Classroom
language and giving instructions
Language
For Teacher Use
*Beginning of the lesson
Good
morning class.
Good
afternoon class.
Hi
children /boys /girls.
Hello
/hallo/hullo.
How
are you today?
Are
you fine? I hope so.
Are
you ok? I hope so.
How
are you doing?
How’s
it going?
*Introducing a new stage in the lesson.
Let’s
move to……..
Let’s
play a game.
Let’s
sing a song.
Let’s
draw/ write /read.
It’s
time to………
*Ending the lesson.
We
will stop here.
I
want you to……….at home.
For
homework do EX. ………page…….
See
you tomorrow.
Thank
you. Goodbye
*Getting pupils’ attention.
1,2,3
look at me.
Give
me two!
Be
/keep quiet! Please.
*Taking attendance.
Are
you all here?
Is
there anybody absent?
Who
is absent today?
Is
Ali /Mona here?
How
many pupils are there in the class?
*Disciplinary expressions.
Keep
quiet, please.
Work
quietly.
Listen
carefully.
Listen!/
think.
Stop.
/stop it.
Pay
attention.
Be
kind.
Put
away the pen /pencil / book.
Put
your book away.
Put
up your hand.
Put
your hand up.
Stop
talking.
Stop
whispering.
Stop
writing now.
Ssh
! quietly.
*Giving
instructions
Stand
up! / Sit down!
Get
into pairs /groups.
Open
your books to page…
Close
your books.
Turn
to page…..
Come
to the front.
Listen
to the tape.
Collect
the homework.
Turn
to your desk partners.
Pass
out the paper.
Repeat
after me.
Give
out / distribute the books to the class.
Make
a sentence with the word “………………”
No
chewing gum in class. Get rid of it, please.
Come
in. / come here.
Stand
over there.
Hands
up/down.
Look
at the board.
Watch
/Touch/Point to/Try again/You say it.
Say
it again /Next.
Talk
to each other.
Your
turn, Mona.
Don’t
throw litter on the ground .Use the bin.
Anyone
caught dropping litter will be fined.
Switch
the light on/off.
Take
out your books.
Look
at page 20.
Close/Open
your eyes.
Read
/Write /Copy/Draw/Count/Circle/ All together /All of you.
Have
you finished?
Where
is your ……..?
A
volunteer, please/Any volunteers?
Do
you see/understand?
Speak
up/Raise your voice.
Speak
a bit louder.
Speak
more quietly, please.
Say
it in………., please.
Next
class, you will have a test on unit3.
Don’t
speak in Arabic. Speak in English, please.
Don’t
talk with your mates during the lesson, please.
Don’t
talk while I’m talking.
Don’t
interrupt me.
I
listened to you. Listen to me.
Write
down your homework.
Put
your hands down.
Put
the pens down.
Give
in your homework.
Who
would like to read?
Are
you following me? You see? Is that clear?
Do
you get me? Have you got that? Is it OK?
Remember
to bring your…….
Hand
out the books. Hand the books round.
Learn
for a test.
Open/Close
the door.
Leave
the door ajar, please.
Who
got it right?
Put
your things away.
Stand
behind your chairs.
Put
up your chairs.
Stack
your chairs.
Put
your bags on the floor.
Sit
in a circle.
Finish
your work.
Complete
silence.
Clean
the board, please.
Write”…………”on
the board.
Who
can read/write?
Who
knows the right answer?
*Praising
and giving feedback
Good!
/very good!/ Quite good!/ Pretty good!/ Well done! /Excellent!
You
are good pupils./ That’s fantastic. Good try! / Not bad.
Much
better./Wonderful ! /Brilliant !/ Do your best .
Clap
for him / her./ Clap for yourselves./ Give him / her applause.
Great!
/ Good idea!/ Original! / Try again./ Congratulations!
Could
you give another answer?/ You’re on the right track.
Raise your thumb up.
Raise your thumb up.
*Comments
in Exercise Books
Good
work./ Neat work= very good work/ Take more care.
Take
more care with spelling./ Take more care with your handwriting.
Too
short./ Too many mistakes./ Write only on every other line./See me!
You
can do better./ A big improvement./ Don’t forget the date.
Don’t
leave gaps./ You could try harder./ Where is your homework?
Copy
with more care.
*Expressions
of reprimand/criticism
There’s
too much noise./ Don’t shout out./You aren’t here to chat.
Behave
like a human being./ What did you have for breakfast?
Be
quiet, line up quietly/ That’s enough./ You are irritating me.
Pay
attention / sit properly./ Don’t be silly.
Don’t swing back on your chair.
Don’t swing back on your chair.
*Instructions
for activities
Get into groups of……./ Find a partner./ Write
in the margin.
Don’t
write any notes in the margin./ Copy this into your books.
Write
it in rough./ Leave a line./ Swap books./ Fill in the grid.
Mark each other’s work./ Draw and label./ Draw a picture.
Mark each other’s work./ Draw and label./ Draw a picture.
Ask
and answer questions / In the back of your books
In
the front of your books/ Ask your partner./ Answer the questions.
Don’t
let your partner see./ Cover this with your hand.
Tick
the boxes./ Copy the grid./ Fill in the gaps./
Join up the words and the pictures./ Mix up the cards.
Look it up in the dictionary./ Pretend that you are…./ Mime
Join up the words and the pictures./ Mix up the cards.
Look it up in the dictionary./ Pretend that you are…./ Mime
Do
the role – play./ Have a conversation./ Take it in turns./ Imagine
Think
of…../ Whisper/ Stand in line/ You have five minutes.
Start
with……/ Rewind the cassette./ Listen to the cassette.
Record on cassette/ Record on video/ Put the disk in the disk drive.
Record on cassette/ Record on video/ Put the disk in the disk drive.
Load
the programme / Type in ……./ Delete/ Press/
Clean/erase the board./ Fetch chalk, please.
Clean/erase the board./ Fetch chalk, please.
*Classroom objects
Book
/Workbook/Activity book/Student’s Book
Pen/Biro
/Pencil/Pencil case /Pencil sharpener/ Felt –tip pen=felt tip.
Rubber/eraser/Ruler
/Stapler/ staple
Scissors
/Glue/ Sellotape =scotch tape (AmE)
Rough/scrap
paper/scratch paper
Compass
/Hole punch/A scrap of paper /Highlighter.
Drawing pin= thumbtack/ Paper clip/Calculator.
Dictionary/School
bag/Cassette/Tape recorder/Listening center.
Headphones/Video/Video
player/Video camera/Television/Computer
Keyboard/Screen/Disc/Disc
drive/Printer.
Blackboard/Chalkboard/Chalk/Board
rubber/Whiteboard/
Whiteboard pen.
Whiteboard pen.
Whiteboard
marker/Board Marker/Marker/Overhead projector.
Overhead
transparency/Projector.
Textbook/Exercise
book/Notebook/Ring binder/Folder.
Diary=Agenda
(AmE)/Desk/Chair/Stool/Glue
Noticeboard=Bulletin
board (AmE)
Map/Timetable
=Schedule.
Photocopier=Copier/Bin/Waste
bin/Wastebasket/Waste paper basket
‛‛phrases for pupil use to the
teacher’’
Excuse
me, can you help me? / Can you repeat that, please?
Can
you repeat that more slowly, please?
Sorry
I’m late. I’m sorry for being late.
What
does ‘’……………………’’mean?
How
do you say’’………………’’ in ‘’……………….’’ Please?
How
do you spell ‘’……………….’’?/May I have a piece of paper?
I’m
sorry. I’ve forgotten my pen/ pencil/ etc.
What
page are we on?/What page is it?
May
I go to the toilet?/I’m sorry. I didn’t hear what you said.
May
I open the window?/May I close the door?
May
I get a drink of water?
I was away. Can you explain that again, please?
I was away. Can you explain that again, please?
He
is away =He is off =He is absent.
I
don’t understand/I don’t know/I have a problem/I’ve finished/I haven’t finished
May I come in?/May I leave?/Just a minute/Wait
a minute/Is that right ?
‛‛The most important qualities of a
good teacher’’
A good teacher should deal with his
students as a father. He affects them and, in turn, is affected by what they
do. He helps his students in all times. He explains his lessons to the students
clearly and does his best to improve himself.
A good teacher should speak English in the
classroom all the time. The more English is used in the classroom the more the
students will retain and therefore use. He should be knowledgeable about what
he is teaching and provide a good model for pronunciation.
A
successful teacher of English praises his students’ efforts and gives them
encouragement .This will help their confidence in learning the language. Recent
research has proved that students perform better when they are encouraged and
supported. On the other hand, research has proved that the more pressure and criticism students are
given, the worse they will perform.
The role of teacher is not to teach
English only. He is, to begin with, an example. His role is to build good
habits in his students also. He should insist on ordering the seats in tidy
rows and that can be done in half a minute. He could also ask each student to
collect the pieces of paper around his seat and this could be also done in
seconds. If the teacher insists on order and cleanliness, he gives a good
impression about himself and a tidy room to teach in.
A good teacher of English should know his
students’ names. Such knowledge helps him in different ways. First, it helps
the teacher control the class. Second, it creates social warmth in the class
atmosphere. Third, it helps the teacher in evaluating students for their class
participation. Finally, it gives the student a feeling of satisfaction and
importance.
One of the first things a teacher must do
when he enters the classroom is to clean the chalkboard well or to ask a pupil
to clean it. To use the whiteboard effectively, the teacher must divide it and
use it tidily. He shouldn’t start teaching before the class is completely quiet
.
The teacher should be able to control the
class. It is better to accustom students, from the first moment, not to move
around or speak without the teacher’s permission these habits must be started
from the very beginning.
When the teacher talks to the class, he
should face them. In other words , when the teacher ask a question or explains
a point , the best place for him is in
front of the class, where he sees all students and is easily seen by all
students.
A
good teacher should not direct any threats except those he can carry out . If
he can’t carry out his threat, he should not say it. Too much seriousness in
the class atmosphere may threaten the warm relationship between the teacher and
the class.
A
good teacher has to be very patient. He should keep his nerves as calm as
possible and say what he has to say without losing his temper.
‘’What makes a successful teacher’’
1-Knowledge
of the subject:
The teacher knows well the subject and plans
the lessons daily.
2-Punctuality:
the teacher arrives, begins and ends on time. He
encourages the learners to do so.
encourages the learners to do so.
3-
Strictness: the teacher is firm.
4-
Patience: the teacher should keep his nerves as calm as possible.
5-
Kindness: the teacher treats the learners in a friendly way.
6-
Support and concern for learners: the teacher cares about the success
of the learners, takes time with them and allows for creativity.
of the learners, takes time with them and allows for creativity.
7-
Avoids criticizing the learners: the teacher encourages even in case of
failure.
failure.
8-
Politeness: the teacher treats the learners with respect.
9-
Consistency: the teacher is always well – prepared to teach the class.
10–
Doesn’t allow one or two to monopolize or dominate the class. He
doesn’t concentrate on the elite
doesn’t concentrate on the elite
11–
He is not a slave to the text: the teacher uses the text as a road map.
12–
Keeps accurate records of the class: attendance, test results, ……. etc
13–
Knows the learners’ names : this creates social warmth and gives
a feeling of satisfaction .
a feeling of satisfaction .
14
- The teacher uses the board effectively.
15
– The teacher uses different teaching styles.
16
– The teacher attends training courses.
17
– Being a good listener.
18
– Ability to stimulate students.
19
– Air of authority.
20
– Fair.
21 – Sense of humour .
22
– Enthusiasm.
23 – Humble.
24
– The teacher uses a variety of learning
activities.
As you write a composition, make sure
you do the following:
1-Write
and underline the title.
2-Use
capitals for the first letters of all important words in the title.
3-Leave
five letter spaces empty at the beginning of the first line of each
paragraph .
paragraph .
4-Leave
one letter space between words.
5-Leave
two letter spaces between sentences.
6-Start
each sentence with a capital letter.
7-End
each sentence with a full stop.
8-Write
each letter as carefully as you can.
9-Spell
all the words correctly.
10-Write complete sentences.
What is TPR ?
Language
is learnt more effectively when it is accompanied by doing things physically and when the learners are relaxed.
|
We hear and we forget.
We see and we remember.
We do and we understand .
|
TPR
is a learning strategy. TPR stands for total physical response. At the
beginning of a TPR activity, the teacher may help pupils by showing them what
to do. In a TPR lesson pupils have to listen and respond. TPR uses the
imperative. In TPR classes pupils hear many commands. In a TPR lesson the
pupils have fun and the teacher should give praise and encouragement. Using
this method reduces inhibition and reluctance on the part of the learners and
lowers stress. Finally, it was designed to speed up and enhance the understanding
of a foreign language.