English. For PGDT

Postgraduate Diploma in Teaching (PGDT)
English for Secondary School Teachers

Module
Authors: Haregewoin Fantahun

MA in TEFL
PhD Researcher in Applied Linguistics and Communication
Geberew Tulu
MA in Linguistics; MEd in Educational Development
Content Editor:
Technical Advisor:
Copy Right: Ministry of Education

Federal Democratic Republic of Ethiopia
Addis Ababa, Ethiopia
May, 2012
1
Distinguishing Features of Presentation
Dear trainee,
We have used the following features to help you find a section or part of a section in each unit of
the module for your immediate review.
 Signifies an introduction to the module, a unit or to a section
 Indicates that there are in-text questions for you to answer or think about
 Shows important points
 Represents an activity you do
 Indicates feedback and comments on the activity
 Designates a self-study activity for you to do
Glossary
Classroom English is a form of an ESP or the English language that teachers need for classroom
teaching learning purposes, i.e. for teaching purposes.
Content language:
Functional language:
Acronyms
PGDT Postgraduate Diploma in Teaching
CL Classroom language
2
CE Classroom English
ESP: English for specific purpose
Module Introduction
Dear trainee,
Welcome to the course English for Secondary School Teachers (PGDT 501). We hope that
you have developed your English language knowledge and skills during your school days. We
also believe that you have made progress to build-up your English proficiency during your
undergraduate study.
We hope, you are well aware that English is the medium of instruction in the Ethiopian
secondary schools and that you, as a ―would-be‖ secondary school teacher, obviously need a
special English language for classroom processes. Whatever subject you would be teaching, you
need to be trained in a specialized English language competence required for teaching in schools.
To put it in another way, to be an effective professional teacher, in addition to your subject
matter knowledge of your field, you should equip yourself with appropriate classroom English,
language functions and classroom communication skills essential to run the teaching-learning
processes effectively. It is to help you for this very purpose that we have developed this module.
Inevitably, certain methodological assumptions underlie our approach in the preparation

of this Module. The Module is intended to bridge the often artificial gap between the
‗academic‘ and ‗methodological‘ components of the teacher training courses. Thus, we
hope it will help you to better implement the teaching methods and techniques you have
acquired in your Subject Area Method courses with appropriate medium and expressions
in real classroom situations.
The course English for Secondary School Teachers (PGDT 501) comprises theoretical
justifications that underpin the practical application of classroom English. It consists of 6 units
which are interrelated and present various aspects of classroom English. The units are again
3
organized into 5-8 sections including a self-study section. It is intended to be covered in a 3-
month term, and each unit will probably take 6-8 classroom hours and 5-8 self-study hours.
The Module employs a task-based approach. Hence, it will help you further develop the various
English language functions and classroom communication skills required for running classes
through the English medium in and outside the classroom. At the same time, it will enable you to
practice and attain the skills of performing, observing, analyzing and evaluating the teaching-
learning activities incorporated in the school text books. We hope you will enjoy working
through the Module.
Learning outcomes
The overall aim of the Module is to:
 provide you with appropriate language important in the practical day-to day management
of classes. By working systematically through the materials in the Module and applying
them directly in the lesson preparation, in micro-teaching sessions and actual lesson
demonstrations, you will acquire a wide range of appropriate, authentic and idiomatic
classroom expressions that will be of value throughout your teaching careers;
 enhance your proficiency and boost your confidence to use English in the classroom so
that your communicative competence in English will improve.
Specific learning outcomes
Up on successful completion of this Module, you will be able to:
 argue about the theoretical and practical implication of classroom English to your
teaching and your students‘ learning activities;
 give appropriate verbal as well as non-verbal instructions related to recurrent classroom
activities;
 set and sequence lesson activities and communicate them to the learners effectively;
 use a variety of classroom questioning techniques fluently and flexibly;
 give encouraging feedback and comments to guide students to the real success;
4
 express your interest, surprise, appreciation, anger, etc. using the appropriate English
right phrases both in class as well as outside classroom;
 maintain classroom discipline using different requests, commands, suggestions, etc.;
 use every day phrases related to recurrent social situations, e.g. greetings, introduction
leaving, apologizing to maintain good relationship with your students;
 integrate teaching aids to the actual lesson properly;
 make more use of the classroom English for example in running co-curricula activities
such as English language club.
Assessment
While you are taking this course, obviously, your achievements need to be assessed and you
should be graded. The assessment involves both continuous assessment and final examination.
1. The classroom continuous assessment may include:
 portfolio development and reflection (15%)
 micro teaching (20%)
 class observation report (10%)
 quizzes and tests (15%)
2. The final examination will account 40% your assessment.
Good luck!
5
Unit 1: Classroom English: Theory and Practice (8 hours)
Introduction
In this beginning unit of the Module, we will discuss the theoretical aspects of classroom
English. We will see what classroom English is, and how it is relevant to your professional
career. We will examine at the characteristics of good classroom English and classroom
communication situations that demand the use of various English language functions. In doing
so, we will explore and reflect on our school and university encounters and experiences of nature
and roles of classroom English.
The Unit is divided into 6 sections, including self-study activities. It thus may take about 8 class
and 6 additional self-study hours. Try to go carefully through each section and do all the
activities effectively.
Learning outcomes
Having completed this unit effectively, you will be able to:
 explain what classroom English is;

 argue about the importance of classroom English to your future teaching careers;
 distinguish and employ the characteristics of good classroom English;
 identify the common areas of classroom English;
 distinguish the difference between classroom communication and communication
elsewhere;
 identify the various classroom situations where you use English language functions, and;
 show interest to use English language functions outside the classroom properly.
6
1.1. What is Classroom English?
 Activity 1: With a partner, answer the following questions. Write down your answers
in your exercise book so that you will reflect on them later.
1. What do you think Classroom English is about? Is it about developing general

English language ability, using English for teaching purposes, or using
English for teaching a particular subject? Why?
2. What, do you think, makes Classroom English different from the English
courses you have taken so far?
3. For whom is Classroom English particularly important? For the English
teacher? For any subject teacher? For the students? How and why?
Below is a short text on Classroom English. Read it carefully; note the key points and use
them to improve your answers to the above questions.
Classroom English the collection of functional expressions and phrases used

for communication among teachers and students, from good morning/good
afternoon to good bye students (Louwerse, 2001). Classroom English is the
English language that teachers need to use for class management purposes
(Hughes, 1990). While emphasis is usually placed on the target subject,
classroom English appears an invaluable way of promoting the teaching-
learning process in the Ethiopian secondary schools. This is because we use
it both as the goal of our teaching and as the prime medium of instruction and
classroom management.
Teaching might be considered primarily in terms of methodological problems

and practical solutions to these problems, teacher training programmes may
give much more emphasis to the trainees‘ acquisition of sound
7
methodological habits for presentation, practice and testing of learning items.
Nevertheless, the classroom procedures derived from a particular teaching
method almost inevitably have to be verbalized in the classroom (Hughes,
1990).This means, instructions have to be given, groups have to be formed,
activities have to be set, time limits have to be set, questions have to be
asked, answers have to be confirmed, discipline has to be maintained, etc.
The role of this interaction is clearly crucial to the success of the teaching-
learning environment. In other words, so as to accomplish all these activities,
teachers need to use classroom English, particularly when English is the
medium of instruction.
Classroom English is important not only for teachers but also for students.
Students can learn how to use English in functional situations in class: e.g.
asking the teacher for help; saying that they don‘t understand; asking for
repetition; checking for comprehension; working with a partner; etc.
Now, you must be ready to investigate how you can use classroom English, and at
the same time how you can encourage your students to use classroom English.
1.2. Why Classroom English?
Activity 2: Form a group of 5. Assign a group chair and a secretary. Then, discuss the
following questions. As you have finished your group discussion, you will
have a whole class discussion. The group secretary will report the summary
of the points you have discussed.
1. Why should we use Classroom English? List out the reasons for using Classroom
English.
8
2. Should we always use English in the classroom? When do you think a local
language can be used in the classroom?
3. Do teachers in your area use a local language in the class when they are supposed
to use English? If so, why?
4. Here are five comments of a secondary school teacher about using English in the
classroom. Which of the comments do you agree with? Why? Which ones you
don‘t agree with? Why?
I speak a local language

when we are short of
Always I have to use time.
English in the class
because it is the
medium of instruction.
I explain first in English

then repeat in the local
language if my students
If I always speak in
English, it is very formal
don‘t understand.
and prevents good
relations with my We have many
students. local languages so
I don‘t need to use
English.
5. How can we promote the use of Classroom English?

6. Who should promote the use of Classroom English, the teacher trainer, the trainee
teacher or the student? Why?
7. In your view what can a subject teacher do to help her/his students learn a subject
effectively in English medium? Jot down your points.
Activity 3: Now, carry on the whole class discussion. Try to explore more about the
reasons why we need to promote the use of Classroom English.
9
Activity 4: Below is a list of 13 points about why we need to use classroom English.
Read them carefully. Then, compare your reasons with the points.
 Why Classroom English?

We need to use Classroom English because:
1. It helps a teacher to model the language and its use.
2. It gives meaning to the language.
3. It provides authentic learning situations.
4. It provides familiarity with common phrases and expressions.
5. The language is used in real situations.
6. It gives us confidence and motivation for successful communication.
7. Students learn both the subject matter and the language by using the language.
8. It creates conducive learning environment for linguistically diversified student

population
9. It allows learners to control and evaluate their own success.
10. It allows learners to respect the learning styles of other learners.
11. It encourages learners to learn from their peers.
12. It encourages pair- and group work.
13. It helps learners to have access to information and resources.
10
To what extent do your reasons match with the list? Have you got anything new to add to
your notes? Which ones?
Activity 5: Again read through the following short text on how to promote the use of
Classroom English. Add some more points to your reasons.
 How to Promote Classroom English?

The teacher trainer, the trainee teacher and students can promote the use of Classroom
English.
The teacher trainer can:
 provide trainee teachers with practical guides to the ongoing use of English in the
classroom;
 encourage trainee teachers to feel confident to use English;
 provide trainee teachers with the resources they need to develop independently;
 provide trainee teachers with the self-instruction techniques they need to develop
independence;
 help trainee teachers evaluate their classroom practices so that they can improve
their use of classroom language at their own pace and convenience.
The trainee teacher can:
 give his/her students maximum exposure to English by using it as the only

medium;
 use English expressions frequently in the classroom for simple instructions,
11
questions, interactions and classroom management, etc.
 encourage students to use English to air their views in class
 appreciate and reward students who make efforts to present their works in English
motivated students may use English for:
 negotiating meaning, asking simple questions, and interacting on personal matters

in the classroom.
 Or they may decide to discourage any discussion in other mediums in class, eg,
English day
1.3. Characteristics of Good Classroom English
 So far we have seen what Classroom English is and how we can promote its use in
classrooms. Now, you are going to learn about the characteristics or common features of
good classroom English. You will also share your experiences of your best school teachers
and university instructors, and their use of classroom English. The experiences will help
you improve your own use of English.
Activity 6: Read the following classroom conversation between a teacher and a student.
Why do you think the student couldn‟t understand the teacher?
Teacher: Nahom, fetch me the black board duster please.
Nahom: I‘m sorry?
Teacher: Fetch me the duster.
Nahom: I don‘t understand.
Teacher: Bring me the duster from the staff room.

12
Nahom: I see, yes sir.
Daniel: Please sir, what‘s the difference between ‗fetch ‘and ‗bring‘?
Here the teacher has two problems to overcome. He has used the word ‗fetch ‘which is difficult
for Nahom to understand. He, therefore, has to find a common word ‗bring‘. Secondly, another
student, Daniel, asked him to explain the difference between two words ‗fetch‘ and ‗bring‘.
Now, how can you solve this problem if you were the teacher?
Activity 7: Below are classroom exchanges. The teachers have used language which is
difficult for the students to understand the conversation. Choose which one
of the four possible explanations is the simplest. What do you think is the
problem with the other three? Can you improve them?
Teacher A: You are now all to write a composition around these four pictures. I want at least
four sentences for each picture
Students: We don‘t understand, Miss.
a. Oh well, I mean that I want all of you to write a short essay based on the four pictures
telling a story, one sentence a picture.
b. I want you all to tell the story in these pictures. Write one sentence about this picture,
one sentence about this second picture, one sentence about the third picture, and one
about the last. In this way, you will write the story in these pictures.
c. A composition is a written exercise. Therefore, I want you to write and exercise
around these four pictures with one sentence a picture.
d. Write a short essay, or story, of four sentences based on these four pictures.
Teacher B: (reading a story). The thief caught hold of the boy and was threatening him with a
knife when…..
Student: Sir, what does ‗threatening‘ mean?

13
a. To use force in order to frighten someone.
b. To tell someone that you will hurt him if he doesn‘t do what you want him to do.
c. To use a show of force in order to get your own way.
d. To hurt someone so as to make him do what you want.
From these activities, you may notice that when a teacher wants to simplify a word
or phrase, s/he must minimize the use of words that students hardly understand. S/he
must also avoid using difficult structures or complex sentence. S/he should keep
her/his sentences short and simple. It sometimes helps to repeat oneself. A teacher
should also provide examples and explanations which students are familiar with. It
is also important that the teacher uses objects, pictures or actions whenever
possible. Simple and easily understandable language is an underlying quality of
classroom English.
 Mention some other qualities of good Classroom English.
Activity 8: Relate to your partner about your favorite high school teacher or your
university instructor. What good qualities did s/he have?
1. Did s/he have audible voice?

2. Was her/his speech clear?
3. How about his/her speed when speaking?
4. How about her/his body language? How did s/he move in the class, wave her/his hands…
Where did s/he stand in the classroom? How did s/he dress?
Activity 9: Teachers can help learners understand lessons by using especially clear style
of classroom talk. Look at this quote.
14
My biology teacher, W/ro
Sophia, teaches very clearly
in English. I understand her
very well.
This student is talking about W/ro Sophia, his Grade 10 biology teacher and whose lessons he
understands very easily. Below, he lists some talking strategies which W/ro Sophia uses to make
her lessons clear. As you read, say how often your favorite school teacher/ university instructor
did these things in her/his lessons. Write in the space provided in right hand column: Never,
Sometimes, Often or Always, based on your own personal judgment
How often your favorite

teacher/instructor did use
Strategies that W/ro Sophia uses to make her lessons clear
the strategy?
a At the beginning of the lesson, she reminds us what we did during

the previous lesson.
b At the beginning of the lesson, she tells what we are going to

learn.
c During lesson presentation, she uses cues so that we can easily

recognize the important points of the lesson
d At the end the lesson, she summarizes what we have learned.
e She tells us what points she wants to cover.
e At the beginning of each section of the lesson, she tells us what

the section will be about.
f At the end of each section, she summarizes.
15
g When she presents each main idea, she illustrates it with a lot of
examples.
h She repeats each main point in different words.
i When she thinks we don‘t understand, she uses a local language.
j If something is very important, she emphasizes it.
k She numbers all her points.
l She makes connections with things we have learned before.
Dear trainee, have you noticed the classroom procedures that W/ro Sophia has carried
out to make her lessons clear? How does she verbalize all these procedures? What
type of language does she use? Write them down.
Here is a short text that can help you learn more about characteristics of Classroom English.
Read it carefully.
Characteristics of Good Classroom English

Good classroom English involves using simple and understandable language correctly
and fluently. However, in the classroom, we communicate not only verbally but also
nonverbally. This means in addition to the language expressions and structures, we need
to use some other complementary verbal and non-verbal paralinguistic features. For
example, in order to make our speech a good classroom English, we should speak with
an audible projected voice, clear and appropriate speed supplemented by proper body
language, i.e. dressing, appearance, facial expressions, body movement and gestures.
Such characteristics contribute to the quality of our classroom English.
Activity 10: Role play
16
1. Now, you are going to play the role of a new teacher. First, get into a group of 5 or 6. Sit in a
circle. But before simulating, each member of the group needs to make the necessary notes.
Then when everyone in the group is ready, take turns to rehearse for about1-2 minutes each. As
a new teacher, introduce yourself to your students (members of your group) and the subject
you are teaching. In the meantime, the other group members have to rate the demonstration
using the grid below. This will continue until all the members get turn.
Qualities of CL Speaker 1 Speaker 2 Speaker 3 Speaker 4

Physical appearance/dressing
Voice projection
Clear speech
Speed
Body language
Simple/understandable language
2. Compare your feedback grid with your group members and then give feedback and
comments for each speaker.
1.4. The Nature of Classroom Communication

Activity 11: In pairs, try to answer the following questions. Then, find a new
partner and compare your answers.
1. Discuss what ‗classroom communication‘ is, and what makes it different

from communication in other situations.
2. What types of communication take place in the classroom? Which type,
do you think, is most effective in facilitating successful teaching-
learning? How?
3. In classroom communication, what do you think, would be the role of
the teacher?
17
Activity 12: Read through this text, about Classroom Communication. Find new
points that you didn‟t mention in your discussion.
Classroom Communication
Learning and teaching in the classroom predominantly take place through
interpersonal communication between teachers and students. The context in
which this communication occurs and the relationships between teachers and
students are neither fixed nor predetermined. Rather they are constructed by
the teacher and students, and negotiated by them as they act and react
through verbal and non-verbal behaviors. Thus, managing this
communication environment is one of the central tasks of the classroom
teacher.
Effective student learning depends largely upon the strong and positive
management of classroom communication in all its forms and situations. In
turn, effective classroom management and the roles of planning, organizing,
controlling and motivating students for learning, depend upon the
management of effective communication. Communication is at the heart of
all classroom processes.
There are numerous types of communication that relate to interactions within

the classroom. These include written, verbal and non-verbal, and direct and
indirect communication. However, three types of communication may be
found in a typical classroom environment, each type having a different
purpose and effect.
The first form is proactive communication. This type of communication is a
closed and direct form of communication mainly used by the teacher. Its
major purpose is ordering or directing students to undertake tasks. The
second form is defensive communication. This type of communication is
18
employed when someone feels threatened. It is not an open form of
communication and is neither constructive nor effective. It has the result of
closing off the communication process.
The third form is interactive communication. This type is an indirect and
open form of interaction used to describe and explore realities. It is the
characteristic of many teaching-learning situations.
While each of these forms of communication has a place in the classroom,

the open and interactive form is probably most effective in facilitating
successful learning, fostering positive classroom climate, and enhancing
relationships between teachers and students (among classroom interlocutors).
Interactive communication is based on mutual trust and respect and is
important in achieving classroom educational goals. It is characterized by the
use of humor, which is found to be an important quality of most successful
teachers.
Research has shown that teachers are responsible for 60% or more of
classroom interactions, and that 60% or more of these interactions are
directive and proactive. A more effective management of communication
would move teachers towards reducing directive and dominance in
classroom communication and would help them establish a more interactive
and open communication situation.
Source: Teacher Matters 2012, http://www.teachermatters.com/classroom-
1.5. Classroom Communication Situations
The classroom is a genuine social environment which allows meaningful situational use of
the English language. You, the would-be secondary school teacher, therefore need to identify
the various situations in which you are supposed to communicate your lessons. This section
19
attempts to provide you with the opportunity to exploit classroom communication situations
successfully.
Activity 14: Try to answer the following questions first individually. Then, compare
your answers in pairs. Report your answers to the class.
1. We need English for teaching. For example, we use English to mange lessons, to present
concepts clearly, and to encourage learners to speak – by asking questions and using
prompts. Mention some other purposes of English language in a secondary school
classroom.
2. Write the possible classroom communication situations whereby a secondary school
teacher has to use English language.
Activity 15:
1. Match the phrases and expressions on the left side with the communication situations on
the right side.
1. Good morning. A. Asking questions
2. Get into groups of four. B. Introducing a lesson topic
3. See you in the next class. C. Giving instructions
4. Quite, please! D. Farewells
5. When was the battle of Adwa? E. Greetings
6. That‘s very good. Well done! F. Organizing
20
7. Today, we are going to learn about… G. Praising
8. Please, open your books on page 34. H. Disciplining
2. What more phrases and expressions can you add to each situation above? Share your answers
with a partner.
3. Read through the list of classroom communication situations given below. Give two
phrases/expressions that can be used in each situation.
Situations to Use Classroom English

There are at least ten common situations where Classroom English can be very much
instrumental:
1. giving simple instructions
2. expressing spontaneous situations (e.g. late coming, class illness…)
3. facilitating social interaction
4. organizing pair- and group-work
5. asking and responding to questions
6. carrying out learner-training
7. doing needs analysis
8. using audio-visual aids
21
9. giving feedback, comments, confirmation, etc
10. carrying assessment
1.6. Self-study
So far you have been doing more of classroom activities. However, equipping yourself with
classroom English language functions and communication skills also require you some
more out of classroom endeavors. This Section, therefore, presents you some practical
activities that you are supposed to do by yourself in your spare time. These activities are
believed to enhance your knowledge of Classroom English. So, it would be advisable if
you could practice and make wise use of them with a partner or partners.
 Self-study Activity 1:
In section 1.3., we have seen that clear speech is one of the qualities of good Classroom English.
One thing that can negatively affect a speech clarity is the mispronunciation of vowel and
consonant sounds, syllables, stress, rhythm and intonation.
Here is a list of some ‗difficult‘ consonant sounds for non-native speakers of English such as
second or foreign language speakers. Practice their pronunciation.
/s/ /t/ /0/ /z/ /ð/ /d/ /l/ /r/
sank Tank Thank breeze breathe breed lice rice
sought taught Thought lies lithe lied lock rock
Would you list out other words that employ these consonant sounds? How do you pronounce
them? If you want to be sure about your pronunciation, please refer to the Advanced Learners
Dictionary of English. If you could get a dictionary with a CD, it would help you much more.
22
Many pronunciation mistakes are made as a result of speakers adding an extra syllable to a word,
or leaving out a syllable that should have been there. This often leads to a misunderstanding.
Arrange the following words in columns according to the number of their syllables, i.e. the first
column for words of one syllable, the second column for words of two syllables and the third
column for words of three syllables.
eighteen six eighty truths ings busy arrested accident sit

football trapped business syllables helped lucky
attempted strings jealously difficult horrible ticked
If a word has more than one syllable, then one of its syllables is stressed, or emphasized, more
than the others. If you stress the wrong syllable, you will not be understood. Look at these two
different pronunciations of the same words. Which one is correct?
a‘ nimal / ‘animal bu‘ tter / ‘butter
A number of words in English can be both noun and a verb. In the following pairs of sentences,
the word in bold has the stress on the first syllable when it is a noun, and on the second when a
verb. Read them and put the stress on the right syllable. Check your answer using a dictionary.
1 Don‘t insult me. But that was not an insult.

2 You will contract malaria here. I‘ve signed a legal contract.
3 The country has progressed rapidly. You‘ve made progress.

4 Last year we exported a lot of coffee. Coffee is our main export.
5 Let me present the new teacher. I gave you a present yesterday.

6 That is an ugly object. I do not object to working hard.
7 English is my best subject. Do not subject me to any more insults.

8 Yams are our main produce. But we also produce some maize.
23
9 I‘ve finished my history project. You need a dark room to project films in the day
time.
As discussed earlier, simple and understandable language is another quality of good classroom
English. Among the things that can affect the simplicity and understandability of classroom
English is the inconsistent use of the British or American English.
1. Have you ever noticed the similarities and differences between the British and the American
English?
2. In what ways the two systems are similar and different?
3. Are they two completely different versions of the English language?
4. Which one do you like to use? Why?
5. To what extent are you consistent in your use?
6. How about your instructors? Which version do they use? Are they consistent or use the two
systems interchangeably? Does that cause any problem to you? How?
The next text will give you answers to some of the questions above.
 Self-study Activity 5: Read the following text and do the in-text questions that follow.
British and American English
In recent years there has been a lot of discussion about using either the British English or the
American English. Some people claim that the British English is good because they spoke the
language first. Others argue that the American English is better because there are more
Americans than the British. But whichever side they take, people tend to exaggerate the
differences between the two branches of the English language. If one listens to these arguments,
she/he begins to think that there are two completely different versions of the English language.
This is, of course far from the reality. The two versions of the English language are almost the
same. The British and the Americans can communicate with little or no difficulty. Films, books,
24
magazines and newspapers produced in one country are understood in another. Even the few
differences in individual words and phrases of one country are usually understood in the other.
However, for students who are using English as a second or a foreign language, it can cause
confusion.
What are some of the differences? The most obvious is the small difference in the pronunciation
of some words. For example, the British pronounce ‗schedule‘ differently form the Americans,
but both pronounce ‗school‘ and ‘scheme‘ in the same way. Other pronunciation differences are
found in words like ‗bath‘, ‗missile‘ and ‗clerk‘. People who argue that one pronunciation is
better than the other are creating a problem when one does not exist. The only intelligent attitude
is to admit that there are some differences but to accept both pronunciations.
1. Below are some example words that the British and the Americans pronounce differently. Use
a dictionary and write out their phonetic transcriptions. Practise their pronunciation.
Words British pronunciation American pronunciation

Afternoon
bath
clerk
Missile
Frost
Moralist
Deduce
Revolutionary
2. List out as many other words as you could that the British and the Americans pronounce
differently. Then, try to find a partner and practise to pronounce them.
The other difference between the British and the American English is spelling. For example, look
at this pairs: ‗colour‟ and ‗color‘, ‗programme‟ and ‗program‘ and ‗centre‟ and ‗center‘. The
25
first spelling in each pair is British while the second spelling is American. Both are acceptable,
but if one follows the British system, s/he has to be consistent. The same has to be true to the
American spellings.
3. Give the American equivalents to the following words spelt in the British system? List out as
many similar pairs as you can, and try to use either form consistently in your writing.
British spelling mould generalise analogue Behavior defence tyre

American spelling
Sometimes people think that differences between the British and the American English can
cause difficulties in communication. But how much word differences are there? A British would
say, ‗it‘s a quarter to seven‘ while an American would say, ‗it‘s fifteen to seven‘. Again, a
British would say ‗in your own time‘ while an American would say ‗on your own time‘. Below
are some example words which are different but which refer to the same thing.
British Lift shop petrol rubber tap lorry chemist‘s

American elevator store gas/gasoline eraser faucet truck drug store
In conclusion, one bit of advice which should be followed is that whichever version you use, the
British or American English, speak and write correctly and consistently. As you are going to use
English as a medium of instruction, keep your students aware of these differences. That would
help you avoid misunderstandings in classroom communication.
Self-study Activity 6: Here are some more words that are different in British and
American English. Fill in the missing synonyms? If you find it

difficult, refer to a dictionary. Also, add as many synonyms as
you can to your list.
British English American English

fortnight two weeks
26
full stop (.)
ground floor
_______________________ vacations
motor way
return ticket
rubbish
zip
government
cheek
hood (a car)
post mail
toilet restroom
sedan (a car)
trunk (of a car)
Self-study Activity 7:
1. Here are some questions to test your understanding of classroom communication.
Answer them in writing. If possible, find a partner and compare your answers.
1. Classroom communication is complex and dynamic. Do you agree or disagree? Why?
2. List out the key features of communication that characterize of classrooms.
3. What functions or purposes does communication serve in the classroom? Which purpose
do you think is more important? Why?
4. Can classroom communication help teachers and students in their social interactions
outside the classroom? How? Give examples.
27
2. Below is the first part of an article entitled „Communication in Classroom vs.
Communication elsewhere? Read it carefully and check your answers to the above
questions.
Communication in Classrooms vs. Communication Elsewhere (Part I)
Classroom events are often so complex that just talking with students can become confusing. It
helps to think of the challenge as a problem in communication. In classrooms, things often do
not happen at an even pace or in a logical order, or with just the teacher and one student
interacting while others listen or wait patiently. While such moments do occur, events may
sometimes instead be more like a kaleidoscope of overlapping interactions, disruptions, and
decision—even when activities are generally going well. One student finishes a task while
another is still only half-way done. A third student looks like she is reading, but she may really
be dreaming. You begin to bring her back on task by speaking to her, only to be interrupted by a
fourth student with a question about an assignment. While you answer the fourth student, a fifth
walks in with a message from the office requiring a response; so the bored (third) student is
overlooked awhile longer. Meanwhile, the first student—the one who finished the current task—
now begins telling a joke to a sixth student, just to pass the time. You wonder, ―Should I speak
now to the bored, quiet reader or to the joke-telling student? Or should I move on with the
lesson?‖ While you are wondering this, a seventh student raises his hand with a question. And so
on.
One way to manage situations like these is to understand and become comfortable with the key
features of communication that are characteristic of classrooms. One set of features has to do
with the functions or purposes of communication, especially the balance among talk related to
content, to procedures, and to controlling behavior.
Classrooms are different from many other group situations in that communication serves a
unique combination of three purposes at once: content, procedures, or behavior control.
Content talk focuses on what is being learned; it happens when a teacher or student states or
28
asks about an idea or concept, for example, or when someone explains or elaborates on some bit
of new knowledge. Usually content talk relates in some obvious way to the curriculum or to
current learning objectives, as when a teacher tells a high school history class, ―As the text
explains, there were several major causes of the Adwa War.‖ But content talk can also digress
from the current learning objectives; a grade 9 student might unexpectedly bring a caterpillar to
school and ask about how it transforms into a butterfly.
Procedural talk, as its name implies, is about administrative rules or routines needed to
accomplish tasks in a classroom. It happens, for example, when the teacher says, ―When you are
done with your spelling books, put them in the bins at the side of the room,‖ or when a student
asks, ―Do you want us to print our names at the top of page?‖ Procedural talk provides
information that students need to coordinate their activities in what can be a relatively crowded
space—the classroom—and under conditions in which time may be relatively short or tightly
scheduled. It generally keeps activities organized and flowing smoothly. Procedural talk is not
primarily about removing or correcting unwanted behavior, even though certain administrative
procedures might sometimes annoy a particular student, or even though students might
sometimes forget to follow a procedure. Instead it is intended to provide the guidance that
students need to coordinate with each other and with the teacher.
Control talk is about preventing or correcting misbehaviors when they occur, particularly when
the misbehaviors are not because of ignorance of procedures. It happens, for example, when a
teacher says, ―Jemal, you were talking when you should have been listening,‖ or ―Chaltu, you
need to work on your math instead of doodling.‖ Most control talk originates with the teacher,
but students sometimes engage in it with each other, if not with the teacher. One student may
look at a nearby classmate who is whispering out of turn and quietly say, ―Shhh!‖ in an attempt
to silence the behavior. Or a student may respond to being teased by a classmate by saying
simply, ―Stop it!‖ Whether originating from the teacher or a student, control talk may not always
be fully effective. But its purpose is, by definition, to influence or control inappropriate behavior.
What can make classroom discourse confusing is that two of its functions—content and
procedures—often become combined with the third, control talk, in the same remark or
29
interaction. A teacher may ask a content-related question, for example, as a form of control talk.
She may, for example, ask, ―Selam, what did you think of the film we just saw?‖ The question is
apparently about content, but the teacher may also be trying to end Selam‘s daydreaming and to
get her back on task—an example of control talk. Or a teacher may state a rule, ―When one
person is talking, others need to be listening.‖ The rule is procedural in that it helps to coordinate
classroom dialogue, but it may also control inattentive behavior. Double functions like these can
sometimes confuse students because of their ambiguity, and lead to misunderstandings between
certain students and teachers. A student may hear only the content or procedural function of a
teacher‘s comment, and miss an implied request or command to change inappropriate behavior.
But double functions can also help lessons to flow smoothly by minimizing the disruption of
attending to a minor behavior problem and by allowing more continuous attention to content or
procedures.
Retrieved and adapted from

"http://en.wikibooks.org/w/index.php?title=Contemporary_Educational_Psychology/Chapter_12:_The_N
ature_of_Classroom_Communication/Communication_in_Class_vs._Elsewhere&oldid=2321592 "
Self-study Activity 8: Read the second part of the article carefully. Jot down the key
points regarding types of communication that take place in the
classroom.
Communication in Classrooms vs. Communication Elsewhere (Part II)
Another feature has to do with the nature of nonverbal communication—how it supplements and
sometimes even contradicts what is said verbally. Then, to understand classroom communication
it is necessary to distinguish verbal communication from nonverbal communication, and both
intended and unintended forms of communication. As the name suggests, verbal
communication is a message or information expressed in words, either orally or in writing.
30
Classrooms obviously have lots of verbal communication; it happens every time a teacher
explains a bit of content, asks questions, or writes information or instructions on the chalkboard.
Non-verbal communication is any gesture or behavior that conveys information, often
simultaneously with spoken words. It happens, for example, when a teacher looks directly at
students to emphasize a point or to assert her authority, or when the teacher raises her eyebrows
to convey disapproval or disagreement. Nonverbal behaviors are just as plentiful as verbal
communications, and while they usually add to a current verbal message, they sometimes can
also contradict it. A teacher can state verbally, ―This math lesson will be fun,‖ and a nonverbal
twinkle in the eye can send the confirm message nonverbally. But a simultaneous nonverbal sigh
or slouch may send the opposite message—that the lesson will not, in fact be fun, in spite of the
teacher‘s verbal claim.
Whether verbal or non-verbal, however, classroom communications often convey more meaning
than is intended. Unintended communications are the excess meanings of utterances; they are
the messages received by students without the teacher‘s awareness or desire. A teacher may say,
―This section of the text won‘t be on the test, but read it anyway for background.‖ But a student
may instead hear the message, ―Do not read this section of the text.‖ What is heard is not what
the teacher intended to be heard.
Like many public settings that involve a diversity of people, classrooms tend to rely heavily on
explicit, verbal communication, while at the same time recognizing and allowing nonverbal
communications to occur. This priority accounts for the characteristically businesslike style of
teacher talk. A major reason for relying on an explicit, businesslike verbal style is that diversity
among individuals increases the chances of their misinterpreting each other. Because of
differences in background, the partners may differ in how they expect to structure conversation
as well as other kinds of dialogue. Misunderstandings may result—sometimes without the
partners being able to pinpoint the cause. A third feature has to do with the unwritten
expectations held by students and teachers about how to participate in particular kinds of class
activities, i.e. the structure of participation.
Retrieved and adapted from
31
"http://en.wikibooks.org/w/index.php?title=Contemporary_Educational_Psychology/Chapter_12:_The_N
ature_of_Classroom_Communication/Communication_in_Class_vs._Elsewhere&oldid=2321592
Further Readings
Hicks, R. and Woods, P. (1984). English for Teachers. Longman
Hughes, G. S. (1980). A Handbook of Classroom English. OUP.
Jones, M. (1995). Classroom English for Teachers. OUP.
Louwerse, M. (2001). Encouraging Classroom Language Use. http://www.eltnews.com
Salabarri, S. (1995). Classroom Language: A Handbook for the English Classroom.

Oxford: Heinemann English Language Teaching.
Websites
http://www.teachermatters.com/classroom-management/roles-of-the-teacher
http://en.wikibooks.org/wiki/Contemporary_Educational_Psychology
http://www.cambridge.org/us/ESL/letstalk/support/language.htm
http://www.eltnews.com/features
32
Unit Two: Beginning a Class (6 hours)
Introduction
Dear learner,
In Unit One you learned about the what, why, how and when of Classroom English. Now we are
moving into the actual classroom teaching learning process. We are going to talk about
procedures that commonly take place at the beginning of a class. We will also look into the
English language functions and practise expressions helpful to verbalize these classroom
procedures.
Similar to the previous unit, this Unit is also organized into a number of sections. It comprises
five sections: Getting the Classroom Ready, Greetings and Self Introduction, Taking a Register,
Starting a Lesson and Self-study. It may probably take you six class hours and six self-study
hours. Hoping that you will find it interesting, we advise you to work through all the materials
carefully and effectively.
Learning Outcomes
After completing this Unit effectively, you will be able to:
 identify the classroom procedures at the beginning of a class;

 list out at least the common expressions to verbalize beginning a class procedures;
 organize the classroom for the day‘s lesson;
 use appropriate expressions of greetings;
 introduce yourself confidently and fluently;
 deal with absences and late coming using correct phrases and expressions;
 introduce the day‘s lesson and stages of the lesson to your students; and
 control students‘ behaviours using simple requests, commands and suggestions.
33
Getting the Classroom Ready
Activity 1:
1. Work in pairs to answer the following questions. While trying to answer the
questions, you may draw on your school and university experiences. Write down
your answers into your notebook. Later, you will reflect on them.
1. What should a teacher do to begin the year as an effective teacher?
2. ‗Every teacher and student will be more successful in a well-managed

classroom, and one of the classroom management procedures is getting the class
ready for the lesson.‘ Comment on this statement.
3. Where, do you think, does a class begin? Outside the classroom? Around the
classroom? In the classroom? How?
4. What classroom procedures did your favorite secondary school

teacher/university instructor carryout at the beginning of a class? What words,
phrases or expressions did s/he use to verbalize those procedures? Did s/he use
English or a local language?
5. What did the poor teacher/instructor you think do on the first day of the class?
6. As a new teacher, what should you do in your first classroom encounter?
2. Take turns to reflect on your answers; and at the same time, try to add some
points from your classmates.
3. Now read the following short text by Harry K. Wong, who has over 35 years
experience in classroom teaching, who lectures to educators and administrators
around the world, and who wrote: The First Days of School, the best selling
guidebook for teachers. It may help you to see some more things you should do
to begin the year as an effective teacher.
34
 Beginning the Year as an Effective Teacher
Effective teachers typically have specific characteristics in common –
the ability to manage a classroom effectively, positive expectations
for students‘ success, knowledge of lesson designing that leads to
students‘ mastery of the lessons, and the drive to continuously learn
about and grow within the teaching profession.
Classroom management refers to all of the things that a teacher does

to organize students, space, time, and materials so that learning can
take place. This management includes fostering student involvement
and cooperation in all classroom activities and establishing a
productive working environment.
Establishing a well-managed classroom early in the school year (and

in the teaching career if possible) can help a teacher avoid being part
of the 40 percent each year who leave the profession discouraged and
overwhelmed.
Contrary to what many people believe, the number-one problem in

the classroom is not discipline – it is the lack of procedures and
routines. Classroom management has nothing to do with discipline.
You manage a store; you do not discipline a store. You manage a
classroom; you do not discipline a classroom. Behavior will rarely
become a problem when effective teaching is already taking place.
On the first day of school, you can begin teaching the procedures and
routines that you will use. Never assume that you will have time to
tackle bad behavior later. Becoming an effective teacher depends on
classroom management – especially on the first day of school!
35
 From this text you can possibly learn that creating good classroom
atmosphere and organizing students for the class are key procedures to
begin the year as an effective teacher. You may also see that a class
normally begins not in the classroom, rather outside the classroom
with the teacher‟s preparation and around the classroom while the
teacher organizes the students.
What do you think a well-managed classroom looks like? Would you mention some
of the characteristics? If you could point out the following, that‘s wonderful.
Characteristics of a Well-Managed Classroom

 The climate of the classroom is work-oriented but relaxed and
Pleasant;
 There is relatively little wasted time, confusion or disruption;
 Students are deeply involved with their work, especially with

academic, learning led instruction;
 Students know what is expected of them and are generally
successful.
Then, to begin the year as an effective teacher, be sure that you do the following things
on the first day of the school.
Classroom Management on the First Day of School

 Make sure your classroom is ready. Teachers who prepare their
classrooms in advance maximize student learning and minimize
student misbehavior. Readiness is the primary determinant of teacher
effectiveness.
36
 Do everything possible to welcome the students and to make sure that
they know where to go and how to get there on time.
 Keep in mind that what you do on the first day may determine how
much respect and success you will have for the rest of the school year.
 Arrange student seating to maximize the accomplishment of the tasks

and to minimize behavior problems. Assign students to their seats on
the first day of school.
Remember! So as to carry out all these classroom procedures effectively,
you need to have the classroom language, that is, Classroom English in
your case. You should identify the language functions and verbalize the
classroom procedures using the most appropriate words, phrases and
expressions effectively. The activities and the sections below will help you
with this.
Activity 2: Classroom language to get the classroom ready.

1. It is the first school day and you go into the classroom to begin your class. But some
students are wandering in the corridor. What would you say to get those students go into
classroom?
2. Here are some expressions that you can use to get students go into the classroom. In a
group of four, play a teacher‘s role to say them with the appropriate loudness and tone of
voice.
A. Hurry up! B. Come in, please.

Come on (now)! Come in and close the door
37
Let‘s go in. Don‘t slam/bang the door like that.
Get a move on! Close it like this instead.
Step on it!
Hurry up so that we can start class.
C. Take off your things. D. Hang up your things.

Take your raincoat off. Hang up your rain coat on the peg.
Off with your raincoat/things now. Hang your sports bag on the hook.
Put your sports bag over there/ by the

desk.
Leave your sports bag in the corridor/
outside.
Put your lunch box in your
desk/aside/away.
3. Even after going into the classroom, students may continue chatting and moving here and
there. Here are some sentences to settle down students in the classroom. You can also add
some more similar sentences. Like in No 2, take turns to play the role of a teacher. But this
time, your partners need to act like high school students and respond to your
requests/commands/instructions.
A. Take your seats B. Keep quiet, please.

Sit down, please. I‘m waiting for you to be quiet.
Please, be in your seats. Please, keep silent so we can start.

Settle down now Stop talking now so that we can start.
Would you stop your chatting, please?
We won‘t start until everyone is quiet.
C. It‟s time to start now. D. Put your things away.
38
Let‘s start our lesson now, (shall we?) Close your desks.
Is everybody ready to start now? Put your bags/lunch boxes away.
I hope you are all ready for your Take out your textbooks and
lesson.
exercise books
I think we can start now.
Let‘s get started

Let‘s get cracking.
Now, we can get down to work.
Greetings and Self Introductions

Once you settle down the class, the next procedures are to greet your students and introduce
yourself. Remember, it is the first school day and your first classroom encounter. What you do on
the first day may determine how much respect and success you will have for the rest of the school
year! So, you should every thing carefully and effectively.
Activity 3: Do with a partner.

1. How should you dress on the first day of your class? Where and how should you
stand? What type of eye contact do you use? What do you say? Should you be formal
or informal?
2. Look at what the following teacher says. Do you agree with him? Why?
I love to stand at the door on the first day with a giant smile
on my face, hand stuck out in an individual pose, waiting for
those “little darlings” to come down the hall
3. How do greet your students?
39
4. Say the following sentences with appropriate loudness and tone of voice. Also, add some more
expressions of greeting to the list.
How do you do class/students/boys and girls/every body/every one?
Good morning/ afternoon/evening class/students/ boys and girls/

everybody/ everyone.
It‘s nice have you as my students.

It‘s a pleasure To meet you.
Nice/ A pleasure see you.
It gives me a pleasure to be your teacher.

I‘m happy to be your teacher.
Teach your students the appropriate replies.

For example: How do you do Sir/Madam/ teacher?
Good morning/afternoon/evening Sir/Madam/

teacher.
It‟s nice to have you as our teacher, too.
It‟s a pleasure to have you as our teacher, too.
Nice/A pleasure to see/meet you, too.
Activity 4: Introduce yourself to your class

1. In the first classroom encounter, greeting is normally followed by self-
introduction. Write down what you should tell your students about yourself in
your first class.
In order to have the respect and image that you desire in your class, you
need to start off the year on the right foot. If you introduce yourself in a
40
simple and positive manner, you will help your students feel comfortable
in your class and communicate your positive expectations for the year.
There are two things you want to state at the outset on the first day of
school: your name and your expectations.
2. Read the following example of self-introduction. What key points does the
teacher say about himself? Do you like the way the teacher introduces himself?
Why? Is he a beginner or an experienced teacher? How do you know?
3. Put the expressions he used into ―useful for self-introduction‖ and ―irrelevant for
self-introduction‖
41
Example of an Introduction
Welcome. Welcome to the new school year.
My name is Mr. Wong. There it is on the blackboard. It is spelled W-

O-N-G and is pronounced ―wong‖. I would like to be addressed as
Mr. Wong, please. Thank you.
I‘m looking forward to being your Mathematics teacher this year.

Relax. I‘m a graduate from a renowned university with a BA degree
in teaching Maths. In addition, when I was in the university, I used to
go to workshops, conferences, pre-service meetings, college classes,
and seminars. I also used to read professional journals and work
together with my fellow classmates. I‘m a competent, knowledgeable
and professional teacher.
Also, I love to teach, and I am proud that I am a teacher. So relax.

You are in good hands this year with me, Mr. Wong. You are going
to have good educational experience in this year. We will not only
study Maths, but I will also share with you some life-skills traits that
will help you to be successful in tomorrow‘s world.
So, welcome!
3. In pairs, practice saying the following sentences as a new teacher in a classroom. Be

sure that you say them with appropriate loudness and tone of voice – qualities of good
classroom English.
May I introduce myself? My Hello! I‘m…

name is…
Hi! I‘m…
I would like to introduce myself.
Hai! I‘m…
My name is…
Let me introduce myself. My
42
name…
Excuse me. I‘m…
4. What is the difference between the sentences in the two columns? In which type
of situations do we normally use the sentences/phrases in each column?
Activity 5: Microteaching
Work in groups of 10-15. Take turns to undertake the microteaching. Go into the class as
a new teacher; settle down the students, greet them and introduce yourself to them. Ask 2
members of your group to give you feedback on your content, volume, speed, clarity and
body language you use. The other students in your will role play high school students.
Activity 6: Greeting and small talk to get the class relaxed

Now, you are no more a new teacher. You know your students well, so you can direct your
greetings to individual students. In such a case, you can use the following expressions. Practise
saying them in a low rising intonation that indicates friendliness.
Good morning/ afternoon/ evening I hope you‘ve recovered from your

class/students/ boys and girls/ everyone/ cold, Merima.
everybody/ Helen/ Ababa.
You (all) look tired/ hot/ cold.
How are you (today), Tesfaye/ Hanna?
I hope you are all feeling well.
How are things with you Rosa/ Solomon?
I hope you are all feeling fit today.
How‘s life?
I hope you‘ve all had a nice/good
How are you getting on?
Weekend /holiday.
How are you feeling today, Ibrahim?
Are you feeling better today, Ayele?
Is it hot/ cold/ humid/ raining outside/ at

the moment?
Are you (all) feeling well today?
43
(Did you have a) good weekend?
Did anyone do anything special at the
weekend?
How about you, Oliyad? What did you do
during the weekend/holiday?
 In the mean time, teach your students the appropriate replies. Here are some
examples:
Good morning/afternoon/evening Mr/Mrs/Miss Ted/teacher.

(I‟m) very well, thank you. Fine, thanks. How about you?
(I‟m fine, thanks) (I‟m) not too bad, thanks.
Taking a Register
Checking who is present and who is absent is among the classroom procedures that an
effective teacher is supposed to practise. Traditionally, this is done by using simple
questions like the following.
Activity 7: Form a group of 5 or 6. Then, take turns to play the role of a teacher
and rehearse these questions. Your group members also practice
giving the appropriate replies.
Who is absent today? Who isn‘t here today? Who was absent last time?
What‘s the matter with (student‘s name) today?
Who wasn‘t here on Monday?
What‘s wrong with (student‘s name) today?
Who missed last Wednesday‘s
Does anyone know where (student‘s
name) is? lesson?
Any idea why (student‘s name) is absent? You weren‘t at/in yesterday‘s
class, were you?
44
Teach/expect appropriate replies to suit your students’ proficiency. For example:
I don‟t know/I have no idea. He‟s/she‟s at the doctor‟s

I haven‟t seen him/her today. He‟s/She‟s gone for a medical
examination.
He/She wasn‟t here yesterday, either.
He/She has probably missed the
bus.
He‟s/She‟s ill/not well. He/She has got the flu/a cold
He/She wasn‟t feeling very well, He/She is in bed with the flu/a
he/she went home. cold.
 Much class time can be wasted, and a class can become disrupted, if a
teacher has to spend time gathering materials for a student who has been
absent. Having a procedure for roll taking and getting make-up work allows
teachers to manage their classroom effectively and put the responsibility and
accountability on the students.
What a procedure did your school teachers and university instructors use for roll
taking and for students who were absent? Can you think of a procedure you will use
in the future? Here is an example for you.
Mr. Daniel, a high school science teacher in Bahir-Dar has a procedure for roll
taking and for students who are absent. He has three students trained to take the
roll on a rotating basis. He also has a bulletin board with the daily worksheet and
make-up work posted. The students know where to find their work and what to do if
they have been absent
45
2.4. Starting a Lesson
Starting a lesson involves making students ready for the lesson, drawing students‘
attention to the lesson, introducing the day‘s lesson, connecting the day‘s lesson with the
previous lesson, checking homework, and so on.
Activity 8: Getting students ready and drawing their attention to the lesson
Look at the language that you can so as to move into the day‟s lesson
A. I hope you all are ready for your [English] lesson.

Let‘s begin/start the lesson!
Now, take out your book/exercise book and be ready for instruction.
B. Pay attention, please!
Be quiet and pay attention!

Attention, please!
[Name], pay attention and listen to me.
[Name], stop talking and listen to me.

Everybody, look at the board and pay attention.
Activity 9: Introducing aims and stages of a lesson

Below is a list of expressions that you can use to introduce the aims and stages of the
day‟s lesson. First read through them. Then, with a partner rehearse them.
Today/ In this lesson/ This week we will learn how to…/ we will study…/ we will practise…
(from last week)
The aim of this lesson is…
46
We‘re going to do three things First,
firstly….
I‘m going to cover three topics
Second….
I want to look at ….
today. Thirdly….
deal with
in this class. Then….
Let me tell you what I want to do After that…
Today, we are going to do/cover three things. Finally…..
Today, I‘m going to deal with three things.

In this class, I want to look at three topics.
What we‘re going to do today is….

What I want to do today is…
Activity 10: Late coming

1. It is usual that some students come late and interrupt the class. Below are the common
expressions to deal with late coming. With a partner, take turns to role play as a teacher and
as a student.
A. Why are you late?

Where have you been?
What have you been doing? We started ten minutes ago.
Did you oversleep/miss your bus?
What do you say when you are late?
B. I see. Well, come in and sit down.

Please, hurry up and sit down. We have already started.
That‘s all right. Sit down and we can continue.
C. Try not to be late next time.

Try to be here on time next time.
47
Don‘t let it happen again.
Let this be the last time.
That‘s the second time this week.

I‘ll have to report you if you‘re late again.
Teach your students appropriate apologies

I‟m sorry I‟m late.
I‟ve been to see a doctor.
I missed the bus.

I have been helping my mum/dad.
2. Have you noticed the various situations in which the sentences in the three categories can be
used? Add as many similar expressions as you can to each category.
Activity 11:
The passage below is a description of the beginning of a class. Read through it carefully. At
the places numbered, (1), (2)…, the teacher might say something appropriate in English.
Suppose you are the teacher. What would you say? First check that if you know the
meaning of the words in bold.
It‘s Monday morning and the time is 8:30 o‘clock. You go into the classroom. Most of the
students are already in their desks but some of them are still outside in the corridor. One boy has
brought a huge bag of sports equipment with him and clearly intends to take it into the
classroom. You stop him and suggest a better solution…………(1). A girl in the front row is
wearing very muddy wellingtons………(2), and Feyisa is sitting in a thick anorak even though
it is almost 20 oC outside………(3). You notice that two boys are still hanging about in the
corridor………..(4). They come in but leave the door open………(5). When you ask them to
close it, they slam it………..(6). At last everybody seems ready to pay attention. You greet the
students…….(7) and then ask Lulit and Meron how they are…………(8 & 9). After that you
48
announce that it really is time to start…….(10) but first you have to get their attention. Feyisa is
still chatting with Chali…….(11); Meron‘s desk is open………(12); and Mohammed has got his
novel open in front of him……….(13). You almost forget the register……….(14). You check
who‘s missing………..(15). You notice that Getachew is away and wonder why……….(16).
You‘re planning to start off the lesson with a short test, but to be fair you check who actually
attended the last lesson, which was on the previous Wednesday………(17). At that very same
moment the door opens and Shemsu comes in. It is now almost twenty to three……….(18).
Shemsu explains sleepily that he was so busy studying for the test that he forgot to get off the
bus. This is the second time he has been late in a week, and you make it clear that you will be
very angry next time………(19). At last you are ready to start your lesson…………..(20).

Use the description of the beginning of a class in Activity 10 as the basis for a role-play.
Make the necessary preparation and take it in turns to play the part of the teacher.
Remember that the beginning of a class provides plenty of opportunities for using
classroom English naturally - below are the classroom functions where you use classroom
English.
Classroom functions:
Greeting and small talk Introductions Waiting to start
Taking a register Telling lesson aims Settling down students
Quieting the class
2.6. Self-study
This section presents you with different activities that could help you develop your
vocabulary and grammar that can in turn enable you improve your classroom English to
begin a class.
49
How do you like to improve your classroom language? Look at what the following five
secondary school teachers say about ways of developing their classroom English. Do you
like any of them? Which ones? Do you have your own way?
T1: I don‘t like to talk T2: I like to talk a lot in

in English in the class English whenever I‘m
unless I know my in the class, and don‘t
grammar is correct. mind making mistakes.
T4: Before I plan my lesson,

T3: I don‘t think about I like to think of some of the
the language I use in key words and phrases I need
lessons. I like to be and I use them systematically
spontaneous. in my lessons.
T5:I keep a vocabulary book

and try to use new words
systematically so that my
word power develops
50
 Here are comments about different approaches to developing classroom English skills.
1. You will be accurate, but you may not talk much. Try to say more and worry less about
making mistakes.
2. You will benefit from all your talking practice. But check also which mistakes you
regularly make and try to avoid them over time.
3. Maybe you can meet with a small group of teachers on a regular basis and talk in
English about teaching-learning activities. In addition, if you have the opportunity,
listen to video lessons. It could help you develop your vocabulary, pronunciation and
speaking skill in class.
4. Your spontaneous teaching style may be attractive to the students, but perhaps you
could benefit from using a conscious language development strategy in your lessons.
5. Before planning your lesson and moving into the classroom for teaching, think about
important words, phrases and expressions that you are going to use in your lessons.
That‘s a good strategy for improving your use of English for teaching your subject.
6. Keeping the record of vocabulary is an effective strategy for increasing your word
power so that you may find using Classroom English easy.
 Self-study Activity 2: Build up your word power
1. As stated in Self-study Activity 1, one of the ways to improve your classroom English is
developing your word power. For example, to settle down students and get your class
ready for the day‟s lesson, you need to use some simple vocabulary of clothes, learning
materials, sports equipment, etc. that students commonly use. Check if you know the
following words well. Also, try to add some other words to the list.
coat school cap a pair of: boots sports bag

overcoat baseball cap red trainers school bag
raincoat hat wellingtons handbag
anorak scarf gym-shoes shopping-bag
51
vest beret tennis-shoes lunch box
sports jacket Stetson
blouse skullcap
2. Use the appropriate word or phrase from the following list to fill in the gaps in the
sentences.
oversleep close the lid recovered miss the matter with you absent
corridor step on it a move on got down to getting on
slam hang up on time wrong
1. Leave your boots in the ___________________.
2. Who was ____________ last time?
3. Hurry up! Get ____________ _______ _______!
4. Try to be here __________ __________ next week.
5. How are you ___________ __________, Hussien?
6. Please, don‘t _____________ the door like that.
7. Did you __________ go to bed earlier?
8. What is __________ _________ _________, David today?
9. _________ _________ your scarf in your peg.
10. Did you __________ last Wednesday‘s lesson?
 Self-study Activity 3: Test your grammar
1. Fill in the missing prepositions and adverbs, wherever necessary.
1. Try to be here ….. time….. next week.
2. What‘s wrong …. Tirhas today?

52
3. Step…it!
4. We started … ten minutes ago.
5. I hope you are all ready…. for your lesson.
6. Hang …. your coat; …. your hook.
7. You weren‘t ….last Tuesday‘s lesson, were you?
8. Get a move ….!
9. How‘re things …. You, Berhanu?
10. What‘s the matter …. Alemtsehay today?
2. Fill in „to‟ or „for‟, wherever necessary.
1. Try …. .not …. .be late next time.
2. Is everybody ready ….. start now?
3. Try ….. be here on time next time.
4. I‘m waiting …… you …..be quiet.
5. It‘s time ….. start.
6. Don‘t …… let …..it …… happen again.
7. Are you ready ….. your English lesson?
8. I‘m waiting ….. start. Brook, we are waiting ….. you.
If completed correctly, all the sentences in Self-study Activity 2, No 2 and 3 refer to

classroom procedures at the beginning of a class. First, group them under each of the
following language functions. If you find it difficult refer back to the language inventories
53
in each section. Then, practise saying them with the appropriate projection and tone of
voice.
Language functions:
lateness settling down students self introductions getting class ready

greetings and small talk taking a register introducing a lesson
Further Readings
Jones, M. (1995). Classroom English for Teachers. OUP.

Wong, H. K. The First Days of School. Holt, Rinehart and Winston.
Websites
54
Unit three: Running a Class (8 hours)
Introduct
ion
Hello, dear learner!
Welcome to the third unit of the course, English for Secondary School Teachers. In Unit
Two, you have studied about beginning class procedures. You have also seen the various
language functions and expressions that you use to verbalize those procedures. We hope
that will help you to acquaint yourself with the classroom situations as a new teacher.
In this Unit, you will work on procedures useful to run your class successfully. You will
examine the various types of classroom instructions and classroom questions. You will
also study the classroom language to set class activities, give feedback and comments,
encourage students and maintain classroom discipline. Another important thing you will
see in this Unit is that classroom language you use in spontaneous classroom
communication situations.
This Unit is relatively broader. It consists of 7 sections and it can possibly take you 8
class and about 12 self-study hours. The Unit is generally intended to provide you with
practical experiences for your future teaching careers. Hence, you are advised to work
through it carefully.
Learning Outcomes
Up on successful completion of this unit, you will be able to:
 give appropriate instructions related to recurrent classroom activities;

 ask classroom questions fluently and flexibly using various forms;
 set and sequence lesson activities effectively and communicate the sequencing to
your students;
 give encouraging feedback and comments on students‘ activities;
55
 express anger, interest, surprise, appreciation, disappointment, etc., as needed in
classroom situations;
 take into account student diversity in the classroom and organize lesson activities
in different forms;
 maintain classroom discipline by engaging students in the learning activities;
identify and use phrases and expressions appropriate for spontaneous classroom
communication situations.
Classroom Instructions
Activity 1: Work in pairs to answer the following questions.

1. What are classroom instructions?
2. What are the common ways of giving instructions in a classroom?
3. List five examples of classroom instructions.
4. Why do teachers give classroom instructions?
Now read the following short text and compare your answers.
 Classroom Instructions
Classroom instructions are expressions that teachers use to get things
done. A teacher uses alternative ways of giving classroom instructions,
and perhaps the most important ones are instructions given in the form of
commands, requests and suggestions.
In normal social interactions the selection from these alternatives is made

quite carefully on the basis of status, roles and situations. But, the choice
in the classroom is often governed by the status traditionally accorded to
56
the teacher and the situational rules that apply in the classroom. All of
these different alternatives operate as commands, that is, students will do
what they are told to do.
However, even within a clear-cut educational context, the choice may

reflect the teacher‘s underlying attitude to his/her students. The use of
commands emphasizes the teacher‘s position of authority; requests imply
the notion of equality and friendliness; and suggestions, at least in theory,
allow students some freedom of choice.
NB. Classroom instructions can be used at the beginning, as well as at the

end of a session.
 Which alternative do you prefer to use in your classrooms in the future? Why?
NB. Classroom instructions are helpful not only to get things done in the classroom but
also to check students‟ understanding.
Example: Let‟s have a look at some of the difficult points.

There are one or two difficult points we should look at.
I‟d like to point out some difficult constructions.

Perhaps we should have a detailed look at this again.
Perhaps we can do some quick revision.
The following activities present you some of the alternative expressions that you can commonly use in
the classroom. At the same time, you will review some related grammar.
Activity 2: Read through this list of classroom instructions. Then, sort out them
under the headings: Commands, Requests and Suggestions.
Open the window. Would you share your textbook with
Blen today?
Put your pencil down, please.
Let‘s finish this activity now.
57
Don‘t copy the questions. Clean the board, would you?
What if you finish this off at home? I want this assignment to be
submitted by Friday.
You can leave Question 8 out.
Activity 3:Have you noticed that the simplest form of command is the
imperative? Here are some more examples of simple commands.
With a partner discuss the differences among them. Identify when
we need to use each of them. Explain to your friend what your
intent may be when you utter each of them in class.
1. Close your books.
2. Don‘t look at the answers. / Don‘t help him, Taye.
3. You boys, listen to me now.
4. ―Do be quiet now‖. Or ―Be quiet?‖ Which one is common?
5. Just sit down and be quiet. / Just turn the lights off.
6. I want you to do Exercise 2A.
7. I want this work to be finished by tomorrow.

8. I prefer/insist on your leaving out the difficult ones.
9. You must write your name at the top/top right/left.
10. I‘m afraid you will have to do this again.
11. You are to work in groups of four.
 Here are comments on the various forms of command in

Activity 3 above.
1. The simplest form of command is the imperative.
2. The corresponding negative form (prohibiting) is made by using
‗Don‘t‘.
3. The imperative can be personalized.
4. An emphatic form of the imperative expresses annoyance or frustration.

5. The word ‗just‘ at the beginning of a command also expresses
58
annoyance or frustration. It may also suggest the task is small.
 The verbs „want‟, „like‟, „expect‟, „prefer‟, and „insist‟ can also introduce
commands. Notice the various patterns.
6. The verb ‗want‘ is followed by an object and an infinitive with ‗to‘.
7. The verb ‗want‘ is followed an object and a past participle.
8. The verbs ‗prefer‘ and ‗insist on‘ are followed by a gerund.
9. The verbs prefer‘ and ‗insist‘ are followed by (that) you and bare
infinitive verb phrase.
10. Commands can also be expressed by means of the modal auxiliaries
must‘, ‗have to‘, and ‗should‘.
11. The command can be weakened by adding ‗I‘m afraid‘.
12. The verb-to-be followed by ‗to‘ and infinitive expresses an instruction.
Activity 4: With a partner take turns to say the following requests with the
appropriate projection and tone of voice. Notice the differences
among these various forms of requests. Write at least two meanings
you express by varying your tone in each case.
1. Please, put your pencils down.
2. Alemu, come here, please.
3. Would you like to write that on the board? / Do you want to write that on the
board?
4. Could/would you say it again? / Will you write this out neatly at home?
5. Do No. 6, could you. / Clean the board, would you, please. / Try it again, will
you. / Open the window, can you.
6. Do you think you could write this on the board? / I wonder if you could say it in
your own words. / Would you mind repeating what you said?
7. Would you be so kind as /kind enough to share your book with others?
59
8. I wish you would listen! / If only you would try! / Can‘t you even try?
Comments on the various forms of requesting

1. A command can be turned into a request by adding the word please.
This is probably the most frequent form of request.
2. A command/request/suggestion can be personalized.
3. The verbs like and want used in questions also express requests.
4. One of the commonest forms of request in English involves the use of a

modal auxiliary: can, could, will and would. Of these would and could
are the politest.
5. An extremely common variation involving the modal auxiliaries makes
use of a tag-like ending.
6. Such polite forms are also common ways of requesting. They are
various forms of complementation.
7. These are super-polite forms of requests.
8. Such phrases are usually used to express despair, anger and frustration.
Activity 5: Read the sentences in each category carefully and notice the position
of ‘please’.
A. Please, open your books on B. Could you please give these sheets out?
page 48.
Could you give these sheets out, please?
Open your books on page
Please, could you give these sheets out?
48, please.
C. Alemu, please come here. D. Open the window. Could you, please. John.
Please, Alemu, come here. John, could you, please.
Please come here, Alemu. Please, John, could you.
Alemu, come here, please. Could you, John, please.
Come here, please, Alemu. Please, could you, John.
Come here, Alemu, please. John, please, could you.
60
Have you noticed that the word „please‟ can occupy three different positions?
A. The word „please‟ can be placed either at the beginning or end of a command.
B. The position of „please‟ varies, but it tends to come either before the infinitive or
at the end of the sentence. Initial position is less common and more formal.
C. If a request is personalized, i.e. if the name of a student is used, the order of the
name and the word „please‟ can vary. „Please‟ before the verb, however, may
sound more formal.
D. Where the name of a student is mentioned, the positions of the student‟s name,
the tag and the word „please‟ are freely interchangeable at the end of the
sentence.
Activity 6: Form a group of four and discuss the similarity and difference
among the sentences below.
1. Let‘s do questions 1-5 now.
2. Let‘s not waste any more time on these questions.
3. Let‘s try questions 1-5 as well, shall we? Let‘s not listen to it, shall we?
4. How about doing questions 1-5? / What about doing questions 1-5?
5. What if we leave questions 1-5 until next time?
6. How about if we translate these sentences
7. Why not leave questions 1-5 until next time? /Couldn‘t we leave questions 1-5
until next time?
When do teachers use such sentences? Read the comments below to add some
important points to your answers.
Suggestions are the other way of instructing and persuading students to

accomplish their learning tasks. Hence, teachers use sentences like the
above in the classroom when they want their students to do something.
1. The most frequent form of the direct suggestion involves the use of
Let‟s. This form of suggestion is very often accompanied by the tag
ending shall we? as in No. 3. Also, notice that the tag ending is the
same for both the positive and negative forms.
2. Suggestions can also be made by using how about or what about
61
with a noun or a gerund.
3. A similar form of suggestion makes use of what if and a verb phrase.
However, it is also possible to use what about if and how about if in
the same way.
4. The question phrases: Why not, why don‘t we and couldn‘t we can be
used as suggestions.
Activity 7: Here are some more ways to make suggestions. First, make a group
of 8 and take turns to play a teacher‟s role in each category. Practise
to say them with the appropriate tone of voice and loudness. Then,
discuss the language use, i.e. the grammar in each category.
A.
I think you ought to pay attention to this point.
I think you should concentrate on number 3.
Number 4 can be left out, don‘t you think?

Perhaps you could check the vocabulary at the back.
B.
I suggest leaving this activity until next time.

I would suggest starting with question 2.
May I suggest working in pairs.
C.
I suggest We check this next time.

I would suggest You learn this by heart.
May I suggest You underline this phrase.

(that)
My suggestion is We do this exercise first.
D.
You may sit down again now.
62
You can leave question 6 out.
You needn‘t do the first three questions.
There is no need (for you) to do all the questions.
E.
To try this one again.

It might/would be a/an (good) idea
For you to write this down.
It mightn‘t/wouldn‘t be a bad idea
If you do this at home.
F.
We may/might as well leave Activity 4 till Tuesday.

You can/could/might just as well stop here this period.
It would be just as well to check (for you) to check this at home.
G.
better wrote in ink.

quicker if you just crossed the words.
It would be neater underline it.
more to begin with No. 8.

sensible
read in sections.
H.
You‘d (= You had) better do this exercise again.

I‘d (= I would rather) you finished this exercise off at home.
Activity 8: Test your grammar

In each of the sets of four sentences below, it is possible to make one or more
grammatically correct instructions by choosing appropriate forms of
63
complementations. Read out the correct instructions. If you find it difficult, refer to
the language inventory above.
Example:
a) Don‘t let‘s 1) translate the whole text.

b) Why not 2) to translate the whole text.
c) I prefer
d) How about
Answer:
a) 1 b) 1 c) 2
1. a) I insist on you – 1) to finish this off at home

b) I want you – 2) finish this off at home
c) I suggest you –
d) Why not –
2. a) Would you mind – 1) to leave out the next one

b) How about – 2) leave out the next one
c) It would be a good idea –
d) Do you mind –
3. a) My suggestion is – 1) for you to check the answers on your own

b) I insist – 2) you checking the answers on your own
c) I‘d rather –
d) I expect –
4. a) It would be just as well – 1) for you to revise chapter 2
b) It might be an idea – 2) you to revise chapter 2
64
c) I expect –
d) I would like –
5. a) You‘d better – 1) use the past tense in number 5

b) I‘d like you – 2) to use the past tense in number 5
c) You can just as well –
d) Why not –
3.2. Classroom Questions
It is not surprising that for many, questioning is at the very heart of learning, the central
skill in the teaching-learning process. Teachers have been described as ―professional
question-askers‖ and question-asking takes up a large proportion of their time in the
class. Approximately, eighty percent of a teacher‘s school day is spent on asking
questions to students. Teachers ask between 300-400 questions each day (Leven and
Long, 1981).
For what purposes do you think classroom questions are asked?
Purposes of Classroom Questions

Questions can be and have been used for a wide variety of educational
purposes: (please check the change with original copy)
 reviewing previously read or studied material;
 diagnosing student abilities, preferences. And attitudes;
65
 stimulating critical thinking;
 managing student behavior;
 probing student thought process;
 stirring creative thinking;
 personalizing the curriculum;
 motivating students; and
 assessing student knowledge.
Classroom Questions also have further advantages:
 Asking questions helps teachers keep students actively involved in

lessons;
 While answering questions, students have the opportunity to openly

express their ideas and thoughts;
 Questioning students enables other students to hear different

explanations of the material by their peers;
 Asking questions helps teachers to pace their lessons and moderate

student behavior; and
 Questioning students helps teachers to evaluate student and revise their

lessons as necessary.
Questioning is one of the most popular modes of teaching. Teachers have known that it is
possible to transfer factual knowledge and conceptual understanding through the process
of asking questions. Unfortunately, although the act of asking questions has the potential
to greatly facilitate the learning process; it also has the capacity to turn a student off to
66
learning if not done correctly. Hence, it is believed that a teacher must be able to question
well.
 What are the effective questioning techniques that can foster student achievement?
Asking good questions fosters interaction between the teacher and his/her students and
large amount of student-teacher interaction promotes student achievement. Here are some
tips on effective questioning practices.
Effective Questioning
1. Effective questions are clearly phrased, reducing the possibility of
student confusion and frustration. A major problem occurs when a
teacher asks a series of run-on questions, while attempting to sharpen
the focus of the original question.
2. Teachers should wait at least three to five seconds after asking a

question that requires higher-order thinking (wait-time I), and three to
five seconds after a student response to provide precise feedback (wait-
tine II).
3. Effective teachers encourage all students to respond, rather than

depending on volunteers, or answering the question themselves. Longer
wait time, probing questions, and a pattern of expectation for student
responses are all helpful strategies in promoting student responses.
4. Although student call-outs need to be controlled, their response can be

helpful technique in promoting student participation among reticent and
low-socioeconomic students.
5. Higher-level questions encourage high-level student thinking.
6. Teacher feedback should be specific and discrete students should be
67
acknowledged for their contribution; praise should underscore genuine
accomplishment, while criticism and remediation should point out areas
in need of improvement (focusing on the behavior, skills and
knowledge, rather than the individual.
7. There is an increasing emphasis on the need to encourage more student-

initiated questions-an indication of student involvement and increased
student comprehension.
8. It is good to ask questions of primarily an academic nature.
What types of questions do teachers ask in the classroom? Do they usually ask lower-
level cognitive questions or higher-level cognitive questions?
Types of Classroom Questions

Based on the levels of intellectual behaviour important in learning, i.e. the
three overlapping domains – the cognitive (intellectual), psychomotor
(physical), and affective (attitudes and emotions) domains, classroom
questions need to involve six cognitive levels which have been adapted in
formulating school goals, assessing learner progress, and developing
questions. These are:
1. Knowledge: requires that students recognize or recall information;
2. Comprehension: requires that students demonstrate sufficient

understanding to organize and arrange material mentally;
3. Application: requires that students apply information, demonstrate

principles or rules, and use what was learnt;
4. Analysis: requires students to identify reasons, uncover evidence, and
68
reach conclusions;
5. Synthesis: requires to perform original and creative thinking; and
6. Evaluation: requires judging the merit of an idea, solution to a problem,

or an aesthetic work.
7. Reflection:
Notice: While the first three levels refer to lower-level cognitive

questions, the last three levels involve higher-level cognitive questions.
In terms of their purposes, classroom questions again can be roughly

classified into two types:
i. Questions to which the teacher can provide answers although students

are initially expected to supply them. Examples of this type of
questions are:
1. Language questions (e.g. What‘s the past form of ‗to sing‘? What is the
answer for Question 7?).
2. Comprehension questions (e.g. What is the man doing in this picture?

What does geography mean?)
ii. Questions to which students alone can provide the answers. Examples
of this type of questions are:
1. Lesson progress questions (e.g. Are you ready to start the day‘s
lesson? / Who hasn‘t got a copy of the text? Is there anything
you don‘t understand?
2. Opinion/preference questions (e.g. Do you agree with Daniel? /

What is your favourite subject?
N.B. Another group of questions also exists where it is not clear weather the
69
teacher is asking because s/he doesn‘t know the answer and is interested
in it, or whether the question merely rehearses an everyday situation.
e.g. How are you today, Meron? / What is the day today?
Activity 9: Teacher-questions are one way of encouraging learners to speak in

lessons. We can make teacher-questions linguistically easier or more difficult for
the learner to answer. In pairs, look at the questions in each category. Group
them into difficult and easy questions categories.
A. Is the instruction clear? Does everybody have his/her own textbook?

Can you all listen to the tape?
B. Isn‘t the instruction clear? Doesn‘t everybody have his/her own textbook?
Can‘t you all listen to the tape?
C. Are you sure? Do you have a different/another view? Do you really think so?
D. Is Sarah eighteen or nineteen? Do you watch TV or play tennis at weekends?

Did Mr. Taye or Miss Meseret teach you English last year?
E. Do you know where he is going? Can you tell me what he was doing?
Could you explain why you were absent?
What type of questions are these? Do they require short answers or grammatically
more complex answers?
Yes/No Questions
1. All the questions in Activity 9 are Yes/No questions. Such questions are
answered with a monosyllable, a nod, a shake of the head, or by raising
70
a hand. They are ideal for beginners and for comprehension work and
for lesson progress at all levels.
2. The questions in „A‟ are in the basic form. They require a high-rising
intonation on the item being asked about.
e.g. Is the instruction clear? /
3. The questions in „B‟ are negative questions. These questions may often
suggest surprise or disbelief. The contracted or reduced form of the
verb must be used. An alternative form also exists, but it is considered
somewhat formal: e.g. Is the instruction not clear?
4. The questions in „C‟ are rebound questions. Where a student answers a

question and the teacher wishes to indicate that the answer is wrong
and at the same time get a corrected answer, rebound questions are
very common form and useful.
5. The questions in „D‟ are known as Or/Choice questions. The question

includes the word or, giving an option. Because the answers are built
into the questions, they are good for beginner classes. They are also
useful in advanced classes for going quickly through the main features
of a text.
6. The questions in „E‟ are indirect questions. If the question is made in

direct, i.e. preceded by the phrases: Do you know…, Can you…, Does
anybody know…, etc., notice that it has a subject + verb word order
Activity 10: WH-Questions

Form a group of five and assign a chairperson and a secretary. Then, discuss what
you have seen in each set of questions. During a whole class discussion, your group
secretary will report your points.
71
A. Where does John live? Who are you going to meet at Adama?
When are you going to Adama? How old are you? What is your favourite subject?
B. Why don‘t you play football? What haven‘t the students done?
Who wasn‘t present in the previous lesson? Whom don‘t you like?
C. What did you say he was doing? Where do you think he is going?
Why do you imagine he left? How old do you think she is?
D. Tell me what you like to read. Try to explain how the burglar got into the house.
Show me what you draw.
WH-Questions
1. When we speak of WH-questions, we include all basic question words: who,
whom, whose, what which, when, where, how and why.
2. The questions in „A‟ are in the basic form, i.e. in the affirmative form.
3. The questions in „B‟ are negative WH-questions. In such questions, the verb
must appear in its contracted form.
4. The questions in „C‟ are indirect WH-questions. When the phrases:…do you
think..., …did you say…, …would you say…, …do you imagine…, would you
guess…, etc. follow the question word, there is a change in the word order.
Also, indirect questions tend to elicit a sentence length answer.
5. The sentences in „D‟ are inverted questions, i.e. the questions are presented in
imperative forms.
NB. Normally WH-questions are spoken on a falling intonation. A low rising

intonation, however, indicates friendliness, encouragement, etc.
72
Activity 11: While many WH-questions elicit short answers, i.e. a word or a
phrase, some must be answered with a longer phrase, a complete

sentence or sentences. Compare the following.
A. 1. Who opened the door?
2. What day is today?
3. Which school did you go to?
4. How big is the box?
5. Where are you from?
B. 1. How did the accident happen?
2. What about the passengers in the vehicles?
3. Why are you late?
4. How could you manage the problem?
 Activity 12: In many classroom interactions, WH-questions and Yes-No
questions can be combined for personal questions at very early levels. The
students themselves need not say much, but communicative, natural exchanges
take place as in this example.
Who heard the Alpha Blondie concert? (Hands go up)

Did you enjoy it? (Chorus yes/no)
What was his best song? (titles are suggested)

You didn‘t listen, Abel? (No)
You don‘t like him? (Yes/no)
What do you prefer, African pop or American? (One word)

Which is best for dancing? (one word)
73
Do you prefer cassettes or discs, Joseph? (one word)
Cassettes, eh? What have you got? (titles, names)
What about the rest of you?
Now, in pairs, think of a similar situation and practise asking questions.
Activity 13: Write the following sentence frames first into affirmative question
forms and then into negative question forms
Example: You/live in Hawasa (Do)? Don‘t you live in Hawasa?
1. The answer/at the back of the book (BE)?
2. You/get the last question right (DID)?
3. It/a good idea to look the word up in a dictionary (WOULD BE)?

4. You/very interested in the energy crisis (BE)?
5. You/have enough time to do it before the bell went (HAD)?
Activity 14: The following exercise merely revises some of the main difficulties in
asking WH-questions. Write WH-questions to fit the words in bold
type in the following sentences.
Example: Mary is 19. – How old is Mary?
Mary is 19. (tell) - Can anyone tell me how old Mary is?
Mary is 19. (think) - How old do you think Mary is?
1. Gemechu‟s class is going to arrange some interviews.
2. The eager shopper was looking for a red nylon pullover.
3. The school is five kilometers away.
4. There wasn‘t enough food in the trees.
5. Computers can also be used for controlling traffic.
6. After the traffic lights the red van turned right. (tell)
74
7. John was looking forward to a quiet evening with my sister. (think)
Activity 15: Asking for responses and repetition

1. As we ask classroom questions, we expect our students to give responses, and
some times to repeat what they say. Can you list some of the expressions that your
school teachers or university instructors used for asking for responses?
2. Below are some of the expressions we use to ask for responses and repetition.
With a partner, take a topic of discussion; one of you is a teacher on the topic and
the other is a student. In pairs, rehearse the in each box with the appropriate
intonation.
1. Speak up, please. Say it louder. Say it a bit louder, please. Once again, but louder.
Say it so that everyone can hear you. I can‘t hear you. Say it again, but this time
louder.
2. Again, please. Once more. /Once again, please. Say it again. /Say it once more.
Let‘s try it again. Once again, but more fluently. Again, but more quickly this time.
Repeat, please. /Repeat after me. Say after me. /Say it after me.
3. More clearly, please. Speak more clearly. Not so quickly, I can‘t follow you.
Slowly does it! Carefully does it!
4. The whole sentence, please. Use a complete sentence.
Begin with the question word. Try it again from the beginning.
5. Not so loud. Softer, please. There is no need to shout.

No need to shout, please. I‘m not deaf.
6. Let him/her try it on his/her own. Don‘t whisper the answer.

Don‘t help him/her. I‘m sure he/she can manage on his/her own.
Don‘t keep prompting.
3. Identify the situations in which we use each set of expressions.

75
4. Add some more phrases or sentences to each set.
NB. Remember that the verb say must have some direct object. Verbs such as, open,
correct, leave and find also require an object. You should also remember that
classroom questions can be answered using a completely different grammatical
structure!
Example: Where is Mr. Brown going?
He didn‟t tell me.

How should I know?
Don‟t you mean Mrs.?
Students need to practice in recognizing the discourse links between sentences like the
above. Over-precise, grammatically complete replies may improve accuracy but may also
hinder the development of the listening skill.
3.3. Giving Feedback and Comments
The text below will help you to do the activities that follow well. So, take some time to
read it.
Corrective Feedback
Giving feedback and comments is the other important strategy that we can use to
encourage and actively engage students in the learning activities, confirm their responses
and correct errors. It is also a technique to control students‘ behaviour and manage the
classroom.
However the everyday English expressions that we use to give feedback and comments
are meant to be said naturally and accompanied by gestures. The teacher‘s pronunciation
should be clear, with the proper pace and rhythm to be understood. Intonation should
follow the natural English speech, according to the emphasis of words. The emphasis or
stress is the extra force that we give to a word, or part of a word when we are
76
pronouncing it. Also, the expressions have to be used in an actual context, not in a
contrived one.
One of the teacher‘s roles in the classroom is to give feed-back and comments, but
different corrective feedback has different rates of language uptake. Students will benefit
from corrective feedback that makes them retrieve responses (rather than immediately
supplying the correct form). Te retrieval and subsequent production stimulates the
development of connections in the student‘s memory. These are the various ways of
providing students with corrective feedback:
 Explicit correction: The teacher supplies the correct form to the student and
clearly indicates that what was said was incorrect. This is common corrective
feedback in large groups of students where the teacher‘s time is limited. Explicit
correction has a very low rate of uptake since the student doesn‘t have to self-
correct and the mistake could be easily forgotten.
 Recasts: The teacher implicitly reformulates all or part of the student‘s output.
Recasts result in the lowest rate of uptake since they don‘t lead to any self-repair.
 Elicitation: The teacher asks for a reformulation or pausing to allow student to

complete the teacher‘s utterance.
 Metalinguistic clues: The teacher provides comments, information, or questions

related to student‘s output.
 Clarification: The teacher uses phrases such as, ‗I don‘t understand‘, or ‗What do
you mean?‘
 Repetition: The teacher repeats the mistake adjusting intonation to highlight the
error.
The activities that follow enable you to practice to practice these various ways of giving
corrective feed-back.
77
Activity 16:
1. In a group of four look at the words, phrases and sentences in each category. Write
their functions and compare it with that of your partner. Discuss the language
functions or classroom situations in which we can use these expressions.
A. Quite right. Right you are. Right! Good! Yes! Fine!

Uh-hih Hm-hm
B. That‘s quite right. That‘s right. That‘s it. That‘s correct.
Yes, you‘ve got it. That‘s the way. You‘ve got the idea.
C. Excellent! Very good! Very fine! That‘s very good! Well done!
That‘s nice! I like that! Marvelous! Magnificent! Terrific! Wow!
Fabulous! Brilliant! Jolly good! Great stuff! Fantastic!
You made a very good job of that.
D. That‘s perfectly correct. 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!
I couldn‘t have given a better answer myself.
2. Now, check your points against the comments given below, and add similar
expressions to the lists.
3. Take turns to role-play as a teacher. Make sure that you use the right tone of voice and
gestures.
Pay attention!
78
i. The phrases in A merely indicate that the student‟s response was correct. „Good‟ does
not necessarily suggest a brilliant answer just that you are acknowledging what the
student said. Again, Uh-huh and Hm-hm should not be used too much.
ii. The phrases in B indicate approval and encouragement. They can relate to (i) action,
i.e. if the student correctly carries out an instruction given by the teacher, e.g.
holding his/her hand up, opening his/her book on a page, or, (ii) an answer, i.e. if the
student correctly answers a question.
iii. The expressions in C are rewards for outstanding responses. But if they are overused,
they lead to inflation! You may pay too much attention to the grammatical form of an
answer and not enough to its communicative intent. Interesting exchanges develop for
example:
Student: 3,000 people died of starvation.

Teacher: Yes, very good.
It is often extremely difficult to separate the pedagogic role (providing feedback) from
the interaction role (providing opportunities for genuine communication.
iv. We use expressions like in D when we are highly impressed with the student‟s
outstanding response. They will help us to express our appreciation.
Activity 17:
Here are also some common phrases for giving feed-back and comments. Compare
them with those in Activity 16 and identify the situations in which we use them.
A. It could be. It depends. It might be, I suppose.
In a way, perhaps Sort of, yes
B. You were almost right that time. Almost right. That‘s almost it.
Not exactly Well, err,…. You‘re halfway there. You‘re almost there.
You‘ve almost got it. You‘re on the right lines/track.
79
Activity 18:
Compare these expressions of feed-back and comments with those under Activities
16 and 17. When do you use these ones?
A. No, that‘s wrong. That‘s not correct. 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.
B. Try it again. Have another try. Not quite right. Try again.
Go on. Have a try. Have a go. Have a guess if you don‘t know. Go ahead.
Activity 19: projection

We can use the phrases below to encourage students when they improve in their
second attempt, as well to motivate them to make further efforts. Practise them with
the appropriate tone of voice and loudness.
A. That‘s better. That‘s much better. That‘s more like it. That‘s a bit more like it.
That‘s a lot better. You‘ve improved a little. You have made a lot of progress.
You‘re getting better at it all the time. You‘ve improved no end
B. You can do better than that. Come on, can‘t you do any better than that?
There‘s room for improvement there all right! Try harder. Put a bit of life into it.
A bit more effort. Pull your socks up! Come on, wake your ideas up.
C. I hope you do it better next time. In future I want you to bring your workbook.
When you try this again, I shall expect you to… This is the last time I shall tell you.
The next time we do this, I want you all to…From now on there will be no interrupting.
Activity 20: Sympathy and grumbling

1. Here are some more common expressions of feed-back and comments that can be
used during teacher-student exchanges. Form a group of five one of you is a
teacher. The rest of you are students and each of you makes different errors eg.
80
Did not do a home work; forgot your exercise books, etc. Take turns to say them
with proper intonation and gesture.
2. Discuss in which situations we use each set of classroom language.
3. Add some more similar expressions to each set.
A. Take it easy. Don‘t worry. Don‘t worry about your pronunciation.
Not to worry, it‘ll improve. May be this will help you. What if I give you a clue?
I‘ll help you if you get stuck
B. That wasn‘t very good. That was rather disappointing. That wasn‘t up to much.
Come on, now! I wasn‘t very satisfied with that/the way you did that.
That was awful/terrible/rotten.
Activity 21: When do you think we use these sentences? Rehearse them in pairs.
A. You read quite well. You have very good pronunciation. You sound very English.
Your pronunciation is very good. You speak/read very fluently.

You are communicating well.
B. Reading a loud is difficult for you. You need some more practice with these words.
You‘ll have to spend more time practicing this. You find it difficult to read aloud.
You still have some trouble with your spelling.
3.4. Setting Class Activities (Textbook + Blackboard Activities)

Activity 22:
While we set textbook activities in the classroom, there are some vocabularies that
we use commonly. Check the following vocabulary.
Give out the BOOKS PAPERS

Collect in the workbooks sheets
81
textbooks texts
readers passages
dictionaries wordlists
MATERIAL handouts
folders exercises
topics tests
subjects questions
work cards question sheets
scorecards answers
essay titles answer sheets
study packs words of the song
sets of material model answers
Activity 23:
Suppose you are in the class and you want your students do an activity from their
text books. What expressions would you use to:
(a) distribute textbooks among students?
(b) check that every student has got a textbook?
(c) share few copies?
(d) remind students not to forget to bring their textbooks?
The language inventory in the table below may help you with this.
1. Give out the books, please. Pass out the exercises. Pass these (to the)
back
Take one and pass them on. Get the books out of the cupboard and give them out.
82
Take the books off the shelf/out of the bookcase.
Fetch the dictionaries from the teachers‘ room/ staff room.
2. Has everybody got a book? Have you all got a copy of the exercise?
Is there anybody without a book? Is there anybody who hasn‘t got a book?
Can everybody see (a copy of) the text/passage? Where is your book, Hassen?
3. One book between two. One between two. One book to every three pupils.
Three pupils to each book. There‘s one dictionary/set of pictures for each group.
You will have to share with Obang Could you share (with Ali), please.
There are only enough for ten pupils. Share with Ababa this time.
I‘m afraid I haven‘t got enough (copies) to go round.
I‘m afraid there aren‘t enough for everybody.
4. Don‘t forget it next time. Remember it (for) next time.
Make sure you bring it on Friday. Be sure to remember it next Monday.
Don‘t anybody forget their book next time.
Activity 24:
Here are common phrases to ask students take out/put away their books and also
help them find a page and position on a page. In group of five, take turns to instruct
your group members and the student group should mime the activity.
1. Get your books out. Take out your workbooks. Books out, please.
You‘ll need you‘re your textbooks. Out with your books, please.
2. Open your books at page 28. Have a look at the diagram on page 25.
It‘s somewhere near the front/ back/ middle of the book. Have you found the
place?
It‘s on the inside cover at the back. It‘s at/near/towards the bottom/top/ end of the
page
83
It‘s in the very middle of the page. It‘s on the right/left. The left-hand/right-hand side.
It‘s in the top/bottom right-hand corner/left-hand margin. A few lines further on
3. Now turn to page 16. Turn over the page/ Over the page.
Let‘s move on the next page. Turn back to the previous page.
Now look back at the last chapter.
4. Close your books. All books closed, please. Turn your books over.
Put your books face down. Shut your books. Put your books away now.
I don‘t want to see any books open/ on your desks. Collect your books in.
Activity 25:
The passage below is a description of an English lesson and at the places numbered;
the teacher might say something appropriate in English. Assume that you are the
English teacher. What would you say?
You‘ve got a lot of work to get through in the lesson. The first task is on page 97. You
ask the students to open their books (1). Some of them look rather mystified, so you
check that they do in fact have their books with them (2). You‘re annoyed because some
of them have left their books at home again (3). Ojulu and Meron have only one book
between them (4). You check that they all have the right place (5). You make sure that
there aren‘t any new words in the next section (6), and then you ask Solomon to read
three lines (7). He obviously can‘t count and you have to stop (8). Now you want
everybody to read three lines each. You choose Gaedebo to start (9).
The passage was about sport in Britain and you decide to give them some background
information. They should listen and make notes in their exercise books (10). After that
they will need their workbooks, page 43 (11). Exercise 14A is still incomplete (12).
When everybody appears to have completed the exercise (13), you stop them (14) and
check the exercise (15). You ask the following students for the answers: number 6 -
Selamawit (16), number 7 – Abera (17), number 8 Nejat (18) and the last one – Badhassa
84
(19). You decide to start the next exercise, which is a defective dialogue. It seems best to
try it once before the students write it down (20), but they will have to write a fair copy at
home (21). In the next lesson they will also have to dramatize their dialogues for the
other students (22).
In the remaining five minutes, you have a quick vocabulary test. As the bell rings, you
ask them to return the completed test paper and to make it clear who they belong to (23).
Activity 26:
In the classroom, we also set blackboard activities. Here are some common
expressions that we can use while we are working with board activities. Sit in a
group of eight students. Now take turns to instruct your group members. Each
group member has to mime what is instructed on the part of the blackboard
specified for you group.
1. Come out to the blackboard, please. Come and stand by the blackboard.
Come and write the word on the board. Write it/that on the board.
Take a piece of chalk and write the sentence out.
2. Everyone/everybody look at the blackboard, please.

Make note of the last two sentences. Let‘s look at the sentences on the board.
Look at the pattern on the board. Are the sentences on the board right?
Can you see anything wrong with the sentences? Anything wrong with sentence 5?
Are there any mistakes in the sentences on the board?
3. Read out the sentences on the blackboard. Copy this down from the blackboard.
I‘ll write up the correct answers on the board.
4. Clean the board, please Sophia. Wipe out/off the last letter/ word/sentence/exercise.
Leave the answers on the board. Go and fetch some chalk from the office.
I‘ve run out of chalk. Would you go and look for some chalk for me, please.
85
Do you know where the chalk is kept?

Make the necessary preparation to role-play the situations described in Activities 25 and
26. Use some of the earlier activities in this unit as your lesson material. Remember to
verify the form of your requests for answers. Then, take turns to micro teach.
3.5. Language of Classroom Management
Activity 28:
It is useful to remember and use properly everyday classroom language like the
following to manage your class. Read them carefully and see which ones should be
said with rising intonation and which ones with falling intonation. Sit in pairs and
take turns act the behavior that forces a teacher say these expressions. The teacher
partner should know what is being acted and should react accordingly.
1. Look this way/at me/over here. Pay attention now. Try to concentrate now.
Could I have/get your attention, please. Don‘t look out of the window.
Eyes to the front, please. Face the front. Look up for a moment.
I‘m sorry to interrupt you, but could you look this way for a moment?
Don‘t sit there daydreaming.
2. Sit/stand still. Sit down. Stand up. Don‘t move. Nobody move.
Settle down, all of you. Everybody stay where they are.
Stay where you are. / stay in your seats. Don‘t keep turning round.
Turn this way. Turn round and face me. Stop fidgeting/messing about/playing the
fool.
Behave yourself. Take you feet off the desk. Sit up (straight)
86
Don‘t be such a nuisance. Be a good boy/girl for once.
3. Be quiet! Everyone listen. Stop talking now. / Don‘t talk.

Stop chattering there. Ssshhh! What‘s all this row/noise?
Don‘t make such a noise. Not so much noise, please. Don‘t all shout/talk at
once.
Listen to what I‘m saying. Could I have a bit of quiet, please. Shut up, all of you!
Put a sock in it, will you Don‘t bang/slam the lids of your desks/the door.
Could you sot it out after the lesson? Get on with your work quietly.
Not another word, please. I hate to interrupt your conversation, but…
If you stop chattering, you might even learn something. You never know.
Shall we try to behave like normal human beings for a change?
This is not a holiday camp/rock festival.
I know the word ‗work‘ may be new to you, but…
 Have you noticed that the phrases in No. 1 are used to control gaze, those in No. 2
movement and those in No. 3 noise?
NB. The last 5 sentences in No. 3 show that the teacher is very annoyed with students‟
misbehaving. However, these pedagogic sarcasms should be used with care.
Activity 29:
Here are some common everyday English expressions we use to manage our
classroom. Read through the expressions and try to identify the particular
87
classroom situations in which we use them. Then, in pairs take turns to role-play as
a teacher in a class.
1. Make 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. Sit back to back.
2. Make/ form groups of three. Get into groups of four. Find a partner.
Work together with your friend. Work in pairs/threes/fours/fives.

Work in groups of two/three/four. Work on the task together.
Here are some tasks for you to work on groups of four.
There are too many in this group. Can you join the other group?
(Name), please join group 2. Only three people in each group.

I asked for four people to a group.
3. Everybody work individually. Work by yourselves. Do this in your own.

This is an individual work. Do it/ exercise 2 independently.
4. Ask other people in the group. Ask others in the class. Ask everyone in the class.
Ask your neighbour for help. Interview someone in the class.
Stand up and find someone who can help you.
5. First of all, today,… Right. Now we will go on the next exercise.

For the last thing today, let‘s… Whose turn is it now? Which question are you on?
Next one, please. Who hasn‘t answered yet? Let me explain what I want you do
next.
Have you finished? Do the next activity. Move on the next activity.
Your time is up. Please, wait for your turn.
88
Notice that the expressions in No. 1 are for sitting arrangement, in No. 2 for setting group
activities, No. 3 for individual work, No. 4 to let students ask other students‟ help, and No.
5 for sequencing
Activity 30: Think of two appropriate phrases that you might address to the following
students.
1. Appy is not paying attention.
2. Bedilu is standing up.
3. Senait- you can only see the back of her head.
4. Hussein- finds it impossible to be silent for more than a minute at a time.
5. Daniel is not looking at the blackboard.
6. Hadash is attempting to become the first book juggler.
7. Bekka has got his feet on the desk.
8. Hanna is sprawled out across her desk.
9. Yilikal is disturbing the girl next to him.
10. Tolesa is copying the answers from somebody else.
11. Belete and Tsehay are arguing about something.
12. Berhanu- the slowest and the dreamiest boy in the class.
Language of Spontaneous Classroom Situations
Activity 31: With a partner, answer the following questions.

1. What are spontaneous classroom situations? Can you mention some common
situations in which English can be used spontaneously in the classroom?
89
2. List out some examples of words, phrases or sentences that we can use in
spontaneous classroom situations.
3. What is the advantage of using English in spontaneous classroom situations?
Why we use 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; and
 we exploit contexts which are not directly linked to the syllabus (language in use).
Activity 32:
Here are some common expressions that we can use in spontaneous classroom
situations. First, in pairs practice to say them with appropriate tone of voice and
loudness. Then, identify the situations in which we can use the expressions in each
set.
A. Who is it? Why are you late? It‘s ok. Come in. Don‘t be late next time.
This must be your last time to come late. Don‘t slam the door.
B. What‘s wrong? What‘s the matter? Aren‘t you feeling well? Are you better
now?
Have you been ill? Bless you! God bless you!
C. Excuse me. Could I get past please? You‘re blocking the way. I can‘t get past
you.
Get out of the way, please.
D. Excuse me for a moment. I‘ll be back in a moment.
Carry on with the exercise while I‘m away/ till I‘ll be back.
90
I‘ve got to the office/next door for a moment.
E. I‘m afraid I can‘t speak 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?
F. Sorry? (say it again) Sorry. I‘m sorry (about that). Sorry, that was my fault.
I‘m terribly sorry.
G. Best of luck! Good luck! I hope you pass. Congratulations! Well done!
Hard lines! Never mind. Better luck next time.
H. Happy birthday, (name)! (Name) has his/her 16th birthday today.
(Name) is 16 today. Let‘s sing ‗Happy Birthday‘ to him/her.

All the best for the new year. Happy New year/ Christmas/ Easter!
I hope you all have a good weekend.
Self-study
The activities under this section will enable you learn more everyday expressions of
classroom instructions and questions that will enable you keep the lesson on progress,
assess students‘ understanding and manage your class properly. You will also have the
opportunity to review the grammar and vocabulary relevant to these classroom situations.
Hence, take time to do it well.
 Self-study Activity 1
By choosing an adverb particle and a verb from the two lists, complete the following
classroom instructions. In certain cases more than one answer is possible.
Verbs: finish give go turn put leave look take hand collect count copy
Adverbs: away in off on out over round up
1. As you leave, please remember to _________ your summaries _______.
2. Since there aren‘t enough copies to ______ ______ you‘ll have to share.
91
3. Right ______ your points _______ and then subtract from twenty. That will be you mark.
4. You won‘t be needing your workbook for the next few minutes, so you can ____ it ____.
5. Today we‘ll learn a song. Mary. Could you ______ the words ________, please. One
between two.
6. I think it was chapter seven where we ______ _____ reading last time. So let‘s continue
from there.
7. If there are any points you‘re not sure of, you can ______ them _____ in the grammar
section on page 210, you can ask me.
8. That wasn‘t an easy test. It‘ll be interesting to see how you _____ _____. You should all
have got five right at least.
9. If you forget the comma after ‗however‘, I didn‘t ______ _____ a point this time. But I
will next time, so be warned.
10. Would you please _____ _____ the sentence you‘re doing at the moment and then put
your pens down?
11. Now that we‘ve read the text, you can _____ your books. That‘s right, all books face
down please.
12. Ali, would you please _____ _____ the test papers and bring them to me so that I can
mark them.
13. I think we ought to _____ _____ this exercise again before starting the next one. There
were a few tricky points we ought to look at.
14. I suggest we _____ _____ with the project work until half past.
15. There weren‘t many mistakes, but perhaps you could _____ _____ the last paragraph
again. Do it in your exercise books and use a clean page.
92
Rewrite the following instructions, making use of the clue words given in brackets.
Example: Finish exercise 7 at home. (I want you)

I want you to finish exercise 7 at home.
1. Repeat what you said. (Do you think…could)
2. Tell Bekele what you just said. (I wonder …could)

3. Don‘t look at the answers yet. (no need)
4. Let‘s only do every other question. (May I suggest)
5. Don‘t bother reading the introduction. (Let‘s)

6. Put the magazine in your desk. (be so kind)
7. Copy this straight off the board. (might as well)
In addition to the various classroom questions, teachers use different types of prompts.
Prompts help the learner as linguistic inputs. You can help your students by starting the
sentence for them. There are different kinds of prompts, for example, study the following:
a) connectors, such as:
And? And then? So? But?
b) Unfinished statements, e.g.:
 A resistor is a device for ….

 To find the highest common factor when the numbers are large, divide the numbers
into…
1. Now, observe two of your instructors for three classes each. Do they ask classroom
questions frequently? What type of questions do they ask? Write down some the
questions they ask and try to identify their purposes.
93
2. Do they give feedback and comments? Write down some of the expressions they use to
give feedback and comments. Are they explicit corrections, recasts, elicitation,
metalinguistic clues, clarification or repetition? If you find it difficult refer back to the
notes given in Section 3.2.
3. Do your instructors use prompts to get students talking? What type of prompts do they
use?
4. Do you think prompts are as important as classroom questions? Why?
The text below is a description of setting a text book activity in the classroom. But,
important prepositions are missing. So fill in the gaps using „at‟, „in‟, „to‟, or „on‟ to
complete it correctly. The expressions in Activities 23 and 24 can help you.
All right, group one. Open your books ____ (1) page 76. Now, ____ (2) the left you can
see a picture. Err, the picture ____ (3) the top of the page, not the ____ (4) the middle.
Have you all found it? Right! Now turn ____ (5) page 63 ____ (6) the top left-hand
corner you can see another picture. I want you to compare these two pictures _____ (7)
detail. You‘ll find some ideas _____ (8) your workbooks _____ (9) page 145. You might
also refer _____(10) the wordlist ____ (11) the back ____ (12) page 176. You can jot
your ideas down ____ (13) the margin. You will probably get some help from a short
description _____ (14) your textbook. If you turn for a moment ____ (15) chapter 16,
you‘ll see a short article by Bernard Shaw. Perhaps you could keep one finger ____ (16)
this section, and then you can refer back _____ (17) it when necessary. Have a look
especially _____ (18) the last sentence _____ (19) the second paragraph. When you
finally get down to writing your comparison, write it ____ (20) your exercise books ____
(21) ink or biro. You can spend half an hour _____ (22) this.
And now, group two. Take out your readers and open them _____ (23) page 13. Finish
off the work you were ____ (24) last time, and then start reading chapter 4. If you look at
line 5, go it. Well, _____ (25) line 5 there‘s the word ‗tough‘. I want you to try and find
other words to describe James Bond. So, first read the text _____ (26) yourself. You‘ll
94
find a list of vocabulary _____ (27) page 27 _____ (28) the bottom _____ (29) the
empty space below the photograph. Write your list ____ (30) the sheet of paper I‘m
going to give you, and this time please remember to write your name ____ (31) it! Are
there any questions _____ (32) this?
Further Readings
Brualdi, A. C. (1998). Classroom Questions. Practical Assessment, Research & Evaluation,

6(6). http://PAREonline.net/getvn.asp?v=6&n=6
Jones, M. (1995). Classroom English for Teachers. OUP
Leven, T. and Long, R. (1981). Effective Instruction. Washington, DC: Association for
supervision and curriculum Development.
Marzano, R. J. et.al. (2007). A Handbook of Classroom Instruction that Works: research

based strategies for increasing student achievement. McREI.
Morgan, N. and Saxton, J. (1991). Teaching, Questioning and Learning. New York:
Routledge.
Wilen, W. (1991). Questioning Skills for Teachers. What Research Says to the Teacher. 3rd
ed. Washington, DC: National Education Association. (ERIC Document Reproduction
No.332 983).
Websites
http://busyteacher.org/uploads/posts/2012-05/1336356418_c12.jpg
http://education.stateuniversity.com/pages/1836
http://edition.tefl.net/articles/teacher-technique/classifying-classroom...
http://pareonline.net/getvn.asp?v=6&n=6
95
http://suite 101.com/article/corrective-feedback-in-the-language-class…
96
Unit Four: Ending a Class (7 hours)
Introducti
on
Dear learner,
So far, you have studied classroom language that will enable you to begin and run your
classes effectively. In this fourth unit of the module, you will also study classroom
procedures and the language you employ to end your class successfully. You will learn
various English expressions useful to finish a lesson, revise and review the lesson, set
home works and assignments, announce the time to stop working, say goodbye and clear
the class.
This Unit comprises 6 sections and it may take you about 7 class and about 7 self-study
hours. Like the previous units, it will provide you with practical activities that you are
going to exercise in teaching your subjects in the near future. Thus, follow the instruction
for each section carefully and go through it effectively.
Learning Outcomes
Having completed this Unit effectively, you will be able to:
 signal the end of a lesson using appropriate classroom language;

 talk about the next lesson with alternative phrases and sentences;
 announce the time to stop working with various expressions;
 set home works, assignments and extra work clearly;
 say your students ‗Goodbye‘ using suitable expressions depending on the
situations;
 employ appropriate phrases of dismissing your classes;
 identify and list out common vocabulary the you can you while ending your
classes;
97
 review the grammar relevant to ending class procedures;
 build up your interactions and exchanges with your students.
Finishing a lesson
Activity 1: In pairs, answer the following questions.

1. How did your high school teachers signal that they had finished the day‘s lesson?
What classroom English expressions did they use usually?
2. Below are some of the common expressions that we can use to indicate finishing
a lesson. Label them under the headings, ‗Summarizing a lesson‘, ‗Reviewing a
lesson‘ and ‗Talking about next lesson‘.
3. Now, look for another partner and role-play as a teacher to say them.
Right, I think we have no more problems with …now. Next week we will move onto…
Let‘s go through what we‘ve studied today once more time.
Today‘s lesson was a hard work, so we‘ll do something a little easier/ a bit more fun in
the next class.
When is the next class?
The aims of today‘s lesson were…, so I think we achieved…
We‘re finishing this lesson a little early / late, so the next lesson will start at 9:30.
Well, I didn‘t expect to (be talking about)…but it was very useful / interesting, I reckon.
Do you feel more confident about the test/reading the map/doing the equation now?
I was pleasantly surprised by how easy you all found that. I‘ll have to think of something
more challenging for next class.
Let‘s check/tick the things on the lesson plan/on the board that we did/that you can now
do.
And that is the end of Unit 3. Next week we‘ll do a little revision and start Unit 4.
98
I think you‘ll find what we studied today really useful in the future/at work…
It has been mainly … today, so next week we‘ll do more …
We‘ve finished the book! So, in next lesson we‘ll do some revisions.
The next class starts at 5 o‘clock.
Did I tell you (all) that the next lesson is in the lab/ main hall?
We‘ll start the next lesson by …/ with the next person‘s presentation.
Please, don‘t be late for the next class.
I‘m on holiday next week, so there will be a cover teacher / replacement teacher …
Activity 2
Another important end of class procedure is indicating end of the first and last
lessons. Here are some sentences we can use to signal these two ending stages of a
class. Read them and add some more similar sentences to each category.
A. End of the first lesson

Well, it was a pleasure meeting you (all).
It was nice to meet you all.
That lesson was mainly just to get to know each other, so next time we‘ll start using your
textbook.
I want to finish each lesson by standing up and saying goodbye to the class, so ….
B. End of the last lesson
Your English has really been improved this week/term / year, so make sure you don‘t
forget it!
It was a pleasure teaching you.
I hope that you‘ve learnt a lot, and I hope to see you again some day.
Good luck in your future studies /work / lives.
So, it‘s /this is the end of the week / term / semester / year / this level.
99
4.2. Announcing Time to Stop Working
Activity 3
Announcing the time to stop working is among the end of class procedures that a
teacher needs to verbalize. The table below presents a list of language functions
useful to do so. Look at them carefully and match the set of expression that can be
used in these classroom situations.
1. You have finished the day‘s lesson, but you still have a few minutes to stay in the
class.
2. You have finished the lesson, and it‘s the right time to finish your class.
3. You still have few minutes to finish your lesson, but students appear to leave class.
4. The time is over before you finish the lesson so you want to finish it some other time.
5. The time is over, but you have something important to finish. You want students to
stay in class for a while.
6. It‘s nearly time to stop working, and you are on the last activity.
A. It‘s almost time to stop. It‘s ten to ten. We‘ll have to stop here.
I‘m afraid it‘s time to finish now. I make it almost time. We‘ll have to stop here.
We run out of time. There‘s the buzzer / bell, so we must stop working now.
That‘s the buzzer / bell. It‘s time to stop. Is that the bell I hear?
All right! That‘s all for today, thank you. That will do for today. You can go now.
Right! You can put your things away and go. It‘s break time/ Let‘s take a break.
Well, you can all stay here and carry on speaking if you like…
Well, only one team can win so there doesn‘t seem to be much pointing going on.
The other class are waiting to get in, so we‘d better make a move.
100
That is the end of the test/exam. Pens and pencils down, please.
B. Five minutes to the end of the class/ exercise/test.

Okay, just one more time and that‘s it. Okay, (this is the) last time.
This is the last round of the role-play.
Oh, whoops. That‘s the bell already. / Is it that time already? Before we go, we just
have to…It‘ll only take a minute.
We don‘t have time to do the whole thing, so we‘ll just do this exercise and then stop.
C. We‘ll finish this next time. I don‘t think we‘ve got time to finish this now.
We‘ll do / read / look at the rest of this chapter next time / on Thursday.
We‘ll finish off this exercise in the next lesson.
We‘ve run out of time, so we‘ll go on with this exercise next time.
We‘ll continue with this chapter next Monday.

We‘ll continue working on this activity next time.
We‘ll practice that one more time next week.
D. It isn‘t time to finish yet. The buzzer / bell hasn‘t gone yet.
I don‘t remember hearing the bell. There are still two minutes to go.
We still have a couple of minutes left. The lesson doesn‘t finish till five past.
I only make it a quarter to. There‘s another five minutes yet.

This lesson isn‘t supposed to due to finish until five past. Your watch must be fast.
101
E. We have five minutes over. We have an extra five minutes.
We seem to have finished a few minutes early.
My watch must be slow. I make it only a quarter to.

It seems we have two or three minutes in hand / to spare.
There isn‘t any point (in) starting a new exercise.
There‘s no point (in) beginning anything else this time.

Carry on with the exercise for the rest of the lesson.
Sit quietly until the bell goes.
F. Wait/hang on a minute / a moment. Just hold on a moment / a minute.

Stay where you are for a moment. Just a moment/a second, please.
One more thing before you go. Don‘t go rushing off. I‘ve something to tell/say to
you.
Wait for it! (Go) back to your places. Where are you going?
Where do you think you are going? Don‘t you think you are jumping the gun?
As we still have a couple of minutes left, we‘ll… You can‘t go until you all…
Why are you packing your bags already? Did anyone tell you to pack your bags?
Did I say you can go?...I thought not. Patience!
Suppose you are in the class conducting your lesson and now you are to end your lesson.
Select a topic from your subject area and prepare a 5 minutes lesson. Form a group of
five or six and take turns to micro-teach some of the expressions given in the table above.
You may also add other similar language.
Setting Homework and Assignments
Activity 5
102
Learning activities can not be completed only in the classroom. You need to set
home works and assignments to help your students learn more. Also, you need to
prepare your students for the next lesson, and engage them in self-study tasks.
Below are the instructions and questions to verbalize all these things.
1. Find a partner and practice to say them out. Sit in pairs and take turns to say the
expressions. The speaker who says these expressions should use different tones
and the partner has to write what the speaker means in each tone. Notice that all
are not to be verbalized in the same intonation and loudness.
2. What do you think is the difference among the language functions A-D?
A. This is your homework. This chapter / lesson / exercise is your home work
This is your homework for tonight / today / next time.
Your homework for tonight is exercise 10 on page 23.
The homework for tonight is exercise 10 on page 23.

For homework, please do … / I‘d like you to do … / would you do…?
So, the homework is … And the homework is … Nothing!
Prepare the next chapter for Monday.
I told you about your homework earlier, and it is …

Tonight / Before the next lesson / Before next week /At the weekend, I‘d like you to
…
Remember the last piece of homework / project/ writing? Well, I want you to do
something like that / similar, but …
Please revise that for homework and we‘ll use that language in the next lesson / next
week / in the test.
The same point comes up in your homework.
You‘d feel more, a lot more, confident about that when you‘ve done your homework,
which is …
I‘m going to give you one more chance to do the homework from last week, so
anyone who‘s already done it can enjoy their free time.
103
If you feel you need more practice, you can do … at home by …
I think we all need some more practice of that, so for homework …
This homework is a bit long/difficult, so I‘ll give you till this time next week to finish it.
As you have a long holiday / a big test coming up, I‘m going to give you bit
homework than usual.
There is no homework today.
B. Do exercise 10 on page 23 for your homework for tonight.
Finish off the exercise at home. Do the rest of the exercise as your homework.
You will have to / must read the last paragraph / page at home.
Complete this exercise at home.
Finish the question you‘re (working) on at the moment, and do the rest at home.
C. Remember your homework. Don‘t forget about your homework.
Please, pick up a copy of the exercise as you leave.
Remember to take a sheet as you leave.
Collect a copy of your homework from my desk.
D. There will be a test on this next Wednesday.
I shall give you a test on these lessons / chapters sometime next week.
Learn the vocabulary because I shall be giving you a test on it in the next lesson.
You can expect a test on this in the near future.
Please revise lessons 9 and 10. There will be a test on them sometime.
Valediction (Final greetings)
Activity 6
How often do your instructors use these farewell expressions at the end of every class? Read
them and group the expressions into end of a first class, a lesson, a week, a semester, etc. sit in
104
pairs and say the expressions to your partner. (I made the instruction; check for its
appropriateness)
A. Goodbye Goodbye boys and girls / everyone / everybody / class. G‘bye everyone!
Bye / Bye-bye / Bye-bye students. Cheerio, Dawit. Bye now, Tsige
Stand up so we can all say goodbyes.

B. See you / See you, then / See you then
See you later / again / tomorrow afternoon / next time /next Wednesday.
I‘ll be seeing some of you again after the break.

I‘ll see you all again after Christmas/next year
Remember next week is a holiday. So I‘ll see you in two weeks / the week after next.
Oh yes, you‘re right, there‘s a holiday. In that case, I‘ll see you the week after that.
C. Have a nice / good time / weekend / holiday /vacation.
Enjoy your break /vacation /holiday. I hope you all have a nice vacation/break/holiday.
D. Tomorrow we‘ll meet in Hall 101. See you in room 7 after the break.
I‘ll see you in room 7 after the break. There‘s been a change of room for next week.
We‘ll be meeting in room 19 instead. Wait outside the language laboratory for me.
E. I won‘t be here next week / after the break. Miss Jones will take/be taking you instead.
Go and join class 9B for your lesson. I‘ll leave him/her some work to give you
This was my last lesson with you.
Notice that low rising intonation indicates friendliness and cheerfulness. Also, don‟t forget to
teach your students appropriate replies: as teacher‟s phrases.
Clearing the Class
Activity 7
105
The following are instructions that we can use to make students leave the room. Which
ones are simple instructions, which are commands and which are polite requests?
A. Queue up by the door / Get into a queue

Form / make a queue and wait for the bell / until the bell goes. It‘s tidy up time.
Line up next to the door / Line up for the leaving drill. Go and join the back of the queue.
B. Will you please go out? Everybody outside! All of you, get outside now!
Hurry up and get out!
C. Go out quietly. Not so much noise, please. Quietly! Ssshhh! No shouting!
No speaking in the corridor! Try not to make any noise as you leave.
Be quiet as you leave. Other classes are still working.

Other classes are on progress. (my addition)
Please don‘t make any noise in the corridor (as other classes have tests).
Remember how much trouble you got into last week for making noise in the corridor.
D. Don‘t forget your bags / coats / posters … Open the windows.
Let‘s have some fresh air. It‘s very stuffy in here. Let in some fresh air for the next class
The front door is locked at this time, please use the back door.
Activity 8
1. Sometimes, before you check your time it might end and you want to rush out of the
class. How would you say that to your students? List out some of the expressions of
rushing out of class you may use.
2. Below are some common sentences that can be used to rush out of a class. Compare them
with your list. Then, with a friend, take turns to play the role of the teacher. Think also
about the possible replies.
Can I leave you to clear up? It‘s just that I have to leave in 10 minutes.
I have to go now, but feel free to stay and chat if you like.
I‘m afraid there‘s another class in here in five minutes, but we can continue talking outside in the
106
corridor.
The janitor will be around in ten minutes to lock up, so we‘d better make a move / we‘d better
go / we‘ve got to shoot.
I‘m afraid I don‘t have time to answer extra questions today (but I‘ll arrive early for the next
lesson / I‘ll be in the teachers‘ room this afternoon and you can ask me then.
We‘ll all miss our bus / taxi if we don‘t leave soon.
Activity 9
This short text is what W/o Elleni, a high school civics teacher has said to her students. In
her speech, W/o Elleni has referred at least to four classroom situations. Point out those
situations.
When I say „Goodbye everyone‟, you have to say „Goodbye teacher, goodbye everyone‟. I‟ll then
say „You can now go‟ and you have to say „Thank you, teacher‟. You can then leave, but quietly
of course. Okay. Right, let‟s practice a couple of times. „Goodbye everyone‟ …
Activity 10 (is this activity a part of valediction?

Rewrite the following sentences using the form „I don‟t think…‟
1. I think we didn‘t finish this exercise off last time.
2. I think you haven‘t really understood my question.
3. I think nobody has prepared this chapter, have they?
4. I think none of you made any really bad mistakes.
5. I think you will see this phrase nowhere else in the book.
Activity 11
The following conversation takes place at the end of a lesson. By looking at what the
students say, fill in the part of the teacher.
Teacher: (1) ________________________________________
Nigus: I don‘t know. I haven‘t got a watch.
Teacher: (2) _________________________________________
107
Taye: Almost ten to.
Teacher: (3) _________________________________________
Taye: Well, I‘m only putting my things away in my desk.

Teacher: (4) _________________________________________
Nigus: But Taye makes it ten to now!
Teacher: (5) _________________________________________
Nigus: At last! I thought it would never go.

Teacher: (6) __________________________________________
Taye: It certainly will do! What a terrible lesson!
Teacher: (7) ______________________________________________
Nigus: Oh no, not the same exercise again!
Teacher (8) _______________________________________________
Abeba: I wasn‘t rushing off anywhere. OK, what do you want to say?
Teacher: (9) ______________________________________________
Abeba: I missed that. What chapter was it we‘re supposed to prepare?
Helen: Seven, down to line 32, for next Monday.
Teacher: (10) ________________________________________________

Helen: Oh no, not a vocabulary test as well!
Teacher: (11) ________________________________________________
Nigus: You won‘t see me at least. I‘ve got to go to the dentist‘s on Monday.
Teacher: (12) ___________________________________________________
Taye: What sort of weekend is that when you‘ve got to revise for a vocabulary test?
Teacher: (13) ________________________________________________________

Nigus: All right, we‘re going, don‘t worry.
Teacher: (14) _______________________________________________________
Nigus: We can be quiet if we want. After all, the others need some quiet as well.
Teacher: (15) ________________________________________________________

108
Taye: I‘ll open it for you.
Teacher: (16) ___________________________________________________________
Taye: Yes, cheerio.
Activity 12
Form a group of five and each of you take a part to role-play the conversation in Activity
11, but this time, imagine that:
A) 1. it‘s the last lesson before the Christmas holiday.
2. the homework is to finish off the exercise started in class.
3. the students have their party after your class.
B) 1. your lesson has been moved to room 11 next week.
2. you don‘t intend to set any homework.

3. your lesson finishes ten minutes before other classes finish.
C) 1. you are going to be away next week.
2. the homework is unit 10, exercise A and B.
3. you won‘t be seeing the students again until the semester break.
4.6. Self-study
 Self-study Activity 1: Thinking points
The following questions are on the classroom procedures and language functions
you have studied in this unit. Find a partner and discuss them.
1. Did your school teachers and university instructors use the end of class stages?
Which ones did they use very often? Did they use the in the order presented in
this unit? Why would you like to use them in your classrooms in the future?
2. Were there any stages that your teachers and instructors usually did in a local
language rather than in English? Did they switch to English? Why? Why not?
109
3. For the end of class stages, which of the phrases in this unit would you like to use
in your classes? Which phrases would be the next level up, once they have got the
hang of those phrases? (probably difficult/unclear instruction for students)
4. How can you make the students use that classroom language too?
5. Once students get used to the routine of using such stages in the lesson, it is
possible to use a much more difficult phrase with the students guessing from
context what you mean. Do you think your classes would benefit from you doing
that? How?
6. Once students are used to hearing certain language at certain stage of the lesson
they no longer listen to the words, but mixing up the order of the stages can make
them listen more carefully. Do you think your classes could benefit from you
doing that? What do you think about doing choral greetings?
7. One problem with choral greetings is that students feel uninterested or even rude,
even when saying things like ‗Have a good weekend‘. How can you remedy this?
8. What do you think about teaching slangy expressions like ‗Catch you later‘ in
your classes?
9. Students often make a mistake saying ‗Good night‘ when they would mean ‗Good
evening‘ or ‗Goodbye‘. How could you explain the mistake to your classes?
10. Another typical mistake is a reply like, ‗See you on Monday‘ ‗Yes, see you later‘.
How could you explain why this is a mistake in simple language?
11. How could you explain the difference between ‗See you then‘ and ‗See you,
then‘? Which phrases are unsuitable for the age ranges you are teaching? Why?
110
1. In Units Two – Four, you have worked through three major stages of a class:
beginning a class, running a class and ending a class. You have studied various
language functions that you can use at these stages. This activity will help you to
review some of those language functions.
A. Match the expressions under „A‟ with the situations under „B‟.
B. Label the expressions into the three stages. (if you are not clear about the stages
refer to the units)
‗A‘
a. What have we learnt about in this lesson?

b. Who can remember what we did in the last lesson?
c. How do we say that in…?
d. Now, what we‘re going to talk about next is …?
e. Let‘s take an example.

f. OK, now this is very important so listen carefully to….
g. Today we‘re going to learn about …
h. OK, let‘s summarize this idea.

i. OK, this is point number two.
j. OK, now think back to what we learned about …
k. Let‘s say this another way.
l. We‘re going to learn three things about …

‗B‘
1. Signaling the end of one phase of a lesson and beginning of another
2. Moving on to the next phase

3. Revising
4. Saying what the lesson will be about
5. Finishing the lesson
111
6. Emphasis
7. Eliciting responses
8. Reformulating
9. Summarizing important points
10. Exemplifying
Complete the following end of class expressions using an appropriate word or

phrase from the box below.
break carry on due to hang on rest finish off point in

rushing off gone revise will do in hand make chapter
queue up paragraph down bell as far as set fast
1. Thank you. That ___________ for today.

2. All right, there isn‘t any _________ starting exercise 5.
3. Look at page 73, the third _________ from the top.
4. Don‘t go _______. Wait a moment.
5. Please _________ by the door and wait.

6. Please exercise 11A at home.
7. Please prepare ________27 for next time.
8. I‘ll be seeing some of you again after the ____________.

9. Well, we seem to have a few minutes ____________.
10. There‘s the _______. We shall have to stop here.
11. Don‘t move! This lesson isn‘t _________ to finish until ten.
112
12. _______ a moment. I‘ve something to say to you.
13. Prepare this passage _________ the bottom of page 64.
14. Ssshhh! The bell hasn‘t ______ yet. What is the answer, rung?
15. I make it ten to. My watch must be _____________.
 Self-study Activity 4: Putting it all together
In your methodology course, you may learn about active and passive learners. But there
are active and passive teachers too! If you are an active teacher, you take control and
believe you can make a difference. You analyze problems and adapt. But passive
teachers say ‗It‘s not my fault‘ or ‗There is nothing I can do‘. Research shows that active
teachers are happier and that their students also benefit from them. So, are you active or
passive? Also, answer the following questions.
1. Look at the bubbles below, and tick the statements you think you will use often.
2. Sort out the sentences into active and passive, and add similar sentences to each
behavior.
What should I do next? It was the students‘ fault
That was terrible!

At least that worked
well.
How could we do it better?
What can we learn from this?

We‘ll never get this right.
It‘ll be a disaster.
3. Match the sentences to the personality and behavior aspects listed below.
113
Active people are focused on (focus Passive people are focused on
on)::? (focus on):?
The process Likely negative outcomes
Improvement Perfection
The positive The negative
Learning Blaming
_____________________________ _________________________
Further Readings
Clegg, J. (2004). Language in Education in Ethiopian Schools: A handbook for

teachers and teacher-educators, Secondary schools. University of Bristol
Graduate School of Education for the Ministry of Education, Ethiopia.

Websites
http://esl.about.com/library/vocabulary/bl_commonphrases.htm
http://www.usingenglish.com/profiles/view/238
http://funwithenglish2009.wordpress.com
114
Unit Five: Social Rituals (7 hours)
Introductio
n
Dear learner,
In Unit Four you learned how to end the class. In this unit, we are going to see the social rituals
expressions we use in the class and outside the classroom. We will also practise those
expressions in the classroom in order to improve our English communication.
The Unit is organized into seven sections. These are: Greetings, Telling time, Thanking and
Showing Appreciation, Apologizing, Complaining and Farewell expressions, Asking for and
Giving Directions. Seven class hours and self-study activities are proposed for you to go through
the Unit. We hope that you will find the Unit so interesting, because it gives an opportunity to
learn a language functions useful not only for classroom process but also for your day to day
communication. . We advise you to work through all the activities carefully and effectively.
General Approaches
In this unit, it is important to give emphasis to simulating the real social situations both inside
and outside the classroom. Students should be organized in different ways to work individually,
in pairs and groups. The topics require students to practise and demonstrate, and role-play the
set activities to attain their intended learning outcomes.
115
Learning Outcomes
Having completed this unit, you will be able to:
 distinguish everyday expressions related to recurrent social rituals such as greeting,

apologizing, thanking, etc in your classes and outside the class as well;
 use appropriate expressions to maintain good relationship with your students;
 use appropriate language functions in your social interactions inside and outside the
classroom
5.1. Greetings and Introduction

Every day we greet people. We greet our
family members when we wake up in the
morning; we greet our friends and teachers
at school; we greet people at work; we greet
people from whom we buy things, a cup of
coffee or newspaper. If it is a friend‘s or a
loved one‘s birthday, we greet him/her in a
special way. If it‘s a special day, a festival
or celebration, we wish our loved ones in a
special way too. Greetings are a vital part of
society. While learning a foreign language
like English, one of the first things we learn
is how to greet people. Think about
greeting different people on different
occasions.
? How do you normally greet people? Does the form of greetings change in different
situations? Is the greeting different when it is a stranger, or someone of a different gender
or an older person? Does the form of the greeting vary from one part of the country to
another?
Greetings acknowledge the existence of another human being. Greeting a person means taking
the time to relate to a person in a personal way. Greetings may be conveyed through words,
116
spoken or written and through gestures. While a quick ―Hello!‖ or ―Hi!‖ conveys a casual
spoken greeting; shaking hands, embracing or hugging a person, kissing people on the cheeks
are some of the gestures people across the world employ to greet people from different cultures.
Therefore, it is normal when meeting someone socially for the first time, and when meeting
someone you already know (even if you just bump into them in the street), to follow the initial
expression of greeting followed by asking after their health.
Activity 1:
Read the following questions carefully and work in pairs. When you answer
the questions, you can think of your experiences. Do not forget to write down
your answers into your notebook. Later, you will reflect on them.
1. When meeting people we know, we greet them and usually ask about their own
and family‘s health. What expressions do we use? Make a list. Decide which
expressions are formal and which are informal.
2. We can address people in different ways, too, for example using a title and last
name or first name only. In how many ways could you address these people?
Which are formal and which ones are informal?
Dr Susan Harmer Rosy Mr. Jonathan Stephen John
Bekele Ato Mohamed Chaltu W/ro Danshe
3. What factors are important when deciding on the degree of formality? Are they
the same in Ethiopia as they are in Britian? Or America?
4. Write down the difference titles we use in English (eg Mr.). How do you say
them? Who are they for?
117
Formal greetings
Greetings Response
Hello Hello
Hello, Good to see you Hello, Good to see you, too
Good evening, Ms/Mr Good evening
Hello, Mr/Mrs. I am very well. Thank you. How are you?
How are you this morning? I am very well. Thank you and you?
this afternoon? I am very fine but I missed you so much.
this evening?
today?
tonight?
Hello, I haven‘t seen you for I have been out of town
long time
We haven‘t met you for ages I was on the business
Informal greetings
Greetings Response
Hi/hello (there) + first name Well /hi/hello + first name
Morning + first name Morning + first name
How are you doing? I‘, okay and you?
What‘s up? Nothing much.
What‘s new? May be from you?
Hi, anything fresh? Everything is old
How is life? Not bad
Hi, what‘s going on? So so
How are you keeping these Can‘t complain

days?
118
Activity-2
Give appropriate responses to the following conversations.
Dialogue I
Alex: Hello Mr. Taye. How are you today?
Taye: _____________________ How are your family?
Alex:------------------------------------------
Dialogue 2
Alem: Hi Ansha. What‘s up?
You: ----------------------------------- how is your sister?
Ansha: She‘s very fine today.
You: ___________________________
I‘ll certainly do thank you.
Cultural Note:
The system of first and last name (Sometimes called Christian name and surname) in
English speaking countries is different from that used in Ethiopia. Most first names
cannot be used as last names. First names indicate a greater degree of familiarity
than title and last name.
119
 Below are some useful responses
of greetings
 Expressing You are Healthy and Fine
o I am fine.
o (I) cannot complain.
o Great.
o Could not be better.
 Expressing You are Busy
o (I have) been busy.
o I am snowed under. (Meaning: I am very
busy)
o Very busy.
o There are not enough hours in the day.
 Expressing You Have Been Doing OK (Neutral)
o So-so.
o Same as always.
o Same as usual.
o Plugging along. (informal)
 Expressing You Have Not Been Doing Well
o Not too great.
o Not so good.
o Not too wel .
o Could be better.
o Lousy. (Meaning: very bad) (slang)
120
5.1.1. Introducing Oneself and Others
Introducing oneself or others can be both informal and formal. We use different styles of
language and mannerisms in each case.
 Activity-3
We often find ourselves in the situation of having to introduce two or more
people who do not know each other. Discuss the following questions with your
partner.
1. What phrases or expression do you use to introduce people? List some.
2. Which ones are formal and which ones are informal, do you think?
3. What do people say to each other when they are introduced for the first time? Make a list.
Now, compare your list with the one below
A. Formal Introduction
I would like to
Allow me to Introduce you to (title) + name
May I
Let me introduce you to ----
------ this is-------
May I have the honor to
introduce you to-------
Then, you need to follow with the introduction itself:
121
Dr Guta, this is Ato Biruh, Ato Biruh, (this is) Dr Guta
Useful expressions and responses for introducing oneself

Expressions Responses
 Good morning, Sir/Madam. My name  Good morning, how do you do?

is……  How do you do, nice to meet you?
 Please, allow me to introduce myself.  Oh, hello, nice to meet you
I am …  I am …../ my name‘s ……
 May I introduce myself? I am …………  Hi /Hello Mr …..
 How do you do? My name is………………  Hi, I am Nanata. Glad to meet
 I am Dawi / My name‘s Dawi you.
 Let me introduce myself, I am Fenet.  Hello. My name is Nanata.
 Hello, my name is Fenet. Pleased to meet you.
 Good evening. My name is Bereket.  Good evening. I am Ogatu . How
 Let me introduce myself. My name is do you do?
Bereket.  How do you do? My name is
 How do you do? My name is Bereket. Rena. Nice to meet you.
B. Informal Introduction
Informal introduction is used when you introduce yourself to someone at about the same
age with you. It is used in a non-formal situation.
Do you know my friend, Tesfaye?
Have you met Tesfaye?
122
Do you know each other with….?
Have you met before with ….
Have you two met before
Hi------------ Do you know ---------
Now, let us start informal introduction

Abebe, this is Zerihun, Zerihun, this is Abebe.
Here are some responses for informal introduction
Informal introduction Responses

Hello, I am…………Nice to meet you Hi, I am ………………. Nice to meet you
Hi, I am…………Nice to meet you Hello, I am …………. Nice to meet you
Excuse me. I am …. What is your ? I am ……
Hi, what is your name …. Hello. I am …. / My name is ….
In addition to what stated before, we often add some extra information about the person, such as:
1. The profession or position. Mrs. Almaz is the Dean of the College/ Mr. Ujulu works at
National Bank of Ethiopia
2. The relationship to the person making the introduction. He is an old/ good friend of
mine/ she is my instructor
3. The purpose in being present. She is here to do some research on curriculum development.
He is touring Ethiopia.
4. Where the person is from. He lives in Hawassa. She is from the United States.
5. If the two people have something in common. Aregay is from Mekele, too.
 Activity-4
123
Read the following six situations carefully. In your group, share out the roles
so that everyone gets a chance to play a different role each time. Some
situations have two participants; some have three. Decide which are formal
and which are informal. First, think about what you are going to say in your
role, i.e prepare the dialogues according to the situations given. Then act out
the situation. The group members who are watching should be prepared to
make helpful comments and suggestions
Situation-1
The first day of the semester at Addis Ababa University, College of Education, and the Dean
introduces a new English instructor, Dr Getachew Lemmi to the Chairperson of the Department
of English Language Education.
Situation-2
Oromia International Bank has opened new branch and is holding a reception to celebrate the
opening ceremony. Mr. Galana, the head manager, introduces the branch manager, Mrs. Genet to
Dr Robsan, the bank lawyer.
Situation-3
During the Postgraduate Diploma in Teaching Consultative workshop, coffee break session, a
teacher from Addis Ketema Preparatory School introduces herself to the participants from Addis
Ababa University
Situation-4
Two freshman college students meet while standing in the lunch line up outside the dining hall.
Situation-5
A student brings along a friend who wants to join the basketball team, and introduces her/him to
a third student who belongs to the team
Situation-6
124
A student‘s brother/sister is in Bahir Dar for the weekend. The student introduces her/him to
he/his best friend.
Activity-5
Read the following excerpts from the conversations between people in formal
situations. If they are correct, mark with a tick (  ) If they are incorrect,
mark with a cross (X). Rewrite the incorrect sentences correctly.
1. I am pleased to meet you.
(When you meet someone for the first time.)
2. I would like to meet Mrs. Alamz.
(When you go to a new school/office and want to meet the person named.)
3. Myself, Ujulu.
(When you introduce yourself to someone.)
4. I am Mrs. Eleni Seifu.
(When you introduce yourself to someone.)
5. Yes, thanks. I had a very good flight.
(A polite/traveler reply to a question asked.)
6. I am Julie. What is your good name?
(During introductions)
7. Let me introduce Mrs. Sofia Mehammed to you. She is from Robe High School. (During
introductions)
8. I am busy now. Don‘t disturb me now.
(When a stranger makes an inquiry at a new workplace.)
9. Yes, this is my first visit. Have you visited here before?
(During introductions)
10. I have come to meet Mr. Ongaye.
(Inquiring about a person you are going to meet for the first time.)
11. Could you please wait for a minute? Let me find out where Mrs.
Zerihun is at the moment. (In answer to an inquiry)
Some Dos and Don’ts
 Do not introduce yourself like this - “Myself, Sara/ Mrs. Sara.”

Do not ask, „What is your good name?‟
Do not introduce yourself like this “My name is ________.”
Just say, “I am Mohammed Ahmed.” “She is Tsedey Haftay.”
Introduce a colleague like this “I would like to introduce my
125
colleague, Mrs. Darartu Tulu.”
Exchange polite conversation about the new person‟s stay in
your city by saying „I hope you have a very pleasant stay at
Addis.‟
5.2. Telling Time: What time is it?
It is important to learn to be able to tell what time it is. In order to tell time correctly, you need
to know how to read clocks. This section helps you to achieve this.
Learning outcomes:
After completing this section, you will be able to:
 Tell time in English

 Learn how to read clocks
 Activity-6
Show your agreement and disagreement by putting a ( ) under x or y
Statement Agreement
126
X Y
Every day has 12 hours
Every day starts precisely at midnight
AM (Ante- meridiem + before noon) starts just after

midnight
PM (Post- meridiem= after noon) starts just after noon
 Activity-7
Tell the time now to your partner in English. Do not forget to include the
minutes.
1. How do you say minutes that are less than 30? Write the expressions you use to
express a given hour and 5 to 30 minutes.
2. How do you say minutes more than 30? Write expressions you use to tell the minutes
after 30.
3. Tell the time below. Practice them with your partner. You can use the following as a
starter.
A: what time is it?
B: it is 9:00 o‘clock
127
Activity -8
Match the time on the right to the time on the left
1. 4:45 a. 20 minutes to 6
2. 5:40 b. 40 minutes to 9
3. 2:50 c. 15 minutes to 5
4. 6:35 d. 35minutes to 12
5. 11:25 e.25 minutes to 7
6. 8:20 f. 10 minutes to 3
7. 2:10 g. 10 minutes to 12
8. 10:35 h. 15 minutes to1
9. 11:50 i. 10 minutes to 3
10. 12:45 j. 25 minutes to 11
Activity -9
Write the following times in English and discuss you answer with your
partners.
a. 9:10 -----------------
b. 12:15 -----------------
c. 3:40------------------------
128
5.3. Thanking and Showing Appreciation
Wherever your destination maybe, manners are must! We thank people, when they invite us to
their home for lunch or dinner, as well as in some other business contexts. This means, in every
culture, there are ways of expressing thanks. In this section, we shall look at thanking
expressions in English at different circumstances.
Learning outcomes:
When you complete this section, you will be able to:
 List various thanking expressions
 Identify t various expressions of appreciation
 Respond to people‘s thanking and appreciations towards your supports
 Use thanking and expressions of appreciation in different situations
.
5.3.1. Showing Appreciation
We often appreciate people for several reasons. It could be for the great job they did for us, or
their contributions, or the effort they exert towards the successful accomplishments of the
activities of their institutions and so on.
129
Activity-10
Read the following expressions and discuss with your partner in which
circumstances we use them.
Great job! You make me look good!

Nice work! I‘m proud of you!
Way to go! That‘s a great idea!
I applaud you. This is really superb
I couldn‘t have done it without you. You‘re doing a super job!
You‘re the best! I appreciate your work.
WOW! You‘re fantastic! I appreciate you.
I‘m truly grateful! Your contribution is important.
Super job! Congratulations!
I‘m impressed! Remarkable job!
Great work! Awesome!
You are incredible! You made my day!
Well done! Fantastic!
Excellent! Amazing!
What a great imagination!
130
Activity-11
List five imaginative supports you could give to your parents. For example,
you may stand first in class; carry an item for your father, clean home, etc.
then sit in pairs and take turns to practice the conversation. Start like the
following
You: dad I stood first in my class

Dad:____________
Activity-12
When thanking people for their hospitality, it is usual to combine a phrase of

thanks with a positive comment to show your appreciation. Study the
following and discuss their implications with your partner.
Expressions for thanking Complement
Formal
Thank you very much. I really appreciate your It has been a very pleasant weekend.
hospitality . You really have a lovely house.
It was very kind of you to invite me It is an excellent restaurant.
Thank you very much for the meal. The meal was delicious.
Thank you very much for organizing this evening. I have enjoyed myself.
Thank you very much for everything.
Informal
Thanks for asking me out. It was great fun.
Thanks for the meal It was very good.
Thanks Tom. I enjoyed it
131
Activity-13
Sit in pairs and take turns to respond to the following appreciations and
complements
1. A: Thank you very much. It was a very delicious dinner
B:--------------------------
2. A: Thank you for attending my birthday.
B:----------------------
Activity-14
Read the six situations below and write the appropriate phrases to express
your thanks. Then sit in pairs. Change the situation into dialogues and
practice them with your partner
Situations Phrase of thanking
A friend has invited you lunch.
You have been taken out to the theatre to

watch a comedy film by a colleague
You have just spent a week of your vacation at

Adama. The people there have been very
friendly and invited you out a lot.
Your friend have brought you very expensive

souvenir from London,
Your boyfriend/ girlfriend has invited you out

for dinner
Your old friend invited you to America

covering your flight fare.
132
5.4. Apologizing
Sometimes we do something wrong to others with or without our intention. In other case others
may also hurt us unintentionally. In any case a person who did wrong has to ask for forgiveness
from the victims of such acts. In this section you would learn how to express apologies and how
to respond to apologies.
Learning outcomes:
When you complete this section, you will be able to :

Respond to apologies in English
Express your apology with appropriate language.
Activity -15
133
Look at the following contexts in which a foreigner explains some problems
he/she is experiencing. Write the appropriate apology for each problem. Then
sit in pairs role play the conversations
Problem(1) : A foreigner speaking to a technician

Sorry bother, but there was no electricity this morning. Is there a reason for that?
Problem (2) : A foreigner speaking to the general service officer
Excuse me, I have a problem with the vehicle I booked for 8:00 this morning – it has not arrived
yet.
Problem (3) A foreigner speaking to a worker at the duplication centre

Can you please explain to me why my photocopying is not back yet? I said it was urgent.
Problem (4);A German professor speaking to a librarian

Can you please tell me why I cannot check out this book?
5.5. Farewells and Special Expressions
Mr Beka
Goodbye!
Goodbye, Take care!
Mrs. Meron!
Take care, too!
Learning outcomes:
Upon completing this section, you will be able to:

134
Identify the different farewell expressions
Use farewell expression in different situations
Activity -16
1. Write different ways of saying ―goodbye‖
2. Compare your list with the following
Farewell expressions:
 Good-bye. (Neutral to formal)
 Take care. / Take it easy. / So long. / Bye. / See you. (Less formal)
 See you later. / See you soon. [if you plan to see someone again, soon]
 Good night. [to say good-bye late at night or if one or both of you is going to bed]
 Have a nice day/evening/weekend. [to say good-bye to a friend or colleague or to
a customer in a store; the response could be: You too.]
Activity-17
Complete the following conversations in a logical way.
This is 3
Mr. Bon 1
--------- ----------------------
---------------- --------- Thank you.
---------------- ----------------------
--------- ---------------------
----------------
2 4 -------------------------
You too ----------------------
------ ---
135
There are many English expressions for saying good-bye, ranging
from informal to formal ones. Below are some common

expressions.
Simple Good-byes
 Bye. Bye for now
 Good-bye. See you later.
 Talk to you soon. See ya. (informal)
 See you around. Take care. Catch you later
 See you real soon.
 See you tomorrow / next week
More Formal Good-byes

 (It was) nice to see you. Good-bye.
 (It was) good to see you. Good-bye.
 (It was) nice talking to you. Bye.
 Take care. See you again.
 Good night.
Saying Goodbye to Someone You Have Just Met
 Nice meeting you.
 It was a pleasure meeting you. (formal) 136
 It's a real pleasure to have met you. (formal)
 It's been a real pleasure. (formal)
5.6. Complaining
A complaint is an expression of dissatisfaction, either written or spoken. An individual or a
group can make a complaint. You may wish to complain if you are not satisfied with the way
you have been treated or with the service you have received from people. There are different
reasons for complaining. Let us see some of these.
Objectives:
When you complete this section you will be able to:
 Complain politely to show your dissatisfaction
A. Complaining about the service

1. When will our table be ready? We have been here for over 30 minutes.
2. We have been waiting for our food for over 30 minutes.
3. I have asked for a glass of water quite a while ago.
4. May I speak with your manager, please?
5. I would like to speak with your manager. (the purpose of these not clear)
Activity-18
Assume you went to a hotel with your friends to have your lunch. You are not
happy with the taste of the foods (soup, salt, and the meat). List the
expressions, which show your discontentment about the food provided. As a
starter, the following examples are given:
1. This meat is too tough/ hardly properly undercooked.

137
2. This meat is not fresh.
3. ______________________________________________
4. ______________________________________________
5. ______________________________________________
6. _______________________________________________
7. ______________________________________________
8. ______________________________________________
9. ______________________________________________
10. I cannot eat this. It is too salty!
B. Complaining about bills
There is something wrong with our bill. We did not order any wine.
 There seems to be a mistake on this bill.

 I thought the dessert was on the house. (on the house=free; paid by the restaurant)
C. Complaining about the room/service at a hotel. First read the following

 The TV in my room does not seem to work.
 The air-conditioner in my room is not cold enough.
 There is no heat in my room.
 The tap in the bathroom is dripping.
 The toilet in my room does not flush.
 The room is very dirty.
 My room faces the main street and it is very noisy.
 I asked for a non-smoking room, but I got a smoking room.
 The person next to my room has his TV turned on loud. I cannot sleep.
 There seems to be a party going on in the room next to ours. We cannot sleep.
 I ordered room service over 30 minutes ago, but I am still waiting for the food.
Activity-19
Now sit in pairs and one of you is a guest and the other is a receptionist.
Role play using the complaint expressions and apologies you learnt in
the earlier session
138
Study these expressions
Special Expressions

 Excuse/Pardon me.
(a) To get someone‟s attention.
(b) To get past someone who is in your way.
(c) To say you are sorry, e.g., if you stand on someone‟s foot.
[or: I beg your pardon.]
(d) Say Excuse me (not Pardon me) before you leave the
room.
 Excuse/Pardon me? / To ask someone to repeat what
was said.
 To your health. /A toast when people have a drink
together. It could also be to Cheers. your new job. / To
friendship. / To romance. etc.
 Good luck! To wish someone success, e.g., on exams / a
job interview / a contest.
 Congratulations. To someone who has achieved
something or had good fortune, e.g., found a job, graduated,
got a raise. Also Good job! or Nice going! (informal)
 Bless you. To someone when they sneeze. They can reply:
Thank you. / Thanks.
 Happy birthday. / To wish someone well on their birthday
139
/ on or soon after New
 Happy New Year. Year‟s Day (often printed or
written on greeting cards).

5.7. Asking and Giving Directions
Not everyone knows where he/she is going and may need help with directions from time to time.
Directions may be needed to get to a nearby town, or to the newest shopping center in town or
directions to the nearest rest room in a large building. This section will help you to identify
various expressions asking for and giving directions. You can use the expressions below asking
for directions.
Activity-20
Sit in pairs and take turns to ask one another partner to tell the way to the
registrar, deans office, etc. while he/she is directing you write the expressions
he/she used. Appreciate the support you got from your partner by using the
language of appreciation you have learnt earlier. Then let you do the same
when you compare your list with the following expressions
Expressions Responses
Could you tell me how to get to ( …the main Go to the next new building and turn right. It is
library)? on the second floor.
140
Excuse me, can you tell me the way to Addis Just go straight, it is on this street, on the
Ababa University? left, about 200 meters. You find the main gate.
Which way do I go to get to ( … the post Drive straight to the Chercher Street and turn
office)? right before you reach the traffic light. It is on
the left, first building, about 10 meters.
Pardon me, I'm lost, how do I get to ( … the Go to the second light and turn left. Then go
museum)? the third stop sign. The museum is on that
corner.
Could you direct me to ( …bus station)? Take a taxi from Stadium to Akaki Kality bus
station. It is 100 meters to the right, from the
main road.
Do you know if there is a bank near here? Yes of course. Take the second turning on the
right, you will find blue building; it is on the
first floor.
Activity-21
Work in three to practice asking for and giving directions. You can use the
expressions and responses given above. Student “A” should ask student “C”
how to get to a certain place in your campus from the classroom in which you
are sitting. Students “A” and “B” listen to student “C” directions attentively.
Student “C” needs to think of the easiest route and give clear and simple
directions. Students‟ “A” and “B” should listen carefully. If the directions are
not clear, students “A” and “B” should suggest improvements. Take turns and
practise the activity.
Student –A ----------------------------------------------------------------------------------------------------
141
Student –B -------------------------------------------------------------------------------------------------
Student - C ---------------------------------------------------------------------------------------------------
 Suggestions for giving directions

 Giving street directions is very easy when you remember
to follow these points. When giving directions you are
actually giving two sets of instructions.
1. In the first set- "Go To" - you are telling the listener
what street to go to or how far to go.
2. In the second set- "Then", you are telling the listener
what to do when they get there. (turn right/left, go
straight, on the left, etc.)
 Giving even very complicated directions is just a repetition

of these two basic steps.
 Another good idea is to use easily identifiable landmarks;

instead of the amount of time to get some place (time is
relative, after all). Easily identifiable landmarks are street
lights, stop signs, parks, tall building standing alone, etc.)
142
 Self-study Activity-1
Write possible responses for the following thanking expressions.
1. Thank you for your invitation.

2. Thanks, I enjoyed the match.
3. Thank you for all you‘re here.
4. Thanks for everything.
5. Thank you very much.
6. Thanks.
Complete the conversation below and add more with your partner.
A: ------------------------------
B: I do love that. Thank you for your invitation
A: ------------------------------
B--------------------------------------
For each of the following apologies select the appropriate word or phrase to
make them complete or the appropriate response as necessary.
1. I am late there was an accident on the road coming in this morning.
143
a. I sorry
b. Sorry me
c. I'm sorry
d. Excuse
2. I shouted at you. I did not mean to but I was just so tired.
a. Pardon?
b. Excuse me?
c. I am really sorry
d. That's OK
3.What is the most appropriate response to this apology: "I heard you didn't get the job. Sorry"?
a. It is not fair!
b. It is my pleasure.
c. Thanks but I hope I get some good news soon.
d. Oh it is no trouble.
4. Which is the most appropriate way to tell someone you did not hear what they said?
a. Pardon?
b. I'm sorry to hear that.
c. Please forgive me.
d. Pardon me.
5. Which of these is an appropriate way of apologizing for being late?
a. That's OK. I'm only 10 minutes late.
b. It's not my fault the bus broke down.
c. Don't blame me!
d. I'm sorry I'm late; the bus broke down.
6. Waiter: …. sir, we do not have any more chocolate ice-cream left. Customer: …
a. I awfully sorry / Well, I will have the strawberry ice-cream then.
b. I'm so sorry / Excuse you!
c. I'm sorry / Don't worry. Have you got any strawberry?
d. It's OK, I will have the strawberry instead.
What would you say or write to a friend in these situations?

1. Your friend turns 21 tomorrow. Happy birthday! / Congratulations!
2. Your nephew is gonging to graduate next week.
__________________________________________________________________
3. Your friend has just passed an important exam.
____________________________________________________________________
4. Your friend is going to take a driving test next week.
144
____________________________________________________________________
5. You know you are going to see your friend again in a few hours.
____________________________________________________________________
6. What would you say if you are now you are in place of your friend when people
congratulate you like the ways you said above?
Read the following expressions and check how much of them you could use
without reading the text again
Useful expressions on asking for and giving directions
Asking for directions Expressions for giving directions
 Excuse me! How do I get to .....?  Go up / down . . . . for . . . . blocks.

 Can/Could you tell me the directions to  Turn right / left at / on. . . .
.....?  Go up / down . . . . to . . . .
 Can/Could you tell me how to get to  At the intersection / traffic lights, turn
.....? right / left.
 Can you help me? I want to go to.....  Go straight ahead to . . . . .
 Can/Could you tell me the way to .....?  At the corner of . . . . . and . . . . , turn
 I am looking for ......... How do I get right / left.
there?  Go along …… to ……..
 Excuse me, please. What‘s the way to  Go straight on (until you come to …).
.....?  Turn back./Go back.
 Can / Could you tell me how to get to  Turn left/right (into …-street).
the hospital?
 Go along ….
 Can / could you give me directions to
the Museum?  Cross …
 Excuse me. How do I get to Sheraton
Hotel?
 Excuse me, please.
 Can you help me please? I want to go
to Addis Ababa University.
 I am looking for the Black lion
Hospital. How do I get there?
145
 What is the best way to …?
 Where is …?
 Where are you exactly
 Can you tell me the best way of getting
to your office?
Unit Six: Using Teaching Aids (8 class hours)
Introduction
Dear learner,
Welcome to the last unit of the module. Remember in the preceding five units you have
studied the theoretical and practical aspects of classroom English, and. the various
language functions essential to verbalize class procedures from beginning to ending.
Moreover, you have become familiar with everyday English expressions related to
recurrent social situations, and that you could use in the classroom as well as outside the
classroom. In this finishing unit of the module, you will work on the language you use to
present teaching aids in your classroom. You will learn various English expressions
useful to relate visual, audio, audiovisual, language aids, laboratory and IT resources to
your lessons. It will also enable you to review some relevant grammar elements and build
up your word power.
Similar to the previous units, this Unit is also organized into six sections and it requires
you about 8 class and about 8 self-study hours. As usual the texts and do all the activities
thoroughly.
Learning Outcomes
Having completed this unit successfully, you will be able to:
 familiarize your students to a range of simple teaching aids and manipulative skills
through language;
 relate visual, audio and audiovisual teaching aids to their lessons properly;
146
 give a verbal commentary to accompany pictures, slides, charts, etc.;
 use basic rhetorical devices to make the commentary more interesting and more
easily followed;
 facilitate TV and plasma lessons using appropriate classroom language;
 demonstrate the operation of technological devices using appropriate language;
 relate internet resources to their actual classroom teaching activities;
 use prepositions and adverbs to make correct instructions.
Activity 1: Brainstorming
Form a group of five or six and elect a chairperson and a secretary for your group.
Then discuss the following questions and your group secretary will report your
points later during the whole class discussion. The activities that follow will help you
learn more about teaching aids.
1. What are teaching aids? Can you explain them in types?
2. Why do you think we should use teaching aids in classrooms?
3. Did your teachers use teaching aids? What type of teaching aids did they use?
4. Are all teaching aids equally important to all learners in the classroom?
5. How do you relate this saying with the use of teaching aids in the classroom?
It‟s important to remember that not all students are visual learners. Some are
also auditory learners, while others prefer tactile stimuli to fuel their learning.
The good way of planning and presenting a lesson includes a combination of all
the three learning styles.
5. What type of English expressions can we use to relate teaching aids to our lessons and
familiarize them to our students? Can you list some?
6.1. Visual Aids
147
Activity 2
First work individually to answer the following questions. Then, compare your
answers in pairs.
1. What are visual aids?
2. How can they help us teach and our students learn?
3. When should we use visual aids?
4. Read this short text carefully. Do you agree or disagree with it? Why?
Even in this era of sophisticated audio-visual computer-assisted instruction, the

teacher is still the most effective visual aid in any learning situation. For this
reason, a visual aid should never be regarded as anything more than exactly that-
an-aid, not an end-in-self. It can assist in a multitude of ways, but the teacher
should never stop trying to create natural communicative events based on the real
people, emotions, actions, relationships and objects in the instructional
environment.
Activity 3:
Visual aids are pictorial representations (e.g. charts, graphs, slides, diagrams, etc) and
manipulatives including the teacher, realia/ real objects, models and the blackboard that
we use in the classroom. They are helpful to present a topic, as part of language practice,
when reviewing a lesson presented earlier, to empower students to process and organize
information at their own pace and as ―novelty‖ to the classroom and get students engaged
better.
Here are some common instructions that we can use when preparing and presenting
visual aids in the classroom. Make a group of four. Read carefully through text and
examine the difference among the expressions in each set. For what type teaching
148
aids demonstration do we use the languages in each set?(what if we ask trainees to
prepare some simple aids and present a lesson using the language below?)
A. Let‘s look at some pictures.

Now we are going to look at some (colour) slides.
I want you to look at this picture.

I‘m going to show you some slides of Ethiopian topography.
I‘ve a film to show you today.
There‘s a diagram / a chart / a graph. I‘d like to show you on the OHP.
B. Put the screen up. Pull down the screen. Draw the curtains.
Plug in the projector. Switch the lights off. Lights out, please.
Who is our projectionist today? Who would like to work / operate the projector?
Pass me my pointer.
C. Adjust the focus, please. A bit sharper, please. Next picture please.
Let‘s look at the next one. Change the picture. Let‘s go on to the next one.
I‘m afraid this one is upside down / back to front.
I seem to have put this one in the wrong way round. Hang on, I‘ll put it again.
D. Turn the lights on again. Put the lights back on. Pull the plug out.
Unplug the projector. Roll up the screen. Put the screen away. Draw the curtains.
E. The projector doesn‘t seem to be working. The bulb has gone / burnt out.
The slide cartridge seems to be stuck again. The automatic focusing has gone wrong.
Activity 4:
Here is also the language inventory to practice using visual aids in the classroom. I
think you could also use the comment I gave for activity 3 here too. In your group,
take turns to role-play as a teacher.
149
A. Everyone, / students, look at the picture /diagram / slide / screen.
Look at the skit / picture/ table/ graph / screen, please.
Can you all see the screen /picture /slide/ diagram? Sit somewhere where you can see.
B. This is a picture of a railway station / the school.
This picture shows part of the national museum.

This picture is of an Ethiopian traditional restaurant.
This is a photograph of school children.
This diagram shows the digestion process.
In this graph you can see the population growth rate.
C. Show me / point to the railway station in the picture.
Show me where the railway station is in the picture

Come out and point to Ethiopia on the map.
Come out and write the answer on the overhead transparency.
Here‘s a felt-tip pen. Come and write your answer down.

Come out and draw the picture on the blackboard.
D. Pass this picture/ model round. I‘ll let this photograph / model go round.
I‘ll pass this book round. Have a look and then pass the picture on.
E. I‘ll ask some questions about the picture / photograph / diagram.
Ask your friend some questions about it. What can you see in the graph /diagram?
Tell me what you can see. What can you say about the picture?
What is there in the right corner/ background? What is happening in the diagram?
Describe some of the people / objects in the picture.
Activity 5:
Look at the following additional phrases that you can use when using visual aids in
the classroom. Can you add some more to the list?
150
1.Apologizing for the quality of visual aids
It‘s not awfully clear, I‘m afraid. It‘s not very sharp. It‘s a bit out of focus.
I‘m sorry about the colours. There was probably something wrong with the film.
This one is rather underexposed / overexposed. I was in a bit of a hurry when I took this.
This picture was taken on a very cloudy day
2. Directing students‟ attention to particular features

If you look carefully to the right of the museum, you‘ll see …
Can you make out the library, just to the left of the hall?
See if you can pick out the traffic police.

Have a good / close look at the man standing in the boat.
Of particular interest in this picture is the clothes they wear.
What is interesting about this graph is the colour combination.

Pay attention to especially to the way the girl is dancing.
Even if you look at nothing else, I think it‘s worth looking at …
3. Position of objects / persons in pictures/ diagrams / photographs
On the left / right On the far left / left-hand side

At the very edge/ At the top / bottom of the picture.
In the top/bottom left/right-hand corner To the left/right of the white building
Just a bit/ immediately to the right/left of the church Just behind the hill
In the (very) middle/center of the picture In the foreground / background
On the far / near bank of the river On this / the other side of the square
On the brow of the hill At the far end of the street
4. General purpose phrases and questions
In fact this next one is quite an interesting picture because …

Has any body any idea what this (thing/person) is called?
151
Do you notice anything odd/strange/unusual about this picture?
While we‘re on the subject of railway station, have any of you ever been to …?
What time of the day do you think this picture was taken? How can you tell?
6.2. Audio Aids (Electronics, Acoustics)
Activity 6:
Like the visual aids, we can also use audio aids such as radio, tape recorder, etc in our
lessons. So, you need to check if you know these parts.
(open-reel) tape recorder recording level indicator number counter

record player tone controls speed selector
cassette recorder recording level control on/off switch

lead / cable / flex record lever / knob
spool / a reel playback lever / knob
socket / a plug pause / volume control
extension lead / cable
Activity 7:
The following are phrases and sentences that we can use to support our lessons with
audio aids. But they cannot be used in the same situations.
1. Identify the various situations in which we can use these sets of expressions.
152
2. Suppose you are a teacher who is presenting a tape recorded lesson in the class.
Choose the expressions suitable for your presentation, and add some others of
your own. Then, rehearse to say them out with proper intonation and loudness.
A. Mind the tape recorder / radio / CD player. Don‘t trip over the tape recorder lead.
Mind the cable when you go out. Careful where you‘re stepping.
B. Could you plug the recorder in, please? Turn it on/off. Switch it on/off.
Put this plug in the socket over there. Unplug the recorder.
Pull the plug out of the wall.
C. The tape recorder seems to be broken. The recorder isn‘t working properly.
There‘s / there seems to be something wrong with it.
I have / seem to have brought the wrong tape.

We‘ll have to do something else, I‘m afraid. There‘s nothing to be done.
Do any of you know anything about the tape recorder?
Does anyone know how this works? I can‘t find the switch.
D. Can you all hear? Is it clear enough? Is the sound clear enough?
Is the volume all right? Can you hear at the back? If you can‘t hear, come a bit nearer.
Is that better? I‘ve got too much treble and not enough bass.
E. I‘ll just find the place. Wait a moment/ second / minute, I‘ll just rewind the tape.
Let me just find the beginning again. Look at the questions while I find the place.
F. I‘m sorry about that. I‘m sorry about the mix-up over the tapes.
I‘ll try not to let it happen again. Sorry about the delay.
Activity 8: Practice
Here are again sets of common phrases that will help you make your students work
on tape activities. Write ?Learn when to use them and compare your answers with
your partners. Provide reasons were you have differences.
153
1. Let‘s listen to the tape now. Here goes!
First of all, listen to the conversation / talk. Off we go then!
Now you‘ll hear the conversation/ talk. Here it comes!

You can hear the words/sentences on the tape
What you will hear is a conversation/ talk.
2. Listen again. We have enough time to listen to it again.
Let‘s listen to it again. We‘ll stop here/there for a moment.

Now we‘ll listen to it again. Before we go on, I‘ll ask you some questions.
3. Listen and repeat. Just listen. Don‘t do anything.
All together, after the tape. Listen but don‘t write anything.
Repeat after the tape. Listen carefully to the instruction.
4. As you listen, do exercise 5. As you listen, fill in the missing words.
While listening, mark your answer sheet. While you listen, answer question 2.
Before listening, read through the questions.
Before listening again, familiarize yourselves with the questions.
Activity 9:
Two trainee teachers have been given the task of watching an English lesson presented by
a third trainee using audio and visual aids, and making notes on the lesson. They are to
pay attention to any unexpected difficulties encountered in using the aids and to the way
the teacher copes with them.
On the sheet below you can see the original lesson plan, together with the two trainees‘
notes and comments.
Imagine that you have to present the same lesson and that you encounter the same
problems. First of all, give the instructions for the different parts of the lesson (numbered
1-13). Then find an appropriate apology or instruction for the problems encountered
(numbered 14-30).
154
Class: 9B Trainee: Behailu Belete
Date: 25, 7, 12 Teacher: Almaz Eshete
Time: 10:00 -10:40 Material: -revise English Way 3 – Unit 8

-present Song, slides
Lesson plan Comments

1. Revision of Unit 13 didn‟t plug in recorder![14]
a) Replay Tape – students just listen[1]

couldn‟t find place![15]
b) Questions on Chapter. Students
too loud[16 – didn‘t check volume.
answer, Answers written up on
board.[2]
tape suddenly stopped (fuse?)[17]
c) Check sentences on board. Make
corrections[3] Brook only student to answer.[18]
d) Read sentences aloud[4] Play/playe [19]
2. Song Kumbaya Maria in front of board. Nobody could see. [20]
a) Students copy down words from Clean board![21]

OHP (notebook)[5]
(Monitor=Kassa)
b) Read words aloud[6]
c) Listen (sing next lesson)[7]

Didn‟t prepare! – no screen[22]
3. Slides of Ethiopia[8]
- curtains[23]
a) Map of Ethiopia[9]
b) Students point out Addis Ababa and - plug in projector[24]

other important cities[10]
- lights off[25]
c) Addis Ababa – sights[11]
- projectionist[26]
d) National museum + others[12]
Projectionist fell asleep[27]
4. End of lesson
Upside down![28]
Homework – ex 13 G[13]
Forget to draw curtains[29]
Switch lights on[30]
155
6.3. Audiovisual Aids
There are numerous audio-visual aids that you could use in your lessons. This section however
will focus will on selected audio-visual aids such as plasma, TV and video lessons that ca be
normally available in your school.
Activity 10
1. Why do you think we need to use audio-visual aids in your lesson? Would you add some
more?
Advantages of audio-visual aids

a. To maintain a high level of interest in the lesson
b. To get students to use the language, especially at the beginning stages
c. To promote greater student participation
d. They can be used at all levels of learning
Activity 11
How do you make use of these in your own subject area? Language
Laboratory (Notice that the trainer can adapt this section into science laboratory
for science education trainees)
156
The Language Laboratory
Technological aids in language teaching are a major force today, and among these aids, the
language laboratory occupies the most prominent place.
In the lab-as-an-aid point of view:
1. The teacher is clearly thought of as the central figure teaching the student;
2. The lab is one more aid, not the central component of teaching;
3. The lab materials are designed to supplement class work selectivity;
4. The materials are not complete lessons.
Activity 12
What type of teaching aids and learning activities could be demonstrated using the
expression in each set? Write the appropriate teaching aids for each expression
1. Check your controls. Check your microphone is switched on. Adjust the volume.
Turn the volume up/down. Make sure your number counter is at zero.
Have you got enough tape on the left-hand spool?

Move the channel selector to the ‗Student‘ position.
Are your microphone and earphone plugs the right way around?
Press your calling button if you have any problem.

Is your headset working? Don‘t put the microphone directly in front of your mouth.
2. Can everybody hear? Is there anybody who can‘t hear me / the programme?
Is there anybody having trouble? Did you remember to pull the recording lever, too?
Have you switched your microphone on? Number 1 is out of order. Try number 4.
Could you move to an empty booth? Number 6 is free. You‘ll have to listen with Marta.
I‘ll switch you into Bekka‘s programme. Plug your headphones into the free socket.
Don‘t miss around / fiddle with controls.
C. Please get ready to record. I‘ll play the programme from the console.
157
You can record it on your own recorders/tapes. Rewind your tapes and listen again.
After recording, you can go back and listen to it again.
Rewind and try the exercise again.Go back to the beginning and re-record your answers.
Stop the tape as many times as you want/wish. I shall now join you up in (to) groups.
D. Remember to sign the record book. Put your name, today‘s date and the time.
Fill in the laboratory register. Hang up your headphones before you leave.
Hang your headphones up with the microphone away from the wall.
Don‘t leave your headset on the desk. Keep your headset in the right place.
6.5. Information Technology (computer, internet …)
There is an enormous amount of resources on the Internet that can help us to teach and our
students to learn. However, for the purpose of this section, only a small aspect of these resources
will be discussed. This involves resources on the Internet from which our students can directly
collect learning information in the learning process. Resources that can help us to plan and
improve our teaching skill will not be discussed in this unit.
Activity 13
Discuss the points below about the use of internet resources. Enrich the points from
your experiences
Why do we use the resources from the Internet for our classes?
 Your students are motivated to learn: today‘s students love, are comfortable with and
receptive to computers
Authentic language: your students are reading extensive, authentic materials in English
and when they are involved in some writing activity on the Net, they are authentically
communicating with others
158
 Global awareness and understanding: your students can communicate easily with people
from different corners of the world and this can increase global awareness and
understanding
 Environmentally friendly: use of the Internet can decrease the amount of paper used in
the classroom as much of the writing can be done on the computer and some printed
materials can be kept on the web site
Why is there resistance to the use of the Internet from some teachers?
 They feel it is a waste of time and they cannot invest the time to learn how to use the
computer
 Their fear of technology – they are afraid that they would not be able to master the new
technology
 Their fear that they will be replaced by the new technology
Please remember that technology must be used not because it is there BUT because it
enhances both academic and language learning experiences
What activities can you carry out with your students using the resources available on the
Internet? Here are just a few possible activities; add more activities
E-mailing Activities
 E-mailing can be between you and each student individually, between students within the
same class either individually, in pairs or in small groups. E-mailing can also be between
your students and students from another school, city or country, etc. Study the notes below.
Dialogue Journals:
Your students write on topics of their own choice within or outside class time and e-mail them to
you.
Keypals (Electronic Penpals):
 You can pair your students with keypals from another class in your school, district, within
the country or overseas.
 You can ask your students to gather information and write on specific topics or let them
choose what they want to write.
 There are web sites on the Internet that provide individual names and classes of students who
are looking for keypals. Two examples are:
159
 ESL Student Email Connection for Students:
http://www.pacificnet.net/~sperling/student.html
 Intercultural E-Mail Classroom Connections: http://www.stolaf.edu/network/iecc/index.html
E-Mail Discussion Groups
 Your students can sign up for electronic discussion groups. They will receive messages
posted to the group by other subscribers and they can post their own messages as well
 There are numerous e-mail discussion groups on the Internet and some have been set up
exclusively for ESL learners. One example:
ESL Discussion Center (http://eslcafe.com/discussion)
The World Wide Web
 There are numerous web sites on the World Wide Web that have been created specifically for
ESL/EFL learners as well as for native speakers of English. Many of these web sites can help
your students to improve their proficiency in English.
 Below are some excellent web sites that have been developed specifically for ESL students.
It would be useful for you to check out these web sites and see how appropriate they are for
your students.
ESL Quiz Center (http://www.pacificnet.net/~sperling/quiz)
Self-Study Quizzes for ESL Students (http://www.aitech.ac.jp/~iteslj/quizzes/)
Selected Links for ESL Students (http://www.aitech.ac.jp/~iteslj/ESL.html)
Self-study
Read the following text by Chandrika Mohan entitled teaching aids. It helps you
have better understanding.
Teaching Aids
Teaching aids reinforce the spoken or written words with concrete images and thus provide rich
perceptual images which are the bases to learning. When these materials are used in an
interrelated way they make learning permanent. They provide for a great variety of methods.
They bring the outside world into the classroom and make us teach efficiently. In order to derive
160
the advantages of using teaching aids, a teacher needs the knowledge of different types of
teaching aids available, their place in the teaching-learning process and the methods of their
evaluation. Teaching aids supplement the teacher and they do not supplant him. The aids alone
cannot accomplish the task of education and the teacher always remains the main pivot of all
teaching. While using teaching aids the teacher should be clear about the objects of instruction
and thus make the right use of the right material at the right place and at the right time.
Advantages of Using Teaching Aids
Effective use of teaching aids:
 adds interest and involvement

 makes learning permanent
 reduces verbalism
 develops greater understanding
 stimulates self-activity
 fosters continuity of thought
 makes us teach efficiently
 helps in overcoming language barriers
 provides a great variety of methods
 brings the world into the class room
Classification of Teaching Aids
All teaching aids can be broadly classified under three heads namely:
1. Projected and non-projected aids
2. Audio aids, visual aids, audio-visual aids and activity aids
3. Hardware and software
Here the classification followed is audio aids, visual aids, audio-visual aids and activity
aids.
Visual aids Audio aids Audio-visual aids Activity aids
Pictures Radio Sound motion Demonstration

Photographs Record player Picture projector Programmes
161
Flash cards Tape recorder Television Instruction,
Posters Compact disc player Video closed circuit Teaching machine
Charts Tape-slide projector Computer assisted
Diagrams LCD projector instruction,
Graphs Language laboratory
Maps
Cartoons
 Self-study Activity 2: Test your grammar
Complete the following sentences using the prepositions and adverbs given below. It
will help you review some of the expressions you‟ve studied above.
away down of off out in from
1. Pardon? It‘s too loud, you say. I‘m sorry, I‘ll turn it ________.
2. Next picture. Aah, yes, this is a photograph _______ a city bus that passed me in
Adwa Street.
3. Somebody might trip over this cable, so John, could you please pull it __________.
4. Abel, you pull the blinds __________, and Marie, you switch the lights ________.
5. All right, please put your textbooks ________ and take _________ your
workbooks.
6. In this case the relative pronoun can be left ________ because this word is the
object of the verb.
7. You are nearest the wall, Lemesa, so perhaps you plug the tape recorder lead
________.
162
8. Is there anything wrong with this sentence? Yes, I have to rub ______ one of the
‗t‘s.
9. Could you copy the sentences _______ the board?
10. Shoko, you‘ve left the tape running. Please, turn it _________.
 Self-study Activity 3: Build up your word power

Complete these expressions of using teaching aids with an appropriate word or phrase
from the list below.
Headset unplug pass around switch off fuse
Monitor stand aside upside down calling button draw
Been out to wet work projectionist rewind
Adjust zero booth slide screen
1. OK. Let‘s have a look at the first _______. No, it wasn‘t taken in the countryside, it‘s just
______ _____. I‘ll put it in properly.
2. No, not you again Andreas. You‘ve already _____ ____ ______ the board once, haven‘t
you?
3. This is a real mystery. I‘ve checked all the controls, but it still doesn‘t _________. The only
thing I can think is that the ______ has gone.
4. I‘d like to show you a film now, so could you, Jeyilan, _______ the curtains, Tesfaye, could
you put up the ________?
5. I‘ve some pictures of London I‘d like to ______ _______. Have a quick look at them and
then give them to the person behind you. That‘s the way.
6. That‘s the end of the programme, so ________ your tape until you come to _______ on the
counter, and then try the exercise again.
7. There may be something wrong with that _______, so take your ______ off and hang it up,
and then move to number 16. That should be all right.
163
8. ______ the volume if you find it too loud. That‘s the knob on the left. And if you have any
other problems, please press your ______ _____. OK?
9. Who is the ______ this week? Sarah, you are, aren‘t you? All right. Well, ______ the sponge
and then clean the board.
10. Let‘s see what you‘ve written. You‘ll have to _______ otherwise nobody will be able to see.
Bibliography
Brualdi, A. C. (1998). Classroom Questions. Practical Assessment, Research & Evaluation,

6(6). http://PAREonline.net/getvn.asp?v=6&n=6
Clegg, J. (2004). Language in Education in Ethiopian Schools: A handbook for

teachers and teacher-educators, Secondary schools. University of Bristol
Graduate School of Education for the Ministry of Education, Ethiopia.
Leven, T. and Long, R. (1981). Effective Instruction. Washington, DC: Association for
supervision and curriculum Development.
164
Marzano, R. J. et.al. (2007). A Handbook of Classroom Instruction that Works: research

based strategies for increasing student achievement. McREI.
Morgan, N. and Saxton, J. (1991). Teaching, Questioning and Learning. New York:
Routledge.

Wilen, W. (1991). Questioning Skills for Teachers. What Research Says to the Teacher. 3rd
ed. Washington, DC: National Education Association. (ERIC Document Reproduction
No.332 983).
Wong, H. K. The First Days of School. Holt, Rinehart and Winston.
Websites
http://busyteacher.org/uploads/posts/2012-05/1336356418_c12.jpg
http://education.stateuniversity.com/pages/1836
http://edition.tefl.net/articles/teacher-technique/classifying-classroom
http://esl.about.com/library/vocabulary/bl_commonphrases.htm
http://funwithenglish2009.wordpress.com
...
http://pareonline.net/getvn.asp?v=6&n=6
165
http://suite 101.com/article/corrective-feedback-in-the-language-class…
http://www.usingenglish.com/profiles/view/238
166

English. For PGDT

Uploaded by

Copyright:

Available Formats

You might also like

English. For PGDT

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

English. For PGDT

Uploaded by

Copyright:

Available Formats

Postgraduate Diploma in Teaching (PGDT)

English for Secondary School Teachers

Authors: Haregewoin Fantahun

Copy Right: Ministry of Education

 Signifies an introduction to the module, a unit or to a section

 Shows important points

 Represents an activity you do

 Indicates feedback and comments on the activity

 Designates a self-study activity for you to do

PGDT Postgraduate Diploma in Teaching

ESP: English for specific purpose

Inevitably, certain methodological assumptions underlie our approach in the preparation

The overall aim of the Module is to:

Specific learning outcomes

Up on successful completion of this Module, you will be able to:

Having completed this unit effectively, you will be able to:

 explain what classroom English is;

in your exercise book so that you will reflect on them later.

1. What do you think Classroom English is about? Is it about developing general

Classroom English the collection of functional expressions and phrases used

Teaching might be considered primarily in terms of methodological problems

1.2. Why Classroom English?

I speak a local language

I explain first in English

5. How can we promote the use of Classroom English?

reasons why we need to promote the use of Classroom English.

 Why Classroom English?

1. It helps a teacher to model the language and its use.

2. It gives meaning to the language.

3. It provides authentic learning situations.

4. It provides familiarity with common phrases and expressions.

5. The language is used in real situations.

6. It gives us confidence and motivation for successful communication.

8. It creates conducive learning environment for linguistically diversified student

9. It allows learners to control and evaluate their own success.

10. It allows learners to respect the learning styles of other learners.

11. It encourages learners to learn from their peers.

12. It encourages pair- and group work.

13. It helps learners to have access to information and resources.

 How to Promote Classroom English?

The teacher trainer can:

 encourage trainee teachers to feel confident to use English;

The trainee teacher can:

 give his/her students maximum exposure to English by using it as the only

 use English expressions frequently in the classroom for simple instructions,

 encourage students to use English to air their views in class

motivated students may use English for:

 negotiating meaning, asking simple questions, and interacting on personal matters

1.3. Characteristics of Good Classroom English

Teacher: Nahom, fetch me the black board duster please.

Nahom: I‘m sorry?

Teacher: Fetch me the duster.

Nahom: I don‘t understand.

Teacher: Bring me the duster from the staff room.

Students: We don‘t understand, Miss.

Student: Sir, what does ‗threatening‘ mean?

 Mention some other qualities of good Classroom English.