4. Лексика та мовленнєвий етикет шкільного вжитку

4.1 Лексика та мовленнєвий етикет з англійської мови

Lexical material for holding foreign language lessons

1 Beginning and organization of the lesson

• Stand up.

• Good morning (afternoon), children (everybody).

• Sit down, please.

• Who is absent today?

• X is absent. X and Y are absent.

• Nobody is absent. All are present.

• Why is he absent? Is he ill?

• Yes, he has fallen ill.

• He has caught a cold.

• He is running a temperature.

• I don’t know.

• How can you explain your absence?

• What date is it today?

• Today is Monday, the first of September.

• I’ll call you by your surnames.

• There is a new pupil in our class. What is your name?

• Is everybody ready for the lesson?

• Get ready everything for the lesson.

• The lesson has already begun. Hurry up!

• Why are you late? What’s happened?

• Who is on duty today?

• Pupil on duty, will you fetch a piece of chalk?

• Clean the blackboard.

• Turn on (off) the light, please.

• Let’s start our work.

• Attention, please.

• Now let’s get down to work.

• Open (shut) your textbooks (exercise-books).

• Today we’ll speak about …

• Today we are starting a new theme.

• Now I’ll explain you …

2 Checking up the home task

• What’s your home task for today?

• Have you prepared your homework?

• Show your exercise-books.

• You may answer from your seat.

• Open your books at page …

• Read aloud. Go on reading.

• Recite the poem.

• Describe the picture.

• Do this exercise orally.

• Do the exercise one by one.

• Pronounce correctly. Mind your pronunciation.

• Mind the word stress.

• You may use your dictionaries.

• Can you put it into other words?

• You have mixed up the words.

• The next, please.

• That will do (enough).

• That’s right (correct). Great!

• That wasn’t very good. Try once again.

3 Presenting and activating the language material

• At first we’ll revise in brief …

• Let’s revise the words and expressions.

• Today we’ll start to learn the new lexical (grammar) material.

• Put down the new words and phrases into your vocabularies.

• Why haven’t you put down these words?

• You can guess the meaning of this word yourself.

• Repeat these expressions after me.

• Look at the blackboard. I’ll write the new words on it.

• I’ll give you a word and you should make a sentence with it.

• Give the synonym / the antonym.

• What’s the spelling of the word?

• What letter is this word written with, capital or small?

• Make this sentence negative (interrogative).

• Mind the word order in the question.

• Is the word order correct?

• What preposition (verb tense) should be used?

• What is the plural of this noun?

• Make up comparative and superlative degrees of this adjective.

• Translate the sentence from … into … .

• Who has translated differently?

• What’s your variant of translation?

• Who can translate better?

• Open (close) the brackets.

• Enclose … in quotation marks (inverted commas).

• Write legibly (neatly).

• Don’t write in the margin.

• Write to my dictation.

• Listen once again and check up your dictation.

• Write on separate sheets.

• Sign your papers.

• Hand in your exercise-books.

• You have many mistakes in your work.

4 Teaching speech activities

• We’ll begin our lesson with listening to the story.

• You are to listen to the tape-recorder (CD-player).

• Now we’ll see the film (video, DVD).

• First I’ll read the new text and then you’ll read it.

• Repeat after me in chorus.

• Let’s get down to reading.

• Who is the next to read? Read in turn.

• Read louder so that everyone could hear.

• Turn over the page.

• You’ve read the text very expressively.

• Retell the text in your own words.

• Who can retell the text briefly once again?

• Retell the text using the key words.

• Retell the text in the … person.

• Will you explain what the author meant by saying …?

• Ask your classmates questions.

• This answer is right. Who can add to the answer?

• What you’ve said is very interesting.

• Please, explain what you mean by saying … .

• Who agrees (doesn’t agree) to what X has said?

• Make up a dialogue on the subject.

• Try to make up a dialogue using these sentences.

• Make up a situation. Imagine that … .

• Work in pairs (individually).

• Look up in the dictionary the meaning of the word .

• It would be better to say … .

• I’m pleased to remark that you haven’t made any mistakes. Go on in the same way.

• I understand (I see).