*** CAL: The Useful Classroom Language Project

Link to the website where this project is being published: Audioweb Multilingüe

Rosa’s

rosasSENTENCES (2 word pages) – Copy the Computer Science sentences

At the beginning of the lesson

  • Good morning, everyone!
  • What a marvellous day, don’t you think?
  • I’m going to check the register. Let’s see if you’re all in!
  • Our lesson plan for today is…
  • Let’s check your homework now.
  • What did you have to do? Did you do it? (That’s great/good! No time? Well, that’s no good news, is it?)
  • Who would like / wants to start?
  • OK, now. Let’s move on. Now we have to…

Behaviour/Behavior

  • Be quiet, please!
  • Listen to me, will you?
  • Can you change places with …?
  • You have to change where you sit because…
  • Don’t speak to your classmate, please. We need silence now.
  • Come on, focus. Focus on what I am saying./ Focus on me./ Pay attention to me. What I am going to say will help you (to) learn.

During the lesson

  • Do you understand? / Did you understand?
  • Can you give me an example, please?
  • This point is very important. / This point is key.
  • Give it a try! Come on!
  • Any questions?

At the end of the lesson

  • That’s all for today. We’ll continue with this next day.
  • Don’t forget to do your homework, please. You’ll learn faster if you work at home, too!
  • Revise your notes and ask me any question you may have next day.

Mar’s

At the beginning of the lesson

  • Good morning, everyone!
  • I’m going to check the register.
  • Is everyone here? / (Is) Anyone missing?
  • Let’s check your homework. Did you do it?
  • Does anybody know? / Does anybody have a clue? / Do you have any idea?
  • (Did you have) any problems while you were doing your homework?
  • Did you revise your notes / our work from last day?
  • Any volunteers? / Hands up! / Raise your hands, please.

During the lesson

  • Pay attention, please.
  • Please, focus.
  • Let’s continue with this point.
  • Let’s move on to the next point / exercise.
  • Please, notice how important it is (to do something / to understand this)
  • This is a typical exam question.
  • Shall I open/close the windown?
  • Jot it down, please.
  • Underline this. / Highlight this.

At the end of the lesson

  • The last thing I would like you to learn is this.
  • Sit down, please! The lesson isn’t over yet! / The lesson hasn’t finished yet!
  • A little respect to our work, please.
  • You will take a test on this at the end of the week. (Prediction)
  • You will be taking a test on this at the end of the week. (Announcement)
  • We’re going to have a test on this at the end of the week. (Plans/Intentions)
  • We’re having a test on this at the end of the week, remember? (Arrangements)
  • One more thing before you go / leave.

Yolanda’s

At the beginning of the lesson

  • Who did not come today?
  • What’s the matter with P… today?
  • Let’s begin our lesson now.
  • I’m going to call your names out. (for creating a team?)
  • We won’t start until everyone is quiet.
  • I’m waiting for you (all) to be quiet.
  • Is everybody ready to start (now)?
  • Take out your notebook and pencil.

During the lesson

  • Who knows? / Does anybody know?
  • Hands up!
  • Could you say that more slowly?
  • Can you say that more slowly, please?
  • Let’s check your answers.
  • Would anyone like to check this exercise? / Any volunteers?
  • Who’s next?
  • You have five minutes to do this.
  • Are you following me?
  • Is it OK so far?
  • Do you understand? (“Do you get it?” sounds a bit… Say it when you are not angry.)
  • Explain it/this in your own words.
  • Work by yourself.
  • Have you finished?
  • You did a great job.
  • Well done!
  • I’m afraid that’s not quiet right.
  • You’re on the right lines, yes!
  • Go on. Have a try. / Give it a try. There’s no hurry.
  • Can you see the board better when I turn this light off?
  • Do you think closing the blinds might help?

At the end of the lesson

  • There are still two minutes to go. Stay still.
  • One more thing before you go / leave.
  • Try not to make any noise as you leave.
  • We’ll finish this exercise next day / on our next lesson.
  • It’s time to finish.
  • Let’s stop now. / Let’s leave it here.
  • Don’t forget to do your homework for tomorrow.
  • Put away your things without making such a noise, please.

Jose’s – Science

Lab language

  • Use the lab materials properly, please. / Be careful with the lab materials.
  • Put on your latex gloves (or safety glasses, etc.9
  • Classify these rocks / minerals / reactions.
  • Balance the reaction.
  • Meassure the mass / volume, etc.
  • Convert the units.
  • Be very careful / Watch out with the acids / toxics.
  • Eating and drinking in the lab is not allowed.
  • Pour the acids carefully, and always after you have poured the water first!
  • Add some water to the solution / disolution
  • Mix the substances and then steam* them.
  • (Make sure you) Wash the glass materials after using them, please.
  • Write down / Jot down your conclusions / findings* (in the lab notebook).
  • Read about* the experimental procedure. / Read the procedure.
  • Let’s discuss your results.
  • Which are the different parts of the digestive system / nervous system /… (and their functions)?

In the classroom

  • Tell me, what can you see/find in this picture?
  • Describe what you can see in this picture.
  • Write / State / Make a hypothesis.
  • Give reasons for your answers, please.
  • Don’t worry if you don’t get the correct/right answer.
  • There’s no harm in asking.
  • Who would like / wants to answer this question? (Not everybody at the same time, please! One by one.)
  • Would you like to say something/anything?
  • Can you speak more slowly, please?

Behaviour/Behavior

  • Can you share the joke with us / with the whole class?
  • Can you tell us why you were laughing (so we can join in)?
  • Don’t be shy and tell the rest of the class what you were talking about, so we can all have a laugh, too!
  • Give me your crib note! Cheating is not allowed / fair to others.
  • Stop …!

*michelle’s questions / double-checking

Extraction
Distillation – steam distillation
Filtration
Recrystallisation
Preparation of solutions of solid and solvent (from http://www.ecvet-info.de/_media/OK_04_060Z_0408W_DE-EN_LEE_1_-_Stoffe_trennen_und_mischen.pdf)

Teresa’s – Languages

Teacher

  • Listen to the sentence and repeat, please.
  • Practice/Practise the dialogue in pairs.
  • Now work in small groups.
  • Are you ready to do your oral presentation?
  • Look for information on that on the internet.
  • Read the text. / Read aloud the text.
  • Answer the reading comprehension questions.
  • Now you can work on your writing assignment.
  • Do the grammar exercises, please.
  • Check your answers with a partner.
  • Open your book on page…

Students

  • How do you say “hola” in French?
  • How do you spell “…”?
  • Can I open/close the window/door, please?
  • Can I go to the toilet, please?
  • I didn’t understand that. Could you explain it again?

Fran – Social Sciences

  • Open quotation marks to write down the titles
  • Read the following text and see if you can find the main ideas
  • Order these events chronologically in a timeline
  • Classify the events in their corresponding period / age
  • Give a correct/accurate definition of these terms
  • Find a good definition for these terms
  • Please, use the specific vocabulary in the unit
  • Remember you need to explain / give an explanation of the causes, the development and the consequences of the event.
  • Explain the beginning of the Industrial revolution in 150 words
  • Which are the main features of the Roman Empire?
  • Write the resolutions of the Treaty of Versailles? (How did the Treaty of Versailles establish peace?
  • How many countries are there in the EU today?
  • Match the following countries to their capitals
  • Write the name of fours rivers flowing into the Mediterranean sea
  • Who was the most important painter of Cubism?
  • Who was the most important Cubist painter?

Tatiana’s, for Small Groups

  • Did you do the activities?
  • Can you explain this activity? I didn’t do it because I didn’t understand what it was about.
  • Are you sure about your answer? I have another. / I have a different one.
  • Can you repeat, please? I din’t catch it.
  • I’m not sure about your answer because…
  • I did the activity but I don’t now if it’s correct. Can we check?

General

  • Open your books on page…
  • Calm down, please.
  • Settle down.
  • Be quiet, please.
  • Please, be quiet!
  • I can’t hear. Could you all be quiet?
  • Speak softly.
  • Who’s next?
  • Are you following me?
  • Do you understand?
  • Do you understand that/this/it?
  • Do you see what I mean?
  • Explain … to the rest of the class.
  • Explain …
  • Did you bring your absence note?
  • Remember you need to bring your absence note.

Music

  • Can you play any instrument(s)?
  • Can you play an instrument?
  • Do you know how to play an instrument?
  • Do you know how to play any instrument(s)?
  • Can you?
  • Do you know how to?
  • Are you good at playing the … (instrument)?
  • I’m good/bad at playing the …
  • I’m hopeless
  • I’m really good
  • I can manage!
  • I tried to learn once.
  • I could, but I’ve forgotten!

Physical Education

  • Are you ready?

Mathematics

  • Convert kilometres/kilometers into …

 

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One Response to *** CAL: The Useful Classroom Language Project

  1. Pingback: For CAL students! Our project on Useful Classroom Language! | Plans & What We Did In Class

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