CLASSROOM EXPRESSIONS
BEGINNING OF THE LESSON
1. Stand up!
Pupils, greet their teachers by standing up. You must greet your elders by standing up. Stand still!
Stand exactly behind each other. Stand in a row. Stand in a line.
2. Sit down!
3. Go to the teachers' room and bring your form's register.
Let's call the register / the roll.*
I'll check over your names with the list.*
Now, children, stand up as I call out your names.
4. Are you a new pupil?
Is your name on the list?
I want to enter your name on the list / in the register. Please tell me your full name. Tell me your name in full.*
5. Who reports today? * Who is on duty today?
The pupil on duty, report on attendance.
Whose turn is it to make a report on attendance?
Answer from your seat.
Who is the headboy (headgirl) / monitor of your form/ class?
Who(m) did you appoint to duty?*
Where is your arm-band? *
The pupils on duty wear red arm-bands.
Is anybody late for the lesson?
Please put down the names of those who are late.
6. There is no date on the blackboard.
Write the date in the top right-hand corner.
Write the month in letters and the date in figures.
What is the date today?
What date is it today?
What date comes before (after) the tenth of December?.
How do you read the date "The 11th of December"? (It is read "The eleventh of December".) How do you read the date "December 22"? (It is read "December the twenty-second.")
7. What day is it today?
What is the first (second, etc.) day of the week?
What day comes before (after) Tuesday?
What day comes between Friday and Sunday?
TEACHER'S REMARKS ON ATTENDANCE
1. Why were you absent from classes on Saturday? Why did you miss school? *
This is not a valid excuse.*
Why did you cut lessons yesterday? *
2. Where is your written excuse / note from your parents?
Give me your day-book. I'll make a note on your attendance.
Ask your father to sign it.*
You have a poor excuse for your absence yesterday. Don't justify yourself. Don't invent an excuse!
3. I'm sorry to hear (that) you were ill.
You have missed a lot of lessons because of illness. But that was no fault of yours.
You must work hard to catch up with the rest of the class.
4. What's the matter with you?
Are you ill? You are not well, are you?
I excuse you from lessons today.*
Go and ask your form-master for permission to leave.
5. What made you come so late? You left home too late, didn't you?
Did your alarm-clock stop? You did not catch the bus, did you? 6. Why are you late?
The bell has already rung / gone. You must come to the classroom in time. I say, Kate, why did you come late again?
REMARKS ON ORDER IN THE CLASSROOM AND READINESS FOR THE LESSON
1. Your classroom is very untidy. Look at the scrap of paper on the floor. Ann, don't you see the scraps of paper on the floor near your desk?
Please pick them up and throw them into the basket.
2. The room is not aired.
You must all leave the classroom during the break. Open the airing window during the break.*
3. There is no chalk.
Don't you know what your duty is? Go and bring / fetch the chalk. Don't be long.*
4. Pick up the duster. Rub it / everything off!
You must hurry, the bell will go in a minute.
5. Why are your desks not in line? Leave a passage between the desks.
Move your desks apart, don't crowd them together.*
6. Are you all ready for the lesson with your books and exercise-books / copy-books / notebooks?
What a mess on your desk! Your things are upside-down! * Put your things together! * What are those books over there?
7. Take care of your desk.
Don't spoil / damage your desk.
8. At what desk is your (regular) place? Why have you changed your place?
Pupils are not allowed to sit wherever they want. I'll move you to your proper place! *
9. Shall I tell you where to sit? Sit next to Vera.
Change your place with Jane. Change places with Jane.
Why are you moving from place to place? *
Give your place to Jane! *
You'll sit at the back of the room.
Go and sit in the back (front) row.
Take the front (back) seat.
CLASSROOM COMMANDS
a) for execution
1. Carry out my (his, her, etc.) commands. Do as you are told!
Give your friends (him, her, etc.) commands. Tell the class:...
2. Stand at the side of your desk! Stand aside!
Step aside and let me pass! Stand still at your desks!
3. Sit up (properly), Rose!
Everybody must sit on their side of the desk!
Don't go there!
Go out of the room!
Stop! Knock at the door!
Now come in!
Go back to your place.
4. Raise / put up your hand! Raise / put up both hands! Raise / put up left (right) hand! Put your hand down.
Lift your left (right) leg!
5. Move your head from side to side! Move your head up and down!
6. Can you count? Count from one to ten! Count up to 15!
Count the girls in the classroom! How many are they?
7. Point to your pens! Hold up your pens! Pens down!
8. Take this book! Open it!
Put it on my table! Take it again! Shut the book! Hold the book out! Give the book back to me! 9. Look at the window (door, etc.)! Look into your books! Look for your pencil in your bag!
10. Take the chair! Take the chair to the door! Place the chair at the door! Place the chair in the corner! Sit down on the chair! Stand up! Lift the chair! Bring the chair to me! Put the chair in its place!
11. Please take the chalk! Draw a line! Write the letter "K"! Underline the letter "K"! Wipe off the line (the letter)!
12. Open your bags! Take out a book and a pencil! Put the book in front of the bag? Put the book behind the bag! Put the book on top of the bag! Put the book under the bag!
Put the book and the pencil in the middle of the desk one on top of the other!
Put the book between the pencil and the bag! Put the pencil and the book back into your bag!
b) general
1. Repeat please! Say it again, please! Repeat it all together! Repeat in chorus! Repeat / practise after me! Repeat what I say!
2. Say this in English. Say it correctly!
3. Go on, please! Go ahead!
Go on / continue reading, writing, etc. Go on with your reading!
That will do! Enough! That's enough! Once more! Do it again! Wait a minute / moment.
STIMULATION OF ATTENTION
1. Attention, please! Be attentive!
Fix / concentrate your attention on the text.
You are not attentive. Stop looking out of the window.
2. Listen carefully to what I am going to say. Jane, you haven't been listening.
3. Notice the following!
4. What are you busy with? What are you doing that for?
DEFINITION OF THE SUBJECT AND THE AIM OF THE LESSON
1. First we shall check / test your written homework. We shall begin with oral homework.
We shall refresh / review / brush up the grammar material.
Let's begin with the analysis of your written work / test.
Now let's go on / pass on to the 21st lesson.*
We'll work on unfamiliar words (conversation topic, reading) first.
We'll read and translate Lesson 15 and work on the words and pronunciation.
2. We'll have a model lesson today.*
3. Today we shall have a lesson in English instead of history.
You will have history at the second lesson.
REVISION OF THE MATERIAL COVERED
1. This lesson should be followed by a careful revision. Let's refresh / review the old material before we go on to the next lesson.
I'm going to set a revision for a test / written work that you'll have tomorrow.
2. I want you to refresh / review all the words for the first term / quarter.
I'll ask you questions to check your knowledge. Refresh / review the words in Lesson Ten. Go through the words to the last two lessons.*
3. Repeat the same thing over and over again.
Have a running review / revision. Have a hasty review.*
Skim over this page! *
ORAL QUIZ
1. What lesson did I set for you today? What have you prepared for today? What did we do at the last English lesson? What topic did we work on last?
2. Are you ready to say your lesson? Mike, say / repeat your lesson, please.*
3. Have you learned the poem by heart? Can you tell it from memory?
Jane is good at reciting English poems.
4. I'll call on you to say your homework.* I'll call on Rose for the new words. I'll ask Pete again tomorrow and give him a mark for his answer.
5. Come out / forward to the front.* Come to the front of the class. Face the pupils, please! *
6. Raise your hand / put your hand up if you know the answer / if you can do it.
If anybody thinks she is wrong, raise your hand / put your hand up!
Raise your hand if you wish to speak.
7. You don't know a single word of the lesson. I saw it from the very beginning.
What is to be done? *
You haven't kept your word.*
That's something new. What do you mean (by it)? How do you know? What made you think so? * It seems to me that you have only run over your lesson.
8. You talk nonsense. This is nonsense. Don't tell me tales.*
You seem not to know what's what.*
It's good for nothing.*
9. Retell the contents of the text.
Try and retell / relate the story in your own words.
Don't retell the text word for word.
Give the contents of the passage in short.
I want you only to give the main idea of the passage.
No need to go into details.
Leave out all the details!
Retell the story / the text close to the original. This has nothing at all to do with the lesson. Don't repeat yourself.*
10. Who has any criticism (to his story)? Who wishes to make some remarks? Is there any criticism to this?
11. I am (not) pleased with your answer.
Your answer gave / brought me (no) satisfaction. You missed the main thing / idea in your answer. There are some weak points in your answer. Are you sure of your answer? * Your answer satisfies me.
You have a ready answer to any question, I see.
12. I'll ask you questions to check your knowledge. Think first, then answer. Think hard! *
You answer without thinking.
13. Now let's put an end to all helping / whispering and cribbing.
You won't get very far on helping.*
Did you hear / understand what I said?
Do I make myself clear? *
14. Does anybody want to add to the answer? * Can you add anything to this answer?
15. Why are you silent?
I thought you to be a clever pupil.
What is the matter?
What else? Don't keep me waiting! *
16. Answer these questions without looking into your books.
Look up the answer in your books. Can't you find the answer?
You haven't worked well enough / hard enough.* Try again! You must try harder! That's all right now. That's very good.
17. Everyone wait your turn! / Wait till it's your turn. All of you will answer in turn.
Why don't you raise your hand / put your hand up?
18. Your answer was excellent (good, satisfactory, bad). You must do / learn your lessons better!
Go back to your place and refresh the words! I'll call you out without fail.*
19. Did you learn your lesson? It doesn't look that way. Such answers are not wanted here.
I give you a two. / Your mark is two. You were a good pupil up to now. But today you knew your lesson badly. I am not pleased with you! Prepare it for the next lesson. (You get) No mark today.
CHECKING / TESTING THE HOMEWORK
1. Now let's go on / pass on to the written homework. Let's check / test the home exercise.
What have you done for today? Show me your written exercises. Let's check your home exercise No 1. Nick, begin with the second part.
2. Your homework is carelessly done. You haven't done your homework well. Why didn't you do all the exercises? You've copied it wrong from the book.
I want you to correct all your mistakes.
Why don't you write the title / the heading to the homework?
3. I see that you've cribbed your home exercise from others.
You and Jane have the same mistakes.
I'll keep you in after classes / school for not having done your exercises.*
Stay on after classes.* I'll be waiting for you.
4. Put your exercise-book / copy-book on the corner of your desk.
I want to see what you have done.
There are too many mistakes in your homework.
That won't do; you will have to do it again.
5. Your homework is half done.
You always do things by halves.*
You could do your homework much better, (i. You have not done your homework again.
Do the homework for the next lesson and be sure to hand it straight into my hands!
You must show me your homework tomorrow.
7. Now open your books at page 110. Let's check oral exercise IV.
The exercise should be read by each pupil.
That's exactly what you had (for today).
We shall do that exercise orally during the lesson and in written form at home.
8. Ann, you begin with exercise 3 on page 84. You left out the task to the exercise. Mary, read the task to the exercise!
9. Has anybody done it in a different way? Who has used other words?
10. I'll take your exercise-books / copy-books 7 notebooks for correction.
Hand in your exercise-books / copy-books / notebooks, please!
Nell, collect the exercise-books / copy-books / notebooks, please!
TEACHING WRITING AND SPELLING
1. Look at the letters cards! Name this letter!
Point to the letter "B"!
Take the letter "B" and show it to the class!
Take the small (capital) letter "C"!
Make (up) a word of / with letters / sounds cards.
2. How many letters are there in the English alphabet? Read letters in alphabetical order (in mixed order)! What letter comes after (before) "C"?
What letter is between "n" and "p"?
What is the first (last) letter in the word "factory"?
3. The form of this letter is wrong.*
Try and form English letters correctly!
Learn to form letters correctly!
Join the letters when you write in English.
4. Begin with a capital letter!
Write this word with a small letter!
Use a capital / small letter for this word! Please write in big / small letters! Write proper names with a capital letter.
5. Write your name in English letters! Please write the date / number in letters.
We shall write in printed (block, script, sloping, upright) letters.* У ь> F Mind how this letter is written!
6. There is a letter missing! *
You have left out a letter.*
Cross out the extra letter.*
7. Start a new line! * Start a new page! Make a new paragraph! * Mind the margin!
Don't write in the margin!
8. Complete the line! * / Finish up the line! *
9. Don't write words too close! Leave more space between them! Write a good hand! *
You write illegibly.*
Your handwriting is bad.*
Try to improve your handwriting.
10. Write clean / neatly! Don't make blots!
This blotting-paper won't blot. Take another blotter.
11. You must write correctly.
Your spelling leaves much to be desired! *
Your spelling is bad. It is your weak point.*
We don't spell as we pronounce.*
Spell this word correctly!
12. There is a spelling mistake in that word.*
How is that word spelled / spelt?
TEACHING PRONUNCIATION
1. Pay attention to my pronunciation!
Listen carefully again to how I pronounce it! Mind my pronunciation! Mind the vowel-length!
I'll pronounce this sound with clear articulation! I'll pronounce the word... by syllables (by sounds). Pronounce the sound [i:] long / longer!
Pronounce the sound [э] short / shorter! 4. Mind the position of your tongue / lips! Watch how I say it! / Listen to how I say it! Round your lips! Stretch your lips!
3. Pronounce [t] [d] [p] with aspiration.
The tip of the tongue must be against the alveoli [ael'vialai].
Touch the tip of your tongue against the alveoli / the upper teeth.
When two plosives [p], [b], [t], [d], [k], [g] come together, only the second is pronounced, the first is replaced by a pause: white tent, black dog, top ball, put down, etc.
4. All pronounce / say after me...! Pronounce all together!
Say it all together / in chorus!
Speak up! I can't hear you!
Speak clear! Speak more distinctly!
Pronounce distinctly the last sound in the word!
5. All of you pronounce at the same time! Don't lag behind! *
Keep up with the rest of the pupils!
6. You have a good (clear, distinct) pronunciation! You pronounce clearly / distinctly!
7. You have a bad pronunciation!
The pronunciation of the word... was wrong! Your pronunciation isn't quite correct. I can't quite catch the pronunciation!
8. English words are not pronounced in the same way as they are written.
Don't pronounce as it is spelt! *
You are still making the same mistake!
9. Learn to pronounce words (sounds) more distinctly! You don't pronounce this sound properly.
. You must practise in pronouncing these sounds.
10. The stress was wrong!
This word is stressed on the first syllable.
11. Can you write in phonetic signs / characters / spelling?
What is the transcription for this?
Don't Confuse letters and transcription signs!
Please write the transcription for this word!
Please transcribe this word.
12. Divide the word into syllables! Break up this word into syllables! Where is the stress?
Which syllable is pronounced more distinctly?
The stress is on the first syllable, not on the last.
On what syllable does the stress fall?
The word understands has a primary and secondary stress.
13. Tell the rules for reading vowels.
What's an open (close) syllable? (It's syllable that ends in a vowel (consonant.)
Can you tell us why the letter / in find is read as
[ai]? (It's because here it comes before nd).
The consonant k in know is silent.
Mind the difference in pronunciation between advise and advice!
Mind that put is pronounced as it is written / spelt.
14. We shall work on intonation!
Listen carefully and mark the word stresses and intonation.
15. Intonation may be represented by a system, of special signs.
Stressed syllables are represented by dashes "---".
Unstressed syllables are represented by dots "...". A falling tone is marked by a downward curve ")". A rising tone is marked by an upward curve ")". The first stressed syllable has the highest pitch (').* Rhythmic groups are marked by a curve placed under them: (Let's 'read your 'interesting 'letter).
16. Read with correct intonation!
Read general questions with rising tone (tune II). Read affirmative sentences and special questions with falling tone (tune I).
Don't stress articles, pronouns, preposition, auxiliary verbs, modal verbs!
Drop your voice with the last notional word of an affirmative sentence.
Raise the voice with the last notional word of a general question.
Stress the notional words a bit stronger!
Use weak forms of auxiliary and modal verbs [hav, jv; ken, kn], prepositions [ta, fa], articles, pronouns whrii they are not stressed! Read the words together! * I Don't pronounce with the rising tone questions beginning with what, who, where, when, why, how, etc! Pronounce the first part of alternative questions with і [sing tone!
II you don't know what to say next make a pause before the conjunction that, etc.
TEACHING TRANSLATION
1. Don't read your translation from a sheet of paper! You must keep it in your head!
You translate word for word! *
That can't be translated word for word.
Do the literary translation!
Are you sure of your translation?
2. That translation is not correct. That's not the word for it.*
There is no translation for that word!
Doesn't your ear tell you whether the sentence is right or wrong?
3. Who can give a different translation? Who can suggest one's version? Think of a better translation!
4. Do the translation of this text.
Try to understand the words by context! Guess the meaning of words by context! Read without translating!
5. This text translates easily.
That text translates with difficulty. How many mistakes has she done in her translation?
6. This is a good translation of the text (sentence). You know how to translate.
You are good at translating.
TEACHING GRAMMAR
1. The parts of speech are: the noun a desk; the verb to do; the adjective long; the pronoun we, my, those, etc.; the adverb very; the preposition for, over; the conjunction and, that; the interjection oh!
2. Say, what parts of speech the words on the blackboan are?
3. Make (up) a question on / to the subject.
I want you to make (up) seven questions on the text Make (up) two questions on each sentence. Finish up / complete the following sentence.... Write out three sentences illustrating the use of Present Continuous.
4. Write answers to the following question.... Answer the following questions...
Mind, there is half of the answer in each question, The answer is in the question.
You must try to understand the rules of making ani answering questions!
5. Give full (short) answers to the questions! Give a negative answer!
Answer in the negative! Give an affirmative answer! Answer in the affirmative!
6. Look at this sentence! Find the predicate! What tense is it?
Turn / change the predicate into the Future Indefinite.
7. How is the Present Indefinite formed?
Give an example of the use of the Past Indefinite. What tense do we use to express the action in the past?
Explain the rule for the formation of Present Continuous.
What tense do you think we should use here?
8. What's the Infinitive of the verb speak} Is that a regular or irregular verb?
What's the Past Indefinite of the verb to speak"? What's the negative (interrogative, interrogative-negative) of he speaks}
What's the Present Continuous of she writes}
9. Conjugate the verb to have in the Past Indefinite.
10. What's the plural (singular) of...? Give the plural of....
Write it in singular and plural!
Write it with an indefinite (definite) article!
Look up the following words in the dictionary and turn / change them into plural!
11. What's the comparative (superlative) of long}
What's the positive of biggest}
Give the comparative and superlative of small. 12. Name some cardinal (ordinal) numbers!
Give the ordinal number of fivel
Give the cardinal number of seventh] 1,1 What verb corresponds in meaning to the noun
worker}
What noun corresponds in meaning to the verb to speak}
Make up nouns from the following verbs with the help of the suffix -er\
14, Write / use this verb in the first person singular (plural).
Tell me in what person that verb is used. Write the ending s to the verb read\
15. Correct the sentence giving your reasons! * Give reasons for your answer! * Grammar is your weak point!
Your grammar is poor! Hi. Practise yourself in the use of the articles! Replace the article by a possessive pronoun. Who knows why there is a definite article before the words The Black Sea}
17. Let's analyse the text by sentences! Let's take this sentence as an example!
18. Today we shall have new grammar material.
I am going to give you grammar explanations in your mother tongue.
What rule in grammar are we studying now? Here are some more examples! Notice the following examples!
19. Where do you think the adverb never should be put?
20. What is gerund?
21. Turn the direct speech into indirect speech. / Change from direct into indirect speech.
It should be done in a different way!
Mind the sequence of tenses!
You make many grammar mistakes!
22. (Are there) any more (other) questions? Don't bombard me with questionsl
Ask me in turn!
23. What stops / punctuation marks do you know? The principal stops are:
the full stop (.); the comma (,); the colon (:); the semicolon (;); the question mark / the interrogation mark (?); the mark of exclamation (!); the dash (—); the hyphen (-); the apostrophe ('); the brackets (); the inverted commas / the quotation-marks / the quotes ("____").
24. We put a full stop, question mark and mark of exclamation at the end of the sentence.
The comma, the semicolon, the colon and the dash are used to divide the sentence.
The hyphen is used to join the two parts of compound words, in compound numerals and so on (day-book), (twenty-five).
The apostrophe is used to form the possessive case (Jane's sister).
Direct speech is given in inverted commas.
25. There is a full stop (comma) missing. Write this word with a hyphen!
26. Mind the following sentences expressing solidarity:
a) affirmative:
I like that picture. And so do I!
I saw her last week. And so did I!
We shall go to Kiev next year. And so shall we!
I should like to see that film. And so should I!
I've just finished to read! And so have I!
I can read quickly. And so can I!
She had a good time there. And so did we!
b) negative:
I haven't seen the film yet. Neither have I!
I can't read fast. Neither can I!
I'm not going to the South. Neither am I!
I see nothing there. Neither do I!
I never sleep till 7! Neither do I!
WORK ON WORDS
1. What is the Ukrainian for "true"? What's the English for країна?
'2. What's the antonym (opposite) of good?
Replace this word by its antonym! *.'). What's the synonym of little?
What synonym of the word to walk do you know?
Replace that word by its synonym.
There is nearly no difference between beautiful and fine if we talk about the weather.
4. Let's practise in the use of the unfamiliar / new words! I'll illustrate the words by rough drawings on the blackboard.
I'll show you objects printed on the picture-cards and you will name them.
Go to the blackboard and point to each object in turn and name them!
I'll call on you to play the part of the teacher in turn.
5. Copy this list of words from the blackboard.
Take down the unfamiliar / new words in your vocabularies.
Leave space to add other words! * Have you finished copying? Write after me! Don't lag behind!
6. Read the words in ABC / alphabetical order. Read the words in mixed order! * Underline the verbs!
7. Where did you pick up that word?
I am to teach you that at a later stage. You will learn it at a later stage!
8. Don't ask me, consult the dictionary! Look up that word in the dictionary.
Do you understand all the words in the list?
Find unfamiliar words in the dictionary.
Mind the different meanings of the word country
9. Pick out the words on the topic "Seasons".
Name all the words (that) you know on "My room".
Write from memory words to the topic "Transport". I<). Illustrate the use of each word!
Make (up) sentences at home with seven of the words. II. Don't confuse the words! *
You can't use this word here.
This word is not in common use.*
Is the word particle in common use? No, it is a term.
Who knows the difference between those words? *
Pay attention to how that word is used! Don't make mistakes in the use of words! *
12. Your vocabulary is rather good (poor). Your vocabulary is very limited.*
You must try to increase your vocabulary. Don't take too many words at a time! Refresh / review / brush up your vocabulary.
13. You should know all the words for tomorrow.
14. Compare international words to / with your mother tongue equivalents.
15. Find colloquial expressions, please! Mind the following colloquial expressions! You can often hear and read them!
This word (expression) is much used in spoken language.
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