listen"
During the first time you listen
"(As I said), we'll go through the first answer together (to check you understand) first. So, listen just for question one...Did anyone get that part? I'll play just that bit one more time. Everyone got it? He says 12 cows, so the number is..? 12, good. So you draw a circle around...? 12 cows. Okay, go ahead. Let's see how you've done. You all seem to have the right idea. So, you understand what you have to do, right? Good. Here we go with the other questions. Remember, I won't stop again, so listen and draw the circles as soon as you understand"
After the first time you hear it
"Do you need to hear it again?"/ "One more time?"
"How was that?"
"(Did you get) anything at all?"
"Let me have a look at (some of) your answers. Not bad, you've got about 50% right."
"I'll play it one more time (but stopping after each answer/ section)"
"I'll play it a little bit slower" [if you have speed control on the computer or cassette player]
"After you compare your answers, I'll play it one more time"
Giving listening tips/ helping them towards the right answer
"He has a British accent, so remember that when he says 'can' and 'can't' the vowel sound will be different"
"If you aren't sure which option is correct, cross out the ones you are sure are wrong and then choose from the ones that are left"
"You should be able to guess this question/ some of the answers without even listening"
"Think about the grammar of the sentence"
"What verbs usually go together with 'story'?... And which one fits in with the topic of the conversation?"
"It's a trick question/ a typical TOEIC question"
"You should be able to judge quite a lot just from his tone of voice"
"Think about what he is referring to"
"It's a phrasal verb, but I think you can guess the meaning from the verb and preposition"
"While you are waiting for the recording to start, try to predict what you will hear"
"Just because you hear a word written in the question doesn't mean it has the same meaning. In fact, it's usually the sign of a trick question"
After the second time you hear it
"(Was that) a bit better/ easier?"
"(Are we) nearly there/ getting there?"
"Do you need to hear it a third time, or was that okay?"
"We'll go through the answers you've got so far, and that should help you understand the whole thing better next time you hear it"
"We are going to do another task anyway, and that might help you answer these questions too"
Checking and correcting their answers
"What did you get for question one?"
"Does everyone agree?"
"Put your hand up if you thought it was A. And B? And C? Most people didn't put their hand up at all, so let's try again! A? ..."
"The right word has exactly/ almost the same pronunciation, but a different spelling/ meaning"
"It did sound like that, but that doesn't make sense in this sentence"
"Let's listen to just that one sentence one more time"
"This time I'll pause it right after the word we are having problems with"
"Let me write that sentence up (with a gap)"
"Look at the tapescript on page 23/ at the back of your books. Check your own answers and ask me if you have any questions"
"The two words are linked together, so the /d/ is the last letter of the previous word"
Problems
"Sorry, there doesn't seem to be any sound coming out. I wonder what could be wrong"
"Sorry, I forgot to plug it in"
"Sorry. The tape is totally chewed up/ I can't find the place/ I can't get the equipment to work, I'll have to read from the tapescript instead"
"Let me clean the CD/ restart the computer/ take the cassette out and bang it a few times, and see if that works"
"It seems this CD player doesn't play copies. Is there another one anywhere?/ I'll just run to the teacher's room and get the original"
"Does anyone know how to turn this on?"/ "Are there any computer experts in this class?"
"Did that wake you up? Sorry, I'll turn it down and start again."
"Sorry, it's a bit noisy outside/ next door/ upstairs, isn't it? Let's wait a second and try again/ Can someone go over there and ask them to keep it down just a little?"
"Sorry about the awful music"
"The volume doesn't go any higher. Let's try turning the air conditioning off/ closing the window/ moving closer to the CD player/ bringing the speakers closer to the class"
"Is that better now?" / "Can you hear now?"
"Maybe there's something wrong with this socket. I'll try another one"
"It looks like this could take some time (to sort out). Can you all get your homework out and compare answers in pairs while I have another look at this/ go and get someone else to sort it out?"
"Okay, I give up. Let's just go onto the next part of the lesson, shall we?"
"Got it! As I was saying, you have to listen and..."
"Maybe I've put the tape/ the CD in the wrong way round"
"Well, it was working this morning/ in the last lesson/ in the other classroom..."
"We might have to change classrooms if we can't sort it out"
"Whoops, I had the volume down to zero. Let's try again, shall we?"
Post listening exercises
"With your partner, discuss if you agree with each things that the person on the tape said. If you don't agree, work together to change the sentence and make it true. Let's do one example as a class. Does anyone agree with statement A? I didn't think so! So, how can we make it true? Good idea! Just add 'not'. That's a nice easy one, nothing wrong with that! So, where can we put 'not' in this sentence? ..."
"With the tapescript/ from what you have written down in your books/ from what you remember, have the same (kind of) conversation in pairs"
"Test each other on what you remember about the listening in pairs. The person asking the questions can have their book open, but the person who is answering has to have their books closed. Okay? So, can you two work together? Two, two, two, two. The person on my left. No, not your left, my left- I'm the teacher, so I decide! Ha ha! As I was saying, the person on my left asks the questions. Question, answer, question, answer. So, people on the right, books closed. Maria, you too please. Ready? Ah, I forgot to say. You don't have to start on question one, any question is okay. Maybe pick a difficult one, ha ha ha! Ready now? Okay, questions go!"
"Discuss the different listening tactics we used with your partner and together decide on which one will be most useful in the exam"
"Replace words in the dialogue to make it more interesting/ true for you"
"Write a continuation of the dialogue with your partner and then practice it so you can perform it for the class"
1. Let’s call the roll. Is everybody here? 2. Could you open/close the (door)? 3. Switch the lights on, please. 4. Get out your English book and pencil. 5. Put all your things away. 6. Can you lend (him) a (pencil), please? 7. Has anyone an extra (pencil) for…? 8. Listen to me, please! Pay attention! 9. Silence, please! Be quiet! 10. Stop speaking now! 11. Who knows? Hands up! 12. Do you understand me? 13. Right, that’s all for today. 14. Please, line up quietly by the door. 15. Go out to the playground. Students
1. May I come in, please? 2. I make my apologies for coming late. 3. How do you say ……… in English? 4. Teacher, please! 5. Can I go to the toilet, please? 6. Can I drink water, please? 7. Can I sharpen my pencil, please? 8. Can you repeat, please? 9. Can you help me, please? 10. Can I borrow a (pencil), please? 11. Have you got a (pencil)? 12. Thank you You’re welcome. 13. I know. 14. I don’t understand. 15. Finish!
http://www.barryfunenglish.com/vocabulary.html This website is very useful for teachers as it conteins good deal of vocabulary on any term))) I hope you gonna like it;)))
• Nice job! Великолепно • Terrific! Прекрасно • Well done! Хорошо • Complete the exercise at home. Закончите упражнение дома. • Enjoy your weekend! Хорошо провести выходной! • Have a good weekend! Хорошо провести выходной! • See you tomorrow! Увидимся завтра! • See you on Monday! Увидимся в понедельник! • Children speaking in class Ученики говорят на уроке • Did I do this correctly? Правильно я сделал это? • Is this correct? Это правильно? • What is this called in English? Как это будет по английски? • Is there another way of saying it? Можно это сказать по-другому? • Can I say? Можно, я скажу? • May I ask a question, please? Можно я задам вопрос? • Could you repeat the question/sentence? Не могли бы Вы повторить вопрос? • Can you write it on the board? Вы можете это написать на доске? • What must we do next? Что мы должны делать потом? • I've got a question. У мення есть вопрос. • What's a better way to say this? Как лучше это сказать? • What does it mean? Что это значит? • I don't understand this word/sentence. Я не понимаю это слово/предложение • How do you pronounce this word? Как вы произносите это слово? • Should I start? Мне начинать? • Should I go on? Мне продолжать? • Should I read? Мне читать? • May I leave the class? Можно выйти из класса? • I need some help. Мне нужна помощь. • This is really difficult for me. Это действительно трудно. • I This was really easу Это было легко
• Go to the blackboard. • Good morning (afternoon). • Stand up. • Sit down. • Try again, please. • Goodbye. • Listen to me. • Go to your seat. • Open your books. • Write, please. • The lesson is over. • Let’s start our lesson. • Come here. • Let’s sing together. • Listen to a story. • All together. • Do you remember? • Help me, please. • Repeat after me. • Let’s tell the story together. • It’s your turn. • Look at your pictures. • Let’s play. • Do you know...? • Answer my questions. • Show me your pictures, please. • What was your homework? • Get ready for the lesson, please. • It’s Monday (Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday) today. • Do you agree with...? • What do you think...? • Please tell us the answer. • Who can help? • Was that correct? • That’s right. • That’s not correct.
Перечень выражений классного обихода: Go to the blackboard. Good morning (afternoon). Stand up. Sit down. Try again, please. Goodbye. Listen to me. Go to your seat. Open your books. Write, please. The lesson is over. Let’s start our lesson. Come here. Let’s sing together. Listen to a story. All together. Do you remember? Help me, please. Repeat after me. Let’s tell the story together. It’s your turn. Look at your pictures. Let’s play. Do you know...? Answer my questions. Show me your pictures, please. What was your homework? Get ready for the lesson, please. It’s Monday (Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday) today. Do you agree with...? What do you think...? Please tell us the answer. Who can help? Was that correct? That’s right. That’s not correct.
I’m sorry, I don’t understand. Pardon? What does “chair” mean? How do you say “X” in English? How do you spell that? Is this correct? What is the past of “go” ? How do you pronounce this word? What exactly do we have to do? Thank you that was a very interesting lesson.
Things your teacher might say to you:
Open your book at page 25 Answer the questions Write the answers Work alone / in pairs / in groups Ask your partner these questions ... Answer your partner’s questions ... Listen and repeat … again … Make the question Listen to the tape to answer these questions Copy this into your notebooks The homework is ...exercise 5, page 11 Well done!
Classroom Language: The beginning of the lesson
ОтветитьУдалить1. Good morning
• Good morning, everybody.
• Good afternoon, everybody.
• Hello, everyone.
• Hello there, James. 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?
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 you today?
• What's wrong with Jim today?
• Why were you absent last Friday,? 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.
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?
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 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.
Classroom Language: Simple instructions
Here are some common instructions which the class can easily understand:
• 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?
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!.
• 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?
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
• 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)?
• 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 pronuncation.
• 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.
Classroom Language: Classroom management
Here are some common situations in which classroom menagement is needed:
• 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. •
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.
• 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? 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.
• 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
Metalanguage
• 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
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!
Useful classroom language for teachers while using the board
ОтветитьУдалитьWhen you are using the board is a critical time to make sure you use lots of interesting and relevant language, as the students are often passive while the teacher is writing on the board and the teacher has their back to the class and so can't make eye contact with the students to get their attention and check that they are understanding. The fact you are doing something and speaking about it also means that students can understand what you are saying from the context and so should learn the language you are using by watching and listening.
Useful vocabulary connected to the whiteboard or blackboard:
(A box of/ a piece of) chalk
Board marker/ board pen
Permanent marker (= the kind you mustn't use on the board!)
Blu tack/ sellotape
Reflection
Chalk dust
Board eraser/ board rubber
To erase/ to rub off/ to wipe off/ clean the board
Leave something on/ up
To run out
To wash off
Pen cap
Magnets
OHP (= overhead projector)
Projector
A/ one/ this/ that section/ part/ bit/ side
Top left corner/ bottom right corner (of the board)
The centre/ middle (of the board)
The top half/ bottom half (of the board)
The right hand side/ left hand side (of the board)
The right hand column/ left hand column/ middle column/ second column (from the left)
Before you start writing:
"Okay, I'll write the answers for exercise B on the board (as we check them)"
"Shout out any adjectives you can think of, and I'll write them on the board"
"I'm only going to write the words I think are difficult, so please ask me if you have any other questions"
Explaining what you are writing:
"The red pen is the meaning of the tense, the part written in black is the name of the tense, and the blue part is the typical mistake/ [If you always use the same colour code] What does the red part (always) mean? And the black part? Good!"
"The right hand column is the object, the middle column is the verb, and the column on the left is the subject"
"This symbol means 'not equal' and this symbol means 'opposite'"
"'Adj' stands for adjective"
"This upside down 'e' letter is called 'schwa'. It's the last sound in 'computer'"
"The part of the sentence in brackets is optional"
"The part in capital letters/ italics is the part of the sentence that needs to be corrected"
"The underlined part is the part that usually stays the same"
Eliciting things onto the board:
"What's the next word?"
"Can anyone give me an example sentence?"
"What's this sound? Where is it on the phonemic chart poster?"
While you are at the board:
"While I'm cleaning the board/ writing this up, can someone/ everyone take out your books/ move the tables back/ pass out these worksheets?"
Checking:
"Can everyone read that? What about the people at the back?"
"Is my writing big enough?"
"Don't be shy. I know my handwriting is awful, so tell me if you can't read anything"
"Is that colour okay?"
"Please tell me if the reflection on the board is a problem"
"Do you know what this word means?"
"Can I wipe that off now?"
"Has everyone finished copying it down?"
"Have you finished with this part? Can I erase just this section?"
Adding extra information:
"Let me give you an extra example."
"I'll write the phonemic symbols on to help you"
"Let me mark every syllable as well as the main stress. That should help"
Asking students to copy things down:
"Can you copy (just) the table into your notebooks?"
"You don't have to copy everything down, just whatever you really think is important"
"The parts I have underlined/ circled will probably be in the exam, so I suggest you write those bits down"
"No translations! Copy the English explanations and examples from the board!"
"There's no need to copy this down, it's all in your books. (We'll have a look at it later)"
"I'll give you time to copy it all down later"
Referring to the board later:
"We don't say 'He do', do we? Have a look at the examples on the board."
"You will probably have noticed that the answers to the first two questions are already on the board"
"The example sentences from earlier all refer to the pictures in your book. Match the pictures there with the sentences on the board"
"You can use the information on the board to fill in the table in your books/ to correct the sentences on the worksheet"
Dealing with people who can't see:
"Can you see the board better when I turn this light off?"
"Do you think closing the blinds/ curtains might help?"
"Maybe if you sat nearer the front..."
"Is it better if I use a black pen instead of a red one?"
"Okay, I'll try to write bigger."
Drawing their attention to things you have written up when they weren't looking:
"The answers to that exercise are written up on the board mixed up to help you."
"I've written the rules of the game up on the board"
"This bit up here is the instructions for the listening task. Please do this, and not the task in your books"
"Here are some useful phrases you can use while you are playing the game"
Dealing with other problems:
"Whoops, (I) dropped my pen!"
"Oh dear, (I) didn't mean to erase that part!"
"Sorry, I've mixed up the two meanings of 'will'. This one is a prediction and this one is a spontaneous intention. Can you change that in your books?"
"I'll just check the spelling of that word in my dictionary."
"You're right! I always have problems spelling that word"
"Can someone go to the staffroom and get me some more pens/ chalk?"
"I've lost the board rubber/ pen cap. Did anyone see where I put it?"
"There doesn't seem to be a board eraser. Does anyone have any tissue I can borrow?"
"Some idiot has used permanent marker on the board. Sorry about his, but we'll just have to use the right hand side for today"
If students are using the board:
"Don't worry; this kind of pen will wash right off"
"You've got pen on your fingers. Do you want to go to the bathroom and wash it off?"
"You've got chalk dust on the back of your skirt. There's just a little bit left. Can someone help her brush it off?"
"Sorry, can you write a little bit bigger? Some people at the back can't see."
"Can anyone help Janet spell that word?"
"Can you pass the pen to the next person?"
"A little bit higher/ lower/further to the right"
wow, guys, I have such an idea - maybe it would be useful not to put such long lists in order others would add something too? Because this way, you see, one has nothing to add...
ОтветитьУдалитьAnyway, girls - good job!!! :-)
ОтветитьУдалитьFor Teachers
ОтветитьУдалить1. Let’s call the roll. Is everybody here?
2. Could you open/close the (door)?
3. Switch the lights on, please.
4. Get out your English book and pencil.
5. Put all your things away.
6. Can you lend (him) a (pencil), please?
7. Has anyone an extra (pencil) for…?
8. Listen to me, please! Pay attention!
9. Silence, please! Be quiet!
10. Stop speaking now!
11. Who knows? Hands up!
12. Do you understand me?
13. Right, that’s all for today.
14. Please, line up quietly by the door.
15. Go out to the playground.
For Students
1. May I come in, please?
2. I make my apologies for coming late.
3. How do you say ……… in English?
4. Teacher, please!
5. Can I go to the toilet, please?
6. Can I drink water, please?
7. Can I sharpen my pencil, please?
8. Can you repeat, please?
9. Can you help me, please?
10. Can I borrow a (pencil), please?
11. Have you got a (pencil)?
12. Thank you You’re welcome.
13. I know.
14. I don’t understand
15. Finish!
Classroom language
ОтветитьУдалить1)Hello!
2)Good morning/afternoon/evening!
3)Let’s start our lesson.
4)Who is away (absent), today?
5)Show me your homework.
6)The theme of our lesson is “…”
7)Are you with me?
8)Let’s learn some new words.
9)Have you finished?
10)Are you ready?
11)l'm about to lose my temper.
12)Exactly!
13)Excellent!
14)Open your book at page…
15)Answer the question.
16)Make groups of five.
17)Sit back to back.
18)We'll finish it next lesson.
19)I'm afraid it's time to finish now.
20)Do you like our lesson?
21) Why do (don’t) you like it?
22)You’re welcome.
23)See you next week (class).
24) Some self control please.
25) Jolly good / excellent / brilliant / great / super /That's ace!
26) That's basically right / that might be right.
27) Pick out the following information from the passage.
28) Refer back to …
29) Come up to the board and write ...
30) Fill in (the gaps)
http://www.cambridge.org/us/ESL/letstalk/support/default.htm - очень информативный сайт в помощь учителю, кроме classroom language есть ещё много полезного :)
ОтветитьУдалитьabsent Who's absent?
ОтветитьУдалитьto act Act the part of a customer.
again Do it again.
Say it again.
Let's do it again.
all All together.
to answer the answer
Answer the following questions in Japanese.
to ask Ask Robyn.
Ask someone his/her name.
Ask your neighbour.
to begin, start Begin the game.
Let's start.
bell The bell has rung.
blackboard Clean the board.
Write it on the board.
book Open your books.
Close your books.
Bring your work books tomorrow.
circle Make a circle.
to collect I'll collect your homework.
to come/go in Come in./Go in.
to complete Have you done it yet?
to continue Please continue.
conversation conversation practice
to copy Copy this into your notebooks.
correct, right Is this right?
That's correct.
to correct Let's correct it.
date What's today's date?
day What day is it today?
desk Go to your desk.
dialogue Make up a dialogue.
to draw Please draw a picture of an apple.
excuse me Excuse me.
Useful classroom language for teachers for doing listenings
ОтветитьУдалитьUseful vocabulary for/ about doing listenings
Parts of the equipment
Play (button)
Fast forward (button)
Rewind (button)
Tone control
Speed control
Volume (control)
Counter
Speakers
Speaker cables
Lead
The original
A copy
Cassette/ tape
Cassette box
(Student/ class/ workbook) CD
CD box
Track listing
Things you can do with a CD/ cassette/ audio file
Press play/ fast forward etc
Start the CD/ cassette/ track/ recording
Skip (to the next track)
Reset (the counter)
Read the counter
Change/ adjust the volume/ Turn the volume up/ turn the volume down
Cue the tape/ Find your place on the tape
Pause
Stop
Insert the CD/ cassette/ the CD ROM
Eject/ Take out the CD etc
Change the CD/ cassette
Open Windows Media Player/ Real Player
Click on the MP3/ audio track
Plug the CD player/ cassette recorder in
Turn it on/ Push the power button
Chew up the cassette
Scratch the CD
Clean the CD
Label the cassette/ CD
Make a back up copy
Different kinds of listening texts
Monologues
Guided tours
Stories
Poems
Lectures
Speeches (e.g. political speeches)
Anecdotes
Public announcements
Dialogues
Debates
Chat shows
Situational dialogues (shopping etc)
Conversations
Business meetings
Interviews
Others
Songs
Radio plays
Other useful vocabulary
Tapescript
Answer key
Hissing/ noise
Buzzing/ interference
Background noise
Useful classroom language for the teacher to use at different stages of doing a listening
Getting the equipment set up
"Does anyone know where I can plug this in?"/ "Where is the socket in this room?"/ "Can someone plug this in for me?"/ "Whose turn is it to get the cassette recorder set up this week?"
"Where's the on switch, I wonder?"
"Does anyone know what this flashing light means?"
Lead in
"What do you think the two people in the photo are saying to each other?... We are going to listen to the real conversation. The first time you listen, just check if they say anything that we predicted"
"Match the questions and answers in your book, and then we'll listen and check."
"Which statements do you think are true? Let's listen to a university lecture on Italian history and check our answers"
Explaining the task before you start
"Don't write anything the first time you listen"
"You don't need to write full sentences, just take notes"
"Put the sentences/ paragraphs/ photos in order"
"We'll do the first question together, then I'll play the rest through without stopping"
"I won't stop the tape, but we will hear it two or three times"
"The questions are in the same order as the text"
"It's a real (IELTS/ TOEIC/ etc) exam task, so it will play once/ twice, with a pause (between and) at the end"
"Listen and draw a line between the person and his or her favourite food"
"You'll need to change some of the words from the listening to make sure they fit in the gaps (grammatically)"
Listening for general understanding tasks
"Listen to the whole text and just answer this one question- does the person speaking like Birmingham or not?"
"Just listen for what kind of conversation they are having, from the list at the top of the page. Is it an argument, negotiation, invitation or job interview?"
Prediction tasks
"What do you think happens next (in the story)?... Let's listen and check"
"What do you think the numbers represent?... Let's listen to what the person on the tape has to say"
"Which graph do you think shows the real unemployment rate in China over the last 50 years?... We are going to listen to an expert discussing each of the graphs. He doesn't think any of them are completely true, but listen for which one he says is most accurate."
"Match the photos/ descriptions/ charts to the different countries, then we will listen and check"
Listening for detailed comprehension tasks
"Listen for the differences between the sentences/ text here and what they say on the CD"
Listening for specific information tasks
"Write the name of the person who says each thing/ has each opinion next to sentences as you listen"
During the first time you listen
"(As I said), we'll go through the first answer together (to check you understand) first. So, listen just for question one...Did anyone get that part? I'll play just that bit one more time. Everyone got it? He says 12 cows, so the number is..? 12, good. So you draw a circle around...? 12 cows. Okay, go ahead. Let's see how you've done. You all seem to have the right idea. So, you understand what you have to do, right? Good. Here we go with the other questions. Remember, I won't stop again, so listen and draw the circles as soon as you understand"
After the first time you hear it
"Do you need to hear it again?"/ "One more time?"
"How was that?"
"(Did you get) anything at all?"
"Let me have a look at (some of) your answers. Not bad, you've got about 50% right."
"I'll play it one more time (but stopping after each answer/ section)"
"I'll play it a little bit slower" [if you have speed control on the computer or cassette player]
"After you compare your answers, I'll play it one more time"
Giving listening tips/ helping them towards the right answer
"He has a British accent, so remember that when he says 'can' and 'can't' the vowel sound will be different"
"If you aren't sure which option is correct, cross out the ones you are sure are wrong and then choose from the ones that are left"
"You should be able to guess this question/ some of the answers without even listening"
"Think about the grammar of the sentence"
"What verbs usually go together with 'story'?... And which one fits in with the topic of the conversation?"
"It's a trick question/ a typical TOEIC question"
"You should be able to judge quite a lot just from his tone of voice"
"Think about what he is referring to"
"It's a phrasal verb, but I think you can guess the meaning from the verb and preposition"
"While you are waiting for the recording to start, try to predict what you will hear"
"Just because you hear a word written in the question doesn't mean it has the same meaning. In fact, it's usually the sign of a trick question"
After the second time you hear it
"(Was that) a bit better/ easier?"
"(Are we) nearly there/ getting there?"
"Do you need to hear it a third time, or was that okay?"
"We'll go through the answers you've got so far, and that should help you understand the whole thing better next time you hear it"
"We are going to do another task anyway, and that might help you answer these questions too"
Checking and correcting their answers
"What did you get for question one?"
"Does everyone agree?"
"Put your hand up if you thought it was A. And B? And C? Most people didn't put their hand up at all, so let's try again! A? ..."
"The right word has exactly/ almost the same pronunciation, but a different spelling/ meaning"
"It did sound like that, but that doesn't make sense in this sentence"
"Let's listen to just that one sentence one more time"
"This time I'll pause it right after the word we are having problems with"
"Let me write that sentence up (with a gap)"
"Look at the tapescript on page 23/ at the back of your books. Check your own answers and ask me if you have any questions"
"The two words are linked together, so the /d/ is the last letter of the previous word"
Problems
"Sorry, there doesn't seem to be any sound coming out. I wonder what could be wrong"
"Sorry, I forgot to plug it in"
"Sorry. The tape is totally chewed up/ I can't find the place/ I can't get the equipment to work, I'll have to read from the tapescript instead"
"Let me clean the CD/ restart the computer/ take the cassette out and bang it a few times, and see if that works"
"It seems this CD player doesn't play copies. Is there another one anywhere?/ I'll just run to the teacher's room and get the original"
"Does anyone know how to turn this on?"/ "Are there any computer experts in this class?"
"Did that wake you up? Sorry, I'll turn it down and start again."
"Sorry, it's a bit noisy outside/ next door/ upstairs, isn't it? Let's wait a second and try again/ Can someone go over there and ask them to keep it down just a little?"
"Sorry about the awful music"
"The volume doesn't go any higher. Let's try turning the air conditioning off/ closing the window/ moving closer to the CD player/ bringing the speakers closer to the class"
"Is that better now?" / "Can you hear now?"
"Maybe there's something wrong with this socket. I'll try another one"
"It looks like this could take some time (to sort out). Can you all get your homework out and compare answers in pairs while I have another look at this/ go and get someone else to sort it out?"
"Okay, I give up. Let's just go onto the next part of the lesson, shall we?"
"Got it! As I was saying, you have to listen and..."
"Maybe I've put the tape/ the CD in the wrong way round"
"Well, it was working this morning/ in the last lesson/ in the other classroom..."
"We might have to change classrooms if we can't sort it out"
"Whoops, I had the volume down to zero. Let's try again, shall we?"
Post listening exercises
"With your partner, discuss if you agree with each things that the person on the tape said. If you don't agree, work together to change the sentence and make it true. Let's do one example as a class. Does anyone agree with statement A? I didn't think so! So, how can we make it true? Good idea! Just add 'not'. That's a nice easy one, nothing wrong with that! So, where can we put 'not' in this sentence? ..."
"With the tapescript/ from what you have written down in your books/ from what you remember, have the same (kind of) conversation in pairs"
"Test each other on what you remember about the listening in pairs. The person asking the questions can have their book open, but the person who is answering has to have their books closed. Okay? So, can you two work together? Two, two, two, two. The person on my left. No, not your left, my left- I'm the teacher, so I decide! Ha ha! As I was saying, the person on my left asks the questions. Question, answer, question, answer. So, people on the right, books closed. Maria, you too please. Ready? Ah, I forgot to say. You don't have to start on question one, any question is okay. Maybe pick a difficult one, ha ha ha! Ready now? Okay, questions go!"
"Discuss the different listening tactics we used with your partner and together decide on which one will be most useful in the exam"
"Replace words in the dialogue to make it more interesting/ true for you"
"Write a continuation of the dialogue with your partner and then practice it so you can perform it for the class"
1. Let’s call the roll. Is everybody here?
ОтветитьУдалить2. Could you open/close the (door)?
3. Switch the lights on, please.
4. Get out your English book and pencil.
5. Put all your things away.
6. Can you lend (him) a (pencil), please?
7. Has anyone an extra (pencil) for…?
8. Listen to me, please! Pay attention!
9. Silence, please! Be quiet!
10. Stop speaking now!
11. Who knows? Hands up!
12. Do you understand me?
13. Right, that’s all for today.
14. Please, line up quietly by the door.
15. Go out to the playground.
Students
1. May I come in, please?
2. I make my apologies for coming late.
3. How do you say ……… in English?
4. Teacher, please!
5. Can I go to the toilet, please?
6. Can I drink water, please?
7. Can I sharpen my pencil, please?
8. Can you repeat, please?
9. Can you help me, please?
10. Can I borrow a (pencil), please?
11. Have you got a (pencil)?
12. Thank you You’re welcome.
13. I know.
14. I don’t understand.
15. Finish!
http://www.barryfunenglish.com/vocabulary.html
ОтветитьУдалитьThis website is very useful for teachers as it conteins good deal of vocabulary on any term)))
I hope you gonna like it;)))
http://www.egyankosh.ac.in/bitstream/123456789/25581/1/Unit13.pdf
ОтветитьУдалитьAnother one)
Here u can find some good classroom expressions))
Выражения класcного обихода
ОтветитьУдалить• Nice job! Великолепно
• Terrific! Прекрасно
• Well done! Хорошо
• Complete the exercise at home. Закончите упражнение дома.
• Enjoy your weekend! Хорошо провести выходной!
• Have a good weekend! Хорошо провести выходной!
• See you tomorrow! Увидимся завтра!
• See you on Monday! Увидимся в понедельник!
• Children speaking in class Ученики говорят на уроке
• Did I do this correctly? Правильно я сделал это?
• Is this correct? Это правильно?
• What is this called in English? Как это будет по английски?
• Is there another way of saying it? Можно это сказать по-другому?
• Can I say? Можно, я скажу?
• May I ask a question, please? Можно я задам вопрос?
• Could you repeat the question/sentence? Не могли бы Вы повторить вопрос?
• Can you write it on the board? Вы можете это написать на доске?
• What must we do next? Что мы должны делать потом?
• I've got a question. У мення есть вопрос.
• What's a better way to say this? Как лучше это сказать?
• What does it mean? Что это значит?
• I don't understand this word/sentence. Я не понимаю это слово/предложение
• How do you pronounce this word? Как вы произносите это слово?
• Should I start? Мне начинать?
• Should I go on? Мне продолжать?
• Should I read? Мне читать?
• May I leave the class? Можно выйти из класса?
• I need some help. Мне нужна помощь.
• This is really difficult for me. Это действительно трудно.
• I This was really easу Это было легко
• Go to the blackboard.
• Good morning (afternoon).
• Stand up.
• Sit down.
• Try again, please.
• Goodbye.
• Listen to me.
• Go to your seat.
• Open your books.
• Write, please.
• The lesson is over.
• Let’s start our lesson.
• Come here.
• Let’s sing together.
• Listen to a story.
• All together.
• Do you remember?
• Help me, please.
• Repeat after me.
• Let’s tell the story together.
• It’s your turn.
• Look at your pictures.
• Let’s play.
• Do you know...?
• Answer my questions.
• Show me your pictures, please.
• What was your homework?
• Get ready for the lesson, please.
• It’s Monday (Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday) today.
• Do you agree with...?
• What do you think...?
• Please tell us the answer.
• Who can help?
• Was that correct?
• That’s right.
• That’s not correct.
Перечень выражений классного обихода:
ОтветитьУдалитьGo to the blackboard. Good morning (afternoon). Stand up. Sit down. Try again, please. Goodbye. Listen to me. Go to your seat. Open your books. Write, please. The lesson is over. Let’s start our lesson. Come here. Let’s sing together. Listen to a story. All together. Do you remember? Help me, please. Repeat after me. Let’s tell the story together. It’s your turn. Look at your pictures. Let’s play. Do you know...? Answer my questions. Show me your pictures, please. What was your homework? Get ready for the lesson, please. It’s Monday (Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday) today. Do you agree with...? What do you think...? Please tell us the answer. Who can help? Was that correct? That’s right. That’s not correct.
Things you might say to your teacher:
ОтветитьУдалитьI’m sorry, I don’t understand.
Pardon?
What does “chair” mean?
How do you say “X” in English?
How do you spell that?
Is this correct?
What is the past of “go” ?
How do you pronounce this word?
What exactly do we have to do?
Thank you that was a very interesting lesson.
Things your teacher might say to you:
Open your book at page 25
Answer the questions
Write the answers
Work alone / in pairs / in groups
Ask your partner these questions ...
Answer your partner’s questions ...
Listen and repeat … again …
Make the question
Listen to the tape to answer these questions
Copy this into your notebooks
The homework is ...exercise 5, page 11
Well done!