OROMIYA EDUCATION BUREAU

TEACHERS DEVELOPMENT PROGRAM

TRAINING MATERIAL:

CLASSROOM ENGLISH FOR SECONDARY SCHOOL TEACHERS

Prepared By:
 Bedilu Teka (PhD)

 Wondimu Tegegne (PhD, Asso. Prof)

Reviewers:

 Anteneh Tsegaye ( PhD)

 Minyashal Alemayehu

December 2023
Finfinne, Oromiya

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 1. Introduction to the Training
English is taught from early grades and is the medium of instruction in secondary schools
across Ethiopia. Effective use of English is essential for both teachers and students, as it
allows for clear and effective communication of lessons and allows students to participate in
class, ask questions, and express themselves. Hence, whatever subject they would be
teaching, teachers need to be trained in a specific English language competence required for
teaching in schools. To be an effective professional teacher, secondary school teachers need
a special English language for classroom processes, and they must equip themselves with
appropriate classroom English, language functions, and classroom communication skills to
effectively run teaching-learning processes. Teachers should focus on delivering content
effectively using simple and clear English in the teaching-learning process.

Despite some teachers having a certain degree of classroom competence, there are recurring
errors or refusal to use English for classroom management reasons. The bureau has observed
that English in most Ethiopian schools, particularly in Oromia regional state, is a barrier for
teaching and learners' achievement. As a result, BBO embarked on developing training
manuals and providing remedial training programs for school teachers in the region.
Specifically, the training material (Classroom English for Secondary School Teachers)
focuses on the practical application of classroom English, helping teachers develop various
English language functions and classroom communication skills for running classes through
the English medium in and outside the classroom. The current training beneficiaries are
secondary school teachers of other subjects who use English as a medium of instruction.

2. General Objectives
The general aims of the training are to:
 Provide you with appropriate English expressions important in the practical day-to
day instruction of your lessons..
 Improve your own proficiency of using classroom English for instructional purposes
in classroom and in schools.
 reduce your use of the native language in your lessons;
 enhance your confidence in using classroom English in your instruction;

3. Expected Outcomes
At the end of this training, trainees will be able to:

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 explain the relevance of classroom English in the delivery of contents in the various
subject areas;
 Use appropriate English expression to introduce and start your lessons
 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;
 maintain classroom discipline using different requests, commands, suggestions, etc.;
 employ various English expressions to summarise and end your lessons;
 develop strategies to advance their English through continuous professional development.

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CLASSROOM ENGLISH FOR SECONDARY SCHOOL TEACHERS

4. SUMMARY OF TRAINING COMPONENTS AND ACTIVITIES

TRAINING CONTENTS/ LANGUAGE FUNCTIONS NUMBER TIME
COMPONENTS ACTIVITIES
1. Understanding the  The what, why Classroom English
Purposes and  Situations to Use Classroom English 7 activities
Features of  Advises to improve classroom English 5 Hours
Classroom English
2. Common English  Identifying the Expressions used for the
Expressions used Beginning of a Lesson 6 activities 3 Hours
at the Beginning of  English Expressions Used to Prepare
a Lesson Students for a Lesson
3. Greetings and Self  Meeting a new Class and introducing 3 Hours
Introductions oneself as a new teacher. 7 activities
 Every day greetings as a regular teacher.

4. Taking Attendance  Taking Attendance using Appropriate

and Starting a Classroom English 7 activities 3 Hours
Lesson using  Getting students ready and drawing
Appropriate students‟ attention to a lesson
Classroom English  Introducing aims & stages of a lesson.
5. Lesson Revision 3 Hours
and Dealing Late  Revising the previous lesson and Moving 5 activities
Comers with to the Next Lesson
Appropriate  Dealing with Late Comers in English
English
Expressions
6. Classroom  Language for classroom Organization 5 activities 3 Hours
Instructions Using (Grouping)
Appropriate  Acting out Commands and Requests
English Expression  Giving suggestions
7. English Language Purposes of Classroom Questions 5 activities 3 Hours
Expressions Used for Tips for ‘yes-no’ Questions
Classroom Questions
8. Language of  Language of Classroom Management
Classroom  Expression for Classroom Management 7 activities 3 Hours
Management and  Giving Feedback
Feedback Provision
9. English Language  Wrapping up the lesson
Expressions Used  Announcing Time to Stop Working 9 Activities 5 Hours
in Ending a Class  Setting Homework and Assignment
 Valediction(Farewell)
 Clearing the Class

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 5. Understanding the Purposes and Features of Classroom English

5.0. Introduction

This component of the training is intended to provide the trainees with introductory information
about the classroom English phrases they will practice in the next sections. It includes Classroom
English that is relevant to your professional job and classroom settings that necessitate the use of
various English language functions. As a result, in this section of the training, trainees will share
their awareness of classroom English as well as their own experiences of using English in a
variety of classroom contexts. They will also discuss the difficulties they face while using
classroom English and develop various strategies that will improve their English language for
classroom instruction.

5.1. Learning Outcomes

At the end of this training component, trainees are expected to:

1. Reflect on the frequency classroom English for teaching their subjects.
2. Identify the challenges they encounter while they use using English in classroom.
3. Use different strategies to improve their classroom English
4. Explain the relevance of classroom English in the delivery of contents in the
various subject areas;
5. Identify the various classroom situations where they use English functions
6. Distinguish the appropriate classroom English expressions that are used at
different situations and stages of their lessons.

5.2. Conceptualizing Classroom English

Brainstorming Activity 1.
Instruction: Answer the following questions individual and then, discuss your
answers to your fellow trainees
1. What is classroom English?
2. What, do you think, makes Classroom English different from the English
courses you have taken so far?
3. Why should secondary school teachers use Classroom English? List out the
reasons for using Classroom English for classroom instruction.

Activity 2: Read the following excerpt, and identify the purposes of classroom English that
go along with your subject area teaching. Then, compare the responses you have given for
the questions in Activity 1. Do this activity with a partner.

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 Classroom English is the collection of functional expressions used for communication
among teachers and students, from good morning/good afternoon to good bye students
(Louwerse, 2001). While emphasis is usually placed on the target subject, classroom English
appears an invaluable way of promoting the teaching-learning process in secondary school
classrooms where English is used as a medium of instruction. This is because we use it both
as the goal of our teaching and as the prime medium of instruction.

The classroom procedures derived from a particular teaching method almost inevitably have
to be verbalized in the classroom (Hughes, 1980).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. In English
medium subjects, all these classroom routines require the use of appropriate classroom
English expressions. Classroom English is therefore 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

5.3. Why Classroom English?

Activity 3: Below is a list of points about why we need to use classroom English. Read them
carefully. Then, compare your reasons with the listed points.

Tips: Why Classroom English?

Ethiopian Secondary School teachers teaching various subjects need to use Classroom
English because:
1. It provides authentic learning situations.
2. It provides familiarity with common phrases & expressions.
3. It helps teachers to know how to use the language real classroom situations.
4. It gives us confidence and motivation for successful communication
5. It enables students learn both the subject matter and the language by using the
language.
6. It creates conducive learning environment for linguistically diversified
student population.
7. It helps learners to have access to information and resources.

To What extent do your reasons match with the list? Have you got anything new to add
to your notes? Which ones?

5.4. Situations to Use Classroom English

The classroom is a genuine social environment which allows meaningful situational use of
the English language. As a secondary school teacher, therefore you need to identify the
various situations in which you are supposed to communicate your lessons. This section
attempts to provide you with the opportunity to exploit classroom situations successfully.

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 Activity 4: Reflections on the Experiences of Using classroom English

Instruction: Answer the following questions first individually. Then, compare your
answers in pairs. Report your answers to the class.

1. List out various situations (e.g. greeting) in which you use classroom English.
2. What expressions do you use in the situations you have listed?
3. Do you use only English at any phase of your lessons? In what situations do you
think subject teachers use local language rather than English?

Tips: Situations to Use Classroom English

There are at least ten common situations where Classroom English can be very much
helpful:
1. Introducing a lesson
2. Giving simple instructions
3. Expressing spontaneous situations (e.g. Late coming, class illness…)
4. Organizing pair- and group-activities
5. Setting Class Activities
6. Asking and responding to questions
7. Conducting needs analysis
8. Using audio-visual supports
9. Giving feedback, comments, confirmation, etc
10. Carrying assessment

5.5. Common Classroom Expressions

Activity 5.1: Below is a list of common English language classroom expressions. Which of
the expressions do you apply in your classroom? Indicate the frequency of use by
putting a tick (√) against your choice. Give reasons for your responses.

Scales: NA=Never Applied; SA= Sometimes Applied; and AA= Always Applied

No Classroom expressions NA SA AA
1. Could please settle down and get ready for the lesson?
2. Could you please stop talking when I‟m speaking?
3. I beg your pardon!
4. Please hand in your books by next Tuesday.
5. Please try make more of an effort next time.
6. Put your chewing gum in the bin please.
7. See me after the lesson.
8. Settle down please.
9. This is not your best work.
10. Turn round/face the front please.
11. We will not start until everybody is ready.
12. Would you care to repeat that?
13. You need to catch up with your missing (home) work.

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Activity 5.2: Categorize the above expressions under those that can be used at the beginning,
during and at the end of your lesson despite the purposes they are used for. Note that
one expression can be used more than once. Add also your own expressions that are
not included in the list.

At the beginning of your lesson During the lesson At the end of the lesson

5.6. Advises to Improve your Classroom English

Activity 6: Reflection on the Challenges of using Classroom English

Instruction: Brainstorm on the following questions and share your experiences of to
your fellow trainees
1. What are the common challenges you face while using English classroom for
teaching?
2. How do you solve the changes you faced? Reflect on the practical strategies that you
use to solve the challenges.
3. How do think that teachers can improve their use of classroom English?
Activity 7: The following are advices to improve the use of classroom English. Rate each
according to its level of importance. Use the following scale and tick (√) against
your choice: Scales: Not Important (NI), Important (I) and Very Important (VI).

No Items for advice NI I VI

1. Don‟t worry too much about your pronunciation-it is more
important for students to listen to English. You can practice
pronunciation of certain words and sounds if you are concerned.
2. If you are not very confident, write down some phrases and
practice them ahead of your class.
3. If your students don‟t understand something at first, don‟t translate
it immediately. Repeat the phrase and give your students some time
to work out what you are saying.
4. Encourage your students to use phrases in English too.
5. Remember that your classes don‟t need to be entirely in English.
Of course, you can use students‟ mother tongue too-just set
yourself the target of using more English each month.
6. Don‟t give up! Keep using English in your classroom.
7. It doesn‟t need to be perfect; it‟s about getting your idea out. Focus
more on getting it out than perfection.
8. When someone doesn‟t understand you, try again. Start with the
whole sentence again. Or try saying it a different way.
9. When you hear a new word, or like the way something is said, try

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 saying it yourself.
10. If you can, watch TV with English subtitles on. It helps show you how
people speak in real life.

Now, in groups of three or four, compare your ratings, try to prepare agreed-upon answers,
and report them to the whole class through your representatives.

5.7. Summary

This component of the training is thought to have given you a solid foundation of what, why,
and when to use classroom English. When we teach using English we need specific English
called English for teaching or commonly called Classroom English. Classroom English is
English used in the classroom for teaching. It should be noted that, acquiring classroom
English language functions and communication abilities necessitates more practical activities.
As a result, the following units introduce you to some practical phrases and exercises that are
designed to improve your understanding and use of Classroom English. As a result, it would
be preferable if you could practice and put them to good use with colleagues.

5.8 Reflections Self-assessments Activity

Instruction: Based what you have studied in this section, reflect on the following
questions Then, compare your answers with your fellow trainees.
 List out the possible classroom communication situations whereby a school teacher has
to use English language.
 List down the most important expressions that you have learned in this part. Give
reasons for your selection.
 To what extent the list of expressions provided in the Unit is comprehensive for you to
apply in your class;
 Do you think that the expressions in the list are adequate to satisfy your classroom
language needs in your subject area;

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 6. BEGINNING A LESSON USING AN APPROPRIATE CLASSROOM
ENGLISH

6.0. Introduction
In section one, it is noted that Classroom English is used at various phases of a lesson Based
on the stages of teaching, we can divide the classroom English into three big categories:
beginning of the lesson, the main teaching-learning activities, and closing the lesson. At the
beginning of the lesson teachers perform different activities such as greeting their students,
taking register, deal with late-coming, starting the lesson, revising the previous lesson,
preparing students for the lesson and introduce the day‟s lesson. Each of these classroom
activities requires the use of appropriate English language expressions. It is thus crucial that
teachers create a good impression using appropriate classroom English at the initial phase of
each lesson. This sections, therefore, focuses on introducing trainees with expressions
relevant to this end.
6.1. Learning outcomes
At the end of this training component, trainees are expected to:
 List out the common English language expressions used at the beginning of a
lesson;
 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
 begin their own lessons through appropriate classroom English expressions.

6.2. Common English Expressions used at the Beginning of a Lesson

6.2.1. Identifying the Expressions used for the Beginning of a Lesson
Activity 1: Brainstorming Questions

Instruction: Individually, think of the purpose for which each English expression is used
in each of the following classroom instances (1-11). Write your answers in your
notebook, and then discuss your answers with a partner. More than one
expression can be used for one situation.

1. Last time, we discussed logarithmic function.

2. In this lesson, we are going to deal with motion in a straight line.
3. How are you getting on/along?
4. Do you think coming late is good, Yomille?
5. Who can tell us what we discussed in the previous lesson?
6. Our topic for today is „State Formation‟.

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 7. Good morning class!
8. Let me check if anyone is absent.
9. I think we can start our lesson now.
10. Let me take attendance. 1, 2, 3, 4, …, where is number 5?
11. Are we all ready to start the lesson?

6.2.2. English Expressions Used to Prepare Students for a Lesson

Activity 2: Reflection on your Personal Experiences

Instruction: Answer the following questions individually and then, discuss your
answers with your fellow trainees.

1. What are the classroom procedures or routines that you carry out at the beginning
of a lesson in your school?

2. What English words, phrases or expressions you use to accomplish the procedures?

3. How often do you use the expressions to introduce the classroom procedures?

Remember! To get ready the classroom effectively, you need to have the classroom
language. You should identify the language functions and verbalize the classroom procedures
using the most appropriate words, phrases and expressions effectively. The sections below
will help you with this.

Activity 3: Classroom English to get the classroom ready.

Assume that 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?

Useful Expressions that you can use to get students go into the classroom.
Dear Trainees: Carefully study the expressions.

A. Hurry up! B. Come in, please.

Come on (now)! Come in and close the door
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.

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 C. Take off your things. D. Hang up your things.
Take your raincoat off. Hang up your rain coat on the peg.
Put your sports bag over there/ by the Hang your sports bag on the hook.
desk.
Put your lunch box in your
desk/aside/away.

Activity 4: In a group of four, say out the above expressions individually and then,
practice using the expressions with your fellow trainee.
Getting down Students : Even after going into the classroom, students may continue
chatting and moving here and there. Below are some common English expressions to settle
down students in the classroom.

Activity 5: Be in a group of four and study the expressions and practice to say out the
expressions roundly with your fellow trainees.

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?
C. It is time to start now. D. Put your things away
• Let„s start our lesson now, (shall • Close your desks.
we?) • Put your bags/lunch boxes away.
• Is everybody ready to start now? Take out your textbooks and
• I hope you are all ready for your • exercise books
lesson.
• I think we can start now.
• Let„s get started

Activity 6 : Role Play

Assume that after entering the classroom, you noticed a few students chatting and
moving around. Hence, make a group of four trainees, with one of you acting as the
teacher and the other three as the students who disrupt the class. Prepare the role play
using the common terms listed above, and then perform it in front of fellow trainees.

6.3. 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. Note that:
Every year/semester-new students. 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 do
everything carefully and effectively.

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6.3.1. Meeting a new Class and introducing oneself as a new teacher.

Activity 1: Brainstorming
Instruction: Discuss the following questions in small groups and reflect on their
responses.
1. What do you say on the first day of your class? Should you be formal or informal?
2. How would you introduce yourself to a new class?
3. How do greet your students? List the English expressions and phrases you use to
greet your students?

Dear Trainees, note that there are common useful expressions used for greeting as a new
teacher. So it is important to study and use them to greet your students in a classroom.

Activity 2: Peer Practice:

Instruction: Say out the following sentences with appropriate loudness and tone of voice.

1. It’s nice to meet you all.

 It‘s a pleasure to meet you as my students/

 Nice/ a pleasure meet you/see you.
 It gives me a pleasure to be your teacher.
 I‘m happy to be your teacher.
 I’m looking forward to working with you.
2. Let me introduce myself.
 Allow me to introduce myself.
 Perhaps you’re wondering who I am.
 Let me tell you something about myself.
3. My name is Mr. Fayisa.
 I’m your new Chemistry teacher.
 I’ll be teaching you Maths/Biology/ this year.
 Let me tell you ( something / a little bit ) about myself

Appropriate replies the above greeting:

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.

Dear Trainees:

Note that the following expressions can be used by teachers to create a good
atmosphere:

 I hope we‟re going to work very well together.

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  I‟m sure we‟ll have some good lessons together.
 I‟ve heard some good things about this class.

After the teacher introduces him/herself, the next step would be to ask the students to
introduce themselves. The following may be useful with a new class:

 What about you ?

 What‟s your name?
 Can you introduce yourselves to me ?
 Can you tell us something about yourself?
 How do you pronounce your first name/surname?
 How do you spell that ?

Activity 3: Reflection
1. 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?
2. Put the expressions he used into(A) useful for self-introduction‖ and (B)irrelevant for
self-introduction‖
Example of an Introduction
Welcome. Welcome to the new school year. My name is Mr. Yomiyyu. There it is on the
blackboard. It is spelled YO-MI-YYU. I would like to be addressed as Mr. Yomiyyu, 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 BSc 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. Yomiyyu. 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!

Activity 4 : Role Play

Assume that you are meeting grade 9 students to teach Physics/ Biology/Maths. Prepare
the role play using the common terms listed above, and then perform it in front of fellow
trainees. Then, greet and introduce yourself as a new teacher using appropriate
expressions. You will act as a new teacher and your fellow trainees will act as students.
After you introduce yourself ask the students to introduce themselves using appropriate
expression.

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6.3.2. Every day greetings as a regular teacher

Activity 5: Discussion

After you meet your students for the first time, 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.
1. Good morning/afternoon ,
 Good morning everybody
 Good afternoon , everyone.
 Good evening to you.
 Good morning students
 Hello, everybody.
2. How are you all, today?
 How are you Tola/ Chaltu?
 How are things with you Roba/ Singitan?
 How are you getting on?
 Are you feeling better today, Yomiyyu?
 Are you (all) feeling well today?
 How’s everyone feeling , today?
 How’s it going?
 How are things?
3. I hope you all had a nice weekend.
 I hope you‘ve recovered from your cold, Yomille?
 I hope you are all feeling well.
 I hope you are all feeling fit today.
 I hope you‘ve all had a nice/good weekend /holiday.

In the meantime, 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.

Activity 6: Reflection
Instruction: Look at the following conversation, and then discuss the questions in
groups of 4.
Teacher: Good afternoon everybody.
Students: Good afternoon, sir.
Teacher: Well, how are you all today?
Students: Fine, thank you, and you?
Teacher: Very well, thank you. And what about you, Juwar?
Juwar: I‟m very well, thank you, sir.
Teacher: Good.

Questions for Discussion:

 What are they talking about?
 How do you know? Identify the expression they used to support your answer.
 What effect does this have on students? Why?

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Dear Trainees, note that in the above conversation, the teacher and his students exchanged
greetings before the teacher began teaching. The teacher begins the daily teaching, by
greeting my students. This creates positive relationship between the two. So, you are
recommended to exchange greeting with your students.

Activity 7:Role Play

Now you have noted the common expressions and phrases that are used to greet
students in a class. Then, select the expressions and practice individually to greet
your ‘students’. Then, you will demonstrate how to greet learns by being in front
the fellow trainees.

6.4. Taking Attendance and Starting a Lesson using Appropriate

Classroom English
6.4.1. Taking Attendance

Dear Trainees; Note that checking who is present and who is absent is among the classroom
procedures that an effective teacher is supposed to practice. Traditionally, this is done by
using simple questions.

Activity 1:
Instruction: Below are the common questions that are used to check attendance with their
appropriate response in the right column. Thus, practice saying out the questions as a
teacher.

Expressions Replies
• Who is absent today? Who isn„t here I don‟t know/I have no idea.
today? I haven‟t seen him/her today.
• What„s wrong with (student„s name) He/She wasn‟t here yesterday, either.
today? He;s/She‟s ill/not well.
• Does anyone know where (student„s He/She wasn‟t feeling very well,
name) is? He/she went home
• Any idea why (student„s name) is He is/She‟s gone for a medical
absent? examination.
• Who was absent last time? He/She has probably missed the bus.
• Who missed last Wednesday„s lesson? He/She has got the flu/a cold
• You weren„t at/in yesterday„s class, He/She is in bed with the flu/a cold.
were you?

When you are taking the register, you may need to comment or ask questions. Study how the
above expressions are practically used to take attendance by the teacher.
Teacher: Let‟s see if everyone‟s here. Are you listening?
Students: Yes Sir / Teacher / Madam
Teacher: Right! Halima?
Student: Yes
Teacher: Ali? Does anyone know where Ali is? Is he absent?
Student: I don‟t know; perhaps he‟s ill.
Teacher: Yes, he might be. Alright. Gemachu?

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Remember, not all teachers take the register in the same way, or at the same time in a
lesson! The next examples all introduce the roll-call in a lesson. What makes each one
effective? How? Do you have any other suggestions?
• Right, I‟m going to call the roll.
• Now! I‟ll take the register.
• OK! Listen while I call your names.
• Quiet, now, please. Let‟s see who is absent.
• Now! Let‟s see if everyone‟s here.
• Is anybody absent?

Activity 2: Role Play

You have now learned the questions along with appropriate replies for taking
attendance. It is now time for you to put it into practice. As a result, make a group of
5 trainees. Then, take turns acting as teachers and practicing these questions and
replies. Your group members should also practice responding appropriately.
Remember to teach your students to provide appropriate responses.

6.4. 2. Getting students ready and drawing students’ attention to 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 3: The following are English expression that are used to drawing
students’ attention to the lesson and to move into the day’s lesson. Thus,
practice saying the expressions aloud with your fellow trainees.
A. I hope you all are ready for your Biology/Chemistry/Physics 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 4: Role Play

Assume you get ready to teach Chemistry/Biology. Use appropriate English Expression
and then, get students’ attention to your lesson, Please practice this activity with your
fellow trainees by sharing your responses.

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6.4.3. Introducing aims and stages of a lesson.

The following are the expressions that you can use to introduce the aims and stages of the
day‟s lesson.

Activity 5: Practicing the Expressions

Instruction: First study the expressions. Then, with a partner rehearse them.

A. Stating the topics

 Today we going to discuss …………
 Today we are going to talk about ……………..
 Our today’s topic is …………….
 Our today’s discussion is ………..
 In this lesson we will study------
 This week we will learn how to----
B. The expressions used to introduce the aims of a lesson
 The aim of this lesson is…
 Let me tell you what I want to do today/in this class.
 What we‘re going to do today is….
 What I want to do today is…
C. Expressions to introduce the stages of the lesson
 Today, we are going to do/cover three things. First, Second…. Thirdly….
 In this class, I want to look at three topics.
 Today, I‘m going to deal with four things. firstly…After that… Finally

Activity 6: Reflection
Below is a sample of introducing the topic, aim and stages of a lesson made by Grade 11
Chemistry teacher. Hence, study the expressions in bold used by the teacher to do so.
Then, say out the expressions with your partner.

CHEMISTRY GRADE 11
Dalton’s Atomic Theory and the Modern Atomic Theory(Page 3-6)
In this lesson, you will learn about Dalton‟s Atomic Theory and the Modern Atomic
Theory. The aim of this lesson is to introduce you the postulates of Dalton’s atomic theory
and postulates of the modern atomic theory. Today, we are going to cover three things.
First, I will explain about Dalton’s atomic theory. Second, you will learn about atomic
theory. Finally, we are going to discuss the similarities and differences between the two
theories.

Activity 7: Discussion
The following is an example that illustrates how Grade 11 Physics teacher introduces the
topic, aim and stages of a lesson. Thus, study the extract and identify the English
expressions that are used by the teacher introducing aims and stages of a lesson. Then,
comment on the appropriateness of the expression and share your comments with your
fellow trainees.

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 PHYSICS GRADE 11
1.5 Current Status of Physics(Page 10-15)
Today we will discuss about the current Status of Physics. Dear students, note that currently
there are a lot of discoveries and inventions in the different parts of the world. However,
what I want to do today is to explain the newest discoveries in physics. At the end of this
section you will be able to list at least five recent new developments or discoveries in the
fields of physics. In this lesson, I‘m going to deal with four subtopics. First, discovery of
Exoplanets are explained. Then, I will discuss bout quantum cryptography. Thirdly, you will
learn about the discoveries in High energy physics (Particle Accelerators) and gravitational
wave (Large scale structures). Finally, the future perspectives of physics are described.

Dear the Trainees:

Now it is your time to present and Practice the specific language function.

Activity 8: Role Play

It is hoped that you have grasped the expressions that you can use to introduce the aims
and stages of the day’s lesson. Now you are expected to practice how to use the
expressions practically by following the above models. Thus, first select one specific topic
from the subject that you teach. Then, prepare and introduce the aim as well as stages of
the lesson. Finally, you will orally present the introduction in front of the trainees.
Remember to use appropriate English expressions.

6.5. Lesson Revision and Dealing Late Comers with Appropriate English
Expressions
6.5.1. Revising the Previous Lesson and Moving to the Next Lesson

How do you move from one stage to the next?

After you introduce the aim and stage of a lesson, you may not directly start the lesson.
Sometimes you may revise the previous lesson. Revision helps students to consolidate what
they already know before introducing the next topic. Hence, it is important to know the English
expressions that are commonly used for lesson revision.

Activity 1: Activity For Practice

Look at the following examples on the topic of revision. Then, say out the expression loudly
with the group of four trainees.
1. Before we move on, let‟s revise the ideas we learnt yesterday.
2. Alright! Who can remember what we did last time?
2. Now, can you tell me what we practised last time?
3. OK! Who can tell me what we learned in our last lesson?
4. Let‟s go over yesterday‟s lesson, shall we?

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 Activity 2: Revising the Previous lesson
Instruction: Remember the last topic that you taught to your students. Then, jot down the
points you taught in the previous lesson. And organize the key points using the appropriate
English Expressions. Finally, present your revision to your fellow trains by taking turns.

6.5.2. Dealing with Late Comers in English

It is usual that some students come late and interrupt the class. So, it is important to deal with
the latecomers using appropriate English expressions.

Activity 3: Brainstorming Questions

Answer the following questions individually and share your answers to your fellow friends.

 How do you deal with students who usually arrive late?

 What are the English expressions that you use to deal with late comers?

Common English expressions to deal with latecomers:

Activity 4: Study the common English expressions with your friend and say them out
loudly.
Common expressions include: Responses
A. Why are you late?  Teach your students
 Where have you been? appropriate
 What have you been doing? We started ten minutes apologies
ago. o I‟m sorry I‟m late.
 Did you miss your bus? o I‟ve been to see a
 Did you oversleep? doctor.
 What do you say when you are late? o I missed the bus.
B. I see. Well, come in and sit down. o I have been helping
 Please, hurry up and sit down. We have already my mum/dad.
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.
 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.

Activity 5: Role Play

Form a group of three trainees, one of whom will serve as a Math teacher and the other two
as students. Assume that two students are late for class and that the Math instructor is
required to deal with the latecomers. Address the latecomers as a teacher using appropriate

19
English phrases. Two learners react to the teacher's reaction. Please practice this by taking
turns swapping roles with a group. Finally, three groups will perform the role play for the
entire class.

6.6. Summary
In this unit, you have learned English expressions that used for beginning a lesson.
Specifically, there are various common English expressions that used for getting the
classroom ready, greetings and self-introduction, taking a register, starting a lesson and
dealing with late comers. We can learn the expressions and practice them as often as possible
to get used to them. To this end, it is suggested to make a conscious effort to include more
Classroom English Phrases in your lessons. One concrete way of doing this is , for example,
to write them into your lesson plans , or to jot them down at appropriate places in the
textbook. You can then rehearse the phrases while preparing your lesson. Use them whenever
you teach in your class. Practice makes perfect. So, keep on practicing and don‟t give up
easily. This is one way to increase your confidence and expand your repertoire of classroom
phrases.

6.7. Self-assessments Activity

Instruction: Based what you have studied in this section, reflect on the following
questions Then, compare your answers with your fellow trainees.
Choose a topic in your field of teaching and prepare 10 minutes of micro-lesson on
that topic. In this Unit, you will present the beginning part of the lesson in which you
will show how you use the English expressions used for greetings, taking-register,
dealing with late-coming, opening the lesson, reviewing a previous lesson (assumed)
and introducing the new lesson. You will complete and implement the other parts of
your lesson in the subsequent units of this Module.

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7. English Language Expressions Used in Running a Class
7.0.Introduction
This section aims at providing trainees with common English language expressions that they
can employ when presenting their lessons. Expressions to be used when running a given class
vary to address different classroom functions. Hence, a wide range of expressions which are
often used in introducing the lesson, getting students‟ attention, maintaining classroom
discipline, giving instructions, asking for clarifications and verifications and providing
feedback will be focused on.

The section is more of activity-based instead of giving mere lecture to trainees. To this end,
trainees are expected to actively participate in sharing their experiences to facilitate deeper
understanding and mastery of classroom language.

7.1.Learning Outcomes
At the end of this section, trainees will be able to:
 give appropriate instructions related to recurrent classroom activities;
 ask classroom questions fluently and flexibly using various forms;
 use appropriate expressions to set and sequence lesson activities effectively and
communicate the sequencing to their students;
 apply common expressions to give feedback and comments on students’ activities;
 use expressions successfully to clarify students’ questions and verify explanations.
 take into account student diversity in the classroom and design activities that could
address students’ needs;
Activity 1: Brainstorming Questions

Instruction: Individually do the following activities, and share your answers with your
partner.

a) List down the situations (activities) you do when you deliver a lesson (e.g. getting
your students‟ attention, forming groups, etc).
b) List down at least three English language classroom expressions that can serve you to
accomplish each situation (activity) you have listed above.
c) Are there any subject-specific (e.g. Chemistry, Biology etc) English language
classroom expressions used in presenting lessons? If any, list them down.

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 7.2. Classroom Instructions Using Appropriate English Expression
Activity 2: Reflection
Instruction: answer the following questions individually, and then discuss in pair.

1. Are you good at giving classroom instructions? If your answer is „Yes‟, what are the
indicators? , and if your answer is „No‟, why?
2. Please, list down expressions that you often use to give classroom instructions?
3. Are there any subject-specific (e.g. Chemistry, Biology, Physics etc) expressions that
you use to give classroom instruction? If any, list them down.

Activity 3: Language for classroom Organization (Grouping)

Instruction: Be in-group of four and share their experiences pertinent to classroom

organization (grouping that foster interaction and critical thinking). Then, the secretary of
each group will present the result of their discussion to the whole class. Finally, trainees will
complete the following instructions and sort them out under command, request and
suggestion. They can also add expressions to the list below if they do have any.

 Be in pair and discuss………

 Please, be in group of …….and share……your…….
 Join……….
 Would mind joining ………..?
 Will you form a group of …….. and discuss on…….
 I want you to make a group of ……….
 I wonder if you work in ……
 Let you in pair/ group and……
 Form a group of………
 Make a circle…………..
Command Request Suggestion

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Activity 4: Acting out Commands and Requests

Instruction: Trainees will take turns and act out the following commands and requests with
the appropriate projection and tone.

 Please, put your pencil down.

 Put your pencil down.
 Jote, come here, please.
 Would you write that on the board?
 Could/would you say it again?
 Will you write this out neatly at home?
 Clean the board, would you, please?
 Try it again, will you?
 I wonder if you could say it in your own words.
 Would you mind repeating what you said?
 Would you kind enough to share your book with partner?

Activity 5: Be in a group of four and discuss when and why the following sentences are
used.

1. Let„s do question 1-5 on page 60.

2. Let„s not waste any more time on these questions.
3. Let„s try question 6-8 as well, shall we?
4. What about doing questions 9-12?
5. What if we leave questions 13-15 until next time?
6. Why do not leave questions 13-15 until next time?
7. Couldn„t we leave questions 13-15 until next time?

Activity 6: Giving suggestions

Inform trainees to be in pair and play teacher‟s role under each category below. Then, ask
them to discuss when it is appropriate to use these expressions.

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Category 1
 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.
Category2
I suggest leaving this activity until next time.

I would suggest starting with question 2.

May I suggest working in pairs.

Category 3
I suggest We check this next time.

I would suggest You learn this by heart.

May I suggest You underline this phrase.

My suggestion is We do this exercise first.

Category 4

Better Quicker if you wrote in ink.

Neater just crossed the words. underline it.
It would be more sensible To begin with No. 8. read in sections

Note on Suggestions
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? 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 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.

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7.3. English Language Expressions Used for Classroom Questions

Activity 1: Reflection on your Experiences

Instruction: Get into groups of four and share their experiences based on the following
questions.

1. What type of questions do you often ask? Why so?

2. What are the effective questioning techniques which you often to use to enhance
students‟ engagement?
3. Do you give equal chance for the whole class or let volunteers react to questions you
often pose? Why?
4. Do you provide reasonable wait-time when you ask questions? Why/why not?
7.3.1. Purposes of Classroom Questions

Activity 2: Individually list down major purposes of classroom questions, and then brief
them note given below.

Questions can be and have been used for a wide variety of educational purposes:
 reviewing previously read or studied material;
 diagnosing student abilities, preferences and attitudes;
 stimulating critical thinking;
 managing students‟ behaviour;
 stirring creative thinking;
 personalizing the curriculum and
 assessing students‟ knowledge.

Classroom questions also have further advantages:

 Asking questions helps teachers keep students actively involved in the lesson;
 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
behaviour and questioning helps teachers to evaluate student and revise their
lessons as necessary.

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Activity 3: Be in pair and discuss on the difference among questions provided under five
categories given below. Then , give brief explanation based on the tip given under the table.

Category „A‟
1. Is the instruction clear?
2. Does everybody have his/her own textbook?
3. Will you all listen to me carefully?
Category „B‟
1. Isn‘t the instruction clear?
2. Doesn‘t everybody have his/her own textbook?
3. Won’t you all listen me carefully?
Category „C‟
1. Are you sure?
2. Do you have a different/another view?
3. Do you really think so?
Category „D‟
1. Is leaf or steam which store food?
2. Will you do the experiment or read the assignment this afternoon?
3. Did Mr.Tolina or Miss Biftu teach you Mathematics last year?
Category „E‟
1. Do you know what we are going to next?
2. Can you tell me who was the founding father of genetics?
3. Could you explain why you prefer to do your assignment on this topic?

Tips for ‘yes-no’ Questions

All questions under Activity 11 are Yes/No questions. Such questions are answered with a
nod or by raising a hand. They are ideal for beginners and for comprehension work and for
lesson progress at all levels.
 The questions under category „A‟ are in the basic form. They require a high-rising
intonation on the item being asked about.
 Questions under category „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.

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  Questions under category „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.
 Questions under category „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.
 Questions under category „E‟ are indirect questions. If the question is made in direct,
i.e. preceded by the phrases.

Activity 4:Be in-group of four and assign a chairperson and a secretary. Then, discuss what
you have noticed in the scenarios given in the table below.

Category ‘A’
1. Where the birth place of Professor Gebisa Ejeta?
2. Who is the founding father of Genetics?
3. When was the first modern education stared in Ethiopia?
Category ‘B’
1. Why don„t you carry out an experiment?
2. Who wasn„t present last time?
3. Whom don„t you like at all?
Category ‘C’
1. Where do you think he is planning to go?
2. Why do you imagine he left the group?
3. How long do you think it takes me to master this content?
Category ‘D’
1. Tell me what you want to be in the future.
2. Explain how did you solve that difficult question.
3. Show me the steps you followed.

Tips for WH-Questions

When we ask WH-questions, it is necessary to use one:

 who, whom, whose, what which, when, where, how or why.

27
  questions Category „A‟ in table above are in the basic form, i.e. in the affirmative
form.
 questions under Category „B‟ above are negative WH-questions. In such questions,
the verb must appear in its contracted form.
 questions under Category „C‟ are rather 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.
 Sentences under Category „D‟ above are inverted questions, i.e. the questions are
presented in imperative forms.

Activity 5: Order trainees to read the following classroom expressions and categorize them
under verification and clarification in the table below. Then after, tell them to be in group of
three and discuss why they did so.

1. Are you sure about that?

2. Are you trying to say …?

3. Can you rephrase that?

4. Correct me if I‟m wrong, but what I think you are saying (mean) is ….

5. Could you repeat that?

6. Do you mean that …?

7. Hmm. I‟m not sure where that came from.

8. I think I understand, but let me put (explain) it a different (another) way.

9. I think you want to say …. Is that correct?

10. If I understand you correctly, you mean…

11. Let me get this straight…. OK?

12. Let me see if I understand you. What you‟re saying is ….

13. One more time, please.

14. So, you‟re saying that …. Is that right?

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Expressions applicable to verify ideas/ Expressions applicable to clarify
concepts ideas/concepts/doubts

7.4. Language of Classroom Management and Feedback Provision

7.4.1.. Language of Classroom Management

Activity 1: In pairs, read the following scenarios and apply appropriate classroom
expressions to manage the situations. Choose possible expressions from the box below. Do
the activity playing the role of a teacher and a student. Also, swap roles after each scenario.

Scenario 1: Assume that one of your students does not follow directions. Either he/she is not
paying attention or does not hear the directions correctly, but you know you will have to
repeat every direction just for this student.

Scenario 2: You have a student who constantly interrupts the lesson by speaking out and
making noises.

Scenario 3: A student in your class frequently watches outside through the window while
you are teaching. This student upsets you and you decide to warn him/her.

Expression for Classroom Management

I have got enough of your misbehavior. Great work! You will get a prize.

Please try to finish the task on time. The class next door can hear you.

Please stay on the task. What happened to you today?

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 Stop talking! (Be) quiet please.

Are you following me? Are you with me?

Is there anything new today? Dula, what was the last point I
mentioned?

This is your last chance.

Activity 2: Sit in pair and take turn in the manner that shows teacher‟s and students‟ role.

Category ‘A’

Don„t look out of the window. Pay attention now.

Try to concentrate now. Eyes to the front, please

Could I have/get your attention, please? Don„t sit there day dreaming

Category ‘B’

Don„t move. Settle down, all of you.

Everybody stay where you are. Don„t keep turning round.

Turn round and face me. Don„t be such a nuisance.

Category ‘C’

Be quiet! Everyone listen. Don„t make such a noise

Don„t all shout/talk at once. Don„t bang/slam the lids of your desks.
Get on with your work quietly. This is not a holiday camp/rock festival.

Shall we try to behave like normal human beings for a change?

After they did the role play, check if they have you noticed that the phrases in Category „A‟
are used to control gaze, those in Category „B‟ movement and those in Category „C‟ noise?

Activity 3: Think of two appropriate phrases that you might address the following students
misbehavers.

30
 1. Moti is not paying attention.
2. Boku- finds it impossible to be silent for more than a minute at a time.
3. Singitan is not looking at the blackboard.
4. Caaltuu is sprawled out across her desk.
5. Solan is disturbing the girl next to him.
6. Tolassa is copying the answers from somebody else.
7. Mifta is daydreaming in the class.
7.4.2. Giving Feedback

Activity 4: Be in a group of four and look at the words, phrases and sentences in each
category, then write down their functions and compare it with that of your partner.

Category „A‟
Quite right. Right you are.
Right! Yes!
Fine! Uh-hih Hm-hm

Category „B‟
That‘s quite right. That‘s right.
That‘s it. That‘s correct.
Yes, you‘ve got it. You‘ve got the idea.
Category „C‟
Excellent! Very good!
Well done! That‘s nice!
Marvellous! Magnificent!
Category „D‟
There‘s nothing wrong with your answer.
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.

Now, check your points against the comments given below, and add similar expressions to
the lists.

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  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.
 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 or, (ii) if the
student correctly answers a question.
 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.
 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 5: Here are some common phrases which are used to give feed-back. Compare them
with those in Activity 14 and identify the situations in which we use them.

It could be. It depends. It might be, I suppose.

You were almost right. Almost right. That‘s almost it.
Not exactly. You‘ve almost got it. You‘re on the right track.

Activity 6:Compare the following expressions meant for feed-back with those under Activity
4 and 5. When do you use these ones?

No, that„s wrong. I„m afraid that„s not quite right.

You can„t say that, I„m afraid. Good try, but not quite right.

That„s not correct. Unfortunately, not

Try it again. Have another try.

Have a guess if you don„t know. Have a try.

Activity 7: Practice phrases below that could be used to encourage students when they
improve in their second attempt and at the same time to motivate them do something better.
Practice them with the appropriate tone.

32
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„ve improved no end

You„re getting better at it all the time.

You can do better than that. Try harder.

Put a bit of life into it. A bit more effort.

Come on, wake your ideas up. There„s room for improvement!

Come on, can„t you do any better than that?

I hope you will do it better next time.

When you try this again, I shall expect you to…

The next time we do this, I want you all to…

Feedback Provision

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. One of the teacher„s roles in the
classroom is giving 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. 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

33
since the student doesn„t have to selfcorrect 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.

Activity 7: Demo Lesson Evaluation

Sample Demo Lesson Plan

Teacher Mr. Boja Date 23/03/2016

Subject Biology Grade 10

Vocabulary/ Revisit definitions of re-made Three baggies of materials labeled

mitosis and each phase
Academic of mitosis within the Materials: “Oldest: interphase and prophase,

Language class packet. Second Oldest: metaphase and

 Mitosis anaphase, and Third Oldest:
 Interphase telophase and cytokinesis,”
 Prophase respectively.
 Metaphase
 Anaphase Provide pipe cleaners in each bag to
 Telophase form models of mitosis steps.
 Cytokinesis
Premade posters with objective,
grade/subject, my name, and class
rules.

Paper packets for students to follow

along with each section of class

Provide students who need greater scaffolding during group practice with paper-based

34
models of their phases of mitosis to line their physical models. If possible, try to provide
several copies of the lesson‟s key points and directions in the two most common regional
languages (aside from English). Provide visual aids for directions, questions, and/or key
points whenever possible.

Provide at least 1-2 challenge questions per section of the lesson for students to complete if
they finish early

Students:
 What students should be doing, how, and for how long.
 What differentiation/scaffolding will be provided?
Teacher:
 What you will be doing during this time and how you will check for understanding
throughout the lesson.
 What student-friendly directions you will provide.

Teacher: Good morning class!

Students: Good morning teacher!
Teacher: How was the weekend? I hope you enjoyed it well. Before beginning the
class let me check if there anyone who is absent. Over there! Where is Melka?
Student: He is sick.
Teacher : I wish him fast recovery. Great! Who can remind us what we have leaned
last Friday? Yes, Fatuma?
Fatuma: Cell division and Growth
Teacher: Good! Would you tell us the main points that we covered in the lesson?
Fatuma: In unicellular organisms, cell division is the means of reproduction; in
multicellular organisms, it is the means of tissue growth and maintenance.
Teacher: That is very nice of you! Anything more? Bikila, please, continue.
Bikila: In adults , most cell division is involved in tissue renewal rather than growth,
many types of cells undergoing continuous replacement.
Teacher: It means that I stopped growth. Thank you! To add very few points, before
a cell can divide, it must accurately and completely duplicate the genetic information
encoded in its DNA in order for its progeny cells to function and survive. This is a
complex problem because of the great length of DNA molecules.

What I‟m going to teach you all today is how to use a model to demonstrate cellular division.
We only have 20 minutes. Today, we‟re going to build on the pervious lesson. Now, quietly
watch me as I show a model of each step of mitosis. Do you know what mitosis is? Mitosis is
the process by which a cell replicates its chromosomes and then segregates them, producing

35
two identical nuclei in preparation for cell division. Mitosis is generally followed by equal
division of the cell's content into two daughter cells that have identical genomes.

Mitosis can be divided into five phases. In prophase, the mitotic spindle forms and the
chromosomes condense. In pro-metaphase the nuclear envelope breaks down (in many but
not all eukaryotes) and the chromosomes attach to the mitotic spindle. Both chromatids of
each chromosome attach to the spindle at a specialized chromosomal region called the
kinetochore. In metaphase, the condensed chromosomes align in a plane across the equator of
the mitotic spindle. Anaphase follows as the separated chromatids move abruptly toward
opposite spindle poles. Finally, in telophase a new nuclear envelope forms around each set of
unraveling chromatids.

You can also follow along with the diagrams in your packet notes. I‟ll let you all practice
with your own models in a few minutes while I come around and check. (going around, it is
nice attempt.) We will see this topic in detail next period. Let you summarize what we have
learned today by being in group of three. Assign to each other two phases of mitosis, based
on your ages.

a. The oldest student will create the model for interphase and prophase
b. The second oldest student will create the model for metaphase and anaphase.
c. The third oldest student will create the model for telophase and cytokinesis.

If you do have any question on our today‟s lesson, you are welcome. If you do not have
any, read critically the note on page 56 of your textbook and do exercise 10 on page 57.
The bell is about to ring. See Wednesday morning at 10:00a.m.

Ask trainees to be in pair and discuss on the following questions based on the demo
lesson given above.

1. Is the demo lesson well designed or not? What is your justification?

2. How do evaluate flow of the lesson?
3. Do think appropriate classroom language were employed in the sample lesson above?

7.5. Summary

An effective teacher is an excellent communicator and; therefore, thinks about improving his
or her presentation skills. One of the most important aspects of communicating is shaping
both content and style to fit your audience. In the classroom, if you cannot communicate in

36
the manner, that is both comprehensible and interesting to your students, their learning will
be greatly affected. Finally, effective lesson presentation involves the learning experiences
teachers‟ setup to achieve the indented learning outcomes by students.

7.6. Self-assessments Questions

Develop a 15 minutes’ micro-lesson. In your micro-teaching, pay attention to the classroom

English language expressions you use for different purposes at different stages in
running your lesson. The micro-teaching should include:

1. Greeting.
2. Instructions to start the lesson and reminders of ground rules.
3. Recapping on previous lesson.
4. Explanation of objectives.
5. Teaching a maximum of 3 points with 1 example of an instruction and checking
understanding, 1 example of giving feedback and one method of explaining and
clarifying.
6. Ending the lesson by summarising and giving homework

7.7. Reflection
Instruction: This is a home-take assignment which you are required to do independently.
Reflect, in writing, on what you have studied in this section.

1. How do you evaluate the lesson you obtained from this unit against your expectations
of the classroom English language?
2. If you feel that there are missing elements, what do you think they are? List them
down.
3. How do the contents of this unit change your view of your teaching practices as they
pertain to classroom management and discipline?
4. Which of the English language expressions you studied in this unit are new to you?
Which activities helped you enhance your previous knowledge?

37
 8. English Language Expressions Used in Ending a Class
8.0. Introduction

This section provides you with language expressions to be used at the end of a lesson. Like in
the previous units, the expected learning outcomes of the unit will be achieved by doing
activities which promote active involvement, experience-sharing, focused interaction and
negotiation. Thus, follow the instructions given under each section carefully and go through it
as effectively as possible.

8.1. Learning outcomes

At the end of this unit , you will be able to:

 Recap the daily lesson precisely.

 signal the end of a lesson using appropriate classroom language.
 provide suitable feedback in a very polite manner.
 talk about the next lesson by using catchy and inspirational sentences.
 give homework, assignments and extra work using simple language.

8.2.Wrapping up the lesson

Activity 1: Answer the following questions individually, and then share your experiences to
their partner.

1. What is lesson closure?

2. What kind of questions do you ask to briefly summarize the daily lesson? Please, list
down at least three most common summary questions that you often ask.
3. How do you complement your students when they give you correct answer for
summary questions you have asked?

Activity 2 : Read expressions given in the table below that will be used to end the first and
last lessons of the unit/chapter. Then, order them to be group four and add similar expressions
of their own under the two categories below.

End of the first lesson End of the last lesson

38
Well, it was a pleasure meeting you (all). You have showing improvement in your
English language pro this semester.
It was nice to meet you all. It was a pleasure teaching you.
That lesson was mainly just to get to know Good luck in your future studies /work /
each other, so next time we„ll start using your lives.
textbook.
I want to finish each lesson by standing up This is the end of the week / semester / year /.
and saying goodbye to the class, so …. Do not forget investing your time properly on
studying.

3.2.Announcing Time to Stop Working (Finish a Given Activity)

Activity 3: Please, answer the following questions based on your teaching experience and
discuss on each of them in-group of three.

1. How do inform your students as you have finished the day„s lesson, but you still have
a few minutes to stay in the class?
2. Would you list down expressions that you often use to inform your students that the
time is over, but you have something important to finish?
3. If the time is over before you finish the lesson, what will say?
4. Let say, you have few minutes to finish your lesson, but students appear to leave
class. What sorts of expressions do use to get their attention?

Activity 4: Inform the trainees that the table below presents a list of language functions
useful to announce time stop class. Then ask them to add three to four expresses under each
category.

Category 1 Category 2 Category 3 Category 4

We'll have to stop We have five We'll finish this next Wait a minute
now minutes over time

39
It's almost time to My watch must be We'll finish off this Hang on a moment
stop slow. exercise in the next
lesson

I'm afraid it's time to There's no point (in) We've run out of One more thing
finish now beginning anything time, but we'll go on before you go.
else this time
with this exercise
next time

We'll have to stop Carry on with the We'll continue Don't go rushing off.
here exercise for the rest (with) this chapter I have something to
of the lesson
next Monday tell to you.

8.3.Setting Homework and Assignment

Activity 5: Request trainees to read instructions and questions given below and let them
attempt all.

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 from A-D? Please,
add simple expressions that you often use under each column below.

Function ‘A’ Function ‘B’ Function ‘C’ Function ‘D’

40
This is your Finish this off at There here will be a Don't forget about
homework. home. test on this next your assignment!
Wednesday.

This chapter / lesson Do the rest of the I shall give you a Remember your
/ exercise is your exercise at home. test on these chapters assignment.
home work. sometime next week

Your homework for You will have You can expect a test Please, pick up a
the coming class is to/must read the last on this in the near copy of the
exercise 2 on page topic at home. future. worksheet as you
11. leave .

As homework, please Finish the question Please, revise Collect a copy of

do … / I„d like you to you're (working) on lessons 4 and 5. questions from my
do … / would you at the moment, and There will be a test desk.
do…? do the rest at home. on them sometime.

8.4.Valediction(Farewell)

Activity 6:

Tell the trainees to sit pair and group the expressions into end of a first class, a lesson, a
week, a semester, etc. Then, they will design a conversation of their own and act it out.

Goodbye See you again on Have a nice weekend Tomorrow I won't be here
Tuesday we'll meet in next week
room 14

Goodbye, boys I'll see you (all) Have a good I'll see you in Go and join
again next room 7 after class 10B for

41
and girls Wednesday holiday/Christmas/Easter the break your English
lesson

Bye-bye, See you Enjoy your holiday There's been a I'll leave
students tomorrow change of room him/her some
afternoon again for next week work to give
you

Goodbye, I'll be seeing I hope you all have a We'll be This was my
everyone some of you nice vacation meeting in last lesson with
again after the room 19 you
break instead 3

8.5. Clearing the Class

Activity 7: Inform trainees that the following are instructions that we can use to make students
leave the room. Then, ask them to identify Which ones are simple instructions, commands and which
polite requests?

Category ‘A’

Queue up by the door

Make a queue and wait for the bell / until the bell goes.

It„s tidy up time.

Go and join the back of the queue.

Category ‘B’

Will you; please, go out?

Everybody outside!

42
All of you, get outside now!

Hurry up and get out!

Category ‘C’

Go out quietly.

Try not to make any noise as you leave.

Be quiet as you leave.

Other classes are still working.

Please, don„t make any noise in the corridor (as other classes have tests).

Category ‘D’

Don„t forget your bags / coats / posters ….

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: Filling in the conversation

Tell trainees that the following conversation could takes place at the end of a lesson. By looking at
what the students say, fill in the part of the teacher. Then after, trainees will act out the conversation.

Teacher: (1) ________________________________________

Roba: I don„t know. I haven„t got a watch.

Teacher: (2) ________________________________________

Sitina: Ten to twelve.

Teacher: (3) _________________________________________

Sitina: Well, I„m putting in the bag my books and exercise books.

Teacher: (4) Please, don‟t forget doing exercise 3 on page 70

Roba: Oh no, the same exercise again!

Teacher: (5) ______________________________________________

43
Abera: I missed that. What chapter was it we„re supposed to prepare?

Soboka: Seven, down to line 32, for next Thursday

Teacher: (6) ________________________________________________

Soboka: Oh no, not a vocabulary test as well!

Teacher: (7) ________________________________________________

Roba: You won„t see me at least. I„ve got to go to the dentist„s on Monday.

Teacher: (8) ___________________________________________________

Sitina: What sort of weekend is that when you„ve got to revise for a vocabulary test?

Teacher: (9) ________________________________________________________

Roba: All right, we„re going, don„t worry.

Teacher: (10) _______________________________________________________

Roba: We can be quiet if we want. After all, the others need some quiet as well.

Activity 9: Evaluation of Demo Lesson

Sample Demo Lesson Plan

Teacher Mr. Geneti Date 2/06/2016

Subject Geograph Grade 11

Topic Objectives Teaching Possible techniques

aid

World By the end of this lesson, Students will work

Cultures and students will be able to: Maps and collaboratively as journalists to
 Identify and analyze videos
Geography interview an expert and write an
ways people have
adapted to or article about human interaction
modified the with the environment.
physicalenvironment
 discuss on pros and
To complete this assignment,
cons of anadaptation
or modifications in a learners will complete an
specificplace or “Inquiry Arc” by developing
region
 show interest to questions and planning
learn others culture inquiries.

Provide students who need greater scaffolding during group practice on concepts like

44
adaptation, modification, infrastructure and cultural truism. Provide at least 1-2 challenging
questions per section.

Students:
 What students should be doing, how, and for how long.
 How students should wrap up the lesson with little support.
Teacher:
 Planning for how effective closure will be made.
 Planning for how the lesson will be linked to the next portion.

Sample Demo Lesson Plan

Teacher Mr. Geneti Date 2/06/2016

Subject Mathematics Grade 11

Topic Objectives Teaching Possible techniques

aid

Arithmetic By the end of this lesson, Students will work both

progression students will be able to: videos individually and collaboratively
 Define arithmetic to calculate arithmetic
progression
 Sole common progression.
difference
 Use the formula
An= A1+(n-1)d.
Provide students who need greater scaffolding during pair on concepts like sequencing and
serious, arithmetic and geometric progression. Provide at least 2 to3 challenging questions
per section.

Students:
 What students should be doing, how, and for how long.
 How students should wrap up the lesson with little support.
Teacher:
 Planning for how effective closure will be made.
 Planning for how the lesson will be linked to the next portion.

Lesson script

Teacher: Good afternoon class!

Students: Good afternoon teacher!

45
Teacher: I am sure no one is absent today. Good! Let‟s begin our today‟s lesson. Antiemetic
progression. I‟m sorry, before that who can remember us what we have learned last
period? Yes, Biruk.

Biruk: we have learned about exponential function.

Teacher: You right. Who can tell us the major points that we discussed by then?

Chaltu: An exponential function is defined as the formula f(x) =ax.

Teacher: Bravo! Who can give us example of exponential function?

Taju: Four the power of two is sixteen and three power of three is twenty seven.

Teacher: Excellent you are! Let me add few point. 102=100, 52=25 and like. Is it clear?

Students: It is clear, teacher.

Teacher: well! Now let‟s move to our today‟s lesson. Are you ready? Please, give you
attention.

Students: Yes, we are ready, teacher!

Teacher: Our today‟s topic is arithmetic progression. Is there anyone who can tell us what
arithmetic progression is?

Students: (silent)

Teacher: arithmetic progression is a sequence in which each term except the first is
obtained by adding a fixed number (positive or negative) to the preceding term. The
fixed number is called common difference of the sequence. The sequence a1. a2, a3, a4,
…. an is arithmetic when there is a number d such that a2-a1=a3-a2=a4-a3 =d. The number
d is the common difference of the arithmetic sequence. For example, in a sequence
4,8,12,16,20 the common difference is 4. Hence, it is very easy to calculate the nth
term of arithmetic sequence by using the formula an= a1 +(n-1)d. Let‟s find out the
10th term of the sequence 4,8,12,16,20 …..10th. Here we go. An =a1 +(n-1)d, so a10 =
4 +(10-1)4. a10 =4+(9)4. This means that a10=40. Have you got me?

Students: Yes!

46
Teacher: Based on the above example, calculate the 100 term of the sequence whose a1 and
a2 is 3 and 8 respectively. Fist, do it independently , and then compare your answer
with that of your partner‟s(three minutes).

Hika: Shall I come out and solve on the blackboard?

Teacher: Yes, of course.

Hika: a1 is 3 and a2 is 8. Thus, the common difference is a2-a1, which is 8-3= 5. Now , let me
use the formula An =a1 +(n-1)d. Hence, a100= 3+(100-1)5. This shows that a100
=3+(99)5= 3+495= 498

Teacher: Superb! As we are left with only 2 minitues, if you do have any question, you are
welcome(30 seconds). If you don‟t have any, please do exercise 3 on page 46 as
homework. Goodbye till tomorrow morning.

Students: Goodbye, teacher!

Ask trainees to be in pair and discuss on the following questions based on the demo lesson
given above.

1. Is the demo lesson well designed or not? What is your justification?

2. How do evaluate flow of the lesson?
3. Do think appropriate classroom language were employed in the sample lesson above?
What is your justification?

Activity 10: Microteaching

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 7 minutes lesson. Form a group of five ,
and then take turn to micro-teach. Do not forget using appropriate language functions and
expressions throughout your presentation.

8.6.Self-Assessment Questions

Activity 11: Thinking points

The following questions are on the classroom procedures and language functions presented so
far in this unit. Answer the following questions independently.

47
 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 usually did in a local language rather than in English?
Why? Why not?
3. For the end of class stages, which of the phrases in this unit would you like to use in
your classes? Do you think your classes would benefit from you doing that? How?
8.7.Summary

Brief the train as a given Lesson will meaningful closed/ended by:

 Reviewing the key points of the lesson.

 Giving students opportunities to draw conclusions from the lesson.
 Describing when the students can use this new information.
 Demonstrating student‟s problem-solving process.
 Exhibiting student learning.
 Clinching the lesson by saying today, we did this…tomorrow we will continue by
doing that…

8.8.Reflection
Instruction : Reflect on what you came cross in this Unit based on the following prompt
questions.

1. Have you gained a particular insight, experience or impression from this section? Can
you explain it fully in writing?

2. Can you use similar activities in your actual teaching? Why (not)?

3. What benefits (pedagogical, communicative, etc.) do activities in this unit granted you?

48
Further Reading

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

Hughes, G. S. (1980). A Handbook of Classroom English.OUP.

Jeremiah, Samuel and Job, Gabriel (2011).Micro Teaching at a Glance.Joe Mankpa

Publishers, Owerri, Nigeria.

Jones, M. (1995).Classroom English for Teachers. OUP

Jones, M. (1995).Classroom English for Teachers. OUP

Leven, T. and Long, R. (1981).Effective Instruction. Washington, DC: Association for

supervision and curriculum Development.

Louwerse, M. (2001). Encouraging Classroom Language Use. http://www.eltnews.com

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.

Salabarri, S. (1995). Classroom Language: A Handbook for the English Classroom. Oxford:
Heinemann English Language Teaching.

Wilen, W. (1991). Questioning Skills for Teachers. What Research Says to the Teacher. 3rd

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.

49
 Appendix: List of Expressions

The Beginning of the Lesson

1. Greetings
 Good morning

 Good afternoon

 Hello, everyone.

 Good morning, class.

 Good afternoon, everyone.

 How are you, everyone? How is everyone? Is everyone fine?

 How are you today?

 How are things with you?

 Beautiful day, isn't it?

 It‟s very hot and humid today, isn‟t it?

2. Starting the Class
 Is everybody here?

 Where is everybody?

 It‟s 11:00. Let‟s begin.

 It‟s time to start.

 Let‟s begin class now.

 It‟s time to begin.

 Let‟s get started.

 It‟s 11 o‟clock. Let‟s begin.

 Let's begin our lesson now.

 Is everybody ready to start?

 I think we can start now.

3. Waiting to start

 I'm waiting for you to be quiet.

 We won't start until everyone is quiet.
 Stop talking and be quiet.

50
4. Put your things away

 Close your books.

 Put your books away.
 Pack your things away.

5. Register

 Who is absent today?

 Who isn't here today?
 What's the matter with Jim today?
 What's wrong with Jim today?
 Why were you absent last Friday, “”?

6. Late

 Where have you been?

 We started ten minutes ago. What have you been doing?
 Did you miss your bus?
 Did you oversleep?
 Don't let it happen again.

7. Time to begin

 Let's begin our lesson now.

 Is everybody ready to start?
 I hope you are all ready for your English lesson.
 I think we can start now.
 Now we can get down to work.

8. Simple instructions

 Come in.
 Go out.
 Stand up.
 Sit down.
 Come to the front of the class.
 Stand by your desks.
 Put your hands up.
 Put your hands down.
 Hold your books/pens up.
 Show me your pencil.

51
9. Instructions that can be used at the beginning of a session:

 Pay attention, everybody.

 You need pencils/rulers.
 We'll learn how to ...
 Are you ready?
 Open your books at page...
 Turn to page ...
 Look at activity five.
 Repeat after me.
 Again, please.
 Everybody ...
 You have five minutes to do this.
 Who's next?

10. Instructions can be used at the end of a session:

 It's time to finish.

 Have you finished?
 Let's stop now.
 Stop now.
 Let's check the answers.
 Any questions?
 Collect your work please.
 Pack up your books.
 Are your desks tidy?
 Don't forget to bring your ... tomorrow.
 The bell hasn't gone yet.
 There are still two minutes to go.
 We still have a couple of minutes left.
 The lesson doesn't finish till five past.
 Your watch must be fast.
 We seem to have finished early.
 We have an extra five minutes.
 Sit quietly until the bell goes.

11. Instructions can also be sequenced:

 First of all, today, ...

 Right. Now we will go on to the next exercise.
 Have you finished?
 For the last thing today, let's ...
 Whose turn is it to read?
 Which question are you on?
 Next one, please.

52
  Who hasn't answered yet?
 Let me explain what I want you to do next.

12. Homework

 This is your homework for tonight.

 Do exercise 10 on page 23 for your homework.
 Prepare the next chapter for Monday.
 There is no homework today.
 Remember your homework.
 Take a worksheet as you leave.

13. Goodbye

 Goodbye, everyone.
 See you again next Wednesday.
 See you tomorrow afternoon.
 See you in room 7 after the break.
 Have a good holiday.
 Enjoy your vacation.

14. Leaving the room

 Get into a queue.

 Form a queue and wait for the bell.
 Everybody outside!
 All of you get outside now!
 Hurry up and get out!
 Try not to make any noise as you leave.
 Be quiet as you leave. Other classes are still working.
 It's tidy up time (Eva Vigil suggested it)

15. Next time

 We'll do the rest of this chapter next time.

 We'll finish this exercise next lesson.
 We've run out of time, so we'll continue next lesson.
 We'll continue this chapter next Monday.

53