Classroom Language: Classroom language for starting lessons

Summary: Useful classroom language for ESL teachers for starting lessons
By: Alex Case |Audience: Teachers|Category: Teaching English
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Coming into the room The teacher coming into a room full of students "Can someone take this CD player and plug it in? Thanks." [hold it up as i you are o ering it to someone! and look to"ards the socket or hold the plug and mime plugging it into something# "Can someone hold the door open or me?" [stop "ith the door supported on your $ack! then may$e make straining noises like you are trying to s%uee&e through# "'i e(eryone. )ust let me put my things do"n here and "e*ll get started." "+orning. ,ot many people here yet? - .here is e(eryone?" [gesture looking at empty seats and then as i searching or those people in the corners o the room# "/s this the right room? +rs Andersen*s class?- Top set English?- English clu$?" "'ello again. +r Smithers is still sick"- "0es! 1it*s2 me again3" The students coming in "4kay e(eryone! ile in %uietly and take a seat please" [use t"o arms to sho" the slo"ness and straight lines o the route into the room# "5pper /ntermediate 6? 0es! this is the right class. Come 1on2 in." "'i. Come in. Take a seat- Sit any"here you like- Can you sit some"here di erent rom last "eek?- "Can you sit near the ront?" "7lease put your home"ork into the tray as you come in"- "'ome"ork in the tray! e(eryone"

"7lease put your $ags on your pegs- in your desks- on the $ack o your chairs- on the stage- in a pile $y the door- in your lockers" [mime putting or hanging the $ag! then point at position# ".e*re going to do pair"ork! so you need to sit closer to each other" [gesture t"o hands pressing something together# "Sit in your usual teams- the same teams as last lesson" "8oys on the right and girls on the le t" [point at some $oys! and then "here they should $e! etc# "Sit on the loor- on the mats- on the rug- in the story corner" "Take a lashcard as you come in! they are or the irst game" "9ine up in order o age- height- the date o your $irthday- in alpha$etical order" "Can the last person in close the door?" "As you come in! ask the next person their name and say *Come in please* and *Thank you*" [gesture hand coming rom your mouth to"ards the other person! and then $ack rom them to you# ":nock on the door and say *Can / come in?*" [mime knocking "ith knuckles# "Entrance drill3 Today*s %uestion is *.hat colour is your $ag?*" "9ine up against the "all and then you can come in" [sho" the line "here you "ant them to stand! and then mime s%uee&ing up into that space#

Greetings "4kay e(eryone! stand up please. )immy! that means you too. ;ight. <ood morning e(eryone- <ood morning class- <ood morning $oys and girls- <ood morning children... 4kay! =ust *good morning* is right too! $ut / "ant you to say *<ood morning class. <ood morning teacher.* like "e practiced last "eek. Can you do that? 4kay! one! t"o! three. +uch $etter! $ut remem$er that the *or* in *morning* is a long sound! oooooooooor" [gesture something (ery long coming out o your mouth "ith your right hand# "4ooooor... <ood. +oooooorning.... 4kay! 1that "as2 may$e a little too long! ha ha3 +orning... <reat. So! let*s do the "hole thing one more time rom the start. <ood morning class... +uch much $etter. 4kay! sit do"n please"

"1<ood2 morning- a ternoon- e(ening"- "'ello- 'i" "+erry Christmas" "'appy ,e" 0ear"

Introductions "+y name is +r-+rs-+s :im. /*m your ne" English teacher- /*m your English teacher this year- this term- today. 1Can you ask me some %uestions! e.g. "here /*m rom and my ree time?2" "/*ll =ust introduce mysel irst"

"/*(e got i(e lessons "ith you each "eek." "/*m co(ering or your usual teacher 1today- this "eek2. 'e- she has a cold" "/*m ne" to this school! so please $e nice to me! ha ha3" "0our last teacher told me you are the $est class! so / hope that is true3" "Can you all introduce yoursel(es to me?" "Can you tell me and the rest o the class t"o or three things a$out the person sitting next to you?" "9et*s introduce oursel(es! shall "e?" "This is my name at the top o the $oard! it*s pronounced..."

Taking the register (= roll call) ".ho is a$sent today? - .ho isn*t here today?" [looking around class at- or empty chairs "hilst holding class list in hand or miming doing so# "4h! )ohn*s a"ay. Does anyone kno" "hy? /s he ill?"- ".hat*s the matter "ith Ste ano today? - .hat*s "rong "ith )im today?"- ".here*s Tony? 'e didn*t look (ery "ell yesterday! so may$e he*s sick.- /n this "eather! may$e he*s gone to the $each." - "Does anyone kno" "here 'yo 0oung is?- Any idea "hy 'yo 0oung is a$sent?"

"So e(eryone is here except..." "So! only t"o people a"ay." "9et*s take the register."- "9et*s check to see "ho is here." ";emem$er to ans"er */*m here*" "/s e(ery$ody here?"- "/s anyone a"ay?"- ",o one a$sent today?" "So! Su 0oung isn*t $ack yet. Does anyone kno" "hen she*ll $e $ack- "hat has happened to her- i she*s dropped out o the class?" "There are a e" empty chairs. .ho is missing?" ",ot many people here today. /s there a $ug going round?" "4h yes! )uanes said he "as going to miss this lesson! didn*t he? Can any remem$er "here he said he "as going?" "9et*s see i e(eryone is here" "9isten "hile / call your names" "Shout out *present*- *here* i you are here" ",o? /s he- she a$sent today?" "9et*s all count to see i e(eryone is here > girls irst! then $oys." [mime counting on ingers# ".ho*s the class monitor this "eek? ;ocky? ;ocky! can you count ho" many people are here please?"

Initial chitchat "'o" are "e all today?"- "'o" are you 1today2?" - "'o" are things?" - "'o"*s li e?" "Did you ha(e any trou$le getting here? / heard there "ere pro$lems on the Central 9ine" "0ou all look ree&ing. /s it still sno"ing outside?- 'o"*s the "eather outside no"?"

"1Did you ha(e a2 $usy day at "ork?" "/ see "e ha(e a e" ne" aces. Can you $rie ly introduce yoursel(es to the class?" "9ong time no see! )ulietta. 'o" "as your holiday?- Does anyone ha(e any %uestions or )ulietta a$out her holiday?" "1Did you ha(e a2 good "eekend? Did anyone do anything di erent- interestingexciting?- )ohn! you said you "ere going to.... 'o" "as it?" "Did you en=oy your holiday?" "Did anyone notice my haircut- tan- sun$urn- $roken arm- ne" suit? Any %uestions 1a$out my e(ening- "eekend2?" [point at noticea$le thing# "?lad! you "anted to ask me a %uestion. Can you ask it no"?- Can you ask that %uestion to e(eryone in the class?" "0ou 1all2 look tired- hot- cold" "/s it hot- cold- humid- sno"ing- raining outside 1at the moment2?" [mime rain or sno" alling rom sky! anning yoursel ! or shi(ering# "Are you 1all2 eeling $etter today?" "1'a(e you 2had a haircut?" [mime scissors "ith index and middle inger cutting hair# "1.e are all2 dressed up smart today! aren*t "e? 1/s there2 any special reason?" "/ "as sorry to hear a$out..." "Did you hear a$out...?" "Are you looking or"ard to...?" "/ can hear %uite a lot o sni ing- sni ling. /s there a cold going round- does e(eryone ha(e a cold?"

Waiting to start "/*m "aiting or you to $e %uiet- to settle do"n- .e "on*t start until e(eryone is %uiet." [cross arms and look impatient! may$e tapping oot#

"7lease stop talking and $e %uiet" - "1Can e(eryone please2 settle do"n so "e can start." [arms out "ith palms do"n! mo(ing slo"ly up and do"n# "1E(eryone $e2 %uiet please3" [index inger in ront o lips! or &ip across lips "ith thum$ and index inger# "4kay! /*m glad you*re excited! $ut let*s calm do"n a little! shall "e?" "0es! okay! "e*ll play the Stations game! $ut you ha(e to sit do"n %uiet and then doing the normal greetings irst." "/*m still hearing some noise at the $ack"- ".hat*s going on $ack there?" [stretch your neck and- or stand on toes and look in that direction# ".e ha(e the same thing e(ery "eek. .hat am / "aiting or?... @or you to $e %uiet! that*s right." "They*ll $e plenty o time or speaking- games once the class has started." "... or "ould you pre er to start $y checking your home"ork instead?"

Getting started/ getting do n to !usiness "So! let*s get started! shall "e?" [may$e clapping hands together once# "/ could talk a$out that all day! $ut / think "e should study some English! shouldn*t "e?" "Are you ready 1to start- to learn English2?" "English time3 1,o more :orean32" [point at poster or those "ords "ritten on the $oard i you ha(e them# "/s e(ery$ody ready to start?" "/ hope you are all ready or your English lesson." "/ think "e can start no"." "9et*s $egin3"- "9et*s start3"- "9et*s rock and roll3" ",o" that e(ery$ody is here..."

"/ "as going to start the class $y...! $ut it*s too hot- you all look too tired- there aren*t enough people- the e%uipment isn*t "orking. So! let*s mo(e straight onto..." "/ don*t think "e need a "arm up game today! do "e?" "Can anyone remem$er "hat "e did last "eek- in the last lesson- this morning? "/ told you to prepare something or the $eginning o this lesson! didn*t /? /t looks like some people ha(e completely orgotten a$out it. 4h "ell! your loss. The people "ho did do it "ill ind the next part really easy" ".hose turn is it to choose the starting game- song- the language point or the $all game?"

"nusual starting tactics "Catch3" [really thro"ing something or miming it# "/s no one going to ask me "hat /*m doing?" "The irst person to the ront o the room gets a s"eet- doesn*t ha(e to do any home"ork tonight" ".hat*s this?" "4ne point to Se$astian or $eing %uiet" ".ho "ants a s"eet?"

#tating your aims ",o" /*d like you to continue asking and ans"ering %uestions a$out your "eekendyour ho$$ies! $ut using the structure on the $oard- $ut as a game" "/*d like to start the lesson $y re(ising "hat "e did last lesson- seeing ho" much you remem$er rom last "eek" "/*d like to start the lesson "ith a pop %ui&- a "armer- some re(ision- some pair"ork speaking" "The aims o today*s lesson are...- are at the top o the $oard"

"Today! "e are going to..." "As / explained last "eek! today is the day or the inal test- presentations- course eed$ack %uestionnaires" "Today! "e*re going to do something a $it di erent- unusual- strange. This is to....hy "e are doing it "ill $ecome clear later on." -"This may seem a little unusual! $ut it*s all part o the plan3" "Today- /n this lesson- This "eek "e*ll learn ho" to ... - "e "ill study...- "e "ill practice ... 1 rom last "eek2" "The aim o this class is 1to2 ..." "/ kno" "e don*t usually start $y checking the home"ork- $y doing a song! $ut "e are going to mo(e onto..."

$ateness ".here ha(e you $een?" [gesture tapping "atch or look at clock# ".e started ten minutes ago. .hat ha(e you $een doing?" ".hat time does the class start?... And "hat time is it no"?" "Sorry! "e are in the middle o a listening exercise. Can you "ait outside or t"o minutes until "e inish?" "Did you miss your $us?"- "Are there still pro$lems "ith the underground?"- "Did you get stuck in tra ic?"- "Did you ha(e pro$lems getting a taxi 1in the rain2?" "Did you o(ersleep?"- "1/s your2 alarm clock $roken 1again2?" "Don*t let it happen again." "/t*s okay! $ut come in %uickly- %uietly so "e can get on "ith class" "Don*t "orry! $ut try to $e on time next time" "0ou missed the progress test! so you*ll need to do that another time" "0ou can do the part you missed or home"ork"

"Can someone explain "hat "e are doing to )ose +aria?" ".here "ere "e?"- ";ight! let*s get $ack to- get on "ith..."

Tests "Today is the test! remem$er. So! / "ant you to come in "ithout speaking and take out =ust one pencil and one eraser. ,o $ooks and no pieces o paper. <ot it? 'o" many $ooks are you allo"ed?... ,o! Sa$rina! not a hundred. 0es! okay! a thousand! (ery unny. Seriously. 'o" many $ooks?... 0up! &ero! none! no"t. .hen you*(e got your pencil and eraser out o your $ag! put your $ags at the $ack o the classroom. ;eady? Auietly! come in one at a time." "Any %uestions $e ore the test starts?" "Today*s the test! $ut "e*ll do something else or 6B or 6C minutes to gi(e other people a chance to get here"

Things to think a!out/ %iscussion &uestions for teachers .hat stages a$o(e "ouldn*t you $other doing in your classes! e.g. initial chitchat in a large class! lo" le(el class or (ery young class? .hat order do you usually do the stages that you do? Could you do them in a di erent order? .hich o the phrases in each o the stages you do use a$o(e is the right language le(el or your students? /s each one also suita$le or their age! polite enough etc? / not! ho" could you change it? 7ick at least C sentences a$o(e that are totally unsuita$le or your classes. .hy are they unsuita$le? .hat kinds o classes and situations might they $e suita$le or? .hat could you say instead in your classes? 'o" could you make each o those phrases easier to understand! e.g. "hat gestures could you use and "hat language could you add to your sylla$us? 4nce your students get used to that phrase! ho" can you make it more complicated in order to $oost their le(el $ut still making sure they understand? /s there any "ay o getting students to use the same phrases "ith each other?

Do you do any o the stages a$o(e in 96 rather than English? .hat do you think students* reactions to you s"itching to English "ould $e? 'o" could you make that transition easier? +any o the sentences a$o(e ha(e natural con(ersational grammar rather than traditional "ritten grammar! e.g. "Alarm clock $roken?"! "hich a nati(e speaker is pro$a$ly more likely to say rather than "/s your alarm clock $roken?" .hat do you think a$out using these kinds o sentences? There are also some examples o more di icult and idiomatic "ords and phrases like "no"t" and "'o" are things?" that students "ould pro$a$ly still understand rom the context. 'o" do you eel a$out using these in your classes? / you use natural sentences at natural speed students "ill hope ully learn to guess the meaning rom context! to accept not understanding e(ery "ord! and to remem$er language in longer stretches rather than "ord $y "ord. They might! ho"e(er! ne(er understand "hat the indi(idual "ords are and might ne(er $e a$le to tie it in "ith the language on the sylla$us. .hich o these are more important or your students! do you think? Some people like to start English class in exactly the same "ay as the other classes so that students take it seriously! and other teachers like to start it in a more relaxed and riendly "ay to set the atmosphere that they need or an interacti(e! communicati(e classroom. .hich thing is more important to you? /s there any "ay o com$ining the t"o things?

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