Classroom Language

Content

TEMA 1:
Greetings and forms of address
Checking attendance
Ending lessons
TEMA 2:
Everyday instructions- organizing the classroom
Spontaneous situations.
Phrases with spell
TEMA 3:
Explaining and demonstrating
Phrases describing position
Asking for helpers and giving things out
Helping children learn and improve
Spontaneous situations
TEMA 4:
What learners need to say and ask
Setting up pairs and groups
Children in pairs or groups
TEMA 5:
Giving instructions in English
Being good-a positive approach to discipline
Recalling routines: what do we do when?
Turn-giving
Instructions for true/false activities
TEMA 6:
Letter and word recognition
What does it say?
to talk about what is written down.
Asking children to guess the word
TEMA 7:
Asking children to guess or remember
TEMA 8:
What can you do with cards?
How to comment on students work.
Involving children in making and using resources.

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TEMA 1

Greetings and forms of address

Teacher
Good morning,
Good afternoon,
Hello,

children.
everybody.
boys and girls.
girls and boys.

Checking attendance
Lets call the roll
Lets take the register.
Lets check to see who is here.
Remember to answer Im here

Children
Good morning,
Good afternoon,
Hello,

Miss/Mrs/Mr/Ms
(surname)
(first name)
Teacher

Thank you, everybody.

So, everyone is here except.

So, only two people away

Is everybody here?

Oh good, Paula, youre back

Nice to see you
Are you all right now?

Is anyone away?
No-one absent today?
Who is missing?

Oh, Johns away

Who knows why?
Is he ill?

Maybe hes gone to the

dentist. What do you
think?

Lets all count to see if

everyone is here- girls
first, then boys

So, how many is 13 and 15?

OK.Yes?
So that is 28 altogether?

Is that more than yesterday?

Or less than yesterday?
Or the same?

Practise a conversation using the tables above

Ending lessons
1. Ok, thats all for now.
2. Right. Weve no time for anything else- dont do any more- we dont have any more time today.
3. Ok- just one more time before going out for a short break.
4. Ok, now stop! We havent enough time to finish the monster today. So stand up
5. Ok- just one more time-and then thats it.
6. Ok, pick up all your things- and put the books in the cupboard.
7. Thats all for today. On Monday, therell be more.
8. Ok, children, make a line to say good-bye- following the leader. Bye bye.

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9. Ok, its break-time. So you can go out to play. But first- line up quietly by the door.
Find four pairs of phrases that have similar meanings. Read them out loud in pairs.
In each example, one word or phrase is underlined. Change or substitute it for another word
or phrase, for example now to this afternoon.

TEMA 2

Everyday instructions- organizing the classroom

Read the following ten instructions out loud.

1. Get your books and pencils out.
2. Pick your pencils up.
3. Move the tables back.
4. Turn your chairs round to face the wall chart.
5. Put all your things away.
6. Close the window beside you.
7. Put your pencils down.
8. Turn back to face the front.
9. Leave these tables here.
10. Leave the windows open.

For each instruction, find one which has the opposite meaning. There are five pairs of
opposites.
What words or phrases might you add before these instructions to get your childrens
attention? For example, OK, all of you, get your books and pencils out.
All these phrases are instructions. Separate them into two groups: one used to finish a
class and one used during a class.
Lets check the answers.
Again, please.
Any questions?
Everybody/This row
Whos next?
Look at activity 5.
Collect your work, please.
Pack your books/notebooksup.
Listen to the tape/me

Like this, not like that.

Its time to finish.
Now, pay attention, everybody.
Dont forget to bringon Monday
You have five minutes to do this.
Youll need coloured pencils/a ruler
Are your desks tidy?
Well learn how to
Are you ready?
Lets stop.
Open your books at page
Now, repeat after me/the tape.
Have you finished?
Stop now.
Turn to page, please.
Take this copy.

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Finishing the lesson

-

During the lesson

-

Spontaneous situations
Match the expressions to the situations.
1.
2.
3.
4.
5.
6.
7.
8.
9.

La clase o un alumno/a ha participado en algo y ha ganado.

Hay ruido de la calle.
Regresa a clase un alumno/a que ha estado enfermo.
El profesora/a comprueba quin falta.
Se despide de los alumnos/as antes de un fin de semana.
Un alumno/a llega tarde.
Hace calor/ Hay ambiente cargado.
El profesor/a se tiene que ausentar durante unos minutos.
No hay luz suficiente.

A.
B.
C.
D.
E.
F.
G.
H.
I.

Do you feel better today? How are you today? What was the matter?
Open the window. Its very hot/stuffy.
Can you close the window, please? Its very noisy.
Congratulations!
Why are you late?
Can you put the light on? Its very dark.
Have a good weekend.
Whos not here today?
Ill be back in a moment.

These are common situations in class. Can you match the bubbles with the situation?
a. animar a los alumnos
e. preguntas en situaciones comunicativas
b. dar informacin para refuerzo
f. captar la atencin de los alumnos
c. pedir algo prestado
g. pedir un esfuerzo mayor
d. pedir u ofrecer algo

Be quiet!
Stop talking!
Stop doing that!
Silence, please.
Dont talk.
Pay attention,
please.
Listen.

Could you share (with Lola), please?

Could you plug the tape recorder in/ come to the blackboard,
please?
Could I have another photocopy?
May I go to the toilet?
Can I help?
Shall I?

Can I have/borrow yourplease?

Here you are.
Help yourself.
Yes, of course.
Yes, all right.
Thank you (very much).
Thanks for your help.

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How do you spell?

What doesmean?
Whats the meaning of?
How do you say?
Is that right?
4

Not really.
Not quite, nearly.
Im afraid you cant say that.
Thats not right.

Try again.
Come on.
Thats better.
Have a go.
Almost right.
Theres no hurry.
Dont worry.
Try harder.
Can anyone help?

Right./Thats right.
Fine.
OK.
Quite right.
Thats it.
Thats correct.
Good. Thats fine.
Very good.
Well done.
I like that.
Excellent

TEMA 3

Explaining and demonstrating

Choose five to practise. Add some more ideas.

Today we are going to

Next, we are going to

Over the next few lessons

we are going to

do some colouring.
do some drawing.
do some painting.
do some sticking.
make a monster.
____________
make an Easter Card.
colour some animals.
make a farm
make a circus picture.

Lets do some together as a class first, so youll see

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Look, like this

look at what we are going to
make.
________________
Heres one Class 3 made.
Look, heres a picture for you to
colour.
Heres a sticker sheet for you to
share-one between two.
Well start like this
You can all choose a different
animal.
_________________
what I mean.
what it might be like.
what to do.
how to do it.
__________________

 Phrases describing position

1. on the left
2. in the middle-a bit to the left
3. in the corner, at the front
4. at the top of the tree
5. at the back
6. next to the tree
7. right at the front of the picture
8. behind the tree

a. in the background, far away

b. under the tree
c. at the front
d. in the corner, at the back
e. in front of the tree
f. on the right
g. in the middle-a bit to the right
h. by the bus stop

Asking for helpers and giving things out

Learn these phrases. Choose four to practise with your friend.

I need two helpers, please.
Whod like to help? You three? Fine.
Juan, can you help me?
Ana and Patri- you can help me.

So, can you give out these pictures?

One each.
Can you pass round these sheets of paper?
So everyone has one?
Can you give out the cards? Three for each
table.
Hand these back down you rows.
Can you find the boxes of crayons and give
them out?
Can you collect in the cards? Thanks.

Spontaneous situations

Write a sentence for each class situation

1.
2.
3.
4.
5.
6.
7.

One of the pupils birthdays.

Its cold.
One of the student sneezes.
The class or a group of the class are going to take part in a competition.
One of the pupils drops something to the floor!
Give instructions to begin the lesson.
Introduce yourself on the first day.

Match column A with column B

1) One of the students came late.

2) One of the students didnt come to

school because of illness.

3) The teacher has to leave the

classroom.

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a) Do you feel better today?

Are you better now?
How are you today, Pedro?
Have you been ill?
What was the matter?
b) Excuse me.
I dont feel very well today.
Ive got a headache/cold
Ill be back in a moment.
Carry on with that activity.
c) Were going to do it this way
Now see the line
Look, cut like this. Only cut that bit
No, Ana, Ill show you
Ok, fold it like that

4) The teacher demonstrates how to

work.

d) Come in and close the door. Where have you

been?
Did you miss the bus?
Why are you late? Did you oversleep?

TEMA 4

What learners need to say and ask

Add more things to the childrens boxes. Then select a suitable response from the teacher in the
second box.
Children
I havent got

my pencils.

Ive lost

my colours.

Ive forgotten

my book.

Look, Ive got

a new bag/pencil case.

some new felt tipped pens.

Teacher
Has anyone seen Giorgios pencil/book/colours?

Did you leave it at home? OK, never mind.

Can someone lend Giorgio a pencil/some colours?

Heres one. Here you are.

Whos got a spare pencil?

Go and get one from my table.

Dont worry- Ive got a spare one/set here.

Leila- can he look at your book?

Can he share with you?
Thats/ Those are lovely. Who gave you
that/those?

Decide who says what? The teacher or the children? Study the exchanges
__________________
Excuse me! Can you help me?

______________
Yes- of course, just coming.

Please Miss X! Is this right?

Wait a moment, Ana, Im just helping Peter.

Yes, what is it you need?
Thats fine like that.

I dont know what to do!

Yes, what do you need to know?
Please can I ask in Spanish?

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Setting up pairs and groups

Practise some instructions from these tables. Then learn at least three different sets of instructions.
Are you ready?

Youre going to do this

Ok, everyone,
So now everybody,

in pairs.
in twos.

Youre going to work

Quiet please!

in threes.
in groups of three or four.

Listen carefully.
Here are two pictures, but dont
look at them yet.

You will be playing this

You must not show them to
anyone else.

So, you two together.

Keep them face down!

Keep them like this!

You two and you three.

You can look at them both/all

together.

Go and sit with Laura please and

make a pair.

Children in pairs or groups

Think of three activities. Which of these phrases do you think your learners might need to do them?
Can you think of any more expressions?
Child 1
Who wants to start?
Whose turn is it?
Whos next?
Youre next/Im next!
Ill draw and you colour, OK?
Ill ask and you answer, OK?
You first then me, OK?
Have we/you finished?
Can you pass me a blue pencil/a yellow crayon
please?
Can I have the rubber/the eraser, please?
Oh, I need the ruler/the scissors.
Whos got the red marker?

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Child 2
Me!/Not me!
Mine! Yours! Anas!
Me! Ana!
OK.
Yes.
All right.
Yes!/No, you first!
Yes!/Not yet!/Just a minute!
Here you are.
Here it is!
Here you are/Oh! Wait a minute.
Me! Here you are/Here it is.

TEMA 5

Giving instructions in English

Practise saying the phrases with suitable gestures.

Sitting down and standing up

Moving around

Come in please and sit down.

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

Right, Taro, can you come here, please?

OK, come out here to the front of the class.
OK, your group, come up to the front.
Right, now, you, you and youcome over here.

Midori, turn round and face the front.

OK, everybody, stop talking now and listen
carefully.
OK, please stand up. And dont make too much
noise.
Everybody up! Thats right!
Stand still! Dont move.
Stay in your places! Stay where you are.

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

I want you to make two lines, along here
Like thisone behind the other.
Lets see move up a bitgoodthats nice and
straight!
Can you make a circle? A nice round circle. Good!
Not too closea bit further apartstep back a bit,
thats better!
Sureshcome forward a bitYes, thats it.
OK, thank you. Now go back to your places.

Being good-a positive approach to discipline

How can you get young children to settle down and listen properly? Here are some things you can say in
order to control children but still sound positive and encourage good behaviour.
-Please, stop talking now. No more talking for a bit. Good, you lot. That is nice and quiet. You othersshsh. Calm
down now, OK. Thats better.
-Quiet please! Settle down now and listen. Thats good, Eva. Thank you, Emilio.
-Everyone is sitting really nicelyexcept for Tom! Tom, could you sit down like the others please? Thank you. OK
-OK, we need to be quieter to hear what everyone is saying. These two groups are doing an excellent job. Thank you for
being quiet. And now we are waiting for
-Now who can tell me the name of the book? Lots of hands raised. Excellent.

Recalling routines: what we do when

Match questions to possible answers.

What do we do

when we are learning a new

song?
when we are having a story?
when we are reading a big book?
when were going to play
follow the leader?
after cutting out and sticking?
at the end of the lesson?

Everybody stand up
Come up and sit on the mat
Come and stand round the board
Everyone come out here to the
front
Clear everything up nicely
Line up-one behind the other
Get our/your bags
Line up in rows behind our/your
tables
Push the front desks/tables back

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Line up quietly by the door

Do we have any routine in this lesson? What would you say?

Turn-giving

Read these phrases out loud. Decide whether you want the whole class, half the class, or
smaller groups or individuals.
Put them in order from large group to individual responses.
1. Everybody-all of you! Ready?
2. Just this row.
3. Maria, your turn.
4. Ok, this group now
5. Anybody else? Hands upone at a timedont
just shout out.
6. Blue team-you start. Then red, then yellow.

7. OK, yellow, your turn next.

8. Right, now boys and girls all together.
9. Class-youre in two halvesOK, this half first.
10. Back row, then front row.
11. Second row, then third row.
12. OK, you tow, then you two, next.

Instructions for true/false activities

Invent six sentences. Ask your classmates to guess and do.

clap once, like this.
nod your head, like this
shout out yes.
put one hand up.

If it is true
If Im right

clap twice-two claps.

shake your head, like this.
shout out no.
put both hands up, two hands up.

If it is not true
If Im not right
If Im wrong

TEMA 6

Letter and word recognition

Phonic approach
OK-lets see how many letters you can remember. Who can find a letter which says h? Yes-h like for your
name, Hiro or h for happy or hungry. Who is hungry? Any one? Ok, so who can point to the letter for h?

Do the same with these tables. Add to them too.

like a sssnake like in
your name, Sam?

Who can

find

a letter which says ssss

Can you

point to

a word beginning with a

W sound

as in wolf?

Can anyone

see
a word that starts with a
b

like b for banana?

the letters for a th sound

like you get in three?

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a word that ends with a

n sound

like green, man?

a word that rhymes with

cat

like hat, sat?

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What does it say?

to talk about what is written down.

Translate into Spanish and learn.

-What does it say on this card/label?

-What does this sign say? IN or OUT?
-What does this word say? Whats this one?
-What does this letter say? What sound does it make?
-What do these letter say when they are together?
-What sound do these letters make together?
-What sound does this word start/end with?
-What other words start/end with that sound?
-Look, theres an e on the end, so does it say bite or bit?

Asking children to guess the word

Read the sentences out loud. Which one is probably not about guessing or predicting?
-You have to guess which word this is.
-What do you think this could be?
-Now what about this one?
-It starts with r so it might be
-Its something thats in her basket, so what might this be?
-It could be a
-Lets put everything away.
-Think of the story-so what could this be about?
-What else could it be?
-What do you think?

TEMA 7

Asking children to guess or remember

Practise some questions from this table, then record four.

Who can guess what
Can you say/ask them what

they are doing?

Hands up if you can guess what

they are going to do next?

Can you remember what

Amanda and Marta were doing?

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TEMA 8

What can you do with cards?

Test yourself. Cover the tables up. Write a list of verbs/actions that you can use with cards, e.g. mix
them up. If you can remember seven you have done very well.
Here are some cards.

Can you

give them out?

These are picture cards.

deal them out?

These are word cards.

share them round?

You should have three

each.
Each pair should have
six.

Will you
mix them up?

Here are some cards

with phrases on.

Check you have eight

on each table.

put them face down on

your table?

Here are some cards

with actions on.

Put the rest in a pile,

face down.

Dont look at them yet.

Dont show them to anyone else.

Just look at your own.

Dont look at anyone elses.

Spread them out so you can see them all.

Which ones make a pair?
Whoops!
Ones gone in your lap.
Can you pick it up?
Oh dear!

Ones fallen in your bag.

Can you reach it?

Watch out!

Ones gone under your chair.

Who hasnt got all six?

Careful!

Ones fallen on the floor.

Whos got one missing?

Wait a minute!

Youve got an extra one.

Whos got one extra?

Your are one short.

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Involving children in using resources

Match the phrases in column A with the ones in column B

A
1)
2)
3)
4)
5)
6)
7)
8)

Can you turn it on?

What can you see?
Put the tape in, please.
Switch it off.
Can you see at the back?
Ill turn the volume down.
Look at the figures at the bottom
Can you press the pause button, please?

a)
b)
c)
d)
e)

Blackboard
Tape recorder
Video recorder
Flashcards
Overhead projector

Using the blackboard. Translate into Spanish.

1.
2.
3.
4.
5.
6.
7.
8.

Who wants to come to the blackboard?

Pablo, Ana, come to the blackboard, please.
Take a piece of chalk/ coloured chalk.
Is there any chalk?
Write/draw on the black board.
Write/draw it next to/ above/below the
Clean the blackboard, please.
Rub out/off ( the first word)

Complete the sentences with words from the box, then

translate into Spanish.
Up
Play
Tape
Rewind
Forward
On
Stop
Unplug

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1.
2.
3.
4.
5.
6.
7.
8.

Press the. Button, please

Turn it..
Can you turn the volume?
Put the in, please
Can you .. the tape?
the video recorder, please.
can you fast the tape?
Shall I it again?

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How to comment on students work

What do you think A and C mean?
Positive
Congratulations
Excellent
Brilliant
Very good
Well done
OK
Good Work / effort

A+
C-

Negative
Poor work
Weak
Messy/untidy
Be careful
Try this again. You can do it much better!
How children can evaluate their work in English:
Im good at
I like.
I dont like
I understand
I can / I cant
My work is
Today I have learned
Can you use these expressions to talk about your own experience with classroom language?

Materiales adaptados de:

MOON, J (2000) Children Learning English. Oxford. McMillan Heinemann
SALABERRI, S. (1993) Uso del ingls en el aula Oxford: Heinemann.

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