The document provides a comprehensive guide for teachers on everyday classroom English, including greetings, taking attendance, introducing oneself and the course, and encouraging student participation. It outlines how to give instructions, check understanding, and wrap up lessons, emphasizing the importance of effective communication and engagement with students. The content serves as a valuable resource for educators to facilitate a productive learning environment.

1. CLASSROOM
ENGLISH

2. EVERYDAY GREETINGS
Good afternoon
How are you doing?
How are you?
Hello, everyone.

3. INVITING STUDENTS TO PRAY
• Before we start our lesson today, I would like to invite everyone to send a short prayer
to God Almighty. Shall we?
• I would like to invite (Insert student name) from class (Class Name). Please, come
forward and lead us with the prayer.
• It's time to begin our lecture. Let's all lower our heads to begin a short prayer together.

4. TAKING ATTENDANCE
• Let’s take a roll call.
• Let’s take your attendance.
• I’d like to make sure who is here and who is not.
• When I call your name, please raise your hand.

5. 1. You may address your students as ‘Class’ or ‘Ladies and
gentlemen’. Informally, you may say ‘Everyone’ or ‘Guys’.
2. If it is the 1st
meeting, you could say:
a. Welcome, everybody.
b. I’d like to welcome you all to this course
3. Teach your students to use your English title
Dr./Mr./Mrs/Miss (if it is appropriate). Calling the teacher
‘Mom’ is inappropriate. Use ‘Ma’am’ if no name is
mentioned.

6. INTRODUCING SELF
• Allow me to introduce myself
• Let me introduce myself
• Hello, my name’s … , I will be
teaching you “English for Nursing”
this semester.
• I’ll just tell you a bit about myself.
• I come from…
• I live in …
• I’ve been working in …
• I’ll be teaching you on Monday
and Wednesday.
• Our lesson starts at 9.15 a.m
every Monday and Wednesday.
• And what about you?
• Can you introduce yourself?
• How do you pronounce your
first name/surname?

7. INTRODUCING THE COURSE: DESCRIPTION, OUTCOME,
GRADING
Course Description Course Outcome Course Grading
• Our discussion today is
on…
• Out lesson today will focus
on…
• Today, we’re going to
learn…
• This meeting focuses on …
• The purpose of this
meeting is to …
• By the end of this meeting, I
expect you to be able to…
• At the end of this course, you
are expected to be able to…
• This meeting expects you to…
• This is how you will be
evaluated in my class.
• Below are the details on how
you will be assessed in this
course.
• The course grading will be
based on the following
aspects:

8. CHECKING STUDENTS’ UNDERSTANDING
1. Making things clear
• Are there any questions?
• Have you all understood?
• Who still doesn’t understand what they’ve
got to do?
• Is the instruction clear enough?
2. Checking Progress
• Is there anyone who needs help?
• How far have you got?
• How are you getting on/along?
• Let me know if you run into a problem.
• So far so good?
• Are you following me?

9. REFERRING TO THE MEDIA &VISUAL AIDS
• As you can see on the screen…
• The table represents ...... and the picture represents .......
• If you could turn to page 35, please.
• Let’s turn to page 35
• I'd like us to look at ...... in more detail. As you can see, .......
• Let’s turn to the image on the screen.
• It’s clearly seen (here) that....

10. ENCOURAGING PARTICIPATION FROM STUDENTS
• Do we have a volunteer?
• Who would like to go first?
• [students’ name].Any thought on this?
• [students’ name]. Care to share what you think about this?
• [students’ name]. Do you want to pitch in?
• Louder, please.
• Can you repeat that?

11. ASKING FOR ATTENTION
• Can I have your attention, please?
• Everyone please be quiet.Thank you.
• Could you put away your phone and focus on the lesson right now?
• Please listen to the instructions.

12. TRANSITIONTO WORK
Let’s start our
English lesson now
(shall we?)
I think we can start
now.
Is everybody ready
to start?
Let’s move on to
the next topic.
I think we can
move on to the
next activity.
Now that we’re
done with that
topic, let’s move on
to the next one.

13. GIVING
INSTRUCTIONS
FOR
ASSIGNMENT
A. How to do the assignments
• Let me explain what you have to do.
• Before you begin, let me tell you how it should be
done.
• First, have a look at the text.
• Next, read through the new words.
• After each part, you can check the answers.
• Change/put into/form/rewrite
• Rewrite the following sentences, leaving out the
relative
• Fill in/complete/insert/expand/supply
• Complete the sentences, using the words provided
• Write/summarize/explain/punctuate
• Write an essay of about 250 words on one of the
following subjects.
• I’ll give you 10 minutes to finish this exercises.

14. => If you want to use a text or
exercise more than once, say:
• On your first try, you can do it
with your books open.
• On your second try, I want you
to do it on your own.

15. B. How to turn in the assignments
• Upload your work before …
• Submit your work in PDF with the file name: Student's
name_NIM_Class.
• Send your assignment to my email at 123@yahoo.com.
• Make sure to submit your work before the deadline.
• There will be no leniency for late submissions.
• Late submissions will earn you a 20% points reduction.

16. DIVIDINGTHE CLASS
UP: PAIRS AND GROUPS
I want you to work
in groups of three.
I want you to work
in pairs
Can you work in
groups of four?
We're going to
work in groups of
four.
What about joining
in with them.
In your
pairs/groups, I’d
like you to practice
the dialogue.

17. DISCUSSING THE
RESULT OF THE
ASSIGNMENT
What you said was perfectly all right.
Don't worry about the spelling.
You have very good answers.
I hope you do it better next time.
The next time we do this, I want you all to ...
You're on the right track
I couldn't have given a better answer myself

18. GIVING
REINFORCEMENTS
• Yes, you've got it.
• You've cracked it.
• You’ve nailed it.
• That's exactly the point.
• That's precisely the answer I wanted.
• I’m really pleased with you.
• You've all tried really hard today.
• That's much better
• There's no need to rush/hurry

19. WRAPPING UP LESSON AND REVIEW
• It’s time to stop.
• We have to stop/finish now.
• We’ll continue discussing this issue next time/
in the next lesson.
• We’ll come back to this another time.
• That’s will do for today.You can go now.
• That’s about it for today.
• Let’s just review today’s lesson.
• So, today we’ve practiced …
• This afternoon we’ve written … and
you’ve learnt how to ...
• Next lesson, we’ll go on to …
• Next lesson, we’ll revise … and do …