Being prepared for classes taught entirely in English requires more than just understanding the subject matter. You need a command of specific phrases to actively participate, ask questions, and express your understanding. This guide offers a collection of essential English phrases categorized by common classroom scenarios, designed to help you navigate English-Medium Instruction (EMI) classes with confidence.

I. Initiating Communication and Seeking Clarification

The ability to clearly and politely ask for information is crucial. Don't hesitate to use these phrases:

"Excuse me, Professor, I have a question about..." (This is a polite way to interrupt and introduce your question.)

"Could you please explain [concept/term] in more detail?" (Specific and direct.)

"I'm not sure I understand... Could you rephrase that?" (Indicates confusion without being accusatory.)

"Could you give an example of that?" (Helpful for concrete understanding.)

"What's the difference between [concept A] and [concept B]?" (Useful for differentiating similar ideas.)

"I'm sorry, I didn't catch that. Could you please repeat it?" (Essential when you miss something said.)

"Could you spell that, please?" (For unfamiliar words.)

"What does [term] mean in this context?" (Clarifies specialized vocabulary.)

"Is there a specific reading assignment related to this topic?" (Useful for finding relevant resources.)

"Could you provide more background information on this theory?" (If you feel lost and need an overview.)

II. Participating in Class Discussions

Active participation demonstrates engagement and enhances learning. Use these phrases to contribute effectively:

"In my opinion..." (Introduces your viewpoint.)

"I think that..." (A simpler way to express your opinion.)

"Based on the reading, I believe that..." (Grounds your contribution in course material.)

"Building on what [previous speaker] said..." (Connects your ideas to the discussion.)

"I agree with [previous speaker] that..." (Expresses agreement and reinforces a point.)

"I disagree with [previous speaker] because..." (Expresses disagreement respectfully and explains your reasoning.)

"Another way to look at it is..." (Offers an alternative perspective.)

"I'd like to add that..." (Adds information to the current discussion.)

"Can I offer a counterpoint?" (Introduces a contrasting idea.)

"I have a question about [topic] related to this discussion." (Introduces a relevant question.)

III. Expressing Understanding (or Lack Thereof)

Demonstrating your grasp of the material is important, as is acknowledging when you're struggling.

"So, if I understand correctly, you're saying that..." (Summarizes to confirm understanding.)

"That makes sense." (Indicates understanding.)

"I'm with you so far." (Shows you're following the explanation.)

"I think I get it." (Expresses tentative understanding.)

"I'm still a little confused about..." (Signals continued confusion.)

"Could you explain that in simpler terms?" (Asks for a less complex explanation.)

"I'm having trouble grasping the concept of..." (Specifically identifies the area of difficulty.)

"I understand the general idea, but I'm unclear on the details." (Highlights the specific area of confusion.)

"Could we go over that again?" (Politely requests a review.)

"Is there a simpler way to understand this?" (Asks for an alternative explanation, potentially using analogies or real-world examples.)

IV. Interacting with Professors During Office Hours

Office hours are a valuable resource for getting personalized help. These phrases will help you make the most of your time:

"Thank you for meeting with me." (Starts with politeness.)

"I'm having trouble with [specific assignment/concept]." (Directly states the issue.)

"I was wondering if you could clarify [specific point from the lecture]." (Focuses on a specific point.)

"I've tried [your attempts], but I'm still stuck on..." (Shows you've put in effort.)

"Could you recommend some resources for further reading on this topic?" (Asks for additional help.)

"I'm not sure how to approach this problem." (Seeks guidance on problem-solving strategies.)

"Could you give me some feedback on my [draft/outline]?" (Asks for feedback on your work.)

"What are the key takeaways from this chapter?" (Summarizes the main points.)

"What are you looking for in this assignment?" (Clarifies expectations.)

"Is there anything I should focus on while studying for the exam?" (Seeks exam preparation advice.)

V. Participating in Group Work

Collaboration is often a key component of university coursework. Use these phrases to work effectively with your classmates:

"What do you think we should do first?" (Initiates discussion.)

"Let's start by..." (Suggests a starting point.)

"I think we should focus on..." (Suggests a priority.)

"What are your thoughts on this?" (Solicits opinions from others.)

"Does anyone have any ideas?" (Encourages participation.)

"I think that's a good idea." (Expresses agreement.)

"Maybe we could try..." (Offers a suggestion.)

"Let's assign roles to each member." (Organizes workload.)

"I can take notes." (Volunteers for a specific task.)

"Can someone research this?" (Delegates a task.)

"Let's meet again next week to discuss our progress." (Schedules follow-up.)

"How should we divide the work?" (Divides the work.)

By mastering these common phrases, students in EMI classes can significantly improve their participation, comprehension, and overall academic performance. Remember to practice these phrases regularly and adapt them to your specific needs. Confidence in speaking English will ultimately lead to a more rewarding and successful learning experience.