English for Secondary School Teaching &Learning (PGDT 414)

Bahir Dar University

Humanities faculty

English Department

Compiled by

Zerihun Mekonnen

June , 2022

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 Table of contents
Page
Introduction 1

Unit 1. Why Classroom English? 3

Unit 2. Spontaneous communication situations 8

Unit 3. Beginning the lesson 13

Unit 4. Giving Instructions 23

Unit 5. Asking questions 33

Unit 6. Ending the lesson 45

Unit 7. Correcting errors and giving feedback 49

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Introduction
The use of classroom English is a good beginning step for encouraging teachers and students
to feel comfortable in a foreign language and for them to begin to think in the language The
more times teachers and student use the classroom language items for different purposes, the
comfortable they will be in using English language. The main goal of this course is to enable
teachers use most appropriate languages items at different stages of a lesson and to get
students to react in English. Moreover, classroom language is the routine language item that
is used in a regular basis in the classroom like beginning the lesson, giving instructions,
asking questions, chit-chatting on social issues, giving feedback, correcting errors, ending the
lesson, presenting a lesson, managing the classroom. Thus Classroom English is used almost
in all aspects the teaching learning processes.

In order to be successful in using classroom English, we need to have the following features.
This first one is that there should be genuine collaborative work between the teachers and
students. The second one is the classroom language should provide real communication
which is related to the immediate environment of the learners. This makes the communication
more meaningful and concert. The third feature of classroom language is to have diversity in
the classroom. As a result, teachers should be familiar to different expressions for a single
situation and use them interchangeably in the classroom.

Teachers must help students to acquire classroom language items by giving different
activities for practice. We should not forget that teachers are the only models for the students
in the classroom because English is not used outside the classroom in our country.
This module is updated for the course Classroom English based on the original module
produced by Dr Muluget Teka, Dr Dawit Amogn and Dr Akiliu . The re-structured units aim
at giving training for teachers to have more exposure for the language items used in their day
to day classroom activities. Additional activates, exercises, explanations are included in this
module.

The course covers the following major issues : Why Classroom English?, Spontaneous
communication Situations, beginning the lesson, giving instructions, asking questions, ending

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the lesson, correcting errors and giving feedback in the classroom. The trainees must
genuinely practice all the given activities and give reflections on questions given to them.

Objectives of the course are to enable teachers:-

To be familiar with the classroom language items
To perform classroom routines effectively and with alternative expressions in different
situations.
To use appropriate expressions in their appropriate situations
To be good models for their students.

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Unit One: Why Classroom English?
Objectives of the unit
Trainees will be able:-
To understand the importance of using English in our education system
To identify the roles of teachers in promoting classroom English.
To recognize the role of classroom English in the teaching and learning process.
To analyze the teaching approaches of different teachers in the classroom.

1. Why Classroom English?

1.1. Brain storming activity: - Give your own answer to the following questions.
1. 1What do you mean by Classroom English?
2. What are the uses of Classroom English in teaching English?
3. Why are we using English as a medium of instruction in our education system?
4. Why don’t we use our local languages in our education system at secondary and
higher institution level?

1.2 Read the following descriptions given by three teachers about the teaching
process.
which one is the best for you? Why? What similarities and differences do these
teachers have?
Teacher A
Also, if you give them instructions, ask questions, and make comments in English, the
learners will have to listen carefully to what you say all the time. This will keep them
thinking in English.
You only use a language well when you think in it and don’t have to translate everything in
your head before you speak. So it is important, from the early stages of learning, to avoid
translation as much as possible and make the learners think in that language. When you use
classroom English, you are helping that process.

Teacher B
As well as listening carefully to you, the learners have to do something in response. If you
say to a girl ‘Come to the board, please,’ she has to leave her place and move to you. This

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means that she is both thinking and doing something – in other words, she is an active
learner. To learn actively is better and more effective for the learner than learning passively
(for example, when learners just sit and listen to the teacher). Active learning is better
because it links words and phrases to actions, objects, ideas, and people in a strong and
positive way. This helps the learners learn and remember.

Teacher C

When you give an instruction or ask a question in English and the learners do or say
something in reply, they quickly realize that they can understand something in English. This
gives them a feeling of success and will help improve their confidence. Remember how
important a feeling of confidence is when you are learning a language. Feelings of success
and confidence will help your learners overcome the difficulties in learning a foreign
language. If you keep using the same instructions, questions, and comments, even the weaker
learners will begin to understand –and this will help their confidence too.

The benefit of teachers by using classroom English

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If you use English more in your classes, it will increase your own confidence as a teacher,
because you will see that the learners understand you and that they are learning to use
English. You will feel very satisfied when you don’t have to keep changing from English to
your own language and back to English again. It will show you that the learners are making
progress and that they really are thinking in English. And don’t forget that saying something
in English only saves time. To say it in English then to repeat it in your own language takes
twice as long.

Read the article below about English in Ethiopia.

Since 1941, in Ethiopia, the main language has been English. The use of English in schools is
generally supported by students and parents since people say it is important for
communication and development. However, English is less widely used in other parts of
Ethiopian society, so most English speaking takes place in the classroom. This makes the role

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of Ethiopian teachers extremely important in helping students to communicate confidently in
English?

Teachers have been encouraged by the Ministry of Education to use English in the secondary
EFL classroom as much as possible. However, classroom English is important for students as
well as teachers. 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. This course investigates how teachers can
use classroom English, and how they can encourage their students to use classroom English.

Explanation

 It is easy to forget that classroom procedures have to be verbalized in the classroom,

whatever the methodology. Instructions have to be given, groups have to be formed,
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 one of the least
understood aspects of teaching, though it is clearly crucial to the success of the
learning environment.

 All teachers need specialized classroom competence and need training in this field.
Foreign language teachers in particular require linguistic training aimed at the
classroom situation, since they need to use the language being taught both as a goal of
their teaching and as the prime medium of instruction and classroom management.
Foreign language graduates are seldom prepared for the seemingly simple task of
running a class in the L2.
 The classroom situation is a genuine social environment which allows meaningful
situational use of the language. This is real interaction.

1.3 Read the following statements carefully and put X in front of the statement that
doesn’t show the use of Classroom English in the teaching and learning process.

1. It helps the 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.
5. Students can use the language in real situations.
6. Students gain confidence and motivation through successful communication.
7. Students learn the language by using the language.

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 8. It allows learners to control and evaluate their own successes.
9. It allows learners to respect the learning styles of other learners.
10.  It encourages learners to learn from their peers.
11. It helps learners control the learning environment.
12. It encourages pair- and group-work.
13. It helps learners to get access information and resources.

Add three more uses of Classroom English by yourself.

1_________________________________________

2____________________________________________

3._____________________________________________

1.4 There are at least ten common areas of classroom English uses/ functions
employed by teachers in the classroom.

1. Simple instructions
2. Spontaneous situations
3. Social interaction
4. Pair- and group-work
5. Question types
6. Learner-training
7. Needs analysis
8. Audio-visual aids
9. Error-correction
10. Evaluation.

Write three more uses/ Functions of classroom English.

1.____________________________________________

2_____________________________________________

3._____________________________________________

1.5 To promote classroom English the stake holders have their own roles to
play. We have already seen that genuine collaborative work is vital between
teachers and students. Look at what is given below to give some activities
done by teachers and students to promote classroom English. Please add three
more activities for both groups to promote classroom English.

 For the teacher/trainee:

1. Give students maximum exposure to English.
2. Use English for frequent expressions in the classroom
(e.g. "Open you books").
3. Use English for simple instructions
(e.g. "Please listen to me." "Let's do the pair-work task on page 35.").

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 4. Use English for simple questions
(e.g. "What's the date?" "What's the time?").
5. Use English for simple interactions
(e.g. "How are you today?" "Where do you live?").
6. Use English for classroom management
(e.g. "Please sit with your partner." "Get in your groups." "Find a new
partner.").
7. Use English when you try to paraphrase/summarise your presentation.
(e.g. To put it in other words, / To summarise, Putting it altogether)

A._________________________________________________________

B.___________________________________________________________

C.____________________________________________________________

 For the student/learner:

1. Use English for checking meaning
(e.g. "What did you say?" "What does it mean?" "One more time, please"
"How do you spell it?" "I don't understand").
2. Use English for negotiating meaning
(e.g. "What does this mean?" "How do we do this activity?" "Whose turn is
it?").
3. Use English for simple questions
(e.g. "What's the date?" "What's the time?").
4. Use English for simple interactions
(e.g. "How are you today?" "Where do you live?").

A__________________________________________________

B.__________________________________________________

C.___________________________________________________

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Unit Two

2. Dealing with the Language of Spontaneous Communication

Situations
Spontaneous communication is an unscripted interaction, in which teachers do not know
exactly what language the students will produce. The speaker, student or teacher, only has
something to say as a result of having heard and understood what has been said to him/her.
Communication is, therefore, both listening and speaking, reception and production.
Communication may be learner-initiated or in response to a teacher’s question. It may be
within an oral talk or part of everyday communication between tasks. However it occurs, it
will be produced not read, improvised not rehearsed, and it will often have element of
struggle, the effort to communicate when linguistic resources are stretched.

Why is it important?

For students, the ability to speak is the target language is what the subject of modern
language actually is. They believe that what they can produce in unrehearsed situation is what
they really know,.i.e it represents how good they are at languages. In addition theories of
language learning prioritize interaction as the primary activity in the classroom.
Spontaneous communication is inventible in the classroom. It happen whether we like it or
not . Teachers need to be proactive and alert to give appropriate response using appropriate
expressions for every interaction which happens spontaneously.
In addition, when we use English in spontaneous situations:_

 we relate the target language to the learners’ immediate environment;

 we take advantage of spontaneous situations to use the target language;
 we exploit contexts which are not directly linked to the syllabus (language in use).

By the end of this unit you should be able to:

 open conversations using neutral topics
 continue conversations by showing interest
 use regular classroom expressions in a communicative context.
 Create spontaneous communications situations to make students active in learning.

2.1 The list in the table below is divided into three sections which show that spontaneous communication
can be initiated in these ways. Look at the examples carefully and add three different expressions for
each group.

•Language for teacher-to-student communication — for the teacher to use when he/she talks to the students

•Language for student-to-student communication — for the students when they communicate with each other

•Language for student-to-teacher communication — for the students to use when they speak to the teacher

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 Language for student to student Language for student to teacher
Language from teacher to student communication communication
communication

Open your books at page ..., please. It is my / your turn. How do you say ... in English / Amharic?
Sit down / Stand up, please. Whose turn is it? Can you repeat that, please?
Look at ..., please. You start. (I am sorry.) I do not understand.
Point to ..., please. I’ll start. How do you spell it / that?
Work in pairs / groups, please. You get one point. How do you pronounce it / that?
Change roles, please. You’re the winner. What is the past simple form of .?
What’s this / that? Throw the dice, please. Can you write it on the board, please?
Spell ... for me, please? Can you repeat that, please? What should I do?
Come to the board, please. Can you speak louder, please? Which page is it on?
Write ..., please. Colour it ［colour name］, What does this / that mean?
please.
Sit there / here, please. Draw a ..., please. Can you help me / us, please?
Change places, please. Can I help you? Is this right / correct?
Colour it ［colour］, please. Thank you (very much). Excuse ［teacher's name］. I can't hear you.
me.
Draw a(n) ...,please. Excuse me. I’m sorry. I forgot my book(s).
Be quiet! May I have ..., please? I’m sorry, I’m late.
Class, please say this sentence after May I borrow your ..., please? Thank you very much.
me.

Add three more examples Add three more examples Add three more examples

1.______________________ 1_______________________ 1.___________________

2.____________________ 2._____________________ 2.___________________

3._____________________ 3. _____________________ 3.__________________

2.2 Here are some common situations in which spontaneous English can be used. Match the given
situations with the appropriate expressions given in groups below. And add to more similar
expressions in every group

A. Interrupting class B. Taking register C. Birth day ceremony D. Apologizing

E. Blocking ways F. Failure in exam G. Seasonal wishes H. Asking health condition

I. Problem during teaching

1____C____ 2.____________
 Happy birthday!.  I hope you all have a good Christmas.

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 Many returns (of the day).  Happy New Year!
 Have a good one  All the best for the New Year.
 Many happy returns  Happy Easter.
 I wish you all the best in your  A.________________________
special day.  B__________________________
 I hope you have a fantastic day
 A___________ 4____________________________
 B____________

3._____________  Never mind.

 Better luck next time.
 Hard lines!
 Take it easy
 You will do better next
 A________________
 B________________

6_______________________
 Who's not here today?  Do you feel better today?
 Who isn't here?  Are you better now?
 What's wrong with , Alemu,  Have you been ill?
today?  What was the matter?
 I will call your roll numbers,  Did you have a good treatment?
please say present.  Have you recovered well?
 Let me take attendance now.  A.______________________
 A________________  B________________________
 B. ________________

5 __________________

8_________________
 I'm sorry (about that).  Excuse me for a moment.
 Sorry, that was my fault.  I'll be back in a moment.
 I'm terribly sorry.  Carry on with the exercise while I'm away.
 I really regret!  I've got to go next door for a moment.
 Excuse me for doing wrong.  A___________________________
 A_________________  B.___________________________
 B.__________________

7_____________________
 Excuse me. 9______________________________
 Could I get past please?
 You're blocking the way.  I'm afraid I can't speak any louder.
 I can't get past you.  I seem to be losing my voice.
 Get out of the way, please.  I have a sore throat.
 A____________________  I have a headache.

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  B____________________  I'm feeling under the weather.
 Do you mind if I sit down? A______________

Teachers are expected to create spontaneous communication situations by themselves. This

helps teachers to make their students active in the learning-teaching process. There are a lot
of ways of creating spontaneous communication situations by the teachers such as:-
1. Use communication temptations which mean trying to focus on issues that
reflect students’ desire, want, interest using neutral topics.
e.g. Would you like to be a millionaire?
Would you like to score A’s in all subjects?
Would you like to be a healthy/wealthy person?
2. Making Mistakes :- Deliberately make mistakes which are clearly visible for
you students.
e.g. They is my students. Ask students to read this sentence. Obviously they
will react to correct your mistake.
3. Use elements of surprise:- Bring something new for students. E.g. sensory
speaking toys, a small drone that move around the class, unique small animals’
pictures, etc
4. Humor: Telling students funny stories, jokes, comedies, e.g Mamo Killo in
Amharic
5. Role play: you give either pair work or group work assigning every student
to have a role to paly.
e.g. Acting as a director and teacher, as patient and doctor, seller and customer
e.t.c.
2.4 Read the following situations and write appropriate expression.
1. Your classroom is in disorder, chairs are not arranged properly. It is difficult
for students to move around. What would you say as a teacher?
______________________________________
2. One of your students is seriously sick. He is not able to attend your lesson.
What would you say to him?
__________________________________________

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 3. You are invigilating an exam; you have come across a student who is trying to
copy from his friends. What would you say_________________________
4. You have a talkative student. He always interrupts your lesson for no reason.
What do you say to him?
__________________________________________
5. You have come to know that your students are not studying regularly. They
spend their time playing games on their mobile phone.
___________________________________

Unit Three:- Beginning the lesson

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The beginning of the lesson is a natural and motivating opportunity for you to help your
students to get used to listening English. They can also learn to give simple replies in English.
The first few minutes of most lessons follow the same pattern, which means that you can
build up useful language routines and exchanges. Gradually you can introduce new language
for these same routines. If students can take part from the very beginning, it adds to their
confidence and shows them that the language they are learning actually works. It is a good
idea to remind students that the phrases they are hearing and using at the beginning of the
lesson are also useful outside the classroom.

Activity 3.1 Think about a typical

school class. Imagine
you are a new teacher
Brainstorming assigned to this class.
What would you do?

 What are the classroom rituals or prompts at the beginning of a typical lesson
and at the beginning of the first lesson of the year/semester/week/day?
 What kind of topics can you talk about at the beginning of the lesson?
 How do you greet your students in a new class? Do you greet all students in the
same way? What do say? Can you list alternative expressions for greeting
students?
 How do you introduce yourself to a new class? What sort of impression do you
want to make? What sort of classroom culture would you like to create?

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  Can you think of other alternative expressions to introduce yourself? What other
things you tell students about yourself?
 What expressions do you use to quieten the class?
 What do say if you want take attendance?

Here are some important expressions for situations at the beginning of a lesson. Read
the following situations with their appropriate expressions as examples and write three
more similar expressions for each situation.

Greetings

Good morning/afternoon/evening

Hello, everyone.

How are you today?

How are you getting on?

How’s life?

How are things with you?

1.__________________________

2.___________________________

3.___________________________

Introduction

I would like to introduce myself to you. My name…

Let me introduce myself to you.

Can I introduce myself to you?

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May I introduce myself to you?

Allow me to introduce myself to you.

1._____________________________________________

2._____________________________________________

3.________________________________________________

Taking Resistor/ Attendance

Who is absent to day?

Who’s not here today?

What is the matter /wrong with Hanna today?

Let me call your role number and say yes/resent.

1________________________________________

2.------------------------------------------------------------

3.___________________________________________

Lateness

Why are you late?

Where have you been?

We started ten minutes ago .What have you been doing?

Don’t’ let it happen again.

Let this be the last time..

1____________________________________________

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2.____________________________________________

3_________________________________________________

Waiting to start the lesson

I’m waiting for you to be quiet.

We won’ start until everyone is quiet.

Stop talking and be quiet

Settle done now so we can start.

Pay attention to me

1.______________________________________________

2.________________________________________________

3.___________________________________________________

Time to begin

Let’s begin our lesson

Is everybody ready to start?

I think we can start now.

I think you are ready for your lesson.

Now we can get down to work;

1__________________________________________

2___________________________________________

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3____________________________________________

Classroom management

Move your desks into groups of four people.

Turn your desks around.

Find a partner.

Ask your neighbor for help.

Open your books on page 50.

1___________________________

2_______________________________

3._________________________________

Initial chit-chatting

Did you have any trouble getting here?

You all look freezing. Is it still raining outside?

Did you have a busy day at work?

Did you have a good weekend?

I see we have new faces. Can you introduce yourselves to the class?

1__________________________________________________________

2___________________________________________________________

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3,___________________________________________________________

Notes

What is greeting?

Greeting is a kind of communication in which people make their presence

known to one another to demonstrate interest and imply any type of connection
or social status, between individuals or groups of people who come into touch
with one another.

Greeting can be formal or informal. In more formal contexts, especially when

respect and civility are required, formal greetings are suitable. Business
meetings, formal school, job presentation, meeting friends’ parents are
examples of contexts in which we need to have formal greetings. So schools are
places where we need to use formal greetings.

When it comes to informal greetings, you can use them while conversing with a
neighbor or chit-chatting with co-workers during a coffee break. These
greetings can be used in various informal contexts such as meeting friends at a
party, someone you encounter on the streets, family members etc. These are not
used in the classroom.

Introduction

There are two types of introductions: the first one is introducing oneself to the
students. The second one is introducing the subject matter. It is vital to create
positive impressions in students’ mind form the very beginning of your contact,
So try to be well organized in introducing yourself for the first time. There are
some relevant information to give to students such as your full name, why you
are there, your qualification/trainings, hobbies, work experience, your attitude

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to teaching, if you have any special training/talent. Please, don’t tell students
something which is not true.

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22
The passage below is a description of the beginning of a lesson. .At the
places numbered , e.g. (1) the teacher might say something appropriate in
English. What does the teacher say?

It’s Monday morning and the time is 9 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 sport equipment with him and clearly intends to take it into the
classroom. You stop him and suggest a better solution(1). One girl in the front row is wearing
muddy shoes(2), and Fasil is sitting in a thick jacket even though it is 30 C outside(3). You
notice that tow 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 to be
ready. You greet the students(7), and then ask Lula and Maria how they are(8 & 9). After you
announce it really is time to start(10),but first you have to get their attention, Fasil is chatting
with Muna(11). Maria’s desk is open(12) ; and Girma has got his geography book open in
front of him(13). You almost forget the register(14). You check who is missing(15). You
notice that Gulialt is away and wonder why?(16). You are 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 some moment the door opens and Genet comes in. It is now almost ten past
nine(18).Genet explains sleepily that she was so busy studying her Maths that she forgot to
get off the bus. This is the second time she 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)
Now give appropriate expression for the number given from 1 up to 20 above. The first
one is given for you as an example.
1. Please, leave your sport equipment in the corridor.
2. ______________________________________________
3. ____________________________________________________
4. __________________________________________________
5. _________________________________________________________
6. ______________________________________________________
7. ______________________________________________________
8. _________________________________________________________
9. _________________________________________________________1

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10. _____________________________________________________________
11. _____________________________________________________________
12. _______________________________________________________________
13. _______________________________________________________________
__
14. _____________________________________________________________
15. ________________________________________________________
16. _____________________________________________________________
17. ________________________________________________________
18. _______________________________________________________________
___
19. _____________________________________________________________
20. ______________________________________________________________

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Unit Four
Giving Instruction
By the end of this unit you will be able to:-
. identify what makes instructions clear and understandable
. Use English to give clear instructions
. use different ways of conveying instructions
Giving instruction in the classroom
Telling students what to do , who do not understand your language can be a
ginormous challenge. There is no way around it, and the only way you get good at this,
is with practice. The thing to remember most is to be patient and not get angry with
students who do not understand. There will be some students who do not follow because
they are not paying attention, and you can discipline them accordingly, but there will be
some students who listen to every word you say, and they still do not get it. It is not from
a lack of trying, they just simply do not understand your words that are okay. Try and
take the time to explain again, simpler. If that doesn’t work, try and show them exactly
what to do , even if you have to solve the first exercise for them Which means you
demonstrate examples of the exercise first.
The best activity in the word can end up being a waste of time if the if students do not
understand what it is that they are supposed to do. There are tow simple rules to keep
in mind when you are giving instructions, and they are:-
1. Instructions must be comprehensible to students, i.e Keep Instructions
Short and Simple/KISS/
2. Instruction must be logical, i.e. start from the most important one and
then go to the last important part.
Before you start giving out your instructions, try and ask
yourself these questions:-
1. What should the students do in order to successfully
complete the activity?
2. What is the most important information that I am trying to convey?
3. Which information should come first, which information should come
last?

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 Immediately before starting an activity, after you have given instructions, a way to check
the students understanding is by asking a couple of students to tell you ,What you want them
to do. Another method is to have a couple of students to demonstrate what you want them to
do.
When you are giving instructions to the students, make sure you are standing in front of the
room, facing the students and not the whiteboard, blackboard, window, computer or your
phone. Speak out into the classroom with a slightly elevated voice to make sure they can all
hear you. A teacher raising his voice means he is talking to everyone, and that everyone
should be listening right now.
Try and give sequential instructions. If you have more then 5 steps for an activity or
exercise, break it up into parts of two, do these two and explain the following two steps. You
wouldn’t necessarily understand all the steps at once, so may be they won’t wither. But try
and give the most important instructions before handing out any papers or aids or materials to
the students. You can be grunt teed that when students get something in their hands, they will
start examining it, so make sure they know what to do with the things you give to then before
you give it to them.
After you have explained the steps you want them to follow, always try to demonstrate it
yourself. Show the students exactly what you want them to do, and they will get not only
auditory explanation but also they can see, physically, what it is you are trying to make them
do. Again, if you are doing a game or an activity, do the first part with the students, even if it
means solving the first exercise for them. Here, it is also a good idea to use the board to
make examples . So if you are trying to have them solve an exercise, show it on the board so
they can all see it.
When you finish explaining, look around the room and look at the responses. Did they start?
Are they all staring blank back at you? Then explain again. Have most started but few
haven’t, help those individually. Try and check if they understand what they need to do. But
avoid asking questions like “Okay?”, “understand? and “clear? because the students are in a
lack of a better word, programmed to respond immediately with a confirming answer, even if
they don’t understand. A student can have no clue what he or she is about to do, and if you
ask “Okay?”, the student will answer “Okay!” without even blinking.
4.1. Brainstorming
Read the following questions and give answer form you
experience as a teacher/ student.

26
 1. What instruction do you know teachers commonly use in the
classroom?
2. Do they use classroom instructions for the same or for different
purposes?
4.2 The following presentation contains Purposes or Situations of
classroom instructions and some example expressions. Read the give
example expressions for each situation and give two more your own
example for each situation.

A. Purpose/ Situation:- Using text books

Expressions Open your book at page s0.
Put you books away now.
Just put that book away
Close your books.
Take you books out.
1____________________________________________________
2.____________________________________________________

B. Purpose/ situation: - Managing exercise.

Expressions:- I want you to do exercise A
Take/put/write/ copy this down to your note book.
Let’s go through this exercise.
I want you to finish off this exercise at home.
I wouldn’t like you to do this exercise in a hurry.
1.___________________________________________________________
2.____________________________________________________________
C. Purpose/situation:- Managing the physical environment
Expressions:- Open the windows, please. It is warm in here.
Clean the board, would you?
Put the extra chairs at the back.
You may sit down now.
Take your coats off.

27
 1._______________________________________________________________
2.________________________________________________________________
D. Purpose/situation:- Gaining students attention.
Expressions:- Pay attention, everyone.
I am waiting for you to be quiet.
Stop talking so that we can start.
I think we can start now.
Turn round to face me, please.
1___________________________________________________________
___________________________________________________________

E. Purpose/situation:- Coping with problems

Expressions:- Don’t keep fidgeting/mucking about.
Look! I have just about had enough from you.
Stop messing/ fooling around.
Let this be the last time.
I’ll send you to the head master.
1.________________________________________________________________
2. ________________________________________________________________
F. Purpose/ Situation:- Ending the session
Expressions:- It’s almost time to stop.
I’m afraid it is time to finish now.
There is the bell. It is time to stop.
All right! That’s all for today, Thank you.
That will do for today. You can go now.
1.__________________________________________________________________
2.__________________________________________________________________

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Activity 4.3

Here are some long and unclear instructions. Discuss how you could make them clearer.
How could you check that your learners understand them?

1. Ok, what I want you to do is just to get into groups and talk together about
what you did at the weekend.
2. Marta, would you mind just coming over here just for a minute, yeah just for a
minute come and sit here.
3. Could you all open your books? Erm, open your books on page 24 and do the
first exercise up there on the right, do you see it there all right?
4. I’m going to tell you about something that happened to me when I was
younger and what
5. I want you to do is to listen and decide, think about whether I was a well-
behaved child then or was I very bad.

Activity 4.4

Write instructions for the following situations.

1. You want the class to open their books on page 50 and do exercise 5.
______________________________________________________________________
2. You want a student to move to the other end of the class to sit with a new partner
______________________________________________________________________
3. You want the class to work in pairs and discuss three questions.
______________________________________________________________________
4. You want the class to listen to a story. You will tell it and they will then answer three
questions.
______________________________________________________________________
5. You want the class to stand up and ask 5 people questions about their families.
______________________________________________________________________

29
Ways of giving Instructions.
There are different ways of giving instructions. The most common methods
are :-
1. Using command
Examples:- Stop talking.
Copy the note from the blackboard.
Do exercise 10 at page 50.
2. Using Request: This is a polite way of giving instructions. This is used in the
situations where students are not responsible to do the activities. It is just a
request to get help from them.
Examples:- Would you, please, clean the blackboard?
May I use your pen just for a moment?
Would you open the windows?
3. Using suggestion. There are two kinds of suggestion in giving instruction. The
first one is called direct suggestion because we use the verb “ suggest” and
the noun “suggestion” directly in the instructions.
e.g. I suggest studying hard for your final exam.
My suggestion is you study hard for your final exam.
The second type of suggestion is called indirect-suggestion which is to be
introduced using other expressions such as Let’s, Don’t let’s, How about,
What about, What if, What about if, Why not, why don’t, Couldn’t we, etc.
e.g. How about studying hard for your final exam?
What if you study hard for your final exam?
Let’s study hard for our final exam.
4. Using Advice: This is also divided into two categories The first one is called
direct-advice in which we use the noun “advice” and the verb “advise” directly
in our instructions.
e.g. I advise you to study hard for your final exam.
My advice to you is to study hard for your final exam.
The second way of giving advice is indirect-advice. Here we use other
expressions to give advice such as:- had better, If I were you( second
conditional) .would rather/prefer, as well, It might be a better/ good idea.

30
 e.g. It might be a good idea for you to study hard for your final exam.
You had better study hard for your final exam.
I would rather you studied hard for your final exam.

These expressions take different grammatical forms when you use them. Please Pay great
attention to this part.

Additional explanation and exercises

Why not

Why don’t we look at some other examples?

Why not put your poster here?
Tip: typical mistakes why no to try again? Why to bother.
Suggest/ suggestion
There are also phrases that use the verb “suggest” and the noun “suggestion” Notice various
forms of complementation (-ing form, that+ verb and to+infinitive):
I suggest saving your work every few minutes
I’d suggest rechecking all the cable connections
Would I suggest not working in groups of more than three
Can I suggest not spending too much time on this..
I suggest ( that) you(should make a printout of your work.
I’d suggest (that) we( should) in touch by email.
May I suggest( that) you (should) make a back-up copy.
My suggestion is( that) you two(should) work on this computer.
My suggestion is for you to finish this exercise before bell.

Tip: Typical mistakes I suggest to make a copy.

I suggest you to make a copy
Can you suggest me a good dictionary.

Ativity 4.5 Re- write the following suggestions in the way as they are started.
1. I suggest we move to the next section
Let ______________________________________

31
 2. How about finishing this off at home?
Why not ________________________________________
3. I suggest saving your work every other minute.
Why not ___________________________________________
4. How about rechecking all the cable connections?
I’d suggest __________________________________________
5. Let’s keep in touch by email.
My suggestion is ______________________________________
6. How about reporting this to the director’s office?
What if ______________________________________________
7. I suggest we would not spend too much time on this section.
Can I suggest _____________________________________________
Activity 4.6 We can present our suggestions using different grammatical forms. Suppose
you want to suggest listening to the tape to the class. How can you express the
suggestion in different grammatical forms. The first one is given as an example.
1. Shall we listen to the tape?
2. _____________________________________________
3. _____________________________________________
4. ______________________________________________
5. ______________________________________________

The following are some possibilities for forwarding suggestions.

Let’s e.g. Let’s go through the concept
Let’s not spend too long on this topic
How about e.g. How about trying to solve it using a different formula?
What about a printout?
What if e.g. What if we try a Google search?
What if we don’t have enough seats?
What about if you try rebooting the machine?

Activity 4.7 Language practice advice. Give one more similar example for each
expression.
Advice can be softened by using “ I think/ don’t think?”
32
I think you should refer to different books in order to write your assignement.
Idea
-----------------------------------------------------------------------------
e.g. It might be a good idea for you to read the instruction.
It might be a better idea if you saved you money.
___________________________________________________
As well( modal auxiliary followed by as well)
e.g. You can just as well delete the file.
You might as well rewind and try again.
__________________________________________________
Second conditional is used to give advice
e.g. It would be better if you underlined the new words.
If I were you, I would mix the two chemicals first of all.
______________________________________________________
Had better
e.g. You had better concentrate now.
You had better start the lesson.
You had better listen to it again.
_____________________________________________________
Tip:- a typical mistake You had better to stop. X
Would rather ( the same as would prefer) Note the past tense.
e.g. I would rather you tried.
I would rather you didn’t print it at all.
_______________________________________________________
Advice ( direct advice)
e.g. I advise you to make detailed notes.
. My advice to you is to rewrite it.
You would be well advised to make a backup’
__________________________________________________________

Activity 4.8 Rewrite the following piece of advice in the way as they are started.
1. I advise you to make detailed notes in the next section.
If I were you,__________________________________
33
 2. I think it is a good idea to try out in this way once again.
You might as ______________________________________
3. I suggest we move to the next section.
Let __________________________________________________
4. You had better rewrite the whole chapter.
My advice is ____________________________________________
5. You had better pay more emphasis to chapter 1.
I would rather ___________________________________________
6. I’d better finish this work very soon.
_____________________________________________________
7. You would be advised to make a backup.
You had better _______________________________________

5 Asking questions /Classroom Questioning

At every stage in education questions are core around which all
communication between teacher and students takes place. They are fundamental
tool of teaching and lie at the very heart of developing critical thinking abilities

34
in students. Because of their central role, it is important that teachers become
familiar with the impact questions have on communication and learning in the
classroom, and find ways to improve the use of questions by themselves and
their students. Moreover, effective questioning has a greater potential than any
other teaching method for stimulating student thinking.
By the end of this session you be able to:
. Identfiy the kind of questions and their purposes of them in the classroom
. use questions in their classroom properly
. plan questions in their lesson to make them more effective.
. give opportunity for students to use questioning as means of learning.

5.1 Brain storming Activity.

Give your won answer for the following questions from your experience.
What type of information do your questions elicit?
What kind of thought processes are stimulated by them?
Do they ask students to restate or repeat ideas you have presented to
them?
Do they ask students to use their own ideas in solving problems and
forming opinions?
5.2 In the classroom, questions are used for a number of purposes. Read
carefully the purposes listed below put X in front the sentences
which don’t show questioning purposes? Why? Among the purposes
questions can be used to:-
1. Develop processes of thinking and guide inquiry and decision-
making.
2. Deter the improvement of language skills
3. Acquire and clarify information, answer concerns, and develop
skills.

35
 4. Determine the knowledge students bring to the class so lessons can
be made to meet their needs.
5. Provide motivation by encouraging active participation in learning.
6. Lead students to consider new ideas and make use of ideas already
learned.
7. Increase the errors committed by students.
8. Help students clarify their ideas, structure their study, and learn
about things that interest them.
9. Encourage students to their own questions.
10.Gain information from students on which to judge their
performance and understanding.
11.Provoke students and teachers to share ideas they have.
12.Challenge beliefs and guide reconsideration of values people hold.
13.Help teachers assess the effectiveness of their own teaching.

Question types
5.3 Questions can be classified in many different ways taking into consideration
their form, function and level of difficulty. Read the following examples and
add two similar questions by yourself.
I. We can take forms to classify questions as follow:
1. Yes/ no questions
e.g. Are you a student?
Do you like playing football?
Do you have the book?
Here the responses are given by saying yes or no.
a.__________________________________
b.__________________________________

2. Either…or/ Or questions
e.g. Is an elephant big or small?
Was the party good or bad?
What would like to do, Playing or studying?
In this case response is given by choosing one of the two options.
a.______________________________________________________
b.______________________________________________________

36
 3. Wh-questions.
e.g. What is the problem with you?
Why are you angry?
How do you solve the problem?
The responses may be different depending on the contexts in which they are
used.
a. ___________________________________
b. ___________________________________
II. The second classification of questions is based on their functions. Questions
can be used to measure students’ knowledge, comprehension, application,
analysis, synthesis, and evaluation which are called Bloom’s Taxonomy. This is
presented in the next section in detail.
III. Level of difficulty

Probably the best known of these is Bloom's Taxonomy of thinking skills. Bloom
differentiates between lower-order and higher-order questions. Lower-order questions ask for
knowledge, comprehension and application, the first three categories of Bloom's taxonomy
which defines these as less demanding, less complex and thus lower' levels of thinking.

Higher order questions ask for analysis, synthesis, and evaluation, the second category of
Bloom’s Taxonomy which defines these as demanding, complex and higher level of thinking.

We need to understand that to fulfill each purpose questions should be constructed with the
goal of instruction clearly in mind, and presented in a way that has the greatest effect.
Questions require different levels of thought processes to answer them. Some questions ask
only that we remember and present information or ideas we have in our minds or have
learned before. Other questions require that we think through a problem of situation and give
answer we had not known, or used before in the particular situation. Other questions ask that
we express what we believe about something, or ask that we justify our beliefs.

Knowing that questions have distinct characteristics, serve various functions, and stimulate
different thinking helps teachers achieve the potential value of questioning. By learning about
the different thought processes involved in responding to various kinds of questions, and
knowing the functions they serve, teachers use questioning more effectively in their classes.

37
 5.4 Definitions for Bloom’s Taxonomy.
5.4.1 Read the definitions of Bloom’s taxonomy and the given examples
carefully. Try to construct your own questions following the given
examples.

Knowledge or recall inquiries are employed when the teacher’s purpose is to

determine whether the students remember certain specific facts. They assess only a
superficial understanding and require a lower-order type of thinking. It must be stressed,
though, that students cannot be asked to think at higher levels if they lack fundamental
information.

Some words often associated with knowledge or recall questions.

Define. Recall, remember, where, when, recognize, what, which, name, list, tell, how many

How much, identify

Examples:-

a. How many decimeters are in one meter?

b. What is your favorite food?

c. Who is the author of the book?

1,________________________________________________

2.____________________________________________

Comprehension questions require students to select those facts that are pertinent
I order to describe, compare, contrast, or translate ideas form one medium to another.

Some words often associated with comprehension questions include:-

Compare, contrast, differentiate, explain, rephrase, distinguish, relate, interpret ,

Rearrange, put in your own words, translate, predict

38
Examples:-

a. How would you say this in your own language?

b. How is the Japanese flag different from the British flag?
c. Which chart must closely describe government spending on its different programs?

1._____________________________________________________________

2._____________________________________________________________

Application questions are asked when the purpose is to encourage the students to
apply information they have learned in order to reach and answer which has one correct
answer. At the application level students must decide what information to use, and then use it
to solve problems.

Some words often associated with application questions include:

Apply, how, solve, design, calculate, use, demonstrate, choose, build

Examples:-

a. How can you gain admission to the university?

b. How will you present your own qualifications in a letter of application?
c. How would you plan a menu for a family of eight people for one week?

1.___________________________________________________________

2.___________________________________________________________

Analysis questions are asked when the purpose is to encourage the students to demonstrate
their understanding of relationships, patterns and organization. It is about cause and effect,
similarities and differences.

Some words often associated with analysis questions:-

Why, analyze, compare, recognize, contrast, draw, infer, support, cause distinguish

39
 determine, evidence

Examples:-

a. What are the major parts of the research study?

b. Which team do you think will be first, second, third, and fourth in your competition?
c. What words can we use to describe the general nature of the physical environment
around the school?

1. ____________________________________________________
2. _____________________________________________________

Synthesis questions help students form relationships and put things together in new or
original ways. These questions help the creative abilities of students. They test through
understanding of a subject and may require students to make :- predictions, original
communications or solve problems that allow a variety of creative answers. So Synthesis
refers to the act of creating.

Some word often associated with analysis questions include:-

Create, plan, construct, formulate, put together, design, draw up, illustrate

Write, suggest

Examples:-

a. What kind of letter are you writing to the school newspaper about this problem?
b. What plan can you draw up to help more students get into university?
c. What conclusions can we make about the way people voted and what might nave
influenced them in the elections?

1.__________________________________________________

2._____________________________________________________

Evaluation questions help students choose among alternatives by judging which best
fits some stated values. These questions do not have a single correct answer but require the

40
students to assess various options. This level is concerned with thoughtful and carefully
considered judgments.

Some words often associated with evaluation questions include:-

Judge, assess, decide, appraise, evaluate, select, do you agree, conclude, opinion.

Which is better way, on what basis.

Examples:-

a. How accurate was the role play in demonstrating a family conversation?

b. What bias has the speaker shown in the speech? Give examples to support your
judgment.
c. Should the use of inorganic fertilizer on our farm be discontinued? Yes Or no?
Explain your answer by describing reasons for the judgment you have made.

1.__________________________________________________________

2._____________________________________________________________

5.5 Read the questions given below and decide what kind of question it is.
Knowledge, comprehension, application, analysis, synthesis or evaluation. Give
your answer at the bottom table by writing the question number.

1. Which of the three tools would do that most efficiently and why?
2. What name did you give to the hotel?
3. Why did the South Americans Indians have no word for ‘season’ ?
4. Why do you think the South Americans Indians might have word for ‘season’
in their language?
5. What does the style of painting remind you of?
6. What do you think in the main point the writer is making in the second
paragraph?
7. Which of these four sources might be most reliable on helping us to solve the
problems?

41
 8. Now, the difficult bit. Give all the conflicting arguments, where would you
build the new refinery?
9. What would happen if you mixed the two chemicals?
10. What choices did Hailu have when he faced with that situation?
11. Which words do you already know in the sentences?
12. Given all of the sources we have looked at where would you now expect
these people to have moved to?
13. If you are unsure, how could we set about translating the issue?
14. Why did the Russians invade Ukraine?
15. What similarities can you spot between the two houses?
16. If the verb looks like this when it follow ‘il’,What would you expect of these
verbs?
17. What repeating pattern can you see in the events?
18. How will you set about remembering what you have learned?

Use the following table to give the answer by writing the question number in

front of the question type..

Question type Question number Question type Question number

Knowledge Analysis 4,
Comprehension Synthesis
Application 5, Evaluation

42
43
44
45
Unit Six

6. Ending a lesson
Learning outcomes

By the end of this unit you will be able to:

 identify key prompts for ending a lesson.

 use appropriate expressions to end a lesson.
 demonstrate a microteaching on a selected topic of a lesson.

Activity 6.1
Complete each sentence by filling in the missing words. Then decide which would be used
for:
 Ending the class
 Setting homework
 Farewells/dismissing the class

1. Okay, you may ____________

2. ____________ your holiday.

3. See you ____________

4. ____________ a nice weekend.

tomorrow; enjoy; go; have

46
 1. It’s time to __________ .

2. I don’t ___________ we have time to finish this now.

3. We’ll finish this task in the next ____________.

4. We’ll continue with this unit ____________.

5. Don’t rush off, I have something to __________ you.

6. That’s all for __________.

7. We have an __________ five minutes.

8. Let me __________ you there.

9. Don’t __________ your textbook.

10. Anything __________?

today, unclear, tell, think, extra, forget, session, stop, finish, tomorrow

1. For your homework, do ____________ XXX.

6.2 At the end of the lesson teachers will do a lot of activities. Look at the activities and
2. Thisexpressions
sample exercise is for your
given and____________.
write your own additional expressions
3. I shall give you a ____________ on this next week.
A. Hurrying up the final activity
e.g. Just five
4. ____________ minutes
this to endwill be a test on Monday.
unit. There
Just finish the exercise soon.
Two minutes
5. I’m not giving more for the today.
you ____________ activity.
1. __________________________________________
2. __________________________________________
6. ____________ this at home.
B. Packing up
7. Finish off the exercise at ____________.
Eg. Put your books away.
8. Don’t ____________ your Packhomework.
your things away.
Put your materials in your bag.
forget, homework, test,1.___________________________________________
exercise, complete, homework, revise, home
2.___________________________________________
C. Tidying up / putting the room back in order.
e.g. You clean your desks.
Please turn off the light and shut the door.

47
 Put all the chairs and tables back into their original places.
1. _______________________________________________________
2. _____________________________________________________
D. Not time to stop
e.g. There are still ten minutes to go.
We still have a couple of minutes left.
Hang on a moment. One more thing before you go.
1_______________________________________________
2.________________________________________________

E. Nearly time to stop.

e.g. Tow minutes to end the work
Ok that is the last time.
We don’t have time to do the whole thing.
1. ________________________________________
2. _________________________________________
F. Time to stop
e.g. That’s all for today.
We have run out of time.
We’ll have to stop here.
1.____________________________________________
2.______________________________________________
G. Summarizing and reviewing the class.
e.g. Let’s go through what we’ve studied today one more time.
The aims of today’s lesson were…..I think we achieve…..
You’ve done really well today?
1. ________________________________________
2. _______________________________________
H. Feedback on the lesson
e.g. Did you have fun today?
What was your favorite part of the lesson?
Do you feel more confident now?
1.______________________________________________
2._______________________________________________
I. Talking about the next lesson
e.g. We will do the rest of the exercises next time.
We’ll continue this chapter next Monday.
Next week will move on to ……..
1.____________________________________________
2._____________________________________________
J. Homework and extra activities
e.g. This is you homework for tonight.
If you need any extra practice, I suggest doing exercise 10.
Take a work sheet as you leave and do the exercises.

1------------------------------------------------------------------------------
2.____________________________________________________-
K. Final chit-chat
e.g. what are your plans for the week end?
The weekend starts here.

48
 Will you watch the big match tomorrow?
1.___________________________________________-
2. ____________________________________________
L. Final Greeting
E.g. Goodbye, everyone.
See you tomorrow.
See you then.
1._______________________________________________
2________________________________________________

49
7. Dealing with errors and giving feedback.
By the end of this session you will be able to:-
Use appropriate expressions to correct errors and give feedback.
Give clear and concise definitions or errors and feedback
Be familiar with the functions of expressions in correction errors and giving feedback

Errors are sources of knowledge if they are properly treated by students and teachers.
As a result, committing errors is not a crime. It is a common practice in the process of
teaching-learning, There are three different ways of correcting errors:-
1. Self correction
2. Student to student correction
3. Teacher correction
The feedback given by teachers should be constructive. We should begin giving feedback
with positive remarks. There are different ways of correcting errors and giving feedback.
Look the following expressions and the situations .Add similar expressions yourself.
Giving strong confirmation to students responses
There is nothing wrong with your answer.
What you said was perfectly alright.
You didn’t make a single mistake.
That’s is exactly the point
You have made a lot of progress.
________________________________________
_________________________________________
___________________________________________
Smooth way or correcting errors./ polite disagreement
Don’t worry about your pronunciation/ spelling.
Don’t worry it will improve
Do you want clues?
You have to spend some time practicing this
Practice this words at home.
You still have a trouble with your writing.
____________________________________________
____________________________________________
________________________________________________
Strong appreciations for good performances
Very good I like that
That’s very good. Marvelous
Very fine. You did a great job.
Well done. Magnificent
Excellent Terrific!
Super Wow!
That’s nice. Jolly good.
Well said Fantastic
_______________________________________________________
__________________________________________________________
-__________________________________________________________

50
Soft appreciation of performances
Right
Fine
Quite right
That is correct/
It depends …
You have got it.
You have got the idea
_________________________________________________________
__________________________________________________________
__________________________________________________________
Strong disagreement
Not really
Unfortunately, not.
I’m afraid that is not quite right.
You can not say that, I’m afraid.
Good try, but not quite right
Not quite right. Try again.
Not exactly
___________________________________________________
_____________________________________________________
____________________________________________________

51