Theme - tidy up time

Theme - tidy up time

Opening

Time to tidy up!

messy room
Originally published August 9, 2017 © Edutopia.org

 

Congratulations! You've made it to the end of the school day!  You and the students have all worked really hard and it's nearly time to send everyone home.

But... the classroom is a mess.  What needs to be done? It's time to enlist your students' help and get this classroom back in order before you can lean back and enjoy the quiet.

 

 

Learning objectives

Basic user - B1 of the CEFR

  • You can name the tidying-up routines and help children complete their tidying-up task in a safe and structured way, making sure they understand and do it correctly for their age.

 

Independent user - B2 of the CEFR

  • You can discuss and agree with a co-teacher on classroom organization and tidiness, explaining your expectations and reasons to ensure a well-structured and tidy learning environment.

 

Proficient user - C+ of the CEFR

  • You can compare past and present expectations of teachers, including their role in maintaining the classroom. You can discuss insights with a classmate comparing historical evidence and expectations from your own school.

 

 

Success criteria

Basic user - B1 of the CEFR

✔ You can give tidying up instructions.

✔ You can end a lesson.

✔ Your level of English is at least A2 of the CEFR.

 

Independent user - B2 of the CEFR

✔ You can share the classroom rules.

✔ You can discuss the school rules.

✔ Your level of English is at least B2 of the CEFR

 

Proficient user - C+ of the CEFR

✔ You can compare and contrast expectations of teachers from the past and the present.

✔ You can hold a conversation in English for 5 to 7 minutes.

✔ You can adequately discuss the topic.

✔ Your level of English is at least C1 of the CEFR.

 

 

Vocabulary and Grammar

Vocabulary

You will learn the vocabulary necessary to give tidying-up instructions. These instructions are a form of classroom management. They are linked to school day planning, classroom materials, reflection upon learning, and classroom rules. You will learn sentences and specific vocabulary related to the topic.

Instructions such as...

  • put the notebooks away
  • stack up the textbooks here
  • the class helper will pick up the workbooks
  • sweep the classroom
  • empty the (paper) bin
  • put your laptop in the charging cart

Classroom rules such as...

  • We are careful with our school materials
  • We keep our school tidy

 

 

Grammar

Basic User:

classroom instructions, including imperatives, use of sequential language, modals of can and could, and future tense using 'will' or 'going to'.

 

 

  • Sequencing and transition words: first, next, then, after that, later, finally

 

  • Modals can and could:

    Can
  1. Possibility now: "Can" is used to name something that one can do at this time. Example: "I can swim."
  2. Permission: "Can" is used to ask or give permission. Example: Can I go outside now?
  3. Possibility later: "Can" is used to name something that might be possible in the future. Example: "It can rain tomorrow."
          Could
  1. Past tense: "Could" is used to talk about what someone used to be able to do. Example: When I was young, I could run fast."
  2. Hypothetical possibility: "Could" is used to talk about things that might be possible, but it's not certain. Example: "It could rain tomorrow."
  3. Polite requests: "Could"is use to make polite requests. Example: "Could you help me?"
 

 

Independent User:

Discussion strategies of cause and effect, including conditionals. Example: "If you don't do... then there won't be enough time to..."

 

ProficientUser:

Interaction strategies to comparing and contrasting, using 'used to'.

 

B1 - Basic user

Introduction

Messy Classroom
A very messy classroom!
Originally published August 9, 2017 © Edutopia.org

It is nearing the end of the English lesson. But, it also happens to be the last lesson of the day. So, as a teacher you prepare your class for the steps to come. How long do they have until the lesson ends? What do they need to do when the lesson ends? What did we do today, let’s reflect. Who does what? Are there any chores that need to be done in the classroom, in the hallway, or elsewhere in school? The teacher gives the pupils the necessary instructions and checks that the pupils understand what they have to do.

In this unit, you will learn to give specific classroom instructions on how to tidy up the lesson materials, the pupil’s materials, and the classroom and school in general. Students help the children reflect on a simple level requiring limited English speaking.

 

Basic user - B1 of the CEFR

  • You can name the tidying-up routines and help children complete their tidying-up task in a safe and structured way, making sure they understand and do it correctly for their age.

 

 

Vocabulary

Vocabulary

The children have worked hard and it's nearly time to finish the lesson. What kinds of things can you already think of, for each of these situations? Work with a partner and take turns thinking of as many commands as you can.

Then, download this document. How many of these commands did you already think of? Practice naming other commands.

Classroom Commands to end the lesson

 

Special note: these commands often use phrasal verbs. These are verbs with two parts: a verb and a preposition, for instance 'clean up', or 'throw out'.  Here is a short list of some of these verbs: 

 

 

Listening task 1

Listen to the song 'Let's tidy up' by British Council: https://learnenglishkids.britishcouncil.org/listen-watch/songs/lets-tidy 

Write down at least five different classroom tidy up instructions.

Check your work using this document: Tidy up song lyrics

 

Listening task 2

Watch the videos. Listen and write down the classroom instructions you hear about tidying up. If needed, use the subtitles.

 

 

 

Time to speak!

Speaking Task 1

These verbs are often used during tidy-up time. What does each one mean? Make notes or translate it into your home language. You may use this document to organize your notes: List of phrasal verbs

  • carry out
  • clean up
  • come back
  • go back
  • hang up
  • pick up
  • put away
  • put down
  • put in
  • put up
  • sweep up
  • take out
  • throw away
  • tidy up

Make up classroom instructions using each of these verbs.

 

 

Speaking Task 2

As a teacher in primary school, you'll want to ask your pupils to tidy up. Imperativesand sequential time words work well here.

Work in pairs or groups. Prepare a list of 5 or 6 possible instructions using the given grammar.  Share your list with another group.

Put the instructions in order. Use words like ‘First, next, and then’.

For example:

  1. First, pick up all the toys and put them in the toy box.
  2. Next, return all the books to the bookshelf.
  3. Then, clear the tables and put away any art supplies.
  4. After that, wipe down the tables and chairs.
  5. Finally, make sure all the rubbish is thrown away in the bin.

 

messy classroom
Originally published August 9, 2017 © Edutopia.org

 

Extension work: Give the instructions using modal verbs* and phrasal verbs

Modal verbs include should, must, can, have to, need to.

  1. "You should pick up all the toys and put them away in the toy box."
  2. "You must put the books back on the shelf."
  3. "You can clear off the tables and put away the art supplies."
  4. "You need to wipe down the tables and chairs."
  5. "You have to throw away any rubbish in the bin."
  6. "You could help out by organizing the desks."

 

Work in pairs or groups. Prepare a list of 5 or 6 possible instructions using the given grammar.  Share your list with another group.

Put the instructions in order. Use words like should, must, can, have to, need to.

 

 

Speaking Task 3

Work in pairs. Look at the picture. It is time to finish and tidy up the classroom. What instructions would you give to the pupils? Use grammar forms such as imperatives and sequential time words. Use the phrases you practiced in 'Speaking Task 2'.

Originally published August 9, 2017 © Edutopia.org

 

Know it? Show it!

Success criteria

Basic user - B1 of the CEFR

✔ I can give tidying up instructions.

✔ I can end a lesson.

✔ My level of English is at least A2 of the CEFR.

 

 

B2 - Independent user

Introduction

AI makes the rules
AI tried to make a list of how to keep the classroom clean. What a mess! What should the robot have written?

Imagine you are going to co-teach a classroom with another teacher. It’s really important that you both have the same ideas about classroom organization and tidiness. In this section, you will learn more about classroom rules and tidiness. You will practice talking about how orderly your classroom must be and why you think this.

You will have a look at the classroom rules and the keeping our classroom clean posters. Using the posters as a conversation starter you outline the rules and rituals at your own (placement) classroom; concerning tidying up, behaviour of the pupils and reflecting on your school day.

If you are working alone you can make a mind-map instead; in this case you will be writing “tidying up the day” in the middle and then outlining all applicable rules (tidying up, behaviour, reflecting) for your own situation.

As a concluding question: Which elements that you spoke about/wrote down do you really appreciate? Which elements do you think should be redefined? Why?

 

Listen and read

Input - articles about tidying up the classroom

Now that you have thought about the subject of tidying up you will move on to working on your own language skills at your own level (B2 level).

You choose one of the following texts (alone/pair/group). Read the text and write down three things from the text that you found interesting (positive or negative) and why it caught your interest.

 

Article 1: Children clean classrooms to save a Devon school money

Article 2: Marie Kondo in the classroom

 

Vocabulary

Go through your chosen text again and write down words that you find difficult; through a(n online) dictionary youcan find a definition of the word. Preferably an English language dictionary such as Merriam-Webster but otherwise, if the definition is still not clear, a translation to your mother tongue (such as Dutch) can be included.

As preparation for the next exercise: after you have made your list, write down the five hardest words on small individual squares of paper (one piece of paper for the word and one for the definition). If you do this exercise with classmates make sure you all have similar squares of paper.

For example:

 

Time to speak!

Speaking task 4

  1. Find another student/or students with the same text as you had selected (or at least the same topic).
  2. Play memory with your self-made cards. It does not matter if the vocabulary overlaps. Make sure to read the cards out loud as you turn them over.
  3. If you are doing this individually, you can play “memory” by yourself.

 

Speaking task 5

Speed date: divide the group into two equally large groups, group A and group B. Students from group A sit apart from each other. Students from group B find a speaking partner from group A. Sit across from each other and talk about the questions below. After 5 minutes, group B switches speaking partners.  >You can use any materials from the previous assignments as an aid in the conversation if appropriate.

Try to answer one or two of the following questions in your speed date

  • What are the rules concerning tidying up and behaviour at your placement school? Can you give an example from your own placement school whether this works or not?
  • What have you learned from the input text and did it change your view on any of the above questions?
  • What have you learned from the stories of other students?

 

For independent work using ChatGPT*:

Write down in a few bullet points about the questions provided and why. Give at least three arguments.

After that you open ChatGPT and argue in your own words and support with arguments.

Before speaking enter prompt 1 on ChatGPT: I want to discuss (insert question here). Please listen and estimate my CEFR level of speaking.

  • After speaking, enter prompt 2: Please estimate my CEFR level of speaking.
  • After speaking, enter prompt 3: What suggestions can you make to improve my vocabulary, based on my speaking?
  • After speaking, enter prompt 4: What suggestions can you make to improve my grammar, based on my speaking?

After each ‘After speaking’ prompt, make notes of the feedback ChatGPT gives.

 

*Please note: please do not share any personal data with ChatGPT, such as your own name, age, address, school, or other personal information.

 

Speaking task 6

In small groups you will choose one area of tidying up: tidying up, behavioural rules in the classroom, or reflecting on their own day. Together you will make a list with helpful pointers on the topic, and how you came to these pointers, and afterwards present it to the other groups.

If this is not possible in a classroom situation you can also make your own list of pointers, input these in genAI and ask for feedback and in-depth ideas.

 

Know it? Show it!

Success criteria

Independent user - B2 of the CEFR

✔ I can share the classroom rules.

✔ I can discuss the school rules.

✔ My level of English is at least B2 of the CEFR

 

C1 - Proficient user

Introduction

Boston archive
Grammar school, class VI. Hancock District. (#boston+pictorial+archive)

 

Imagine you went in a time machine, back to the 1800’s or 1900’s. What did the school rules look like then?  What were teachers expected to do? How is life different for teachers now?

In this section, you will read a short article about expectations people had of teachers in the past. You will think about how those expectations different from what we expect today. Then, you will have a conversation with a classmate about what people used to expect, and what they expect now.

 

Listen and read

Old-fashioned rules?

In this article, you see lists of rules for teachers in 1872 and 1915. They look a bit ‘old-fashioned’.  Read these rules. Do you think you could follow these rules?  Why or why not?

Read the article and make notes.

What did you see? read?

Think: how does this compare to your own classroom? What rules does your school have for teachers?

How do your school rules compare?

 

Find out more!

Step 1: Look for another article or video about classroom management or reflection. Handy search terms might be “classroom management” and “pedagogical vision”.  Look for something that will give you more information about how these two topics are connected.

Step 2: Read the article and make notes. What do you notice? What new things did you learn?

 

Alternative assignment: looking at your own school

Step 1: look up the pedagogical vision of your school. Think about how that is visible in the classroom management or reflection with pupils setups in your school.

Step 2: Read the vision and make notes. How do you think this vision should be incorporated into your classroom management or reflection with pupils? How does it compare with your own classroom?

 

Time to speak!

Preparing for the speaking tasks

 

Make a choice: display poster or graphic organizer

Presentation (poster, ppt): Think about your own pedagogical vision. What do you think makes for good education? How would one see that in your classroom management? Make a display poster in which the classroom rules and pedagogical vision are clear. Present your work.

Graphic organizer: List your classroom rules and Make a 'persuasion map'. A persuasion map helps you prepare thoughts and arguments for a speech or debate. In this case, you will also think of questions to ask your partner.

Step 1: re-read your texts.

Step 2: define the claim you want to make. For instance, ‘In the past, teachers had more work,’ or ‘modern-day teachers have more freedom.’ Be creative!

Step 3: write down reasons for your claim. Make sure to think about pedagogical vision and classroom design.

Step 4: write down facts and examples to back up your claim.

Step 5: add questions you can ask your partner about their ideal classroom.

 

Speaking task 7

Find a classmate and practice your conversation. Make sure to practice sentences like "In the old days, they used to... but now..."

For independent work using ChatGPT*:

Enter ChatGPT prompt 1: I want to talk about ending the lesson. Please listen and estimate my CEFR level of speaking.

  • After speaking prompt 1: Please estimate my CEFR level of speaking.
  • After speaking prompt 2: What suggestions can you make to improve my vocabulary, based on my speaking?
  • After speaking, prompt 3: What suggestions can you make to improve my grammar, based on my speaking?

After each ‘After speaking’ prompt, make notes of the feedback ChatGPT gives.

Repeat the speaking task.

ChatGPT prompt 2: I will now repeat the speaking task. Please check if I have applied your suggestions correctly.

Make notes of the feedback ChatGPT gives.

*Please note: please do not share any personal data with ChatGPT, such as your own name, age, address, school, or other personal information.

 

Speaking task 8

Topic: Ending the lesson

Imagine, It’s the last day of term. Everyone wants to leave the school happy and tidy looking forward to next term.

For this task, you will make one choice from each column: a Role, an Audience, a Format, and a Topic. You may work independently or with a partner.

Role

Audience

Format

Topic

Principal

teachers

presentation

instructions on how to leave the classroom

Teacher

(fellow) Teacher

discussion

classroom and/or school rules for the new term

Student

(fellow) students

blog

reflecting in the classroom

Think about your role: what is your point of view?

Think about your audience: who are you speaking to? What does that person want? Is there any conflict between what you see and what that audience wants?

Think about the format: what format will best work for your message?

Think about your topic: what is it, what are the pros and cons? Choose a standpoint and complete the task.

 

Know it? Show it!

Success criteria

Proficient user - C+ of the CEFR

✔ I can compare and contrast expectations of teachers from the past and the present.

✔ I can hold a conversation in English for 5 to 7 minutes.

✔ I can adequately discuss the topic.

✔ My level of English is at least C1 of the CEFR.

 

Teacher's page

Here, we can put any material that teachers might need during the lessons, including assessment rubrics e.d.

Literature list

Here, make a list of the literature and sources used.

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    Auteur
    Speak UP! English for Educators
    Laatst gewijzigd
    2025-07-30 16:41:58
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    Pratice speaking about classroom routines at different levels of the CEFR: A2, B2+ and C+.
    Leerniveau
    HBO - Bachelor;
    Leerinhoud en doelen
    Engelse taal en cultuur;
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    7 uur 0 minuten
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    engels eigen vaardigheid, english speaking, pabo, teacher education

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