Good morning everyone/everybody/ladies and gentlemen!

Today we’re going to begin with . . . and then we’ll have a look at . . .

Right, now let’s get down to it/start. Now . . .

Who wants to read first? – That’s fine, Irene, thanks a lot. Helen, would you carry on from there, please.

Right. Could you move/arrange all these desks into a horseshoe, please.

Nick and Jane, could you two move over to that group, please. That’s fine, thanks.

With this activity I’d like you each to find a partner/work in pairs/divide the class into two teams/you (all) to move around the classroom/go back to your places.

Would you (all) make sure that you’ve got 6 pages/given in all the handouts before you leave.

Now let’s work in groups of four/stop there.

Get out your vocabulary notebooks/jotters and take this down.

Stick this up on the wall, please.

I’m going to play this twice and then I’ll expect you to.

Now I’d like you to write the answers to the questions in your notebooks/jotters/to practice the dialogue on p. 96 in pairs.

Let me know if you don’t understand.

Nick, please collect the papers and put them on my table.

Get out your vocabulary notebooks.

Right, change jotters with your partner!/Dish these out quickly!

Please, listen to the tape!/Now listen or you won’t know what to do.

Remember there’s only five minutes to go.

Just finish the one you’re on. We’re going to go over it in a second.

Be quiet!

Stop talking Russian!

Please, see me afterwards.

You haven’t done much so far, so get cracking!

Right, you two up the back, give me a rundown on what I’ve just said!

Don’t just sit there. Get on with it!

On students interrupting others by talking:

Ahem! Excuse me a minute Nick, Jack! Give it a rest and listen for a change.

Do you want to come out here and teach this lesson? No? Well, be quiet!

Did I tell you to use a dictionary!? Well, don’t!

Quiet! I’m waiting for absolute quiet!

Right you two, cut it out!

Now, if you’ve got anything to say, say it to me!

Have another go./Right, try again.

Now, is that right?/Now, are you sure?

Well, that’s not quite correct. Can anybody give Nick a hand?

Now can anybody help her out with the right word?

Well, nearly. Try again.

Now say it again. You do know how to say it correctly.

Can’t anyone get it? Right, let’s have a look at it together.

Think it out a bit more clearly – use simpler vocabulary.

Now, come on! Is that really English? Now think carefully over what you’ve said.

Now, what tense should he have used?

Right. Now, just take it a little more slowly.

Now, could you speak up a little, please, I couldn’t quite catch that.

I’m sorry, I couldn’t hear you with all the noise in here. Could you repeat what you said?

No – no, that’s OK. – Fine! Now just say that a little louder.

Help him out, please.

Can you just say that again so that everyone else can hear it?

I’d like to thank you. That was a lovely piece of work.

I’m really pleased with you. You’ve tried really hard.

Now, I’ve got an announcement to make. There’s going to be a test on this next week.

Don’t forget your homework.

Remember to bring your textbooks/go over this for next time.

Any questions?

Right, let’s call it a day./OK, that’s enough for today./That’s it. See you next week.

I’m afraid, I’ll have to dash off to a meeting this afternoon so we’ll have to finish 10 minutes early today.

Bye!/Cheerio then, see you tomorrow./Have a nice weekend! See you on Monday.

Nick, would you give the board a wipe, please.

Stay behind, please, Nick, I want a word with you.

Have you all got that now?

Do you need any help? Do you all follow that? Does everyone have a handout?

Are you nearly/almost through/ready?

You’ve got 5 minutes to fill in this worksheet.