Oral Speech Activity

Conducting a Lesson of English

1.Greeting the group

Good morning (Good afternoon), students!

Repeat after me: Good morning!

Let’s repeat it: Good morning!

(Let’s) repeat/say it all together.

Now, everyone: / All together…

That was good! Thank you!

You may sit down.

Will you sit down,please.

2 .Bringing the group to order

Stand (sit) still / straight!

Will you sit still, everybody!

Will you, please, stand straight, N.!

(Will you stop) talking / laughing.

Do stop talking, please!

Don’t turn around.

Behave yourself (yourselves).

No whispering/helping/fidgeting.

We haven’t finished yet.

It’s not the end of the lesson yet.

3. Student on duty; lateness; absentees

I’m sorry I’m late.

Why are you late?

I was detained by Galina Petrovna/by the Head Master/at the library/at the doctors.

I didn’t hear the bell. / I overslept. / I’ve no excuse. / It’s not through my fault.

I see. /All right. / Very well, (go and) sit down.

That’s too bad.

That’s no excuse/a poor excuse/not a very good excuse.

You mustn’t be late for your lessons. / You must learn to be on time.

Don’t let it happen again.

Who is on duty today? / Who’s absent/away today?

How many people are absent/away today?

N., why were you absent last time?

4. Requests and orders

Come (out)/go (up) to the board, please.

I’d like you / I want you to come (out) to the board.

Would you/Will you come out to the board, please.

Come out (go up) to the front, please.

Face the group/the board, please.Open/close the window/the door.

Switch on/off the light.

Stand up/ Sit down/Go (back to you place) and sit down.

Clean the board/the chalkboard. /Fetch some chalk/the book. /Get down to work.

Put up your hands/Put your hands up.

Get your books/note-books ready. Get your books out/Get out your books.

Hand in your exercise-books. Collect the exercise-books. Give out the books.

Lend me your pen/biro/ball-point/pencil.

5. Response to students’ requests

May I go out? /sit in another place/sit next to N., please?

Can I borrow a book/N’s book?

May I pick up my biro? (I’ve dropped it.)

Yes, N.?/What is it? /What is it you want, N.?/ What’s up?

Do, please. /Yes, you may. /You may, only a little later. /No, you can’t.

1.6 The end of the lesson

That’s all for today/ That’ll be all for today.

The lesson is over, you may go. You are dismissed.

Good-morning / afternoon/Good-bye.

Oral Speech Activity

1. Arresting the student’s attention

Attention! /Be attentive now. / Listen to me (carefully).

Can/may I have your attention,please.

Will/would you listen to me/to N.,please. / Please, listen carefully.

Now I want to listen to your stories/dialogues.

Now for the text /the dialogues / the story.

Turn round and listen to what I’m saying. / N. is going to tell you a story.

2. Requests and orders

Will you begin speaking, Nick! / Will you start speaking, please!

Tell us your story.

Tell the group what you remember about…

Retell the text/the story, please…

Tell us the story as if you were…

You say it, Nick.

Come on, quickly. Say something.

Continue speaking/your story.

Let’s continue with the story.

Go on speaking, please.

What else can you say?

Next one, please.

Stop.( Your) time’s up.

That’ll do. That’s enough. You’ve done enough. Thank you.

3. Asking the students to repeat something

Repeat it/all together/with me.

Now everyone. Everybody/the whole group, please. Once more, please.

Say the word after me. Let’s (all) repeat it. Please, repeat what you said.

Would/will you say it again, please. Will you repeat it, please.

Pardon/I beg your pardon, I didn’t get what you said.

Sorry, I didn’t get you first time. Say it again, will you?

4. Urging the students to ask and answer questions

Ask N. questions about… You, Nick, ask a question.

Ask each other/one another questions. Ask questions on/about the text.

Have you any questions to ask? Answer the questions on/about the text.

You, Ann, answer the question/my question/your friend’s question.

Answer it, somebody. Nina, you do it. It is your turn to answer, N.

Can anyone (else) answer the question? Who knows the answer?

I want you to answer in turn/round the group.

5. Corrections

Article! / Tense! Watch the/your grammar/article, etc.

The/your article/tense is wrong. Use the definite article, please.

Use the right preposition.

You’ve mispronounced the word. It’s a bad/serious mistake.

What was wrong here/with the word? Will you correct your mistake?

What is the correct answer?

You’ve made a mistake. Will you correct it?

You must use the past tense here, I’m afraid. Pronounce the sound / / correctly.

Be careful. Use the right article. Explain what is wrong here.

Explain the mistake/it, please.

6. Talking about a word

What is the English/Russian for…? What does the word “student” mean?

How do you spell the word?

Now I’d like to see whether you remember (you’ve learned) the new words.

Do you know any synonym for this word?

7. Asking the students to act out dialogues

Make up a dialogue, please. Act out the dialogue/Act it out.

Now for the dialogues (you’ve prepared at home).

I want to listen to your dialogues. You are to work in groups of 2 or 3.

Use it/the words in dialogues of your own.

8. Speaking about a picture

Hang up the picture…

Will you hang up the picture (over there), please…

Look at the picture. Now look up, please.

Who do/can you see in the picture? What’s there in the picture?

Ask and answer questions about/on the picture.

Describe the picture. Point to…in the picture.

9. Commenting on the answers

Excellent! That’s great! Great! Right! That’s just right.

Fine! That’s excellent work.

Well done. You’re doing very well. Good for you.

Not too bad/That’s better, N./You’re doing rather well.

You are making good progress. That’s a good start, go ahead.

Not very good, I’m afraid. You’re too careless. You can do better than this.

You haven’t answered the question fully. You must speak clearly.

Speak up/louder, please. Don’t hurry. Not so fast.

It’s still not right/ correct. Try again.

10. Assessment

Your mark is “five”. It’s very good (good, satisfactory etc.)

I give/put you a five (a four, a three etc.)

Good. Good for you! You really know it. Excellent! Quite good! Very poor/weak.

11. Asking (for) permission to speak, to ask questions etc.

Shall I begin/continue? Shall I repeat it? Shall I/we learn it by heart?

May I ask questions on the text/describe the picture?

May I speak from my place, please?

Reading

1. Getting ready for reading

Get/take your books out. Where is your book, N.? Share with N.

M., let N. share with you/share your book.

N., pass the books round/one to each pupil/one between two/one to every 3 pupils.

Pass the books along the rows. Give out/hand out the books.

Put a (paper-)cover on your book.

Don’t make notes in the margin/in the book. Don’t dog-ear the pages.

2. Requests and orders

Let’s/I’d like you to read a/the text/exercise/sentence. The text/exercise is on p.20.

Open your books at p.20. Turn to p.20. Let’s start work on the text.

First I’ll read the whole passage/text/sentence myself. Listen to my reading.

Listen to the logical stress/the intonation/the pronunciation/the melody/the rhythm.

Repeat (it)/read (it) after me.

Read it to yourselves/in silence/silently/aloud/all together/in chorus/in unison/in turn/round the group/a paragraph each/one by one/one after another.

Read up to p.10/as far as p.10. Will you start/begin reading/to read.

N.,take/read the part of the author. Read Kate’s part. Read for Mr. Brown.

Turn over the page.Turn to the next page/to page 11. Keep your books open.

Go on/carry on/continue reading/with the work on the text.

Read on to the end of the story/till I tell you to stop. Whose turn is it to read?

Stop reading, please. You’ve done enough, thank you. Thank you,that will do.

You’ve got 10 minutes to go/another 10 minutes. (You must) finish off now.

Close/put away your text-books. N., collect the text-books, will you.

Will you put the books on my desk? Thank you.

3. Corrections

Read clearly/more clearly/carefully/distinctly.

Will you read louder/more loudly/slower/more slowly quicker/more quickly.

Read with more expression/put more expression into it.

Don’t be so fast/Don’t hurry/Not so fast.

Raise/drop your voice at the beginning/end of the sentence/the sentence-group.

Be careful with/watch the intonation/rhythm/logical stress/melody/pronunciation.

You need some more practice in reading.

You must practice reading (aloud) at home. Read it properly/correctly again.

Don’t stress form-words: articles, prepositions, conjunctions etc.

Pronounce the words distinctly/correctly.

Will you/could you/can you/would/you correct the mistake(s).

Don’t devoice (palatalize) the consonant(s).

Pronounce short/long vowels correctly. Make the vowel “^ “ shorter.

The letter “t” is mute in the word “listen”. The letter “t” is not pronounced in this word.

What’s wrong here/with the pronunciation/intonation/stress?

What’s the correct pronunciation/stress? etc. Where is the (logical) stress?

How many syllables are there in the word? Which is syllable is stressed?

Did you notice any mistake? Can anyone tell me/explain what was wrong?

You, N., do it, please.

4. Praise and criticism

You’ve mispronounced some/a lot of/many words.

You are hesitating at every word. You are groping for words.

Your intonation/pronunciation/melody/logical stress/rhythm isn’t proper/ correct.

I’m not satisfied with your reading. That wasn’t very good, I’m afraid.

Rather poor/weak. Careless reading. You can do better than this.

A good effort. (Much) better now/ today. You read quite/fairly/rather well.

Good, clear reading, N. You don’t read badly.

Your reading was quite/very/rather good. Good for you.

Writing

1. Getting ready for writing

Now let’s go over/pass over to writing. Put aside your books, please.

Get ready for a dictation/test/test dictation/examination dictation.

Get out your exercise-books/vocabulary books/dictation books.

Open your exercise-books.

We are going to do a dictation/a test dictation/a dictation test/an examination dictation/ a reproduction/ a composition.

Whose duty is to keep the board clean? Clean the board.

Use the duster, don’t use the fingers.

Fetch some chalk/a duster/an eraser, please.

Wet the duster/the eraser, please.

2. Requests and orders to write on the board

Look at the board. Will you come out to the board, please.

Get everything ready for writing on the board, please.

Write down/put down the date.

Divide the board into two parts/columns and do exercises 2 and 7.

Will you draw a line in the middle of the board.

Begin to write at the very top. Don’t scribble.

Write carefully/neatly/in large letters/in small letters.

3. Writing in vocabulary books and exercise books

Today we’ll do some work on the vocabulary/we’ll write some new words.

Write down/put down the title/the heading of the dictation in the middle of the page. Underline the heading.

All the words in the title should be written with a capital letter/a big initial except for articles, particles, conjunctions and prepositions.

Copy the words from the board.

Write these words in columns/each on a new line/with capital letters/against the margin.

Write in the left-hand/right-hand corner/on the left-hand/right-hand side of the page.

Write the word in brackets. Write at the top/at the bottom/in the middle.

Will you write the word in brackets/in inverted commas.

Indent each new paragraph. Indention/a new line. Leave/miss a line.

See that there is enough room for the exercise.

Write ink/ in pencil/in coloured crayons. Observe the margins, please.

Draw a margin with a ruler. A margin is drawn on the left.

The margin should be 2-3 cm wide. Don’t write in the margin, please.

Remember/don’t forget to put full stops/commas.

Try not to make blots/to dog-ear the pages.

You may write numbers in words/the dates in figures/in words.

Please, don’t write so close together. No copying. Don’t copy from N.

Don’t help/tell him/her. Will you work on your own.

Stop writing. Time is up. Put your pens down, please.

You’ve got 5 minutes /plenty of time/no time left/to go.

It is a rough copy.

Make a fair copy of your translation/composition.

Translate the paragraph literally/word for word. Make a literal translation.

Look through your work/what you’ve written.

Hand in/ give in your reproductions/essays. I’ll mark them.

Make/put a cover on your exercise-book.

4. Corrections

Now, stand aside, please. Face the group, will you.

Has A. made a mistake? Put up your hand if you see a mistake.

A., can you see where you’ve made a mistake?/ what you’ve written wrong?

Correct the mistakes. There is a mistake in the word “ “.

There must be “o” instead of “e”.

A letter is missing in the word. Insert the letter “k”.

You have left out the letter “n” in this word. The letter “l” is doubled in the word.

Double the letter to preserve the short vowel.

The word is written/spelt through a hyphen. The word is hyphenated/hyphened.

The word begins with a capital/small letter. Write proper names with big initials.

The word can be abbreviated. Rub the word/the letter out.

Rub off that word and write the correct one instead.

Cross out this letter/the extra letter/he letter “c’/cross it out.

5. Praise and criticism

I’ve marked/corrected your exercise-books. Your work is rather/very poor/good.

You’ve made many/a lot of/some/few mistakes.

Will you do your corrections at home/on time.

Write out the misspelt word three times.

Write out the whole sentence once, if it’s wrong.

Your writing is too small/too large/too untidy.

Form the letters clearly. Improve your writing. Your writing is neat/careful.

Correct spelling mistakes. Keep your exercise-books tidy/neat/clean.

Homework

1. Setting Homework

Take out your record-books, please.

Take down/write down/put down your homework, please.

Now, I’m going to give you your homework. Your homework for tomorrow is…

Will you (please) do exercise 1 on page 9 and read text 8 on page 12.

For your homework I’d like you to …

For your homework you are:

to revise/look through all the new words and phrases/all we’ve done on this tense;

to learn the story/dialogue by heart;

to make up/to compose/to create/a situation; sentences to illustrate the use of the new words;

a (funny) story about yourself/your friend/your last trip (not too short and not too long); questions about the text; a dialogue similar to the one you’ve heard/read; an outline for the story;

to describe…;

to read the text/a passage aloud/on page/up to the end/as far as…;

to prepare the text/a passage for retelling /good reading;

to retell the text according to the outline;

to do exercise 7 on page 29 in writing/ orally;

to get ready/prepare for a test dictation/dictation test/examination dictation.

Ann, will you repeat what you are to do for homework?

Does anyone know what you are to do for homework?

2. Going over homework

What did I give you (to do) for homework? What were you to do for homework?

What have you done for homework? Have you written/read the exercise/text?

Let’s go through/over your homework.

Date: 2016-04-22; view: 1104