Classroom language

General classroom language

Function

Linguistic expressions

Greeting is a social form of communication in which the teacher makes his/her Good morning / Good afternoon presence known to the students (and vice Hello everyone versa).

Routines are habits carried out daily, the purpose of which is to create a smooth learning environment and, in the case of foreign language learning, internalize useful expressions.

Starting the lesson. In order to make the students clear when the lesson starts and, above all, what will be done throughout it, it is essential to use concrete structures.

Getting students to provide a word/expression in English. With the aim of encouraging the use of the target language on the part of the children, there are certain expressions that can be used.

Asking for repetition is a key strategy to practice and internalize specific aspects of the language, as is the case of pronunciation.

Asking for clarification is a strategy used by the teacher so that, when a concept is not entirely clear, students argue their answers and/or express their points of view.

Paraphrasing seeks to re-explain information using other words, offering an alternative explanation that ensures the students’ understanding.

How are you doing today?

Did you have a nice weekend?

What’s the date today?

What’s the weather like today?

What season are we in?

Who’s missing today?

Let’s get started Let’s get down to work Let’s get the ball rolling Is everybody ready?

Today we’re going to…

Can anyone tell me what the English word for... is?

Can you try to say that in English?

What do you call this in English?

How would you say this in English?

What does ... mean?

Can you repeat what I have just said?

Could you repeat, please?

Once again, please?

Can you say that again?

What do you mean by this?

What exactly do you mean?

Could you explain that in a different way?

I don’t see your point I don’t see the point you’re trying to make Let me make myself clear Let me explain myself clearly The point I was trying to make is…

What I was trying to say is…

In other words…

I mean…

Exemplification is the fact of giving For example... contextualized examples that are close to the students in order to favour their For instance... comprehension.

Checking students understanding. It is primordial that, after each and every one of the explanations, the teacher asks the students if they have any questions or concerns (and, in the case there are, solve them).

Recapping is a teaching strategy that consists in stating again as a summary, so that the learners have a clear idea of the task/s to perform.

Asking for volunteers is a way to catch the students’ attention and, above all, to encourage their participation and motivation towards the proposed tasks.

Arranging groups. As is obvious, before carrying out activities in pairs or small groups the teacher must organize the students in the classroom. Therefore, it is imperative that, after the given instructions, the children know what they have to do and in what way.

Giving positive feedback plays a fundamental role in the classroom since, in addition to reinforcing the students’ positive performances, it favours the search of a continuous personal development.

Giving negative feedback aims to offer constructive criticism and, accordingly, redirect the students in the learning process. It should be noted that this type of feedback should not hurt, in any circumstance, the feelings of the students.

Are you following?

Are you all with me?

Did you all get in?

Did I make myself understood?

Everything clear?

Do you understand everything?

Is there anything you don’t understand?

Have you got any questions?

OK? / Right?

So, remember…

Can I have a volunteer?

Can someone help me?

You can go back to your seat Find a partner Get in pairs Get into groups of…

Split up You will work together Join that group Good Excellent Brilliant Fantastic Well done You’ve done a good job You rock I’m really impressed Not really Not quite right Not quite correct yet Not quite there yet Give it more thinking Good try, but…

Giving encouraging feedback, as in the case of negative feedback, aims to offer constructive criticism. Nevertheless, this perspective is more emotional and seeks to maintain or increase the students’ motivation towards learning.

Controlling behaviour. It is inevitable that complicated situations occur in the classroom, many of them caused by the students themselves. Consequently, it is necessary to use strategies and expressions that make it possible to catch the children’s attention respectfully and control certain inappropriate behaviours towards their classmates and/or the teacher.

Closing the lesson. When the time is up, really engaging expressions for students can be used, some of them more appropriate for certain levels than others.

A good guess You’re getting there You’re on the right track I know you can do it Don’t worry about being wrong It’s OK to make mistakes Practice makes perfect Have another go Give it another try Pay attention, please Focus on what you’re doing Could you please stop talking?

I’m waiting for you Silence, please Be quiet Behave yourself Don’t be rude Don’t disturb your neighbour Don’t shout Don’t interrupt when somebody else is speaking Raise your hand Sit properly That’s all for today Let’s leave it here We’ll have to stop here Time’s up I’m afraid we’ve run out of time Time flies when you’re having fun We’ll discuss this further in the next lesson Remember to bring ...

Farewell is a social form of communication See you on... that takes place just before the teacher leaves the classroom and, therefore, its Goodbye! purpose is to maintain a certain degree of Bye-bye! cordiality with the students.