Classroom English: Useful Phrases for Students and Teachers

Classroom English helps you understand what a teacher wants, ask for help and contribute to a lesson. This guide brings together the language teachers use to organize learning and the expressions students need to respond, request permission, clarify an instruction and discuss an idea.

The examples suit many school, adult-learning and online classrooms. Choose the wording that fits the relationship: “Can you say that again?” is usually a friendly everyday request, while “Could you explain that part again, please?” adds a little more politeness and detail. Clear, respectful language matters more than using the longest sentence.

Quick Index

Core classroom words | Teacher instructions: starting and organizing a lesson | Reading, writing and listening instructions | Asking someone to repeat, clarify or explain | Asking for permission and borrowing things | Contributing to a discussion and working with classmates | Feedback, correction and the end of a lesson | Online classroom English | Classroom dialogues | Practice: choose, complete and correct | Transfer task: manage a complete classroom exchange

Core classroom words

Word or phrase	Meaning	Example in a lesson
instruction	Information telling you what to do	Read the instructions before you start the exercise.
task	A piece of work with a particular purpose	Your task is to compare the two pictures.
exercise	An activity designed to practise a skill	Complete exercise four in your workbook.
example	Something that shows how a rule or idea works	Could you give us another example of the past tense?
answer	A response to a question or problem	Write your answer in a complete sentence.
explanation	Information that makes something easier to understand	The explanation on the board helped me understand the rule.
worksheet	A sheet containing questions or learning activities	You will need one worksheet for each pair.
handout	Printed or digital material given to learners	The handout includes a summary and a vocabulary list.
textbook	A book used to study a subject	Open your textbook to the chapter on ecosystems.
workbook	A book mainly containing practice activities	Finish the questions in your workbook for homework.
page	One side of a sheet in a book or document	The reading passage is on page twenty-three.
paragraph	A group of sentences about a connected point	Read the first paragraph and identify the main idea.
line	One row of written or printed words	The answer is in the second line of the paragraph.
draft	A version of writing that can still be changed	Share your first draft with your partner.
feedback	Comments that help someone understand or improve their work	Use the feedback to revise your introduction.
deadline	The latest time something must be finished or submitted	The deadline for the project is Friday afternoon.

An exercise often practises one language point; a task may involve several skills and produce a result such as a poster or presentation. A handout is material you receive, while a worksheet usually asks you to do something. These categories can overlap: a teacher may hand out a worksheet. For physical items such as desks, projectors and rulers, see classroom objects vocabulary.

Teacher instructions: starting and organizing a lesson

Instruction	What the student should do	Natural response if clarification is needed
Let’s begin our lesson.	Get ready to start.	Do we need our notebooks today?
Take out your books.	Remove the books from your bag or storage.	Which book do we need?
Open your books to page twelve.	Find page twelve and keep it open.	Did you say twelve or twenty?
Turn to the next page.	Move to the following page.	Should we finish this question first?
Look at the board.	Direct your attention to what is displayed.	Could you make the writing a little larger?
Listen carefully.	Pay close attention to the next information.	Will we hear the recording twice?
Read the instructions first.	Understand the task before answering.	Does each question need a full sentence?
Work on your own.	Complete the activity individually.	Can we use a dictionary for this task?
Work in pairs.	Work with one other person.	Should I work with the person next to me?
Get into groups of four.	Form a group containing four people.	Our group has three people. Is that all right?
Take turns.	Let each person speak or act in sequence.	Who should start?
You have five minutes.	Complete the activity within that period.	Is that five minutes for both questions?
Time’s up.	The available time has ended.	May I finish this sentence?
Hand in your worksheets.	Give the completed sheets to the teacher.	Should we write our names at the top?

Teacher instructions frequently use the imperative: “Listen”, “Read”, “Work in pairs”. This direct grammar is normal when organizing a class. It does not automatically express anger. Teachers can soften instructions with please, a friendly tone or “Let’s…”, particularly when an activity includes the whole group. Students usually make requests with a question instead of telling the teacher “Explain again”.

Reading, writing and listening instructions

Classroom expression	Meaning	Example
read aloud	Read so that other people can hear you	Please read the final sentence aloud.
read silently	Read without speaking	Read the passage silently before we discuss it.
skim the text	Read quickly to understand the main idea	Skim the text and choose the best title.
scan for information	Look quickly for a specific detail	Scan the timetable for the departure time.
underline	Draw a line below a word or phrase	Underline the verbs in the paragraph.
circle	Draw a circle around an answer or item	Circle the correct option.
highlight	Mark something so it stands out	Highlight the evidence that supports your answer.
cross out	Draw a line through something you want to remove	Cross out the word that does not belong.
fill in the blanks	Add missing information	Fill in the blanks with the correct verb forms.
match	Connect items that belong together	Match each word with its definition.
tick / check	Mark an item with a tick or check mark	Tick the statements that are true.
compare answers	Look at how your answers agree or differ	Compare your answers with a partner before checking the key.
check your work	Look for mistakes or missing information	Check your work before you submit it.
revise your draft	Improve the content or wording of a draft	Revise your draft using the teacher’s comments.

Skimming and scanning are different tasks. If you skim an article, you are looking for its overall message. If you scan it for a date, you do not need to read every sentence. Similarly, checking an answer means assessing whether it is correct; a check mark is a symbol. In British classrooms, teachers often say “Tick the box”; “Check the box” is common in American English.

Asking someone to repeat, clarify or explain

Your situation	Useful phrase	Why it is specific
You did not hear the words.	Sorry, could you say that again?	Requests repetition, without suggesting the explanation itself was unclear.
The speech was too fast.	Could you speak a little more slowly, please?	Identifies speed as the difficulty.
You heard an unfamiliar word.	What does “deadline” mean here?	Asks about the word’s meaning in this context.
You need the written form.	How do you spell that?	Asks for the letters, not the meaning.
You need pronunciation help.	How do you pronounce this word?	Asks about the sound of the word.
You followed most of the explanation.	Could you explain the last step again?	Identifies the part you need repeated.
The concept is abstract.	Could you give us an example?	Requests a concrete illustration.
You want to confirm your understanding.	So we need to answer questions one to five, right?	Restates the instruction so the teacher can confirm or correct it.
You are uncertain about a rule.	I’m not sure I understand the difference between these two forms.	Identifies a comparison that needs explanation.
You need help with a task.	Could you help me with this exercise?	Gives a clear, polite request for assistance.

“I don’t understand” is a useful starting point, but the next sentence makes it easier to help you: “I understand the meaning, but I don’t know which tense to use.” Do not pretend to understand and then guess what to do. A short confirmation question can prevent completing the wrong activity. Avoid “What means this word?”; use “What does this word mean?” In a question with does, the main verb remains mean, not means.

Asking for permission and borrowing things

Purpose	Natural request	Possible answer
Leave the room briefly	May I go to the restroom, please?	Yes, of course. Please come back quietly.
Get a drink	Could I get some water?	Yes. Take your bottle with you.
Use a learning resource	Can I use a dictionary for this exercise?	For this activity, try without it first.
Have more time	Could we have another two minutes?	Yes, but please finish the final question.
Ask a question	Could I ask a question about the example?	Certainly. Which part would you like to discuss?
Borrow an object	Could I borrow your ruler for a moment?	Sure. Here you are.
Ask someone to lend an object	Could you lend me a pen?	Yes, but I’ll need it back at the end.
Join a group	Is there room for one more person in your group?	Yes. We’re working on the second question.
Check a late arrival	Sorry I’m late. May I join the activity?	Yes. Please work with this pair.

Can I, could I and may I can all ask for permission. May I often sounds more formal; could I is a widely useful polite choice. “Can you…?” usually asks another person to act, while “Can I…?” asks about your own action. Follow the classroom’s rules even when you know a polite way to ask. A request creates an opportunity for a response; it does not mean permission has already been given.

Borrow and lend describe the same transfer from different perspectives. “I borrow a pen from you”; “You lend a pen to me” or “You lend me a pen”. Avoid “Can you borrow me a pen?” If you ask a classmate to pass an object across the table, say “Could you pass me the ruler?” You might not be borrowing it for any length of time.

Contributing to a discussion and working with classmates

Function	Phrase	Example in a discussion
Offer an idea	I think…	I think the second title fits the text better.
Connect to an earlier point	I’d like to add to that point.	I’d like to add to that point about public transport.
Give a reason	One reason is that…	One reason is that buses carry more people than cars.
Refer to evidence	The text says…	The text says that the village has only one bus a day.
Agree with a reason	I agree because…	I agree because the example supports your explanation.
Disagree respectfully	I see your point, but…	I see your point, but the final paragraph suggests something different.
Express partial agreement	I agree with part of that.	I agree with part of that, especially the point about cost.
Ask for an explanation	What makes you think that?	What makes you think the writer is unhappy?
Invite someone to speak	What do you think?	What do you think about the second option, Mina?
Manage turns	Shall we take turns?	Shall we take turns reading the questions?
Share a task	I can do the first part.	I can do the first part if you check the examples.
Check agreement	Does that sound right to everyone?	We’ll compare both solutions. Does that sound right to everyone?

In discussion, respond to the idea rather than judging the person. “I read the sentence differently” is more constructive than “You’re wrong”. If a partner is quiet, invite an opinion without demanding an immediate answer: “Would you like a moment to think?” For language about roles, shared decisions and project responsibilities, use the teamwork and group-work guide.

Feedback, correction and the end of a lesson

Expression	Meaning or purpose	Example response
Have another look at this sentence.	Check it again; there may be something to improve.	I see. I need the past tense here.
Can you explain your answer?	Give the reasoning behind your choice.	I chose it because the action happened yesterday.
You’re on the right track.	Your approach is moving in a useful direction.	I’ll keep working through the example.
Try using a more specific word.	Make the meaning more precise.	Would “exhausted” work instead of “tired” here?
Check the word order.	Examine the arrangement of words.	Does the subject come before the verb in this sentence?
Swap papers with a partner.	Exchange work so you can review each other’s answers.	Are we checking content or grammar?
Pack away your things.	Put your materials back in their usual place.	Should we keep the worksheet for next time?
For homework, complete…	This is the work to do after the lesson.	When is it due?
See you next lesson.	A closing expression.	Thank you. See you on Thursday.

Feedback is normally uncountable: “some feedback”, “useful feedback” or “a piece of feedback”, not “three feedbacks” in ordinary classroom English. Homework is also normally uncountable. Say “two homework assignments” or “two exercises for homework”. An answer can be grammatically correct but unsupported by the text; ask which aspect you need to improve instead of assuming that every correction concerns grammar.

Online classroom English

Situation	Useful phrase	Meaning
Your microphone is off.	I think you’re on mute.	The other person’s microphone is not transmitting sound.
Your connection is unreliable.	The sound keeps cutting out.	Parts of the audio are disappearing.
You cannot see shared material.	I can see the slide, but the text is too small to read.	Describes exactly what is and is not visible.
You need to show work.	May I share my screen?	Requests permission to display your screen.
You are joining a smaller group.	Which breakout room should I join?	Asks which online discussion group is yours.
You need a written instruction.	Could you put the question in the chat?	Requests text you can read while responding.
You rejoin after a connection problem.	Sorry, I lost my connection. Which question are we on?	Explains the interruption and asks where to continue.

Be precise about a technical problem. “I can hear you, but I can’t see the slide” is more useful than “It doesn’t work”. Before sharing a screen, close unrelated windows and show only the material needed for the activity. In an online discussion, a short pause may allow another participant’s audio to arrive; avoid assuming that every silence means someone has finished.

Classroom dialogues

Clarifying a listening task

Teacher: Listen to the recording and write down two reasons for the speaker’s decision.

Student: Do we need to write complete sentences?

Teacher: No. Short notes are fine for this stage.

Student: So we should focus on the reasons, not every word?

Teacher: Exactly. You’ll hear the recording twice.

The student checks the required output before starting. “For this stage” means the requirement may change in a later part of the activity.

Borrowing and working together

Student A: Could I borrow your highlighter for a moment?

Student B: Of course. Which evidence are you marking?

Student A: The sentence in the second paragraph. I think it supports our answer.

Student B: I see your point, but the final sentence gives a different reason.

Student A: Let’s compare them before we decide.

A practical request leads into a discussion of evidence. Neither student needs to agree immediately; comparing the examples is part of the task.

Responding to feedback

Teacher: Your introduction is clear. Have another look at the connection between these two ideas.

Student: Do you mean that I need a linking word, or that the ideas do not follow logically?

Teacher: The second issue. Explain why the example supports your point.

Student: I understand. I’ll add the missing explanation and then check the wording.

The student distinguishes a language problem from an argument problem. Asking a precise follow-up makes the feedback easier to use.

Practice: choose, complete and correct

Answer without looking back at the tables. Several questions test a useful distinction rather than one isolated definition.

1. Correct: What means “handout”?
2. You did not hear the teacher. Ask for repetition politely.
3. Complete: Open your books ___ page fifteen.
4. Choose: Can you borrow / lend me a pencil?
5. Does “work in pairs” mean work alone, with one partner or in groups of three?
6. You need one date from a long text. Should you skim or scan?
7. Correct: We have three homeworks tonight.
8. Ask whether a dictionary is allowed.
9. What does “Time’s up” tell you?
10. Give a respectful alternative to “You’re wrong”.
11. Correct: The teacher gave me many useful feedbacks.
12. You can hear the teacher but not see the shared worksheet. What could you say?
13. Explain the difference between “Can I ask a question?” and “Can you explain the question?”
14. The teacher says “compare answers”, and your answer differs from your partner’s. What should you do?
15. Correct: I have a doubt in the third instruction.

Answer key and explanations

1. What does “handout” mean? Use does before the subject in this present-simple question.
2. “Could you say that again, please?” asks for repetition. If you heard the words but not their meaning, ask for an explanation.
3. To / at. “Open your books to page fifteen” and “Open your books at page fifteen” are both standard; at is especially common in British English. Use on to say where the exercise is printed: “The exercise is on page fifteen.”
4. Lend. The other person lends it; you borrow it from them.
5. With one partner. A pair contains two people.
6. Scan. Scanning looks for a specific detail; skimming finds the overall idea.
7. We have three homework assignments tonight. Homework is normally uncountable.
8. “Can I use a dictionary for this exercise?” checks permission for this task rather than assuming the rule.
9. The available time has ended. It is an instruction to stop or finish the current stage.
10. “I see your point, but I read the sentence differently.” State your interpretation and support it with evidence.
11. The teacher gave me a lot of useful feedback. Feedback is normally uncountable.
12. “I can hear you, but I can’t see the worksheet.” Separating sound from visibility makes the problem clearer.
13. The first requests permission for your action; the second requests another person’s action. I and you change who does the action.
14. Discuss the difference and check the reasoning. Comparing does not mean automatically copying your partner or declaring a winner.
15. “I have a question about the third instruction” is a natural general classroom request. “I’m not sure what the third instruction means” is also clear.

Transfer task: manage a complete classroom exchange

Work with a partner. One person gives an instruction for a short task, such as comparing two pictures or writing a paragraph. The other asks one question about the task, requests permission to use a resource and checks the deadline. Swap roles. Then discuss your answers using one agreement phrase, one respectful disagreement and a reference to evidence.

Record or write the exchange, then check three things: did each request make the problem clear; did borrow and lend have the right subject; and did you use homework and feedback as uncountable nouns? Repeat with a new activity and fewer notes. The aim is to use the phrases when you need them, rather than recite a list in order.