Essential English Phrases for Classroom Interaction

Posted on Mar 29, 2025 in English

Classroom Language Examples

• 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.

Helping 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 and do it regularly, so that your students get used to your gestures.

Remember that the objective is to facilitate comprehension.

Helping Children 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.
• It’s 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 Vocabulary and Activities

Vocabulary: 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.

Activities

• Labelling: Label objects in the classroom.
• What is inside this bag? A guessing game with objects in a bag.
• What is missing? Remove an object and have students identify it.
• Definitions: Think about a classroom object and give a definition to your partner using structures like:
  • “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.

Daily L2 Use in the Classroom

Starting the Class

Checking Attendance

It’s a good idea for the teacher to keep asking questions to get more specific 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 case of absence due to illness, more questions can be asked to the student upon their return:

If a student arrives late:

Teacher Absence

Starting a Task