Is everything clear?

Is that clear?

Are you clear about what to do / what I mean / how to do it?

Are there any question ( before we start)?

Any questions anybody?

Has anybody got any questions about what they have to do?

Have you all understood?

Did anybody not understand?

Who still doesn’t understand?

Have you all got that?

Shall I go over it again?

Put your hand up if you don’t understand.

Let’s do one together so you get the idea what to do.

Right. You can start.

Away/ Off you go.

Begin/ Start working.

Is everybody ready?

If you’re ready, let’s start.

Let’s get to work.

Get on with it.

SEQUENCING ACTIVITIES

First, have a look at the text.

Firstly, let’s run through your homework.

First of all, (today) we’ll listen to the tape.

To begin with, we’ll check you homework.

For the first thing, we’ll listen to a song.

Next, read through the new words.

For the next thing I would like you to get into threes.

To continue/ go on with, could you take out your workbooks?

And now, we’ll try an exercise.

And now for some grammar/ something different.

Last, try to do exercise 3.

Finally, I want you to copy a sentence down.

Lastly, I would like you to work in groups.

To finish with, you can do some reading.

For the last thing today, take out your notebooks.

Last but not least, how about a song?

Just before we finish, let’s talk about your test next week.

CHECKING PROGRESS

Any problems?

Are you OK/ all right?

Is there anyone who needs help?

Who can’t manage on his/her own?

Who finds it difficult?

Is there anybody having trouble with the exercise?

Where are you up to?

How far have you got?

Which question are you on?

What’s the matter?

What’s the problem?

Is there something wrong?

Is everything OK?

Is there something the matter?

STOPPING

OK, everybody. Two more minutes.

You will have to finish in a minute.

I’ll have to stop you in two minutes.

Just a couple more minutes.

Just one or two more minutes.

One minute left.

Have you finished?

Are you done/ through?

Who’s finished?

Who has done them all?

Has everybody finished?

Have you finished reading?

Right. That’s enough.

That’s enough for now.

That’s fine.

That will do, thank you.

You’ve done enough of that.

You’ve probably had enough of that.

It’s time for a change.

All right. Stop now.

Stop what you are doing.

Everybody stop what they are doing.

Stop writing/ working.

All right, you can stop now.

Time is up, I’m afraid.

Finish up.

Put your pens down.

We’ll have a break before going on.

You can have a two-minutes break.

We can have our coffee break now.

Basing on the speech, fill in the cluster about the role of English nowadays

Every pupil of our school learns one foreign language: English, German or French. We learn English because it is one of the most widespread languages in the world. At the English lessons we learn new words, grammar, poems, read texts, and ask and answer questions. Most of all, we like to speak English. During English lessons, we also do many exercises, listen to the tape recorder, watch English films and cartoons, and work with the computers.

ODD ONE OUT What don’t pupils do at the English Lesson?

1. W atch English films, plays cards, read texts;

2. Ask and answer questions, listen to the tape recorder, watch TV shows;

3. Listen to the music, watch cartoons, work with the computer;

4. Speak English, work with the computers, work in the garden;

5. Speak, watch German films, do many exercises

MATCH THE ENGLISH SENTENCES WITH THEIR RUSSIAN EQUIVALENTS

And you will get a text about the importance of learning English at the lesson

Н аш учитель английского языка придает огромное значение тому, чтобы мы могли говорить бегло и правильно – поэтому на уроках много коммуникативных упражнений.

Тем не менее, наш учитель вводит новые структуры по разному – через тексты, видео, картинки, вопросы, и коммуникативные ситуации.

Это помогает нам понять, что мы слышим и читаем.

В то же время, это увеличивает наш словарный запас.

Таким образом, мы намерены развивать наши коммуникативные умения на уроке.

Наша главная цель – подготовиться к использованию полученных навыков в англоговорящей среде в будущем.

Грамматика, топики, произношение переплетаются вместе в широкомасштабной и гибкой программе.

Our main objective is to prepare ourselves for using these skills in an English speaking environment in the future.

Grammar, topics, and pronunciation are woven together to create a wide-ranging and flexible program.

Our English teacher places great importance on us being able to speak fluently and accurately – so you can expect a lot of speaking practice at all our lessons.

In this way, we aim to develop our communicative skills in the classroom.

However, our teacher will present new language structures in different ways e.g. texts, cassettes, videos, pictures, questions, and making use of situations.

At the same time, it will increase our vocabulary.

This is to improve our comprehension of what we hear and what we read.