Ход урока
Conducting a Lesson of English

1.Greeting the group

Good morning (Good afternoon), students!
Repeat after me: Good morning!
Let’s repeat it: Good morning!
(Let’s) repeat/say it all together.
Now, everyone: / All together…
That was good! Thank you!
You may sit down.
Will you sit down,please.

2 .Bringing the group to order
Stand (sit) still / straight!
Will you sit still, everybody!
Will you, please, stand straight, N.!
(Will you stop) talking / laughing.
Do stop talking, please!
Don’t turn around.
Behave yourself (yourselves).
No whispering/helping/fidgeting.
We haven’t finished yet.
It’s not the end of the lesson yet.

3. Student on duty; lateness; absentees
I’m sorry I’m late.
Why are you late?
I was detained by Galina Petrovna/by the Head Master/at the library/at the doctors.
I didn’t hear the bell. / I overslept. / I’ve no excuse. / It’s not through my fault.
I see. /All right. / Very well, (go and) sit down.
That’s too bad.
That’s no excuse/a poor excuse/not a very good excuse.
You mustn’t be late for your lessons. / You must learn to be on time.
Don’t let it happen again.
Who is on duty today? / Who’s absent/away today?
How many people are absent/away today?
N., why were you absent last time?

4. Requests and orders 
Come (out)/go (up) to the board, please.
I’d like you / I want you to come (out) to the board.
Would you/Will you come out to the board, please.
Come out (go up) to the front, please.
Face the group/the board, please.Open/close the window/the door.
Switch on/off the light.

Stand up/ Sit down/Go (back to you place) and sit down.
Clean the board/the chalkboard. /Fetch some chalk/the book. /Get down to work.
Put up your hands/Put your hands up.
Get your books/note-books ready. Get your books out/Get out your books.
Hand in your exercise-books. Collect the exercise-books. Give out the books.
Lend me your pen/biro/ball-point/pencil.

5. Response to students’ requests
May I go out? /sit in another place/sit next to N., please?
Can I borrow a book/N’s book?
May I pick up my biro? (I’ve dropped it.)

Yes, N.?/What is it? /What is it you want, N.?/ What’s up?
Do, please. /Yes, you may. /You may, only a little later. /No, you can’t.
1.6 The end of the lesson
That’s all for today/ That’ll be all for today.
The lesson is over, you may go. You are dismissed.
Good-morning / afternoon/Good-bye.
 

Устное общение на уроке
Oral Speech Activity

1. Arresting the student’s attention
Attention! /Be attentive now. / Listen to me (carefully).
Can/may I have your attention,please.
Will/would you listen to me/to N.,please. / Please, listen carefully.
Now I want to listen to your stories/dialogues.
Now for the text /the dialogues / the story.
Turn round and listen to what I’m saying. / N. is going to tell you a story.

2. Requests and orders
Will you begin speaking, Nick! / Will you start speaking, please!
Tell us your story.
Tell the group what you remember about…
Retell  the text/the story, please…
Tell us the story as if you were…
You say it, Nick.
Come on, quickly. Say something.
Continue speaking/your story.
Let’s continue with the story.
Go on speaking, please.
What else can you say?
Next one, please.
Stop.( Your) time’s up.  
That’ll do. That’s enough. You’ve done enough. Thank you.

3. Asking the students to repeat something
Repeat it/all together/with me.
Now everyone. Everybody/the whole group, please. Once more, please.
Say the word after me. Let’s (all) repeat it. Please, repeat what you said.
Would/will you say it again, please. Will you repeat it, please.
Pardon/I beg your pardon, I didn’t get what you said.
Sorry, I didn’t get you first time. Say it again, will you?

4. Urging the students to ask and answer questions
Ask N. questions about… You, Nick, ask a question.
Ask each other/one another questions. Ask questions on/about the text.
Have you any questions to ask? Answer the questions on/about the text.
You, Ann, answer the question/my question/your friend’s question.
Answer it, somebody. Nina, you do it. It is your turn to answer, N.
Can anyone (else) answer the question? Who knows the answer?
I want you to answer in turn/round the group.

5. Corrections
Article! / Tense! Watch the/your grammar/article, etc.
The/your article/tense is wrong. Use the definite article, please.
Use the right preposition. 
You’ve mispronounced the word. It’s a bad/serious mistake.
What was wrong here/with the word? Will you correct your mistake?
What is the correct answer? 
You’ve made a mistake. Will you correct it?
You must use the past tense here, I’m afraid. Pronounce the sound /  / correctly.
Be careful. Use the right article. Explain what is wrong here. 
Explain the mistake/it, please.

6. Talking about a word
What is the English/Russian for…? What does the word “student” mean?
How do you spell the word?
Now I’d like to see whether you remember (you’ve learned) the new words.
Do you know any synonym for this word?

7. Asking the students to act out dialogues
Make up a dialogue, please. Act out the dialogue/Act it out.
Now for the dialogues (you’ve prepared at home).
I want to listen to your dialogues. You are to work in groups of 2 or 3.
Use it/the words in dialogues of your own.

8. Speaking about a picture
Hang up the picture…
Will you hang up the picture (over there), please…
Look at the picture. Now look up, please.
Who do/can you see in the picture? What’s there in the picture?
Ask and answer questions  about/on the picture.
Describe the picture. Point to…in the picture.

9. Commenting on the answers
Excellent! That’s great! Great! Right! That’s just right.
Fine! That’s excellent work.
Well done. You’re doing very well. Good for you.
Not too bad/That’s better, N./You’re doing rather well.
You are making good progress. That’s a good start, go ahead.
Not very good, I’m afraid. You’re too careless. You can do better than this.
You haven’t answered the question fully. You must speak clearly.
Speak up/louder, please. Don’t hurry. Not so fast.
It’s still not right/ correct. Try again.

10. Assessment
Your mark is “five”. It’s very good (good, satisfactory etc.)
I give/put you a five (a four, a three etc.)
Good. Good for you! You really know it. Excellent! Quite good! Very poor/weak.

11. Asking (for) permission to speak, to ask questions etc.
Shall I begin/continue? Shall I repeat it? Shall I/we learn it by heart?
May I ask questions on the text/describe the picture?
May I speak from my place, please?
 

Чтение
Reading

1. Getting ready for reading
Get/take your books out. Where is your book, N.? Share with N.
M., let N. share with you/share your book.
N., pass the books round/one to each pupil/one between two/one to every 3 pupils.
Pass the books along the rows. Give out/hand out the books.
Put a (paper-)cover on your book.
Don’t make notes in the margin/in the book. Don’t dog-ear the pages.

2. Requests and orders
Let’s/I’d like you to read a/the text/exercise/sentence. The text/exercise is on p.20.
Open your books at p.20. Turn to p.20. Let’s start work on the text.
First I’ll read the whole passage/text/sentence myself. Listen to my reading.
Listen to the logical stress/the intonation/the pronunciation/the melody/the rhythm.
Repeat (it)/read (it) after me.
Read it to yourselves/in silence/silently/aloud/all together/in chorus/in unison/in turn/round the group/a paragraph each/one by one/one after another.
Read up to p.10/as far as p.10. Will you start/begin reading/to read.
N.,take/read the part of the author. Read Kate’s part. Read for Mr. Brown. 
Turn over the page.Turn to the next page/to page 11. Keep your books open.
Go on/carry on/continue reading/with the work on the text.
Read on to the end of the story/till I tell you to stop. Whose turn is it to read?
Stop reading, please. You’ve done enough, thank you. Thank you,that will do.
You’ve got 10 minutes to go/another 10 minutes. (You must) finish off now.
Close/put away your text-books. N., collect the text-books, will you.
Will you put the books on my desk? Thank you.

3. Corrections
Read clearly/more clearly/carefully/distinctly. 
Will you read louder/more loudly/slower/more slowly quicker/more quickly.
Read with more expression/put more expression into it.
Don’t be so fast/Don’t hurry/Not so fast.
Raise/drop your voice at the beginning/end of the sentence/the sentence-group.
Be careful with/watch the intonation/rhythm/logical stress/melody/pronunciation.
You need some more practice in reading.
You must practice reading (aloud) at home. Read it properly/correctly again.
Don’t stress form-words: articles, prepositions, conjunctions etc.
Pronounce the words distinctly/correctly.
Will you/could you/can you/would/you correct the mistake(s).
Don’t devoice (palatalize) the consonant(s).
Pronounce short/long vowels correctly. Make the vowel “^ “  shorter. 
The letter “t” is mute in  the  word “listen”. The letter “t” is not pronounced in this word.
What’s wrong here/with the pronunciation/intonation/stress?
What’s the correct pronunciation/stress? etc. Where is the (logical) stress?
How many syllables are there in the word? Which is syllable is stressed? 
Did you notice any mistake? Can anyone tell me/explain what was wrong?
You, N., do it, please.

4. Praise and criticism
You’ve mispronounced some/a lot of/many words.
You are hesitating at every word. You are groping for words.
Your intonation/pronunciation/melody/logical stress/rhythm isn’t proper/ correct.
I’m not satisfied with your reading. That wasn’t very good, I’m afraid. 
Rather poor/weak. Careless  reading. You can do better than this.
A good effort. (Much) better now/ today. You read quite/fairly/rather well.
Good, clear reading, N.  You don’t read badly. 
Your reading was quite/very/rather good. Good for you.
 

Письмо
Writing

1. Getting ready for writing
Now let’s go over/pass over to writing. Put aside your books, please.
Get ready for a dictation/test/test dictation/examination dictation.
Get out your exercise-books/vocabulary books/dictation books.
Open your exercise-books.
We are going to do a dictation/a test dictation/a  dictation test/an examination dictation/ a reproduction/ a composition.
Whose duty is to keep the board clean? Clean the board. 
Use the  duster, don’t use the fingers.
Fetch some chalk/a duster/an eraser, please.
Wet the duster/the eraser, please.

2. Requests and orders to write on the board
Look at the board. Will you come out to the board, please.
Get everything ready for writing on the board, please.
Write down/put down the date.
Divide the board into two parts/columns and do exercises 2 and 7.
Will you draw a line in the middle of the board.
Begin to write at the very top. Don’t scribble.
Write carefully/neatly/in large letters/in small letters.

3. Writing in vocabulary books and exercise books
Today we’ll do some work on the vocabulary/we’ll write some new words.
Write down/put down the title/the heading of the dictation in the middle of the page. Underline the heading.
All the words in the title should be written with a capital letter/a big initial except for articles, particles, conjunctions and prepositions.
Copy the words from the board.
Write these words in columns/each on a new line/with capital letters/against the margin.
Write in the left-hand/right-hand corner/on the left-hand/right-hand side of the page.
Write the word in brackets. Write at the top/at the bottom/in the middle.
Will you write the word in brackets/in inverted commas.
Indent each new paragraph. Indention/a new line. Leave/miss a line.
See that there is enough room for the exercise.
Write ink/ in pencil/in coloured crayons. Observe the margins, please.
Draw a margin with a ruler. A margin is drawn on the left. 
The margin should be 2-3  cm wide. Don’t write in the margin, please.
Remember/don’t forget to put full stops/commas.
Try not to make blots/to dog-ear the pages.
You may write numbers in words/the dates in figures/in words.
Please, don’t write so close together. No copying. Don’t copy from N.
Don’t help/tell him/her. Will you work on your own.
Stop writing. Time is up. Put your pens down, please.
You’ve got 5 minutes /plenty of time/no time left/to go. 
It is a rough copy.
Make a fair copy of your translation/composition.
Translate the paragraph literally/word for word. Make a literal translation.
Look through your work/what you’ve written.
Hand in/ give in your reproductions/essays. I’ll mark them.
Make/put a cover on your exercise-book.

4. Corrections
Now, stand aside, please. Face the group, will you.
Has A. made a mistake? Put up your hand if you see a mistake.
A., can you see where you’ve made a mistake?/ what you’ve written wrong?
Correct the mistakes. There is a mistake in the word “    “.
There must be “o” instead of “e”.
A letter is missing in the word. Insert the letter “k”.
You have left out the letter “n” in this word. The letter “l” is doubled in the word.
Double the letter to preserve the short vowel. 
The word is written/spelt through a hyphen. The word is hyphenated/hyphened.
The word begins with a capital/small letter. Write proper names with big initials.
The word can be abbreviated. Rub the word/the letter out.
Rub off that word and write the correct one instead.
Cross out this letter/the extra letter/he letter “c’/cross it out.

5. Praise and criticism
I’ve marked/corrected your exercise-books. Your work is rather/very poor/good.
You’ve made many/a lot of/some/few mistakes.
Will you do your corrections at home/on time.
Write out the misspelt word three times.
Write out the whole sentence once, if it’s wrong.
Your writing is too small/too large/too untidy.
Form the letters clearly. Improve your writing. Your writing is neat/careful.
Correct spelling mistakes. Keep your exercise-books tidy/neat/clean.
 

Домашнее задание
Homework

1. Setting Homework
Take out your record-books, please.
Take down/write down/put down your homework, please.
Now, I’m going to give you your homework. Your homework for tomorrow is…
Will you (please) do exercise 1 on page 9 and read text 8 on page 12.
For your homework I’d like you to …
For your homework you are:
to revise/look through all the new words and phrases/all we’ve done on this tense;
to learn the story/dialogue by heart;
to make up/to compose/to create/a situation; sentences to illustrate the use of the new words;
a (funny) story about yourself/your friend/your last trip (not too short and not too long); questions about the text; a dialogue similar to the one you’ve heard/read; an outline for the story;
to describe…;
to read the text/a passage aloud/on page/up to the end/as far as…;
to prepare the text/a passage for retelling /good reading;
to retell the text according to the outline;
to do exercise 7 on page 29  in writing/ orally;
to get ready/prepare for a test dictation/dictation test/examination dictation.
Ann, will you repeat what you are to do for homework?
Does anyone know what you are to do for homework? 

2. Going over homework
What did I give you (to do) for homework? What were you to do for homework?
What have you done for homework? Have you written/read the exercise/text?
Let’s go through/over your homework.
 

• Ход урока
• Устное общение на уроке
• Чтение
• Письмо
• Домашнее задание
• Формулировка заданий к упражнениям
• Некоторые дополнительные фразы

По этим фразам можно предложить учащимся пройти тесты, помогающие оценить, насколько хорошо они усвоили лексику во время общения на уроке, разыграть диалоги.

Формулировка заданий к упражнениям
Instructions for exercises

Put the sentences into the passive/ into direct speech.
Put the verb into the correct tense.
Rewrite in the first person.
Replace “which” with “that”.
Form adjectives from these nouns.
Complete the sentences by adding an article.
Fill in the blanks, using the words given.
Use the appropriate forms of “to be” to complete the sentences.
Insert  the words given in brackets into the sentences.
Supply the correct form of the verb.
Supply the missing articles.
Play the part of the secretary.
Study your role and then work out a conversation.
Act as an interviewer and ask members of the group if they…
Choose the verb that best fits each sentence.
Ring the appropriate answer.
Underline the accented syllable in these words.
Put a line under the correct preposition.
Cross the appropriate answer.
Find English words that mean the same as…
Construct sentences using the words given.
Write sentences to explain the following words. 
Write out the following numbers in full.
Make sentences to show you understand the meaning of the following words.
Continue the conversation between Fred and Tom.
Finish the dialogue.
Write an essay of about 250 words on one of the following subjects.
Summerize the passage in not more than 10 words.
Read the following passage and then answer the questions on it. 
State Bill’s reasons for leaving in your own words.
Explain the meaning in English of the following words.
Punctuate the following passage.
Now talk about yourself in the same way.
Now ask for and give opinions on the following topics.
Make up a dialogue on the basis of this text.
Make a short dialogue on the following situation.
Now offer these people some advice.
 

Некоторые дополнительные фразы
Some Additional Sample Phrases

1. Tapes and Records

Mind the tape recorder. 
Let me just find the beginning again.
Go back to the beginning and re-record your answers.
Let’s listen to the tape now.
Repeat after the tape.
Listen to the stimulus and respond to it.
Repeat this  and compare your pronunciation with that of the speaker on the tape.
There  seems to be something wrong with it.
Is the sound clear enough?
Is the volume  all right?
Can everybody hear?
I’ve brought along some records on this subject.

2. Slides, Films and TV

Today we’ll see an educational film.
I have a film to show you today.
Now we’re going to look at some slides.
There’s a diagram I’d like to show you on the screen.
Pass me my pointer.
Next pictures, please.
Let’s look at the next one.
Turn the sound up/down.
The note-book doesn’t seem to be working.
Follow the action carefully and notice…
Now watch the following scene in particular.
We’ll see the slides once more.
Describe what you see on the slides.
Listen carefully to the explanations.
We’ll see an English lesson on video today.
We have this lesson video-taped.