EngEDU 1/2015

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 Useful classroom language for moving around in class and action games (2)

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Posts : 110
Join date : 2015-08-06
Age : 23
Location : Thailand

PostSubject: Useful classroom language for moving around in class and action games (2)   29th November 2015, 11:55 am


Going back

“Go back to your seats”/ “Back to your original positions”/ “Return to your places please”/ “Please
return to your seats (quickly)”
“Put your desks back how they were/ in the original way/ in the usual way”
“Return your chairs to their regular places”/ “Move your seats back to where they came from/
where you got them from”
“Go back and work with your original partner”
“I didn’t see who was first, so go back to where you were”

Getting into groups

“Change partners” [point to one person with your right hand and one person with your left and then
move the two hands until they are pointing at the opposite places, then repeat a few times]
“Work with someone that you have never worked with/ who you haven’t worked with today/ this
week”/ “Find someone new to work with”
“The people I point to, swap seats”
“Stand up and find someone to work with/ and form groups of three/ and pair up with someone you
haven’t worked with today”
“Sit in the same teams as before/ last week/ last lesson/ always”
“Anna, can you move over there?”
“We need one more person in this group/ team. Can someone (from that group/ team) come over
here and join them? Bring your chair/ You don’t need to bring your chair”
“Stand up and make groups of three”
“Sit down now and work with the person next to you”
“People who are wearing blue, sit over here. People who aren’t wearing blue will be in this team
over here”

Stopping and waiting

“Stand still!”/ “Don’t move”/ “Stay in your places/ where you are (until I finish explaining/ until the
other team has moved)”
“Who can stand the stillest?”/ “How long can you stand totally still?”
“Perfect, stay right there!”
“Ready, steady, go!”
“Wait for it. Wait for it! Go!”
“Five. Four. Three two one go!”
“Wait until I say ‘go’”
“Just a minute, I’m going to explain the game/ the rules/ the language you need first”

One at a time and other variations and limitations

“Just the boys/ girls/ people wearing blue/ the people I gave a number five to/ the team captains/ the
person holding the ball, stand up/ come here/ stand in front of the board”
“Okay, now the same game but jumping/ hopping/ walking backwards/ walking slowly”
“Without (using your…)… try to …”
“Come up one at a time and get your marked tests/ read your homework books to me/ pin your
posters on the notice board”

Giving the kids control of the actions

“What action shall we do next?”/ “Can anyone think of a new action?”
“Can someone write the next action on the board?”
“Someone choose a flashcard with the next action on/ choose an action from the board”
“Who wants to be teacher?”
“What else can you touch/ go under/ pick up/ run around/ mime (driving/ drinking/ eating)?”

Physical pronunciation practice

“Chop your left palm with your right hand with the rhythm of the song/ sentence/ word stress”
“It you hear ‘can’t’ raise your left hand, and if you hear ‘can’ put up your right hand”
“Jump to the right if you hear /sh/ and jump to the left if you hear /s/”
“If the word has two syllables/ beats touch your shoulders, and if the word has one syllable/ beat
touch your nose”
“Run and touch the flashcard with the sound that you hear”
Action songs
“As you listen to the song, I want you to mime the things/ animals/ letters you hear/ that we
“Mime the action for the person who is singing (for example when the father sings, pretend to
stroke your beard)”
“The first time that we listen, just do the actions that you hear. Then we will sing along when we
hear it a second time”


“One point for the first team in the right position/ for the first team with their chairs and tables back
in position/ for the first team standing quietly in a nice straight line”
“We are going to do the same song/ activity/ game as last time, but this time standing up/ moving
around/ in a circle/ in lots of little circles instead of one big one”

Using classroom language for describing action games

1. Action chains

“What does this say next to number one on the whiteboard? /s/ /t/ /ae/ /n/ /d/ …Good, now say all
the sounds quickly together… Great, ‘stand’. So what do you think the next word is? /u/ /p/
makes…?... ‘Up’. So the whole thing says…? That’s right, ‘stand up’. So, what do you think I want
you to do?... Great, you’ve got it! Wait for it! So, good, I want you to stand up, but at the same time
I want you to say the words on the board as quickly as possible as you do the action. So, say these
words quickly. ‘Stand up!’… Great, but quicker… Superb! Now if it says stand up in number one at
the top of the board, what do you think I am writing here next to number 15 at the bottom? /s/ /i/
/t/ /d/… Good guess, ‘sit down’. So in a minute you are going to do this action next to number one
and this action next to number 15 as quickly as possible while saying the sentences. Ready, steady,
go!... Okay, good. Let’s do it one more time but more quickly and saying the words on the board.
First let’s practice saying the sentences one more time. I can’t hear anyone over here speaking. One
more time…. Right, now with the action and shouting out the words at the same time…. Got it!
Now you are ready for number two. What am I writing next to number two now? /j/ /u/ /m/ Can you
guess the last letter?... /p/, that’s right. So?... ‘Jump’, that’s right. So, let’s say all three sentences
and then do the actions as quickly as possible. No, stop. Just speaking this time. Stand… Great, now
with the actions. Wait for it! On your marks, get set… go! Excellent. Okay, so let’s add number

2. Stations

“What does this card I am putting up here on the board say?... Can you remember what the sound of
T and H together is?... Good. And we know this last word, don’t we? Good, ‘is’. So, what structure
were we studying last week that starts with /th/ and ends with ‘is’?... ‘There is’, well done Johnny.
Can everyone repeat that?... Good, but stick your tongues out this time. All together, one, two,
three… Great. And here on the opposite wall I’m going to put some words which are similar but
different. Can anyone guess what it says?... ‘There isn’t?’ Let’s have a look at the card and see,
shall we? Nearly right, there… are, good. So this one is…? Good. And this one? This one? This
one? This one again? This one? This one? Wow, so quick, well done. So, in a minute I’m going to
get you to stand up and when you hear ‘there is’ you run [mime running] and slap [mime slapping]
the ‘there is’ card. Which one is that? Yup, that’s right. But, if you hear ‘there are’ you have to run
all the way to the other side of the room. The last person [mime running very slowly or standing in
the middle of the room looking confused] to touch the right one has to sit down and is out of the
game [mime sitting down with shoulders hunched and a disappointed look on your face] Got it? Are
you sure? Any questions? No? Okay, stand up in the middle of the room.”

3. Running dictation

“Can you see the words on this piece of paper? …No? What can we do??... No, sorry, I can’t take it
off the wall, it must be superglued on! [mime trying to tug it off with all your force and failing] Any
other ideas?... Mmm hmm, good idea. You could come up here and look at it. I know what you lot
are like though, it’ll be [mime running, pushing, shouting and other chaos]. So, half of you are
going to come up and look at the paper and half of you are going to stay sitting down. So, everyone
find a partner and one person in each pair stand up… Juan, who’s your partner?... Good, so one of
you stand up then. Hristov, no partner?... Ah, I see, odd numbers. Do you want to come over here
and make a three then? No need to bring your chair, there’s already one here…. Right, I think
we’ve got it. I see everyone wanted to be the one sitting down. Bad choice, ha ha! Each person
sitting down needs a pencil and a blank piece of paper, and you’ll need to write down everything
from this piece of paper at the front without standing up. Anyone got a telescope or binoculars
[miming them with hands around eye]? No? Aha, but you do have…? A robot?? Good imagination!
Well, he could be a robot, but anyway you have your partner who can come up to the paper [walk
up to the paper], look at it [index fingers from eyes to piece of paper], and remember [tap side of
head with index finger]. Then you walk back to your partner and tell them everything you
remember [mime talking, blah blah blah] so they can write it down [squat to pretend to be the
person sitting down and writing with an imaginary pencil] until you can’t remember any more,
eeeerrrrrr, give up! Then they can walk back to the front and do the same again. Whenever you
think you have finished [gesture ‘finished’ by brushing dust off hands or making the cutting motion
with palms down] put up your hands and I’ll come over and check. If it’s perfect [thumbs up], you
are the winners [fists raised in air], but if there are mistakes [frowning face], you’ll need to start
again [mime standing in starting position for a sprint]. Got it?... Are you ready?... I didn’t say ‘go’, I
said ‘Are you ready?’… Yes? Okay, three more rules before we start. No pushing [mime it], no
shouting [hands around mouth as loud hailer] and fast walking is okay but no running [mime
keeping legs straight as walk quickly]. What were those rules again? No…? And no…? And no…?
Good, but what is okay?... Right. Go!”

Language Analysis

· Tick the phrases above that you have already used in your classes
· Put a star next to one phrase in each section above that you would most like to use in class.
Would you want to change those sentences at all to make them totally suitable for your
· Underline all the praise and other positive language in the phrases and extended classroom
language examples. How much of this kind of language do you use? Which ones do you
use? Which ones would you like to use?
· Circle the general language of requests and other polite language above. Do you think this is
necessary with kids’ classes? Would you use more or less than there is above? Change a few
examples to make them imperatives or more polite.
· Are any of the gestures possible for students to misunderstand? How could you replace them
with other gestures or make the meaning of the gestures clear? Can you add similar gestures
to any of the other phrases?

Thinking points/ discussion questions

· Look at the instructions for the running dictation. Do you think it would have been easier to
explain the whole game before getting them into pairs? Try explaining it that way and see if
it turns out to be clearer and/ or more motivating for the students.
· Are any of the actions too childish for your students, e.g. would they be embarrassed by
doing any of them?
· Are any of the instructions impossible in your classroom, e.g. pushing all the tables back to
the wall? What is the closest equivalent you can do and what instruction language would
you use to explain it to your children?

Good luck friends Very Happy
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