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1.
Essential words/sentences for
the science teacher
“Train the Teachers”
Teaching Science in English Workshop and Inspiring Science
18-19 July 2013, Regent Palace
Sponsored by The Secondary Educational
Service Area Office 29 Office of the Ministry of Education

2. 1
Table of contents
Question Words 2
Tense 4
How to compliment your students. 5
Oral Questioning 5
Follow-Up Probes 6
Discussion 6
Body language 7
Root words 8
Forms used to check their understanding 9
How to pronunce 12
_________________________________
Pridsadang Kiangkao (ครูตั้ม) pridsadangbiology@gmail.com
Kamonrat Chimpalee (ครูปุมไบโอ) E-mail : :Lipaongonga@windowslive.com
Tell : 083-0150748
Karnjana Khamkaew (ครูกาญ) khamkaew03@hotmail.com

3. 2
Question words
Words Question Answer How to use
When When did they arrive?
When will you come?
Yesterday.
Next Monday.
When is used to ask
question about time.
Where Where is she?
Where can I find a pen?
At home.
In that drawer.
Where is used to ask
question about place.
Why Why did he leave early?
Why aren’t you coming with
us?
Because he’s
ill.
I’m tired.
Why is used to ask
question about reason.
How How did you come to school?
How does he drive?
By bus.
Carefully.
How is used to ask
question about
manner.
How much money does it
cost?
How many people came?
Ten dollars.
Fifteen.
How is used to ask
question about many.
How old are you?
How cold is it?
How soon you get there?
How fast were you driving?
Twelve.
Ten below zero.
In ten minutes.
50 miles an
hour.
How is also to use with
adjectives and
adverbs.
How long has he been here?
How often do you write
home?
How far is it to MSU from
here?
Two years.
Evry week.
500 miles.
How long asks about
legth of time.
How often asks about
frequency.
How far asks about
distance.
who Who can answer that
question?
Who came to visit you?
I can.
P’Mak and his
friends.
Who is used as the
subject of a question,
It refers to people.
Who is coming to dinner
tonight?
Who want to come with me?
P’Mak,
MaeNak and
Chin.
We do.
Who is usually followed
by a singular verb even
if the speaker is asking
about more than one
person.

4. 3
Words Question Answer How to use
Whom Who(m) did you see?
Who(m) are you visiting?
Who(m) should I talk to?
To whom should I talk?
I saw P’Mak.
The secretary
Whom is usea as the
object of a verb or
preposition. In spoken
English, whom is rarely
used; who is used
instead. Whom is used
only in formal
questions. Note: Whom,
not who, is used if
preceded by a
preposition.
Whose Whose book did you borrow?
Whose key is this?
Whose is this?
P’Mak’s.
It’s mine.
Whose asks questions
about possession.
What What made you angry?
What went wrong?
His rudness.
Evrything.
What is used as the
subject of a question. It
refers to things.
What do you need?
What did MaeNak buy?
What did he talk about?
About what did he talk?
I need a
pencil.
A book.
His vacation.
What is also used as an
object.
What kind of soup is that?
What kind of shoes did he
buy?
It’s bean soup.
Sport.
What kind of asks about
the particular variety or
type of something.
Wha did you go last night?
What is P’Mak doing?
I studied.
Reading a book.
What+ a form of do is
used to ask questions
about activities.
What counties did you visit?
What time did she come?
What color is his hair?
Laos and
Kumpuchea.
7o’clock.
Dark brown.
What may accompany
a noun.
What is P’Mak like?
What is the weather like?
He’s kind and
friendly.
Hot and
humid.
What + be like asks for
a general description of
qualities.
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5. 4
Words Question Answer How to use
What does P’Mak look like?
What does her house look
like?
He’s tall and
has dark hair?
It’s a two-
story, red brick
house.
What+ look like asks for
for a physical
description.
Which I have two pen.
Which pen do you want?
Which one do you want?
Which do you want?
Which book should I buy?
The blue one.
That one.
Which is used instead
of what when a
question concerns
choosing from a define,
know quantity or group.
(a) Which countries did he
visit?
What countries did he visit?
(b) Which class are you in?
What class are you in?
P’Mak and
Chin.
This class.
In some cases, there is
litle difference in
meaning between which
and what when they
accompany a noun, as
in a and b
reference : paper of Helen’s classroom
Tense

6. 5
How to compliment your students.
Well done. Good job. I like that. That’s good.
You’ve got it. Super That’s right That’s good.
Good work That’s it Great! Congratulations
You are really
working hard today
You are very good
at that
That’s coming
along nicely.
I’m happy to see
you working like
that.
That’s much,
much better!
I knew you could
do it.
I’m proud of you. You are learning
fast.
Now you have it! wow! Nice going. That’s the way!
Keep up the good
work.
That’s the way to
do it.
You did that very
well.
You’re really
improving
That’s better. Excellent! Perfect! Much better!
Wonderful! Outstanding! Fantastic! Superb!
You certainly did
well today.
You are really
learning a lot.
That kind of work makes
me happy.
I think you’re doing the
right thing.
Keep it up. You’re doing fine! That’s really nice.
Oral Questioning
Use the following questions and follow-up probes regularly to check for understanding:
- How is …..similar to/different from…………………………………………..?
- What are the characteristics/parts of…………………………………………?
- In what other ways might we show/illustrate……………………………?
- What is the big idea, key concept, moral in ……………………………..?
- How does ………..relate to …………………………………………………………….?
- What ideas/details can you add to ……………………………………………..?
- Give an example of ……………………………………………………………………….?
- What is wrong with………………………………………………………………………….?
- What might you infer from ………………………………………………………….....?
- What conclusions might be draw from…………………………………………….?
- What question are we trying to answer?
- What problem are we trying to solve?
-What do you think will happen?
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7. 6
- What are you assuming about…………………………………………………………….?
- What might happen if ………………………………………………………………………….?
- What criteria would you use to judge/evaluate …………………………………?
- What evidence supports ………………………………………………………………………?
- How might we prove/confirm ………………………………………………………………?
- How might this be viewed from the perspective of ……………………………?
- What alternatives should be considered ………………………………………………?
- What approach/strategy could you use to …………………………………………….?
data support your position?
- But what about…………….?
Follow-Up Probes
- Why - What do you mean by ……..?
- How do you know? - Could you give an example?
- Do you agree? - Tell me more.
- Explain. - Can you find that in the next?
- Give your reasons. - What data support your position?
- But what about…………….?
Asking for Opinion
- What’s your option of ………/…..about
- What do you think of…………?
- How do you feel about?
- I was wondering……what your opinion
of…..is……….
what you think about….
how you feel about…..
Expressing Personal Opinions
- In my opinion…..
- Personally, I think
- Wouldn’t you agree that…….
- As I see it………….
- Don’t you agree that……
- Well, the point is……
- It seems to me……..
- I see it this way…………..
Discussion

8. 7
Body language
Reference: Papers of Training for Trainer by IPST
Agreeing
- I couldn’t agree with you more!
- You’re absolutely correct!
- My thoughts exactly.
- That’s a good point.
- I’m with you there.
-Well, I more or less agree with you.
- I suppose you’re right.
- Well, maybe you have a point.
Disagreeing
- I couldn’t disagree more!
- I couldn’t agree with you less!
- I refuse to believe that!
- You’re completely wrong!
- You’re way off base!
- No way!
- You’re kidding!
- You must be joking!
- I’m not sure I can agree with you.
- Well, that’s one point of view, but…..
- I could be wrong, but…
- Yes, that’s quite true, but…..
- Yes, but……
- Are you absolutely sure about that?
How to ask students to display a designated hand signal to indicate their
understand and word it as a statement or question
- I understand…………………..and can explain it. (e.g. thumbs up)
- I do not yet understand …………………….(e.g. thumb down)
- I’m not completely sure about…………..(e.g. wave hand)
Discussion
7

9. 8
Root words

10. 9
Forms used to check their understanding
(inference from Grant and Fisher. Reading and Writing in Science. USA, 2010)
Vocabulary Self-Awareness Charts
Vocabulary Self-Awareness Chart
Vocabulary
Term
Know
Definition
Known an
Example
Don’t Know
Either Yet
Definition Example(s)
force / pedaling my
bicycle
mass / / amount of
matter in a
substance or
object
a glass of water, a
balloon filled
with air, and a
rock all have
mass
gravitation /
Read each statement and decide if it is true or false
แบบฟอรมเช็คความเขาใจเนื้อหากอนอานและหลังอาน
True or False
Before Reading
True or False
After Reading
1. Angiosperms include dogs, cats,
ferns, and oaks
2. Seeds form inside the flower of
plants.
4. The life cycle of an annual is
less than one year.
5. Perennials remain alive
underground throughout the
winter months.
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11. 10
Word Card
Definition
The process of division of somatic
cells in with each daughter cell
receives the same amount of DNA as the
parent
Distinguish
This is different from the reproduction of
germ cell. Also, mitosis involves one cell
division, not two.
Example
Skin cells
Heart cells
Stomach cells
Non-Examples
Sperm cells
Egg cells
Mitosis
Reciprocal Teaching Cue Cards
Predict
I think this will be about……….
I expect______will happen next.
I wonder if this will occur……..
Clarify
I think this word means………………
This phrase is confusing but maybe ……
I wonder if this means…………………………..
Question
Who did…?
What happened…?
Why did…?
Where does…?
When did…?
How does…?
Summarize
The main ideas are…
This reading discusses…
After reading this, I know that……..

12. 11
Sample Note-Taking Page
Main Ideas/Questions Details/Answers
What is an ionic bond?
Which elements will most likely form
ionic bonds?
How do covalent bonds form?
Which elements will form covalent
bonds?
Explain the chart on page……
Summary ((Write two or three sentences that describe the main ideas of this
reading.)
Evaluation speaking
Part Detail Score
Pronunciation Was it easy to understand you?
Content Did you have an introduction, body and
conclusion
Poster Did you have pictures to support your
ideas?
Effort Did you know your information, did you
present your speech or read it?
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13. 12
How to pronounce
American English British English การออกเสียง ความหมาย
1. flavor flavour ฟเล-เหวอร รส
2. neighbor neighbour เน-เบอร เพื่อนบาน
3. color colour คะ-เหลอร สี
4. favorite favourite เฟฟว-หริท ซึ่งเปนที่โปรดปราน
5. behavior behaviour บี-เฮฟว-เหยอร พฤติกรรม
6. criticize criticise คริ-ดิ-ไซซ วิจารณ
7. memorize memorise เม-โหมะ-หรายซ จำ
8. analyze analyse แอ-หนะ-หลายซ วิเคราะห
9. organize organise ออร-กะ-หนายซ จัด
10. realize recognise เร็ก-ขอก-หนายซ จําได
11. organization organisation ออร-กะ-ไน-เซ-ฉั่น องคกร
12. center centre เซ็น-เทอร ศูนยกลาง
13.meter metre มี-เดอร เมตร
14. liter litre ลิ-เดอร ลิตร
15. practice practice แพรค-ติ่ส ซอม
16. defense defence ดี-เฟนส ปกปอง
17. skillful skilful สกิ๊ล-ฝุน ซึ่งมีทักษะ
18. enquiry inquiry เอ็น-ไคว-เยอะ-หรี่ สืบเสาะ
19. ensure ensure เอ็น-ชั่วร ทําใหแนใจ
20. program programme โพร-แกรม โปรแกรม
Word American English British English ความหมาย
1. bath แบธ บาธ อาบน้ํา
2. can’t แคนท คานท ไมสามารถ
3. beauty บิ๊ว-ดิ บิ๊ว-ถิ คนสวย/งาม
4. computer คอม-พิ้ว-เดอร คอม-พิ้ว-เตอะร คอมพิวเตอร
5. writer ไร-เดอร ไร-เถอะ นักเขียน
6. pretty พริ-ดิ พริต-ตี่ นารัก
7. city ซิ-ดี่ ซิท-ถี่ เมือง
8. eating อี้-ดิ่ง อี๊ต-ติ่ง กําลังกิน
9. fast แฟรส ฟาสท เร็ว
10. herb เอิรบ เฮิรบ สมุนไพร
Reference “How to pronounce” : The English Secret. Teacher Ben. 2010

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