Kotebe University of Education

Faculty of Languages Education

Department of English Language and Literature
English for Education Professionals (FLEd 2111)
Module
Module Writers:
Daniel Tiruneh (PhD
Melese Mitiku (PhD)
Rukya Hassen (PhD)

Addis Ababa
2023
Course Description
English is gaining increasing significance not only for educators, but also for other
professionals and administrators within the field of education. As the language
continues to establish itself as a global means of communication, it has become
essential for effective interaction on an international scale. English stands out as the
most prevalent language worldwide, utilized in both oral and written forms of
communication.
In light of this trend, the main objective of this course is to equip education
professionals with the necessary English language proficiency and communication
skills vital for navigating the educational landscape. Consequently, the course is
designed to strengthen learners' communicative abilities by offering a variety of
exercises that target all language skills, including grammar and vocabulary, in
educational contexts. The primary focus is on fostering both fluency and accuracy in
English communication.

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Comprising six comprehensive units, the English for Education Professional course is
structured to be completed within a four-month term. Each unit is estimated to require
approximately 7-8 hours of classroom instruction, depending on its length and
complexity.
Utilizing a task-based integrated approach, the course aims to enhance learners'
proficiency in utilizing English for diverse functions and honing their communicative
skills needed for conducting classes and engaging in various forms of communication
within and beyond the educational setting. Furthermore, learners will be exposed to
expressions commonly used in an educational context.
Moreover, the course delves into topics such as discussing job-related matters and
leveraging social media tools within the realm of education, providing learners with a
comprehensive understanding of how English is applied in various professional
scenarios.
Learning outcomes
The overall aim of the Course is to:
 provide learners with training activities important in the practical day-to-day
management of classes;
 increase learners’ ability and confidence to use English in the education context
so that their communicative competence in English will improve.
Specific learning outcomes
Up on successful completion of this Course, you will be able to:
 talk about jobs, school and the education system with reasonable degree of fluency and accuracy;
 explain how and why social media could be used in education;
 set and sequence lesson activities and communicate them to the learners effectively;
 use a variety of classroom English during classroom instruction, assessment and feedback
provision;
 give encouraging feedback and comments to guide your students to the right way;
 express your interest, surprise, appreciation, anger, etc. using the right phrases as needed in the
classroom;
 maintain classroom discipline using different requests, commands, suggestions, etc.;
 use every day phrases related to recurrent social situations, e.g. greetings, introduction leaving,
apologizing to maintain good relationship with your students;
 integrate teaching aids to the actual lesson properly;
Unit One: Classroom English and assessment

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 1.1 Beginning the class
1.2. Greetings and self-introductions
1.3 Taking a register and starting a lesson
1.4. Late coming
Unit Two Running a Class
2.1 Classroom instructions
2.2 Classroom questions
2.3 Giving feedback and comments
2.4 Language of classroom management
2.6 Language of spontaneous classroom situations
2.7 Assessing students’ performance
Unit Three: Ending a Class
3.1 Finishing a lesson
3.2 Announcing time to stop working
3.3 Setting homework assignments
3.4 Valediction
3.5 Clearing the class
Unit Four: Talking about jobs, school, the education system and what people do
4.1. Talking about jobs
4.2 Talking about school
4.3. Talking about the education system
4.4. Talking about what people do
Unit Five: Using social media in education
5.1 Benefits of social media in education
5.2 Ways to use social media in Education
5.3 Ways to incorporate social media in classrooms
5.4 Social media in the classrooms: challenges and opportunities
Unit Six: Social Rituals
6.1 Greetings and introduction: introducing oneself and others
6.2 Telling the time: what time is it?
6.3 Thanking and showing appreciation
6.4 Apologizing
6.5 Farewells and special expressions

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6.6 Complaining
6.7 Responding to complaints
6.8 Asking and giving directions
6.9 Asking for clarity
Unit Seven: Using Teaching Aids
7.1 Visual aids
7.2 Audio aids (electronics, acoustics)
7.3 Audio-visual aids
7.4 Language laboratory
7.5 Information communication technology (the Internet)
Mode of Assessment
Continuous Assessment may include:
 Presentation 15%
 Micro-teaching 20%
 Class observation report 10%
 Quizzes and tests 15%
 Final Examination 40%
Module Introduction
Dear students,
Welcome to the English for Education Professionals course. We are excited for the
opportunity to enhance your English language skills and knowledge in the context of
education. It is our hope that you have cultivated your understanding of the English
language through your academic journey thus far, and that you have further developed
your proficiency while engaging with other English courses.
As you embark on this course, it is important to recognize the significance of English
within the educational landscape of Ethiopia. English is not only a subject taught from
an early age, beginning in grade one, but it also serves as the primary language of
instruction in secondary schools, colleges, and universities across the country. This
underscores the necessity for educators to possess a specialized command of English
specifically tailored to classroom settings.
Regardless of the subject matter you are preparing to teach, it is imperative that you
acquire the requisite English language skills essential for effective communication
within educational environments. In addition to being well-versed in your field of
expertise, it is vital for professional educators to equip themselves with the linguistic

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tools necessary for successful classroom interactions and instructional delivery.
The aim in designing this course is to provide you with the necessary resources and
guidance to enhance your classroom English, language functions, and overall
communication skills. By equipping you with these essential competencies, we aim to
support your growth as an effective and proficient teacher, enabling you to facilitate
engaging and productive teaching-learning experiences within your educational setting.
We are excited to embark on this learning journey with you and look forward to
witnessing your continued progress and development throughout this module.
The development of this Module is based on certain methodological beliefs that guide
our approach. Our primary aim is to bridge the gap that often exists between the
theoretical and practical aspects of teacher training programs.
The course "English for Education Professionals" is designed to provide a theoretical
foundation that supports the practical use of the English language. It is structured into
units that explore various facets of classroom English, each interconnected and
segmented into sections, including opportunities for self-study. The course is designed
to be completed within a semester.
Using a task-based methodology, this Module will aid in enhancing your English
language proficiency and classroom communication skills necessary for conducting
classes in English, both within and beyond the classroom environment. Additionally, it
will facilitate your ability to practice and master skills such as performing, observing,
analyzing, and evaluating teaching and learning activities found in school textbooks.
The module also discusses talking about jobs, school, the education system, social
ituals, using teaching aids and using social media in education. We trust that you will
find working through this Module to be an engaging and enriching experience.
The module delves into a wide range of topics including discussing job opportunities,
navigating school life, understanding the education system, exploring social rituals,
utilizing teaching aids effectively, and leveraging social media for educational purposes.
By engaging with this module, we are confident that you will not only expand your
knowledge but also find it to be a stimulating and rewarding learning experience.

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 Unit One: Classroom English
Introduction
In a classroom setting, effective use of language is essential for both teachers and
students. Teachers need to be able to communicate their lessons clearly and effectively,
while students need to have the necessary language skills to participate in class, ask
questions, and express themselves.
Studying Classroom English will enable us choose the right words and expressions for
the right situation in the classroom setting. In Ethiopian contexts, English is used mainly
in the classrooms. In the real life world, people don’t’ use English language for
communication. Hence, it is difficult for students to familiarize themselves with the
right expressions of English for different specific purposes. The specific purpose we are
dealing with in this particular module is English for the Classroom interaction. To help
learners with limited opportunity to use English outside of the classroom, we need to
use easily understandable English.
Hence, it will help us maintain “a good English-speaking atmosphere.” This will allow
learners to think and use English naturally instead of trying to think in their mother
tongue and translate it to English. In addition to that, using the classroom English
through role-plays and activities in the classroom will showcase the real-life use of
English which simulates the reality. This creates meaning to their interaction there by
reducing the artificial setting created to use a language for a purpose.

Section 1: What is classroom language?

1. What does the term "classroom English" refer to?
2. In what ways, if any, does classroom English differ from other varieties of English?
3. Why is understanding classroom English important for English Language Teachers?
Please think of some ideas and jot down your thoughts on the concept of classroom
English. Afterward, partner with someone to discuss and compare your responses.
1. _______________________________________________________________________________

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 _________________________________________________________________
2. _______________________________________________________________________________
_______________________________________________________________________________
__________________________________________________________
3. _______________________________________________________________________________
_________________________________________________________________

Classroom English refers to a set of practical phrases and expressions used by

teachers and students to facilitate communication in educational settings, from basic
greetings like 'good morning' and 'goodbye' to more complex interactions (Louwerse,
2001). It is essential for teachers to be proficient in using Classroom English for
effective class management (Hughes, 1990). While the focus in education is often on
the subject matter being taught, Classroom English plays a crucial role in enhancing the
teaching and learning experience in Ethiopian secondary schools by serving as both the
objective of instruction and the main tool for communication and organization within
the classroom.

When discussing teaching methodologies, the emphasis is frequently placed on

addressing instructional challenges and finding practical solutions. However, it is
important for teacher training programs to also prioritize developing solid
methodological practices among trainees for effectively presenting, practicing, and
assessing learning materials. By equipping educators with the necessary skills in
Classroom English and effective teaching methods, it can greatly contribute to the
overall success of the educational process in schools.
Nonetheless, the procedures established in a teaching methodology unavoidably need
to be communicated verbally within the classroom setting. This entails delivering
instructions, organizing groups, setting up activities, establishing time limits, posing
questions, verifying answers, upholding discipline, and more. The significance of this
verbal interaction cannot be overstated as it greatly influences the success of the
teaching and learning environment. Essentially, teachers must employ classroom
English, especially when English serves as the primary instructional language, in order
to effectively carry out these essential tasks.

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Classroom English holds significant importance not only for educators but also for
students. It provides students with opportunities to practice using English in practical
contexts within the classroom, such as seeking assistance from the teacher, expressing
when they do not comprehend a concept, requesting clarification, ensuring
comprehension, and collaborating with peers. This emphasis on using English in
classroom interactions aids students in developing their language skills and confidence
in communicating effectively.

Classroom English does have differences with other types of English. Often, the
language used in a classroom is more formal and structured compared to everyday
conversational English. It may include specific terms related to academic subjects,
instructions for assignments, and explanations of lesson content that may not be
commonly used in casual conversation.
The importance of Classroom English for English Language Teachers is significant.
Clear and effective communication is essential for successful teaching and learning. By
using appropriate Classroom English, teachers can ensure that students understand
instructions, explanations, and concepts accurately. It helps create a learning
environment conducive for students to engage with the material and participate actively
in classroom activities.
Classroom language is a set of expressions we use in the classroom. The following
picture illustrates some examples.

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Figure 1: Classroom language ([Link])
We use these expressions at different situations in the classroom. We use different
languages at the beginning, middle and end of the lesson. We will see each in the

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subsequent sections.

The beginning of the lesson

Activity:
Which English expressions are commonly used at the beginning of a classroom session?
Share some of the expressions you are familiar with. List some of them here and then
compare your answers with your classmate.
______________________________________________________________________________________
______________________________________________________________________________________
____________________________________________________________
Classroom Language: The beginning of the lesson
1. Good morning
 Good morning, everybody.
 Good afternoon, everybody.
 Hello, everyone.
 Hello there, John.
2. How are you?
 How are you today?
 How are you getting on?
 How’s life?
 How are things with you?
 Are you feeling better today, David?
3. Introductions
 My name is Mr/Mrs/Ms Kemal. I’m your new English teacher.
 I’ll be teaching you English this year.
 I’ve got five lessons with you each week.
4. 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.

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 5. Waiting to start
 I’m waiting for you to be quiet.
 We won’t start until everyone is quiet.
 Stop talking and be quiet.
 Settle down now so we can start.
6. Put your things away
 Close your books.
 Put your books away.
 Pack your things away.
7. 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?
8. 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.
What do you know about the following expressions? When do we use them?
1. Good morning, class!
2. Welcome back, everyone!
3. Let's get started, shall we?
4. I hope you're all ready for today's lesson.
5. Does everyone have their textbooks and notebooks ready?
6. How was everyone's weekend?
7. Is everyone feeling prepared for today's lesson?
8. Let's begin with a quick review of last class's material.
9. Does anyone have any questions before we begin?
10. I'm excited to see everyone's participation today.

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Activity: Role Play Practice

In this activity, you will take on the roles of both a teacher and a student to
practice the expressions used at the beginning of a lesson. Set a timer for
30 minutes to ensure you have ample time to interchange roles and
perfect your delivery.
As the "teacher," start the role play by greeting your "student" with a warm
"Good morning/afternoon/evening, how are you today?" Follow this up
with asking the student about their preparation for the lesson, such as "Did
you have a chance to review the material we discussed last time?"
Next, as the "student," respond to the teacher's questions with polite and
engaging answers, showing enthusiasm for the lesson. Engage in a brief
conversation where you ask questions as a student and respond
accordingly as the teacher, focusing on establishing a positive and
conducive learning environment.
Remember to switch roles frequently, allowing each participant to
experience both the teacher and student perspectives. This exercise will
not only help you internalize the expressions used at the beginning of a
lesson but also improve your communication and interaction skills.
By the end of the 30-minute practice session, you should feel more
confident in both roles and ready to apply these skills in a real classroom
setting. Enjoy the role play and make the most of this opportunity to hone
your teaching and learning abilities.

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Section 4: During the Lesson
Classroom English | Common instructions
Instructions can be used at the beginning of a session
 Turn to page …
 Are you ready?
 Look at activity five.
 Everybody …
 Listen to this tape.
 Pay attention, everybody.
 Repeat after me.
 Open your books at page…
 Again, please.
 You need pencils/rulers.
 Who’s next?
 We’ll learn how to …
 Like this, not like that.
 You have five minutes to do this.
Comprehension language
 Do you get it?  What did you say?
 Are you with me?  One more time, please.
 Are you OK?  Say it again, please.
 Do you follow me?  Like this?
 OK so far?  Is this OK?
 Do you understand?
Other common instructions
 Come in.  Come to the front of the class.
 Go out.  Put your hands up.
 Stand by your desks.  Put your hands down.
 Stand up.  Hold your books/pens up.
 Sit down.  Show me your pencil.
Classroom English | Classroom management
Giving instructions
 Get into groups of four.
 Open your books at page 75.
 Finish off this song at home.
 I want you all to join in.
 Everybody, please.
 The whole class, please.
 Could you try the next one?
 All together now.
 I would like you to write this down.
 Come out and write it on the
 Would you mind switching the
board.
lights on?
 Listen to the tape, please.

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  It might be an idea to leave this on?
till next time.  Do you want to answer question
 Who would like to read? 4?
 Which topic will your group report  Can you all see the board?

Sequencing
 Let me explain what I want you to
 First/ First of all, today, …
do next.
 After that/ Then
 The idea of this exercise is for
 Right. Now we will go on to the
you to
next exercise.
 You have ten minutes to do this.
 Have you finished?
 Your time is up.
 For the last thing today, let’s …
 Finish this by twenty to eleven.
 Whose turn is it to read?
 Have you found the place?
 Which question are you on?
 Are you all ready
 Next/ Next one, please.
 Who hasn’t answered yet?
Supervision
 Stop talking.
 Look this way.
 Listen to what … is saying.
 Leave that alone now.
 Be careful.
Questions
 Try to answer by yourself.
 Any questions?
 Try again.
 Do you have any questions?
 A full sentence, please.
 Now I’m going to ask you some
 Use a full sentence please.
questions.
 Make a sentence.
 Who knows the answer?
 Say it in a loud voice.
 Raise your hand.
 Louder, please!
 Please raise your hand if you
 Again, please.
don’t understand.

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Responding to questions
 Yes, that’s right,
 Fine.
 Almost. Try again.
 What about this word?
Reference
 As I said earlier, …
 While we’re on the subject, …
 In the background you can see …
 The church was started in the last century.
 This is a picture of a typically English castle.
 Let me sum up.
Encouragement

 That’s interesting!
 That really is very kind of you.
 Don’t worry about it.
 Don’t worry, I’m sure you’ll do better next time.
 I’m really impressed. I knew you could do it!
 Have a go! Have another try!
 Practise makes perfect.
 Good! Excellent! Well done! That’s great!
 That’ much better! You’re really improving.
 Your marks will get better if you practise more.
 Stop making excuses.
 Don’t pretend you can’t speak English, I know you can.
 Your marks are getting better all the time.

Classroom English | Error correction

Giving feedback to students
 Right!
 Magnificent!
 Fine.

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  Very good.  Sort of, yes.
 That’s very good.  That’s more like it.
 Great stuff!  It might be, I suppose.
 Well done.  That’s a lot better.
 That’s it.  You’re on the right lines (UK).
 Yes!  There’s no hurry.
 Yes, you’ve got it.  Have a guess.
 Fantastic!  That’s almost it.
 Very fine.  You’re halfway there.
 That’s nice.  You’ve almost got it.
 I like that.  You were almost right.
 Marvellous!  There’s no need to rush.
 You did a great job.  We have plenty of time
 Terrific!  Unfortunately not.
 Wow!  I’m afraid that’s not quite right.
 That’s correct.  Not quite right. Try again.
 Quite right  Good try, but not quite right.
 That’s right.  You can’t say that, I’m afraid.
 That’s quite right.  You can’t use that word here.
 Have another try.
 It depends.
 Not really.
 That’s much better.
 Not exactly.
 In a way, perhaps.
 You’ve improved a lot.
Classroom English | Special situations
 Tom has his 11th birthday today.
 Happy birthday!
 Anna is eleven today. Let’s sing
 Merry Christmas!
“Happy Birthday”.
 I hope you all have a good Christmas.
 Cheerio now.
 Happy New Year!
 God bless!
 All the best for the New Year.
 Have a nice weekend.
 Happy Easter.

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  What was the matter?
 Thanks for your help.
 I’ll be back in a moment.
 Best of luck.  Carry on with the exercise
 Good luck. while I’m away.
 I hope you pass.  I’ve got to go next door for a
 Congratulations! moment.
 Well done!  I’m afraid I can’t speak any
 Hard lines! louder.
 Never mind.  I seem to be losing my voice.
 Better luck next time.  I have a headache.
 Do you feel better today?  I’m feeling under the weather.
 Are you better now?  Do you mind if I sit down?
 Have you been ill?  I have a sore throat.

Activity 3: Practice the classroom English expressions during the lesson. Assume
someone has personal problems which you would like to share with the teacher. Act
as a teacher and a student with a personal problem to practice the classroom
expressions.

Section 5: The End of the Lesson

THE END OF THE LESSON | Classroom English
Time to stop

 Let’s stop now.

 It’s time to finish now.
 It’s almost time to stop.
 I’m afraid it’s time to finish now.
 We’ve run out of time.
 We’ll have to stop here.
 There’s the bell. It’s time to stop.
 That’s all for today. You can go now.
 Have you finished?
 Stop now.
 Any questions?

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  Collect your work please.
 Pack up your books.
 One minute to finish that activity. It’s nearly time to go.
 Are your desks tidy?
 Don’t forget to bring your … tomorrow.
 The next class is waiting (outside/ to come in)
 You’ll be late for your next class (if you don’t stop now)
 We’ll have to finish this tomorrow/ in the next lesson
 Look at the time/ What time is it now?
 That’s all (we have time) for today.

Not time to stop

 The bell hasn’t gone yet.

 The lesson doesn’t finish till ten past.
 Hang on a moment.
 We seem to have finished early.
 Just a moment, please.
 Just a sec/ Just a second/ Wait for it!
 There are still three minutes to go.
 Just hold on a moment.
 One more thing before you go.
 We still have a couple of minutes left.
 Your watch must be fast.
 We have an extra five minutes.
 Sit quietly until the bell goes.
 Tom, you have to stay five extra minutes (as I told you earlier/ because you…)
 Back to your places.
 Stay where you are for a moment.

Homework
 Remember your homework.
 Take a worksheet as you leave.

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  What do you have to do before the next lesson?
 This is your homework for tonight.
 Finish this exercise
 Do the next exercise tonight, and we’ll check it tomorrow.
 Prepare the next chapter for Tuesday.
 Do exercise 5 on page 36 for your homework. There is no homework today.
 There is no homework tonight (but there will be tomorrow)
Next time
 The next class starts at 7 o’clock.
 We’ll do the rest of this chapter next time.
 We’ve run out of time, so we’ll continue next lesson.
 We’ll continue this chapter next Monday.
 We’ll do some more practice of this in the next class.
 We’ll finish this exercise next lesson.
 We’re going to continue with this tomorrow, so please sit together again.
Goodbye
 Goodbye, everyone.
 See you again next Thursday/ next week/ tomorrow/ on Monday
 Have a good holiday.
 Enjoy your vacation.
 See you tomorrow afternoon.
 Stand up and say goodbye to the class, please
 See you in room 8 after the break.
Leaving the room
 Form a queue (UK) and wait for the bell.
 Get into a queue (UK).
 Be quiet as you leave. Other classes are still working.
 Try not to make any noise as you leave.
 It’s tidy up time
 Everybody outside!
 All of you get outside now!
 Hurry up and get out!
 Line up

Activity 4: Imagine you have a school function in the school compound. Inform your
19
students about it and organize them in a group to line up and leave the room. Remind
them their assignments and other issues.

UNIT TWO: RUNNING A CLASS

Introduction
Greetings, dear students!
Welcome to the second unit of the Module, English for Education Professionals. In the
previous unit, you’ve studied the essential starting procedures and expressions of
starting Specifically, you’ve familiarized yourself with the language functions and
expressions required to articulate these procedures effectively.
In this unit, you will focus on the protocols necessary for managing a successful class.
You will explore the diverse types of classroom directives and inquiries. Additionally,
you will learn the language needed to organize class activities, provide constructive
feedback, offer encouragement, and uphold discipline in the classroom.
Unit outcomes
By the completion of this unit, you will have the ability to:
 Deliver clear instructions for routine classroom tasks.
 Pose classroom questions in a fluent and adaptable manner.
 Effectively structure and sequence lesson activities while effectively
communicating the order to your students.
 Offer positive feedback and input on student work to foster a supportive
learning environment.
 Communicate emotions like anger, interest, surprise, appreciation,
disappointment, etc. according to the situation
 Consider the diverse group of students and plan lesson activities in various
formats;
 uphold discipline by involving students in learning tasks;
 recognize and utilize suitable phrases and expressions for impromptu
communication in the classroom.
2.1. Classroom Instructions
Activity
Be in pairs and discuss the following questions.
1. What are classroom instructions?

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2. What expressions do you know to give instructions in a classroom?
Classroom instructions encompass the various verbal cues employed by educators to
facilitate tasks within an academic setting. Teachers employ diverse approaches when
delivering instructions in the classroom, with commands, requests, and suggestions
being the primary modes of communication. In social settings, the selection of these
communication methods is typically influenced by factors such as status, roles, and
specific contexts. However, within the classroom environment, these choices are often
dictated by the traditional authority attributed to teachers and the established rules of
the educational setting. Regardless of the specific form, all instructions function as
commands, indicating that students are expected to adhere to the directions provided.

Moreover, in an educational context, the selection of instruction types may also reveal
the teacher's fundamental attitude towards their students. Commands underscore the
teacher's authoritative position, while requests convey a sense of equality and
amicability. Suggestions, on the other hand, theoretically offer students a degree of
autonomy in decision-making. It is essential to note that classroom instructions can be
issued both at the commencement and conclusion of a session, serving as crucial
guidance throughout the learning process.
Activity
Why do teachers use instructions in a classroom? Jot down your answers below and
compare your answers with your classmates.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Teachers use classroom instructions to provide guidance, direction, and information to
students. Classroom instructions help teachers communicate their expectations, lesson
objectives, and learning outcomes to students. Instructions are essential for effectively
conveying information, explaining concepts, demonstrating tasks, and guiding students
through various learning activities. By using clear and concise instructions, teachers can
help students understand the material, participate in class activities, and complete
assignments successfully. Instructions also help maintain order and structure in the
classroom, ensuring that students stay on task and achieve the desired learning
outcomes.

21
What is the difference between commands, requests and suggestions?
In a classroom instruction, the difference between commands, requests, and
suggestions lies in the way they are communicated and the level of authority or
politeness that they convey. Here is a breakdown of each:
1. Commands:
Commands are directives that are given with authority and are meant to be followed
without question. They are often conveyed using imperative language and are more
straightforward and direct. Commands are used when a teacher needs to enforce rules
or give clear instructions for the students to follow. Example: "Please sit down and
open your textbooks."
2. Requests:
Requests are more polite than commands and are presented as asking for something
to be done rather than demanding it. They are usually framed as questions or with
phrases like "Could you please..." or "Would you mind..." Requests allow for some
flexibility and give the students the option to comply or not. Example: "Could you please
hand out the worksheets?"
3. Suggestions:
Suggestions are recommendations or ideas that are offered for consideration but do
not carry the same level of authority as commands or requests. They are presented as
possibilities or options for the students to think about or act upon. Suggestions are
more informal and open-ended, allowing for discussion and input from the students.
Example: "You might want to try studying in pairs for the next assignment."
In summary, commands are authoritative directives that must be followed, requests are
polite expressions of needs or desires, and suggestions are recommendations for
consideration. Effective classroom instruction often involves a balance of these
communication styles based on the context and the desired outcome.
Activity
As mentioned earlier, classroom instructions can be categorized into commands,
requests, and suggestions. Please read the following classroom instructions and
classify them into commands, requests, and suggestions.
1. It would be beneficial to review the material from the previous lesson.
2. Can you please bring your homework to the front of the room?
3. Consider studying for the upcoming quiz in advance.

22
 4. Take out your textbooks and turn to page 56.
5. Raise your hand if you have a question.
6. Could you please pass out the worksheets to the class?
7. Complete the assignment by the end of the class.
8. Sit up straight and pay attention.
9. Why not organize a study group to prepare for the exam together?
10. Quiet down and listen to the instructions.
11. It might be helpful to take notes during the lecture.
12. Would you mind working with a partner on this activity?
13. Could you stay after class for a quick discussion?
14. Would you be able to help your classmates with the group project?
15. Try to participate in the class discussion to share your ideas.
Here are more examples of commands, requests and suggestions.
Commands:
1. Order: "Please open your textbooks to page 10."
2. Prohibition: "Do not use your phones during the class."
3. Order: "Raise your hand before speaking."
Requests:
1. "Could you please pass out the worksheets to your classmates?"
2. "Would you mind turning off the lights for the presentation?"
3. "Can everyone please clear their desks for the activity?"
Suggestions:
1. "You may want to take notes on this important topic."
2. "It might be helpful to work in pairs for this group activity."
3. "Consider practicing the vocabulary words before the quiz."
Activity
In pairs, please prepare 2 commands, 2 requests, and 2 suggestions for classroom
activities.
1. ______________________________________________________________________
2. ______________________________________________________________________
Notice that the position of the word 'please' in a classroom instruction can vary.
Here are different positions where 'please' can be placed in classroom instructions
along with examples:
1. Beginning of the Sentence:
Please, raise your hand if you have a question.
Please, take out your textbooks.
2. Middle of the Sentence:
Raise your hand, please, if you have a question.
Take your notebooks out, please.
3. End of the Sentence:

23
 Sit down here, please.
Open your books on page 50, please.
4. Multiple 'Please' Usage:
Please, could you open your books, please?
Would you please turn off your cell phones, please?
The placement of 'please' can subtly change the tone or emphasis of the
instruction. In most cases, using 'please' at the beginning or end of the sentence
is the most common practice in classroom instructions to convey politeness and
respect while giving directions.
2.2. Classroom Questions
Classroom questions are inquiries that teachers pose to students in a classroom
setting to engage them in discussion, check for understanding, assess their
knowledge, stimulate critical thinking, and encourage participation. These questions
can range from simple recall questions to more complex analytical or open-ended
questions designed to promote deeper understanding and active learning.
Classroom questions play a crucial role in the teaching and learning process, as they
help educators gauge student comprehension, encourage dialogue, and provide
opportunities for students to articulate their thoughts and ideas.
Activity
What are the advantages of classroom questions? Write down some advantages.
________________________________________________________________________
________________________________________________________________________
Classroom questions have several advantages. They:
1. Encourage active engagement: Asking questions in the classroom encourages
students to actively engage with the material and think critically about the subject
matter.
2. Promote critical thinking: Classroom questions help students develop their critical
thinking skills by challenging them to analyze and evaluate information.
3. Increase comprehension: By asking questions, teachers can assess students'
understanding of the material and address any misconceptions or gaps in knowledge.
4. Foster discussion and collaboration: Classroom questions stimulate discussion
among students, promoting collaboration and the exchange of ideas.
5. Enhance retention: Engaging with questions in the classroom can improve students'
ability to retain and recall information more effectively.
6. Provide feedback: Questions allow teachers to gauge students' comprehension and
provide feedback to guide their learning and academic progress.
24
Overall, classroom questions are effective tools for promoting student engagement,
critical thinking, and active learning in the educational setting.
Can you think of other advantages? Discuss with your classmates orally.
2.3. Effective classroom questions
Activity
Why do you believe it is important for educators to pose impactful questions in a
classroom environment? Review the characteristics of successful classroom inquiries
below and share your interpretation of each.
1. Effective classroom questions should be clearly formulated to prevent student
confusion and frustration. It is important for teachers to avoid asking a series of long,
complicated questions that may distract from the main point.
2. Questions should be clear and easy to understand to ensure all students comprehend
what is being asked of them.
3. Questions should be aligned with the learning objectives and outcomes of the lesson
to guide students towards achieving educational goals.
4 They should stimulate curiosity and foster a desire to learn more among students,
sparking interest in the topic being discussed.
5. Teachers should allow for a pause of three to five seconds after posing challenging
questions that require deeper thinking, as well as after receiving student responses,
in order to offer accurate feedback and promote critical thinking skills.
6. Successful educators encourage active participation from all students by creating an
inclusive environment where everyone feels encouraged to share their thoughts.
Strategies such as giving students more time to respond, asking follow-up questions,
and setting expectations for participation can enhance student engagement.
7. While it is essential to manage student call-outs, allowing students to participate
spontaneously can be beneficial for boosting engagement, especially among shy or
economically disadvantaged students.
8. Asking high-level questions can stimulate advanced thinking skills among students.
9. When providing feedback, teachers should offer specific and constructive comments,
acknowledging students for their contributions. Praise should recognize genuine
achievements, while criticism should focus on areas needing improvement without
targeting the individual. Feedback should be centered on guiding behavior, skills, and
knowledge enhancement.

25
10. Effective classroom questions are open-ended, allowing for multiple possible
answers and encouraging critical thinking and discussion.
11. Thought-provoking: They should be thought-provoking and challenging to inspire
students to engage in deeper reflections and analysis.
12. Relevant: Good questions are relevant to the subject matter being taught and
encourage students to apply what they have learned to real-life situations.
13. Effective questions come in a variety of forms, including factual, analytical,
evaluative, and application-based questions, to assess different levels of
understanding.
14. Effective questions promote discussion and collaboration among students,
encouraging them to interact with one another and share their perspectives.
15. Questions should be inclusive and engage all types of learners, catering to different
learning styles and abilities within the classroom.
16. Good questions are designed to encourage critical thinking, problem-solving, and
higher-order thinking skills among students.
2.4. Types of Classroom Questions
1. Knowledge-based questions: Knowledge-based questions assess a student's grasp
of factual information, definitions, or details within a subject area. They typically
require students to recall specific facts, terms, or concepts without needing to
analyze or apply them
Examples:
What year did World War II begin?
Can you name the four states of matter?
2. Comprehension questions: Comprehension questions assess a student's
understanding of the material by requiring them to recall specific information,
summarize key ideas, or explain concepts in their own words. They focus on the ability
to grasp and interpret the meaning of the content
How would you summarize the main idea of the passage we just read?
Can you explain the concept of photosynthesis in your own words?
3. Application questions: Such questions require students to use their knowledge and
understanding of concepts to solve real-world problems or scenarios. They assess a
student's ability to transfer their learning to new situations and contexts.
How would you apply the Pythagorean Theorem to find the missing side of a right
triangle?
Can you provide an example of when you might use long division in real life?
4. Analysis questions: Such questions ask students to break down complex ideas or
information into smaller components and examine their relationships or significance.
They require students to identify patterns, connections,
What factors contributed to the economic recession of 2008?

26
 How can you analyze the author's use of symbolism in this novel?
5. Synthesis questions: Synthesis questions ask students to combine information from
various sources or concepts to create a new understanding or perspective. They
require students to integrate and transform information rather than simply
regurgitating facts.
Create a timeline of major events leading up to the American Revolution.
Develop a plan to reduce pollution in a local river.
6. Evaluation questions: These questions ask students to critically assess or evaluate
something based on specific criteria. e.g.
Do you think the main character's actions were justified in the story? Why or why not?
In your opinion, how effective was the chosen method of solving the math problem?
7. Higher-order thinking questions: These types of questions require students to think
critically and apply their knowledge to analyze, evaluate, and create new ideas. They
often involve problem-solving, reasoning, and decision-making skills rather than
simply recalling facts. Examples:
How might the outcome of a hypothetical historical event have changed the course of
history?
Can you design an experiment to test a scientific hypothesis that has never been
explored before?
8. Yes or No questions- Yes or no questions are questions that can be answered with a
simple "yes" or "no" response. These questions typically require the respondent to
provide a direct and succinct answer without elaborating further.
e.g. Have you done your homework?
9. WH questions are open-ended questions that begin with the words "who," "what,"
"where," "when," "why," or "how." In a classroom setting, WH questions are commonly
used to engage students in discussions, prompt critical thinking, and assess
comprehension. Here are examples of each type of WH question in a classroom:
Who:
Who is the main character in the story?
Who discovered electricity?
Who would like to share their answer with the class?
What:
What is the capital of France?
What are the three states of matter?
What do you think will happen next in the story?
Where:
Where did the American Revolution take place?
Where can you find the Great Wall of China?
Where is your homework assignment?
When:
When did World War II end?
When is the next school event?
When is the project due?

27
Why:
Why is it important to recycle?
Why do plants need sunlight to grow?
Why do you think the character made that decision?
How:
How did you solve that math problem?
How do you think we can reduce pollution?
How can we improve our study habits?
Activity: Here are incomplete sentences. Complete them using the appropriate WH-
words. More than one answer may be possible.
1. I am not sure ____________ the weather will be like tomorrow.
2. I wonder ______________ won the game last night.
3.. She told me _______________the project is due.
4. They are discussing _______________ they should go for lunch.
5. They want to know _______________the meeting was canceled.
6. I need to find out _______________ phone is ringing.
7. We should ask ____________time the event starts.
8. He didn't say ______________the new system works.
9. The manager is checking __________ responsibility it is to handle the issue.
Activity: The following answers are responses to wh-questions. Read the
answers and provide the corresponding wh-questions.

1. At home.
2. I am studying.
3. Five.
4. On Saturday.
5. Because it's raining
6. Blue
7. She is a teacher
2.5. Giving Feedback and Comments
Giving feedback and comments in a classroom setting is an essential part of the
teaching and learning process. Feedback provides learners with information on their
progress, highlights areas of improvement, and offers encouragement and motivation.
Comments, on the other hand, are specific observations made by teachers or peers to
provide constructive criticism or praise about a student's work or performance.
When giving feedback and comments in a classroom, it is important to be specific, clear,
and constructive. Teachers should focus on the learning objectives and provide
feedback that is related to those objectives. Comments should be encouraging and
highlight both strengths and areas for improvement to help students understand how to
enhance their skills and knowledge.
Feedback and comments should also be timely, as immediate feedback allows students
to make necessary adjustments and improvements more effectively. Additionally,
teachers should strive to provide feedback in a positive and supportive manner to foster

28
a growth mindset and encourage students to continue learning and growing.
Overall, giving feedback and comments in a classroom environment plays a crucial role
in enhancing student learning, promoting self-reflection, and fostering a positive and
supportive educational environment.
Activity-What is the importance of giving feedback and comments? Write your
answers below.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________

The following are some of the advantages of giving feedback and comments in a
classroom.
1. Personal and Academic Growth: Feedback and comments provide students with
specific information on their strengths and areas for improvement, allowing them to
enhance their understanding of a subject and develop their skills.
2. Motivation: Positive feedback and constructive criticism can encourage students to
continue working hard and striving for excellence. It can help build confidence,
motivation, and a growth mindset.
3. Communication Skills: Feedback teaches students how to effectively communicate
their thoughts, ideas, and concerns. It also helps them understand how to accept
feedback from others gracefully.
4. Continuous Improvement: Regular feedback allows students to track their progress
over time, identify areas where they need to focus more attention, and adjust their
learning strategies accordingly.
5. Relationship Building: Providing feedback in a classroom setting can help build a
positive relationship between educators and students. It fosters open communication,
trust, and mutual respect.
6. Differentiation and Personalization: Feedback can be tailored to meet the individual
needs and learning styles of students, helping educators differentiate instruction
and provide personalized support.
7. Self-Reflection: Constructive feedback and comments prompt students to reflect on
their own work, thought processes, and approaches to learning. It encourages them
to take ownership of their learning journey.
In conclusion, feedback and comments in the classroom are essential for fostering a
supportive learning environment, promoting student engagement, and facilitating
continuous improvement and growth.
2.6. Types of feedback
Activity-Match the types of feedback in the box below with their descriptions.
A. Corrective feedback B. Constructive feedback C. formative feedback
D. summative feedback E. teacher feedback F. Peer feedback G. positive
feedback

1. Summative feedback: This type of feedback is given at the end of an assessment

or task and focuses on evaluating the student's overall performance. It typically

29
 provides a final grade or evaluation of the student's work.
2. Constructive feedback: This type of feedback aims to provide students with
specific and actionable suggestions for improvement. It focuses on areas where
the student can make changes and gives guidance on how to do so.
3. Positive feedback: This type of feedback focuses on acknowledging and praising
a student's efforts, accomplishments, or strengths. It can boost a student's
confidence and motivation.
4. Formative feedback: This type of feedback is given during the learning process to
help students understand their progress, identify areas for improvement, and
guide their future learning. It is intended to be ongoing and help students develop
their skills and knowledge.
5. Peer feedback: This type of feedback involves students providing feedback to
each other. It can help students develop communication and critical thinking
skills, as well as gain a different perspective on their work.
6. Teacher feedback: This type of feedback is provided by the teacher and is aimed
at guiding students' learning and development. It can be verbal or written and
may include both positive and constructive feedback.
7. This type of feedback refers to the specific feedback provided to students to
correct their errors or misconceptions. It involves identifying and addressing the
mistakes or misunderstandings made by students in their work or responses.
Corrective feedback is crucial in helping students improve their learning and
performance by guiding them on how to correct their mistakes and understand
the correct concepts.

Unit 3: - Ending a Class

Unit Outline
4.1 Leading Questions
4.2 Brief Introduction of Ending a Class
4.3 Useful Activities and Expressions about Ending a Class
4.3.1 Finishing a Lesson
4.3.2 Announcing Time to stop working
4.3.3 Setting Home works and Assignments
4.3.4 Valediction
4.3.5 Clearing the Class
4.4 Self-study
4.5 Unit Summary
---------------------------------------------------------------------------------------------------------------------
4.1 Leading Questions
Dear students, this unit has its own unique features. So, before you go to learn the
details of this unit, it is pedagogically advisable to check you background knowledge
about the basic expressions of ending a class. Please, look at the following leading
questions and then react on each of them accordingly.
30
 a. What does ending a class mean to you?
b. What makes ending a class unique from beginning a class and running a class?
c. Can you list down some of the commonly used expressions that best verify
ending a class?
d. What do you feel towards the end of a class?
e. What kinds of activities/exercises are basically given towards the end of a class?

4.2 Brief Introduction about Ending a Class

Pedagogically speaking, English for academic purposes (EAP) is now accepted as a
broad term that covers many types of academic communicative practices useful for
education professionals who intend to empower quality education at different
levels(Hyland,2006). Acquitting oneself to the basic expressions of ending a class is
one among. Ending a class is, therefore, the third stage that appears next to beginning a
class and running a class chronologically. There are its own unique characteristic
features used to implement the teaching-learning process in a given time bound
successfully.
Different literatures have indicated that many teachers are guilty of ending a class in a
way that is less than inspiring their students to the level it requires. This is to mean that
most teachers only intend either to finish the main content of the day’s lesson or focus
on the detail of homework, leaving other key issues behind. However, many personal
experiences, alongside various researches done, have shown that ending of a class can
be as important as appropriate beginning a class and running a class. This successful
ending of a class can provide consolidation of the day’s lesson which gives an
opportunity for the teacher to make ending a class attractive and worth remembering.
Similarly, a lesson closure is a way to end a lesson. However, it is more than just closing
a textbook or an exercise book. A good lesson closure reviews what the teacher has
covered in a day’s lesson and leaves a long lasting impression on students’ mind.
Lesson closure also gives a chance for the teacher to emphasize key information, allow
students to ask questions which have afflicted them throughout the lesson.
Effective ending of a class tends to focus on reviewing activities, as a way of both
checking students’ knowledge/skills and consolidating key concepts. According to
Stephen (2021) and Veronica (2022), the following strategies are used to make ending a
class effective:-
In an effective ending a class, a skillful teacher can use variety of strategies which
31
include:-
-Reviewing and summarizing a lesson,
-Consolidating key information that bind the day’s lesson,
-Creating a link to new ideas,
-Building anticipation for the next lesson
At the end of a class, students are given opportunities to express any concerns that
they think vital to excel their academic performance, ask questions and clarify their own
understandings. Moreover, students are given the chance to celebrate and share any
personal achievements with their peers. The aforementioned scholars also affirmed
that ending a class needs careful attention. It can be used as an assessment tool for
the teacher enabling him/her realizing whether the students can understand the lesson
objective or not. It also indicates if the teacher needs to change the mode of delivery of
his/her lesson to the class.
As a well-trained teacher, thus, it is very important to manage the time allotted for the
day’s lesson so as to ensure the teacher to have adequate time to end a class
successfully.
Learning Outcomes
Up on successful completion of this Unit effectively, therefore, you will be able to:
 signal the end of a lesson using appropriate classroom language
expressions;
 talk about the next lesson with alternative phrases and sentences;
 announce the time to stop the day’s lesson with various expressions;
 set home works, assignments and extra work clearly;
 say your students ‘Goodbye’ using suitable expressions depending on the
situations;
 employ appropriate words or phrases useful to end your classes;
 identify and list down common vocabularies which you can use them
while ending your classes;
 review the grammar relevant to end the class procedures.
4.3 Useful Activities and Expressions about Ending a Class
The following are useful expressions and activities about ending a class. Hence,
practice and apply them in the classroom to be an effective teacher.

32
 4.3.1 Finishing a Lesson
Activity 1: Discuss in pair/group and then answer each of the following
questions.
1. How did your high school teachers signal when they had finished the day’s
lesson? Can you mention some of the strategies/procedures they used to
employ? What classroom English expressions did they use usually?
2. What make the procedures we use to finishing the lesson different from
beginning and running the lessons?
3. Below are some of the common expressions that we can use to indicate finishing
a lesson. Label them under the headings:-
a. Summarizing a lesson,
b. Reviewing a lesson and
c. Talking about next lesson.
4. Now, look for another partner and role-play as a teacher to say them.
5. Practice the following useful expressions to empower your professional
development.
Useful Expressions

 Right, I think we have no more problems with …now. Next week we will

move onto…

 Let’s go through what we’ve studied today one more time.

 Today’s lesson was a hard work, so we’ll do something a little easier/ a bit

more fun in the next class.

 When is the next class?

 The aims of today’s lesson were…, so I think we achieved…

 We’re finishing this lesson a little early / late, so the next lesson will start

at 1:30pm.

 Well, I didn’t expect to (be talking about)…but it was very useful /

interesting, I reckon.

33
  Do you more confident about the test/reading the map/doing the equation

now?

 I was pleasantly surprised by how easy you all found that. I’ll have to think

of something more challenging for next class.

 Let’s check/tick the things on the lesson plan/on the board that we

did/that you can now do.

 And that is the end of Unit 3. Next week we’ll do a little revision and start

Unit 4.

 I think you’ll find what we studied today really useful in the future/at work…

 It has been mainly … today, so next week we’ll do more …

 We’ve finished the book! So in our next lesson, we’ll do some revisions.

 The next class starts at 5 o’clock.

 Did I tell you (all) that the next lesson is/will be in the lab/ main hall?

 We’ll start the next lesson by …/ with the next person’s presentation.

 Please, don’t be late for the next class.

 I’m on holiday next week, so there will be a substitute teacher ………

Activity2: Reflection
1. What do you learn from the above commonly used expressions about ending a
class?
a. Address your answer in spoken form.
b. Address your answer in written form.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_________________________________________

34
 2. What do you understand the difference among the expressions used to indicate
finishing a lesson, such assummarizing a lesson, reviewing a lesson and talking
about next lesson? React reasonably by providing evidence.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_____________________________________
4.3.2 Announcing Time to stop Working

Activity 3

Announcing the time to stop working is among the end of the class procedures that a
teacher needs to verbalize. The table below presents a list of language functions
useful to do so. Look at them carefully and identify which set of expressions can be
used in these classroom situations.
1. You have finished the day’s lesson, but you still have a few minutes to stay in the
class.
2. You have finished the lesson, and it’s the right time to finish your class.
3. You still have few minutes to finish your lesson, but students appear to leave class.
4. The time is over before you finish the lesson so you want to finish it some other time.
5. The time is over, but you have something important to finish. You want students to
stay in class for a while.
6. It’s nearly time to stop working, and you are on the last activity.
7. You have finished the day’s lesson, and nothing left behind.
Useful Expressions
Group A

 It’s almost time to stop. It’s ten to ten. We’ll have to stop here.

 I’m afraid it’s time to finish now. I make it almost time. We’ll have to stop

here.

 We run out of time. There’s the buzzer / bell, so we must stop working

now.

35
 That’s the buzzer / bell. It’s time to stop. Is that the bell I hear?

 All right! That’s all for today, thank you. That will do for today. You can go

now.

 Right! You can put your things away and go. It’s break time/ Let’s take a

break.

 Well, you can all stay here and carry on speaking if you like…

 Well, only one team can win so there doesn’t seem to be much pointing

going on.

 The other class is waiting to get in, so we’d better make a move.

 That is the end of the test/exam. Pens and pencils down, please.

Group B

 Five minutes to the end of the class/ exercise/test.

 Okay, just one more time and that’s it. Okay, (this is the) last time.

 This is the last round of the role-play.

 Oh, that’s the bell already. / Is it that time already? Before we go, we just

have to…It’ll only take a minute.

 We don’t have time to do the whole thing, so we’ll just do this exercise

and then stop.

Group C

 We’ll finish this next time. I don’t think we’ve got time to finish this now.

 We’ll do / read / look at the rest of this chapter next time / on Thursday.

 We’ll finish off this exercise in the next lesson.

 We’ve run out of time, so we’ll go on with this exercise next time.

 We’ll continue with this chapter next Monday.

36
 We’ll continue working on this activity next time.

 We’ll practice that one more time next week.

Group D

 It isn’t time to finish yet. The buzzer / bell hasn’t gone yet.

 I don’t remember hearing the bell. There are still two minutes to go.

 We still have a couple of minutes left. The lesson doesn’t finish till five

past.

 I only make it a quarter to. There’s another five minutes yet.

 This lesson isn’t supposed to due to finish until five past. Your watch

must be fast.

Group E

 We have five minutes over. We have an extra five minutes.

 We seem to have finished a few minutes early.

 My watch must be slow. I make it only a quarter to.

 It seems we have two or three minutes in hand / to spare.

 There isn’t any point (in) starting a new exercise.

 There’s no point (in) beginning anything else this time.

 Carry on with the exercise for the rest of the lesson.

 Sit quietly until the bell goes.

Group F

 Wait/hang on a minute / a moment. Just hold on a moment / a minute.

 Stay where you are for a moment. Just a moment/a second, please.

 One more thing before you go out. Don’t go rushing off. I’ve something to

tell/say to you.

37
  Wait for it! (Go) back to your places. Where are you going?

 Where do you think you are going? Don’t you think you are jumping the

gun?

 As we still have a couple of minutes left, we’ll… You can’t go until you all…

 Why are you packing your bags already? Did anyone tell you to pack your

bags?

 Did I say you can go?............I thought not. You need to have patience!

Activity 4: Microteaching
Suppose you are in the class conducting your lesson and now you are about to end your
day’s lesson. Form a group of five or six and take turns to microteaching some of the
commonly used expressions given in the table above. You may also add other similar
language functions pertinent to ending a class.
Points to be noted:-
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
________________________

4.3.3 Setting Home works and Assignments

Home works and assignments are common activities to be given at the end of the class.
They are used as major forms of assessment. Teachers have frequently used both home
works and assignments to check up their students’ academic performance. In short, they
are helpful to sustain quality education.

Activity 5

Learning activities cannot be completed only in the classroom. You need to set home
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works and assignments to help your students learn more. Also, you need to prepare
your students for the next lesson, and engage them in self-study tasks. Below are the
instructions and questions to verbalize all these things.
1. Find a partner and practice to say them out. Notice that all are not to be
verbalized in the same intonation and loudness.
2. What do you think is the difference existing among the language functions
indicated in each box below?
3. What lesson you primarily learnt from the expressions listed below?
4. In what way the expressions (i.e. Group A-D) listed below can be similar?
Useful Expressions
Group A

 This is your homework. This chapter / lesson / exercise is your

homework.

 This is your homework for next time/period/class.

 Your homework for tonight is exercise 10 on page 23.

 The homework for tonight is exercise 10 on page 23.

 For homework, please do … / I’d like you to do … / would you do…?

 So, the homework is … And the homework is … Nothing!

 Prepare the next chapter for Monday.

 I told you about your homework earlier, and it is …

 Tonight / Before the next lesson / Before next week /At the weekend, I’d

like you to …

 Remember the last piece of homework / project/ writing? Well, I want you

to do something like that / similar, but …

 Please revise that for homework and we’ll use that language in the next

lesson / next week / in the test.

 The same point comes up in your homework.

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 You’ll feel more a lot more confident about that when you’ve done your

homework, which is …

 I’m going to give you one more chance to do the homework from last

week, so anyone who’s already done it can enjoy their free time.

 If you feel you need more practice, you can do … at home by …

 I think we all need some more practice of that, so for homework …

 This homework is a bit long /difficult, so I’ll give you till this time next

week to finish it.

 As you have a long holiday / a big test coming up, I’m going to give you a

special homework than the usual.

 There is no homework today.

Group B

 Do exercise 10 on page 23 for your homework for tonight.

 Finish off the exercise at home. Do the rest of the exercise as your

homework.

 You will have to / must read the last paragraph / page at home.

 Please, complete this exercise at home.

 Finish the question you’re (working) on at the moment, and do the rest at

home.

Group C

 Remember your homework. Don’t forget about your homework.

 Please, pick up a copy of the exercise as you leave.

 Remember to take a sheet as you leave.

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  Collect a copy of your homework from my desk.

Group D

 There will be a test on this next/coming Wednesday.

 I shall give you a test on these lessons / chapters sometime next week.

 Learn the vocabulary because I shall be giving you a test on it in the next

lesson.

 You can expect a test on this in the near future.

 Please, revise lessons 9 and 10 carefully. There will be a test on them

sometime in the near future/next week.

4.3.4 Valediction (Farewell/Parting)

Towards the end of the lesson, it is common to make a speech for the students in the
form of farewell or parting. There are frequently used words or phrases to satisfy this
purpose.

Activity 6

1. Which words or phrases do come to your mind to satisfy this purpose?

2. Why teachers are required to use these recommended expressions towards the end
of the class?
3. What pedagogical importance do these expressions have to sustain quality education?
Useful Expressions
Group A

 Good bye. Goodbye boys and girls / everyone / everybody / class. Good bye

everyone!

 Bye / Bye-bye / Bye-bye students. Cheerio, Dawit. Bye now, Hannan

 Stand up so we can all say good bye.

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 Group B

 See you / See you, then / See you then.

 See you later / again / tomorrow afternoon / next time /next Wednesday.

 I’ll be seeing some of you again after the break.

 I’ll see you all again after Christmas/next year

 Remember next week is a holiday. So I’ll see you in two weeks / the week

after next.

 Oh yes, you’re right, there’s a holiday. In that case, I’ll see you the week

after that.

Group C

 Have a nice / good time / weekend / holiday /vacation.

 Enjoy your break /vacation /holiday. I hope you all have a nice

vacation/break/holiday.

Group D

 Tomorrow we’ll meet in TCR-A building. See you in room 21 after the break.

 I’ll see you in room 21 after the break. There’s been a change of room for next

week.

 We’ll be meeting in room 19 instead. Wait outside the language laboratory for

me.

Group E

 I won’t be here next week / after the break. Miss Jones will take/be taking you

instead.

 Go and join class 9B for your lesson. I’ll leave him/her some work to give you

 This was my last lesson with you.

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  ………was the lesson we discussed last time, right!

Additional Exercises

Write any five acceptable expressions as valediction towards the end of the class.

1.____________________________________________________________________________

2.____________________________________________________________________________

4.3.5 Clearing the Class

Activity 7

1. What does clearing the class mean to you? React reasonably.

2. What are the commonly used expressions to satisfy this context?
3. What is the difference between clearing the class and register?
Useful Expressions (Instructions/Commands/Orders)
The following are instructions that we can use to make students leave the room. Which
ones are simple instructions, which are commands and which are polite requests?
Group A

 Queue up by the door / Get into a queue.

 Form / make a queue and wait for the bell / until the bell goes. It’s tidy up time.

 Line up next to the door / Line up for the leaving drill. Go and join the back of the

queue.

Group B

 Will you please go out? Everybody outside! All of you, get outside now!

Hurry up and get out!

Group C

 Go out quietly. Not so much noise, please. Quietly! No shouting!

 No speaking in the corridor! 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).

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  Remember how much trouble you got into last week for making noise in the

corridor.

Group D

 Don’t forget your bags / coats / posters … Open the windows.

 Let’s have some fresh air. 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.

Additional Exercises
Write any five possible expressions that are used during clearing the class.
1.____________________________________________________________________________
2.____________________________________________________________________________
3.____________________________________________________________________________
4.____________________________________________________________________________
5.____________________________________________________________________________
4.4. Self-study
 Self-study- Activity 1:- Thinking points
The following questions are on the classroom procedures and language functions you
have studied in this unit. Find a partner and discuss them.
1. Did your school teachers and university instructors use the end of class stages?
Did they use the in the order presented in this unit? Would you them in your
classrooms in the future? Why?
2. Were there any stages that your teachers and instructors usually did in a local
language rather than in English? Did they switch to 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? Which phrases would be the next level up once they have
got the hang of those phrases?
4. Students often make a mistake saying ‘Good night’ when they mean ‘Good
evening’ or ‘Goodbye’. How could you explain the mistake to your class?
5. Another typical mistake is a reply like, ‘See you on Monday’ ‘Yes, see you later’.
How could you explain why this is a mistake in simple language?
 Self-study:- Activity 2

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Identify the situations, given under, relevant to ending a class. Provide evidence.
1. Signaling the end of one phase of a lesson and beginning of another
2. Moving on to the next phase
3. Revising
4. Saying what the lesson will be about
5. Finishing the lesson
6. Emphasis
7. Eliciting responses
8. Reformulating
9. Summarizing important points
10. Exemplifying
 Self-study:- Activity 3

Complete the following end of the class expressions using an appropriate word or
phrase from the list given below.
break carry on due to hang on rest finish off point in rushing
off
gone revise will do in hand make chapter queue up
paragraph
down bell as far as set fast
1. Thank you. That ___________ for today.
2. All right, there isn’t any _________ starting exercise 5.
3. Look at page 73, the third _________ from the top.
4. Don’t go _______. Wait a moment.
5. Please _________ by the door and wait.
6. Please exercise 11A at home.
7. Please prepare ________27 for next time.
8. I’ll be seeing some of you again after the ____________.
9. Well, we seem to have a few minutes ____________.
10. There’s the _______. We shall have to stop here.
11. Don’t move! This lesson isn’t _________ to finish until ten.
12. _______ a moment. I’ve something to say to you.
13. Prepare this passage _________ the bottom of page 64.
14. The bell hasn’t ______ yet.
15. I make it ten to 11. My watch must be _____________.
4.5 Unit Summary
It is kindly assumed that in this very special unit which is talking about the nature of
ending a class, you have learnt the basic expressions that you can apply them in your
classes to empower your profession (teaching). The expressions included in this unit
are very much familiar and also logically connected to the basic culture of teaching
profession. If you are very much fond of applying these expressions in your classes,
therefore, you can easily deliver the lessons and also entertain students more than

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anything else.
References
Bailey, S. (2003). Academic Writing. London: Routledge.

Hyland, K. (2006). English for Academic Purposes. New York: Routledge.

Stephen, C.(2021). Strategies that make Ending a Class Effective. London: Routledge.

Veronica, M.(2022). Effective Classroom Teaching Strategies. London: Routledge.

Websites
[Link]
[Link]

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