Effective Classroom Language for Teachers and Students

Classroom Language

Common phrases:

  • Could you repeat that, please?
  • Could you say that again?
  • Sorry?
  • Pardon?
  • How do you spell it?
  • What does it mean?
  • What does “sneeze” mean?
  • Please be quiet!
  • Well done!
  • Very good!

What is Classroom Language and Why is it Important?

It is the language we use:

  • to give instructions (e.g., “put your hands up”, “come to the blackboard”),
  • to deal with spontaneous situations (“can you close the door, please? It’s very noisy”),
  • for social interaction (“you’re welcome”),
  • to deal with errors (“try again”),
  • to give feedback (“well done!”),
  • to ask for clarification, repetition, etc.

How to Help Children Understand Classroom Language

This type of language is highly contextualized and often easily demonstrated physically, making comprehension easier.

  • Simplify your language.
  • Use body language.
  • Use it regularly, so that your students get used to your gestures. Remember that the objective is to facilitate comprehension.

How to Encourage Children to Produce Classroom Language

  • In the first stages of learning, phrases are usually learned by repetition.
  • When students get used to using them, they become routine patterns.
  • Functional language (they use it to do things)
  • It’s useful and gives them language power.

It usually helps if there are posters on the walls of the classroom with these expressions.

Classroom Objects

Sellotape, rubbish bin, glue, socket, sharpener, coat hooks, screen, backpack, pencil case, projector, folder, chalk, pencil, blackboard, keyboard, plug, window, scissors, switch, rubber, door, chair, mouse, highlighter, notebook, floor, computer, pen, worksheet, ruler, blind, wall, crayons, desk.

  • Labelling
  • What is inside this bag?
  • What is missing?

Definitions: Think about a classroom object and give a definition to your partner:

  • “We use it for …-ing …”
  • “It’s something that …”

Your partner has to find out what object you’re thinking about and spell the word out.

Everyday L2 Use in the Classroom

Starting the Class…

Hello everybody! / Hi!
Good morning / Good afternoon!
How are you?
How was your weekend/holidays?

What’s up?
How’s it going?
It’s great to see you all this morning / afternoon
How is everyone today?

Checking Attendance…

Who´s not here?
Who is missing today?
Where´s …?

What´s wrong with … today?
Who was away last …?

It is a good idea for the teacher to continue asking questions to specify the information:

Teacher:

Where´s …?
Oh, he/she´s at home today.
Is he/she ill?
Oh! He/she doesn´t feel very well
Has s/he gone to the doctor?
Has he/she got flu/a cold…?
Has he/she got a headache?

In the case of absences due to illness, more questions can be asked of the students:

Do you feel better today, …?
Are you better now?
How are you today, …?

Have you been ill?
What was the matter?
Did you go to the doctor?

If it is a student who arrives late:

Come in and close the door.
Where have you been?
What was the problem?

Why are you late?
Did you miss the bus?
Did you oversleep?

Don’t be late again, please.
It´s the second time this week.
Please come earlier next time.

Teacher Absence…

Excuse me for a minute.
I have to go out for a second.
I don’t feel very well today.

I´ve got a headache/cold…
I´ll be back in a moment.
Carry on with that activity.

Starting a Task…

Please, open your books to page …
Turn to page…
Today we’re going to….
We are going to start our lesson with…
Now, pay attention, everybody.
Listen / watch carefully.
Listen and find the answers to these questions.
Look at Activity …

We are going to do activity number ….
You have … minutes to do this.
For this exercise you will need a ….
Start now.
Have you started?
Are you ready?
Ready, set, go!
Off you go! / Go ahead and begin.