tread it please

1. CLASSROOM ENGLISH

2. 1. Course Introduction
This course covers the classroom English which will help you in
your subject acquire different expressions to address situations
and activities that arise in the classroom.
It deals with the procedures of beginning a class, running a
class, Ending a class and language used in social context.
It also addresses the English language functions and practice
expressions helpful to articulate these classroom procedures.
All units of the course will provide you with practical activities that
help you master classroom English.
Therefore, follow the instruction for each unit carefully and go
through the units of the course effectively.

3. Objectives
By the end of this module, you (the trainees)will be able
to:
 acquire a wide range of appropriate classroom
English expressions that will be of value throughout
your teaching careers;
 Improve your communicative competence in English
and boost your confidence to use English in the
classroom.
 Use the necessary expressions used to start the class.

4. Activity1 – What do you expect from taking this
course?
In a group of three, discuss your expectation and
write it in the space provided below.
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5. 2. What is classroom English?
Activity: With a partner, answer the following
questions. Write down your answers in your exercise
book so that you will reflect on them later. Compare
your answer with the following definition of Classroom
English.
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6.  Louwerse (2001) defined classroom English as the
collection of functional expressions and phrases used
for communication among teachers and students,
from good morning/good afternoon to good bye
students.
 Hughes (1990) also added that Classroom English is
the English language that teachers need to use for
class management purposes.

7. Activity. When should we use /not use English in classroom?
Should teacher always speak English in the class room?
In what situations do you think a local language might be better?
Discuss in small group and how do you rate your high school IT
teachers against the following:
a. He/she always speaks in English.
b. He/she explains first in English, and then repeat in local
language if don’t understand.
c. There are many local languages so he/she always speak in
English.
d. He/she totally use local language like Afaan Oromoo and
Amharic.

8. Unit one
1. Beginning the Class (first day in class)
Activity. study the following questions carefully. first answer
them individually, write the answers in your notebook and
then discuss them with your group members.
1. What do you say at the beginning of a lesson when you enter
the classroom for the first time?
2. What do you expect your students to respond/say?
3. How many greetings can you identify? Write down as much
as you can
4. List down some language structures/ expressions you may
use to help/request your students to introduce themselves.
5. Write some language structures/ expressions you may use to
introduce the course you are going to teach.
6. Do you think the type of language you use in classroom
makes a contribution to your students English language
development?

9. Dealing with a lesson
Activity - Evaluating the use of English in the
introduction of a lesson
The following lesson introductions are supposed to be
the actual ones that were used by three different
instructors. The topic of the lesson is common to all
instructors. ‘Water Pollution’
work in groups and answer the following questions.
1. Which introduction is your favorite ones
2. Identify the expressions (words) used to introduce
the lesson.
3. Rank the introduction as excellent, very good,
good or poor.

10. Teacher A
Good morning students! how are you? Well… today you are going
to learn about water pollution. You are going to learn the definition
of water pollution, its causes and how it can affect human beings.
Teacher B
Good morning students! How are you? Well, who can remember
what we learned in the previous lesson? (students give answers).
That is right. In our last lesson we discussed pollution in general.
We said… Today we are going to learn the definition of water
pollution, the causes and the effects of water pollution on human
beings. And you can ask questions if you like.
Teacher C
Good morning students! How are you? Well, who can remember
what we learned in the previous lesson? (students give
answers).That’s right. In our last lesson, we discussed pollution in
general. We said... Today we are going to learn about water
pollution. I will be talking about three main points here. First, I will
talk about the definition of water pollution, second we will learn
what the causes of water pollution are, and third, we are going to
learn how water pollution affects human beings. Finally, we will

11. Activity 2. Look at the phrases/expressions in the box. They all
used to start/ begin a class. Study them and role play with your
partners.
a) Good morning , everyone
b) My name is……..and I am new teacher
c) I am a teacher and I will be teaching you today ……..
d) I’ve got Four Hours lessons with you
e) Let’s start our lesson now .
f) We will not start until everyone is quiet.
g) I am going to take the register.
h) Who is missing?
i) Who is absent ?

12. Activity. Do they need the same language?
1. Meti is starting to teach Afaan Oromoo at Bahir Dar
University.
2. Meti is a secretary in the office of the vice president
at Bahir Dar University.
3. Berihun is starting to teach physics in high school in
Bahir Dar.
4. Gedamu is starting a job as instructor at Bahir Dar
University, BiT Campus in the department of ICT.

13. Elements of Classroom English
Activity . Now we will consider the language a
teacher uses every day. What the say and do:
At the beginning of the class ?
When a student gives a good answers?
When two students start to talk?

14. Activity. Match the phrases and expressions on the
left side
With the communication situations on the right
side. How many other examples can you give for
each function?
Good morning. Asking questions
Get into groups of four. Introducing a lesson topic
See you in the next class. Giving instructions
Quite, please! Farewells
When was the battle of Adwa? Greetings
That‘s very good. Well done! Organizing
Today, we are going to learn about… Praising
Please, open your books on page Disciplining

15. lass.
Activity. Here are some useful expressions for
starting a class.
Practice saying them appropriate loudness and tone of voice(first
listen to your facilitator for correct pronunciation
Good morning/afternoon sit down, please
Take out your books who has not got a book
(name ) Share your book, please name please sit still, please
Quiet please be quiet, please
Open your book at page X Pay attention
Put your exercise book on the desk please, clean the board

16. Work in small groups. How many examples can you
produce for the following functions? You have five minutes,
so do it quickly.
Greeting
Farewells
Praising
Simple instruction
Introducing a topic
Disciplining

17. 7. How to write objectives in lesson plan in English.
Activity1. analyze the following ways of writing
objectives/aims
I am going to teach this lesson using a reading
text. The students will spend quite a bit of time
reading and then working on vocabulary- in
context. The only thing is there are some really
good examples of the past continuous in the text. I
want them to underline these verb forms because
we studied them last week and it would be good
revision.
Writing clear aims
By the end of the lesson learners will have had
practice in using strategies to guess the meaning of
new vocabulary in context.
To provide free writing practice in the context of mini
paragraphs.

18. 8 Giving Feedback
Activity. Assume that you have completed some
microteaching. Look at the feedback below.
Which comment do you think is useful? Which
are constructive and why?
Discuss your answers in small groups.
a) Everything was fine.
b) your teaching was really boring.
c) you spoke very quickly but you looked very
confident.
d) you were very good.
e) your voice was good but you didn’t maintain eye
contact
f) I liked your manner because you were friendly. But

19. MICROTEACHING
Activity. Now in small group select a topic of your interest
and micro teach for 2-3 minutes. Evaluate your preparation
against the following elements
Introduce yourself
Ask to quiet
Take the register
Introduce the topic
Write important notes on the board
Add any other instruction like taking out books ,opening and
closing windows, etc.

20. Summary of Some useful expressions to get
students go into the classroom:
A. making Hurry students
 Hurry up so that we can start class
 Let‘s go in.
 Step on it!
B. allowing students to come in
 Come on (now)!
 Come in and close the door
 Don‘t knock/bang the door like that.
 Get a move on!
 Close it like this instead.

21. C. making students to take off the things
Off with your raincoat/things now.
Put your lunch box in your desk/aside/away.
The following are Some Expressions to settle down
students in the classroom. Discuss them carefully & role
paly them with your partner.
A. Telling students to take their seats B. Telling students to keep
quiet.
Sit down, please. I‘m waiting for you to be quiet.
Please, be in your seats. Please, keep silent so we can start.
Settle down now. Stop talking now so that we can
start.
Would you stop your chatting,
please?
We won‘t start until everyone is

22. C. Announcing time to start the class.
Let‘s start our lesson now, (shall we?)
Is everybody ready to start now?
I hope you are all ready for your lesson.
I think we can start now.
Let‘s get started.
D .Telling students to put their things away.
 Close your desks.
Put your bags/lunch boxes away.
Take out your textbooks and exercise books

23. Some Useful Expressions of Greetings.
Discuss them with your partner.
How do you do class/students/boys
&girls/everybody/every one?
Good morning/ afternoon/evening class/students/ boys
and girls/everybody/ everyone.
 It‘s nice have you as my students
 It‘s a pleasure to meet you.
 Nice/ A pleasure see you.
 It gives me a pleasure to be your teacher.
 I‘m happy to be your teacher.

24. The appropriate (possible) replies by students to
the above greeting.
How do you do Sir/Madam/ teacher?
Good morning/afternoon/evening Sir/Madam/teacher.
It’s nice to have you as our teacher, too.
It’s a pleasure to have you as our teacher, too.
Nice/A pleasure to see/meet you, too.

25. Useful expressions for self-introduction
 May I introduce myself? My name is …
 I would like to introduce myself. My name is…
 Let me introduce myself. My name…
 Excuse me. I‘m…
 Hello! I‘m…
 Hi! I‘m…
 Hey! I‘m…

26.  Goodmorning/afternoon/even
ing class/students/ boys and
girls/ everyone/everybody/
Helen/ Ababa.
 How are you (today), Beka/
Hanna?
 How are things with you
Rosa/ Solomon?
 How‘s life?
 How are you getting on?
 How are you feeling today,
Ibrahim?
 Are you feeling better today,
Ayele?
 Is it hot/cold/ humid/raining
outside/ at the moment?
 Are you (all) feeling well
today?
 I hope you‘ve recovered from
your cold, Merima.
 You (all) look tired/ hot/ cold.
 I hope you are all feeling well.
 I hope you are all feeling fit
today.
 I hope you‘ve all had a
nice/good Weekend /holiday.
 Did anyone do anything
special at the weekend?
 How about you, Oliyad? What
did you do during the
weekend/holiday?

27. Taking a Register(checking)
Who is absent today? (Who isn‘t here today?)
Who was absent last time?
What‘s the matter with (student‘s name) today?
Who wasn‘t here on Monday?
What‘s wrong with (student‘s name) today?
 Who missed last Wednesday‘s lesson?
Does anyone know where (student‘s name) is? You weren‘t at/in
yesterday‘s class, were you?
Any idea why (student‘s name) is absent?
Appropriate replies by students:
I don’t know/I have no idea. S/he’s at the doctor’s
I haven’t seen him/her today. S/he’s gone for a medical
examination
S/he wasn’t here yesterday, either. S/he has probably missed the
bus.
He’s/she’s ill/not well. S/he has got the flu/a cold
S/he wasn’t feeling very well. S/he is in bed with the flu/a

28. Simple classroom instructions
Activity. Work in pairs. Write instructions for the following
situations
Ask students to work on a task individually.__________
Ask students to form groups with the desk in front or
behind_____
Ask students to do something quickly( give two or three
alternative)
Ask students to do in pairs.________________________
Ask a representative to report on the group/pair
work.__________

29. Checking Understanding
Look at the instruction below. Read the first two strategies.
Complete the table work in pairs.
Instructions Concept checking strategies
Turn to page 6 and do exercise3. which page are you looking at?
which exercise are you doing ?
Work in pairs. Decide who is students Student A’s – put up your hands
A and who is students B Student B’s- put up our hands
work in groups of four. Appoint a group
secretary to make notes.
Finish the exercise for homework.
I want it done by Monday.
Get into group of four. Make sure each
group has a textbook

30. Working with Books
We often use a verb+ a preposition when giving
instructions. Can you please put the prepositions in the
box into the sentences below.
to over in out at at at at
1. Take______your books, please.
2. Turn ________the page, please.
3. Look________the picture.
4. Give _________the books, please.
5. Open your books______ page 46.
6. Start ___________exercise2.
7. Fill______the gap.

31. Using Questions
Activity1. ‘wh’ question word revision. Match question word
with an answer. Work in pairs and make a question.
When…? Roses
Where…? Three
What…? The red ones.
Who …? Meskel Square
Why…? By taxi
Which…? Lemma
How…? The millennium
How much…? 30 birr
How many…? Because I love him.

32. Activity. Auxiliary verbs- test your grammar
Put the words in order to make questions.
1.Like/ learning /do /English /you?
2.Languages/ mother/ many/ does/ how/ your/ speak?
3.Last/ go/ you/ shopping/ did/ when?
4.Do/ you/ yesterday/ what/ did/ evening?
5.Football/ which/ you/ do/ team/ support?
6.You/ tired/ are/ why?
7.English/ usually/ who/ sit/ you/ do/ next/ class/ in to?
8.You/ breakfast/ have/ for/ did/ today/ injera?

33. Easy and Difficult questions
Questions can be easy or difficult from students perspective,
both in terms of content and linguistically. Good teachers adapt
questions to their students. In groups, decide which of the
following questions are easy and which are difficult, make a note
of if they are difficult linguistically and/or in terms of contents.
Give reasons:
1) When did the Italians invade Ethiopia
2) What does fascist mean?
3) Why did the Italian invaded Ethiopian?
4) Did the Italians invade Ethiopia in 1935 or 1945?
5) What happened after the Italian invasion?

34. Why do good teachers ask questions?
Activity. Why do you ask questions?
List down reasons for asking questions?
In pairs or individually study what reasons will you
forward for the following questions?
1. Do you agree?
2. Why …?
3. Hailu, what did I just say? Can you summarize ?
4. Student: the sky is green.
teacher: is it?
5. What do you call the person who makes charcoal?

35. Activity. Supply the best short answers to the
following questions, using auxiliary verbs. Take care
to use the correct verb tenses!
1. Have you been to Wonchi
Lake?______________________
2. Do you like Italian
?_______________________________
3. Were you born in Bahir
Dar?_________________________
4. Do you like
Man.Utd._____________________________
5. Did you go out yesterday
evening?____________________
6. Have you got any
brothers?_________________________
7. Have you ever been to
abroad?_______________________
8. Is your teacher wearing

36. Types of teachers questions
In the box, there are 11 types of teacher question. Do you know
these words ?if not ask another students or your trainer. Now
match the words to the questions.
Comparing summarizing
Drawing Conclusion/deducing illustrating
Listing definition
Predicting/hypothesizing contrasting
Classifying
Giving Reasons

37. Questions Types of teacher
Questions
1. What is pollution?
2. How many kinds of camel are there?
3. Who can give me an example of a pollutant ?
4. What is the d/f b/n the summer &winter rain?
5. Why do igneous that form near the earth’s surface
have fine grains?
6. What do you think will happen?
7. Can you see any similarities between desert and
tundra vegetation?
8. What can we learn from this?
9. Name the five permanent members of the
Security Council ?
10. What are the points we have made?

38. Appropriate replies by students:
I don’t know/I have no idea. He’s/she’s at the doctor’s
I haven’t seen him/her today. He’s/she’s gone for a medical
examination
He/she wasn’t here yesterday, either. He/She has probably
missed the bus.
He’s/she’s ill/not well. He/She has got the flu/a cold
He/She wasn’t feeling very well. He/She is in bed with the
flu/a cold.
He/she went home.

39. Starting a Lesson
Starting a lesson involves making students ready for the lesson,
drawing students’ attention to the lesson, introducing the day‘s
lesson, connecting the day‘s lesson with the previous lesson,
checking homework, and so on.
Activity: Getting students ready and drawing their attention
to the lesson
What would you say to get students ready and draw their
attention to the lesson? List down the expressions we use for
these purposes.
____________________________________________________
____________________________________________________
____________________________________________________
___________

40. Study the following useful expressions for Getting students
ready and drawing their attention to the lesson.
A. I hope you all are ready for your [English] lesson.
Let‘s begin/start the lesson!
 Now, take out your book/exercise book and be ready for
instruction.
B. Pay attention, please!
 Be quiet and pay attention!
 Attention, please!
 [Name], pay attention and listen to me.
 [Name], stop talking and listen to me.
 Everybody, look at the board and pay attention.

41. Activity :Introducing objectives and stages of a
lesson
Respond to the following questions by discussing in small group
&select at least facilitator, note-taker and reporter for your group.
Put your group’s ideas on a plain paper/flip chart. Compare your
responses with the ideas that follow.
1. What could you say to your class when you:
a) Revise the previous lesson_____________________
b) Communicate objectives of a lesson______________
c) Move from one stage to the next stage of a lesson______

42. After completing the aforementioned activity, study
the following Useful Expressions for Reflection or
Revision of the previous lesson
 Alright! Who can remember what we did last time?
 Now, can you tell me what we practiced last time?
 OK! Who can tell me what we learned in our last lesson?
 Let’s go over yesterday’s lesson, shall we?
 Before we move on, let’s revise the ideas we learnt yesterday.

45. Here are appropriate apologies/responses by
students:
I’m sorry I’m late.
 I’ve been to see a doctor.
 I missed the bus.
I have been helping my mum/dad.

46. Feedback and Correction Strategies
correction strategies
Activity. Read the teacher – students dialogue and look at the
correction strategies. Match the strategy to the correction type.
Which correction type do you prefer?
Teacher: what did you do on Saturday?
Students: I goed to the market?
Teacher correction strategy Correction
Type
A. So you WENT to the market. 1. stress word part that is
wrong
B. Not quite. Someone else? 2. paraphrase – and give
correct model
C. You Goed to the market? 3. gesture/ facial expression
D. (non verbal) 4. get other learners to provide a
correct model
Activity. when to correct – appoint a secretary as you will need to
summarize your discussion in the next activity.

47. Summarizing and Ending the Class
SUMMARIZING
Teacher Questions:
Who Can Summarize (What Have We
Said ?)
What Have We Said ?
What are the main points we have made
?
LISTING
Teacher questions:
How many ……..?
What comes first/next?
Another/next point?
Statements
So what we have said is ……
So let’s summarize …..let me
summarize.so…… so you see…
The main points we have made are…….
Statements
I want to make three points.
There are three reasons /types ,etc.
Firstly, secondly, thirdly ,fourthly finally/
lastly
first, second, third , fourth,….finally /last

48. Activity. Complete each sentence by filling in the
missing words. Then decided which would be used for
Setting homework
Farewells /dismissing the class
1.Okay, you may_________ tomorrow, enjoy, go, have
2. ________your holiday
3, see you_______
4. ________a weekend!
1. It is time to______
2. I don’t _________we have time to finish this now.
3. We’ll finish this task in the next.
4. We’ll continue this unit _____
5. Don’t rush off; I have something to _____you.
6. That’s all for _____
7. We have an _________five minutes.
8. Don’t __________your textbook.

49. 1. For your homework, do_____xxx
2. This exercise is for your(forget, homework)
3. I shall give you a ______on this next week.( test, exercises
4. ____this unit. There will be a test on Monday(complete,
learn)
5. I am giving you ____today.(homework , revise)

50. 18. Language in social context
GREETINGS AND INTRODUCTIONS
Activity. Make a group of three to four trainees and discuss
the greetings and introductions with your partners in what
situation you happen to use these expressions.
Greetings Introducing
oneself
Introducing
someone else
Making contact
Hello, …/ Hi, … Can/ May I introduce
myself? My name’s
Peter.
Can/ May I introduce a
good friend of mine?
This is ….
Excuse me, are you Mrs
…? - Yes, that’s right.
Good morning/ afternoon/
evening.
Let me introduce
myself. My name’s ….
Have you met …? Hello, you must be Mrs ….
Good/ Nice to see you again. I’d like to introduce
myself. I’m ….
I’d like you to meet …. You are Mr …, aren’t you?
I’m glad/ happy/ pleased to
see you.
I don’t think we’ve
met. I’m ….
I want you to meet …. Have we met?
How are you? - Fine, thanks.
And you?
Introducing oneself How do you do? - How do
you do?
How have you been? - Very
well. And you?
Can/ May I introduce
myself? My name’s
Nice to meet you. - Nice
to meet you, too.

51. Activity . Practice Greetings and Introductions
1. What is the difference between these phrases?
A. (i) How do you do?
_____________________________________________
(ii) How are you?
________________________________________________
B. (i) Excuse me, are you Mrs Kramer?
___________________________________
(ii) Sorry, I don’t know your
name.____________________________________
C. (i) May I introduce myself?
__________________________________________
(ii) Hi everybody. My name’s Jim
Sellers.______________________________
D. (i) This is
Mary.__________________________________________________
(ii) Let me introduce you to Mary
Higgins.____________________________
E. (i) Goodbye. It’s been very interesting talking to
you._________________
(ii) See you. I really had a good
time._________________________________

52. Activity . Complete the following conversations with the most
appropriate words or phrases.
Moti: Excuse me, ____________ Jarso?
Jarso: Yes, that’s ____________.
A: May I ____________ myself? I’m Moti Dula. How do you do?
B: ____________, Mr. Moti.
A: Hello, Chris Evans. Mind if I join you?
B: Oh, __________ not. Frank Richards.
C: ________to meet you, Frank. So how are you finding the
conference so far?
F: Actually, I’ve only arrived this morning.
C: All right. I
A: Dan! Good to see you again. ____________ are things?
B: Hello, Lin. Fine, thanks. Pretty busy, as always, I suppose. Can I
introduce you to a colleague of____________, Peter Winston? Peter,
this is Lin Farrell.
C: Nice to meet you, Ms Farrell.
D: Nice to meet you, too. ____________, call me Lin.
C: Then you ____________ call me Peter.

53. Activity.Think of the most suitable reaction to the
following phrases.
a. How are you?________________________________
b. How do you do? ____________________________
c. Pleased to meet you__________________________
d. It was nice meeting you______________________
e. Have a good weekend._____________________
f. See you next month._________________________
h. You must be Ann Peterson._________________
i. I hope to see you again._______________________

54. Activity. Give appropriate responses to the
following conversations.
Dialogue I
Alex: Hello Mr. Taye. How are you today?
Taye: _____________________ How are your family?
Alex:-------------------------------------
Dialogue 2
Alem: Hi Ansha. What‘s up?
You: ----------------------------------- how is your sister?
Ansha:She‘s very fine today.
You: ___________________________ I‘ll certainly do thank
you.

55. You Have Not Been Doing Well I am fine.
Not too great. (I) cannot complain.
Not too well. Plugging along. (informal)
Could be better. Expressing You Have Been Doing OK
(Neutral)
Not so good. There are not enough hours in the day
Lousy. (Meaning: very bad) (slang) I am snowed under. (Meaning: I am very
busy)
Same as always. Expressing You are Busy
Same as usual. Could not be better.
Phrases/ expressions to Express you are Healthy and Fine

56. Introducing oneself and others
Activity. We often find ourselves in the situation of having to
introduce two or more people who do not know each other.
Discuss the following questions with your partner.
1. What phrases or expression do you use to introduce people?
List some.
___________________________________________________
___________________________________________________
___________________________________________
2. Which ones are formal and which ones are
informal?____________________________________________
___________________________________________________
________
3. What do people say to each other when they are introduced
for the first time? Make a list.
___________________________________________________
___________________________________________________
___________________________________________

57. Now, compare your list with the one below
Formal Introduction
I would like to
Allow me to
May I
Let me introduce you to ---------- this is-------
May I have the honor to introduce you to-------
Introduce you to(title) + name
Useful expressions and responses for introducing oneself
 Good morning, Sir/Madam. My name is……
 Please, allow me to introduce myself. I am …
 May I introduce myself? I am …………
 How do you do? My name is………………
 I am Dawi / My name‘s Dawi
 Let me introduce myself, I am Fenet.
 Hello, my name is Fenet.
 Good evening. My name is Bereket.
 Let me introduce myself. My name is Bereket.
 How do you do? My name is Bereket.

58. B. Informal Introduction Responses
 Good morning, how do you do?
 How do you do, nice to meet you?
 Oh, hello, nice to meet you
 I am …../ my name‘s ……
 Hi /Hello Mr …..
 Hi, I am Nanata. Glad to meet you.
 Hello. My name is Nanata.
 Pleased to meet you.
 Good evening. I am Ogatu. How do you do?
 How do you do? My name is Rena. Nice to meet you.

59. Situation-1
The first day of the semester at Ambo University, College of Social Sciences
and Humanities, and the Dean introduces a new English instructor, Dr Biyyaf
Olana to the Chairperson of the Department of English Language
andLiterature.__________________________________________________
_______
Situation-2
Two freshman Ambo University students meet while standing in the lunch line
up outside the cafeteria. Write introduction for the situation informally and
play role.
_____________________________________________________________
_____________________________________________________________
________
Situation-3
A student brings along a friend who wants to join the basketball team, and
introduces her/him to a third student who belongs to the team.
_____________________________________________________________
______
Situation-4

60. 1 4:45 a. 20 minutes to 6
2 5:40 b. 40 minutes to 9
3 2:50 c. 25 minutes to 11
4 6:35 d. 15 minutes to 5
5 11:25 e. 35minutes to 12
6 8:20 f. 25 minutes to 7
7 2:10 g. 10 minutes to 3
8 10:35 h. 10 minutes to 12
9 11:50 i. 15 minutes to1
10 12:45 j. 10 minutes to 3
Activity . Match the time on the right to the time on
the left

61. Asking and Giving Directions
Activity-1. Sit in pairs and take turns to ask one another
partner to tell the way to the registrar, dean’s office, etc. while
he/she is directing you write the expressions he/she used.
Appreciate the support you got from your partner by using the
language of appreciation you have learnt earlier. Then let you
do the same when you compare your list with the following
expressions

62. Activity. Study the following dialogue. Then play
the role of man and you.
Man: Excuse me. Can you tell me the way to the bank?
You: Yes, sure. Turn left at the end of this street.
Man: At the traffic lights?
You: Yes. Then go as far as the roundabout.
Man: And at the roundabout?
You: Turn right at the roundabout into Main Road.
Man: OK ... right at the roundabout.
You: Go down Main Road. The bank's on the left.
Man: Thank you.
You: Goodbye.

63. APPOLOGY
Self-study Activity
Individually think of some possible expressions used to apologize
and compare them with your partners.
___________________________________________________
___________________________________________________
__________

64. TELEHPONING
Introducing yourself On the telephone
 Good morning, John. (how can I help)
 Hello, the Grand Hotel. Hana Brown speaking (what can I
do for you?)
 Hell, this is …..from ……
 Hello, my name is…..I’m calling from….
 Asking for the caller’s name
 Who’s calling, please?
 Can I have your name, please?

65. • Saying who you want
• Can I have the accounts department?
• I’d like to speak to….
• Could I speak to …., please?
• Is ….there, please?
• I’m calling about…..
• Responding
• I’ll put you through.
• Hold the line, please.
• I’m sorry he/she is no available.
• I’m afraid he/she busy at the moments.
• I’m afraid he/she away /not in at the moment/in a meeting.
• Responding for calling
• I need some information about….
• I’d like to….
• I’m ringing to

66. Leaving a message and taking a message
Can I leave a message?
Can I take a message?
Would you like to leave a message?
Please tell him/her…….
Could you tell him/her to call me?
Could you tell him /her I called
Asking for repetition
I’m sorry, but I didn’t catch your name/ your number.
Sorry I didn’t hear that.
Could repeat it, please?
Could you say it again? I’m afraid I didn’t understand?
Could you spell that, please?
Could you speak up?

67. Activity. Complete the following sentences with the most
suitable words.
 If you don’t know his number, why, don’t you look it up in
the__________
 The phone’s___________. Would somebody answer it, please?
 I called you a while ago, but your line was___________
 The telephone ______________has been increased.
 I left her a message on the ______, but she didn’t call me back.
 Our telephone______ was enormous last month. I had to call
abroad several times, so it is not a big surprise.
 I’m sorry, it’s a ________. I can’t hear you very well.
 Sorry, you have the ______number

68. Activity. Match the words and phrases with similar
meaning
I’ll put you through A. is that all
Who’s calling, please? B. I’m ready
Anything else C. I’ll connect you
The line’s busy. D…….speaking
Go ahead. E. Could I have your name
Hold on F. the line is engaged
This is… G. One moment.

69. Activity. Complete the sentences with words from the
blow. Use each word once only.
Here in mobile speaking hold see moment
holding
Hello, is that Smith…………………..?
Just a……..,please
Wait a minute, I’ll……….if she’s here.
I’ll get the information you want. Do you mind………….on?
Try calling back in ………….an hour’s time.
Sorry, he’s not ……..at the moment.

70. Activity . Choose the best responses
1. I’d like to speak to Ms Chan, please
a. Yes
b. I’m afraid she’s not here at the moment
c. Well, you can’t
2. Can I speak to Mr Ramirez, please?
a. Hold on please
b. Do not go away
c. All right
3. Who’s speaking?
a. I am called Pierre Marceau.
b. My name is Pierre Marceau.
c. Pierre Marceau is speaking
4. Could I speak to Mart Owen, please.
a. Who’s calling?
b. Who are you?
c. What’s your name?
5. Can I call you back later?
a. Yes, call me
b. yes, please do
c. of course call, yes
6. When will she be back?
a. one hour
b. after one hour
c. in an hour’s time

71. Activity.Complete these two conversations with sentences from
the list below. Use each sentence once only.
A: Hello, is that Motor Systems UK?
B: 1……………………………………………………….
A: Can I speak to Mark Wheeler, please?
B: 2…………………………………………………….
A: Ok. Do you know What time he will be free?
B: 3………………………………………………………………
A: right I will call again then. Thanks very much.
B: 4……………………………………………………………………………..
A: goodbye.
C: 5…………………………………………………………
D: I would like to speak to someone about bringing forward a delivery date
C:6………………………………………………………….
E:7 …………………………………………………………………
D: I’m phoning about our order for some special plugs.
E:8……………………………………………………………………
D: yes it’s MS/72/0. We’d like an earlier delivery date if possible.
E: 9…………………………………………..
D: Ok could you call me back today?
E: 10………………………………………………………….
D: that’ll be fine. Thanks very much

72.  I’ll put you through to order enquiries
 From about three this afternoon
 Yes, later this afternoon if that’s convenient
 Yes, it is. Can I help you?
 I’m afraid he is in meeting at the moment.
 Motor System Uk. Can I help you?
 Right. Well, I’ll have to check with the factory supervisor.
 Can you give the order number?
 Order enquiries. Can I help you?
 You’re welcome. goodbye