Vocabulary for DESCRIBING SCHOOLS (with examples!), Level A2-B1

Describing schools

At the end of this lesson, you will know how to describe schools using extensive vocabulary.

This ‘Describing Schools‘ lesson has 10 Steps. I recommend that you do one Step at a time for better results.

Remember to use a unilingual or bilingual dictionary to check the meaning of words that you do not understand. Additionally, you can also read the words aloud to practise your pronunciation.

Last but not least…do not forget to take a pen and a notebook to write down important information. It will come in handy in the future. You never know!

Are you ready now?

Let’s start.

a) Describing Schools (Step 1): Types

Do you go to a secondary school or to a high school? Is your school private? Do you know any other types of schools that are not listed above?

How can we talk about schools? Below are a few examples.

• Bilingual schools are more and more popular nowadays.
• State schools are run by the government.
• I once went to a night school to learn accountancy.
• Teenagers like going to boarding schools.
• Grammar schools are mainly found in the United Kingdom.

Your turn: What do you think of these sentences? What can we add to make them more descriptive? Do you have anything else to add or say?

Now, let’s go to Step 2. It is all about describing a classroom.

Get ready…

b) Describing Schools (Step 2): Adjectives

Classrooms are an interesting environment. However, they can be welcoming or distressing depending on the size, mood and location of the class. The Adjectives above can be used to describe a classroom. You can also think of your own words and add them to the list. How can we use those Adjectives in context?

I thought of the following sentences. What do you think?

• Pupils learn better when classrooms are organised, let alone well-equipped. 
• Crowded classrooms are oppressive and stifling.
• Safe classrooms provide a nurturing environment to schoolchildren.
• Stuffy and cramped classrooms have stale air and it is difficult to breathe for students and teachers alike.
• It is easy to mistake a lively classroom for a noisy one.

Your turn: Try to make five sentences using the Adjectives above. You can write the sentences or you can just compose the sentences orally if you are comfortable with your level of English.

Have fun!

***

When you are satisfied with your sentences, we can move on to Step 3. It deals with school description.

c) Describing Schools (Step 3): General description

“What is your school like? Do you go to a good school? Is your school well-equipped?“

I am sure that you hear all these questions all the time. What do you usually answer when somebody asks you such questions?

The sentences below illustrate what other people might say in similar circusmtances.

• My school is really beautiful, inspiring and well staffed.
• Our school is neglected because everything is falling apart, including the walls!
• My school used to be ugly and overcrowded until they built more blocks so that we could learn in a better environment.
• Our headmaster doesn’t want a dilapidated school, consequently we take good care of all school property.
• I learn in a great, modern school but it is very expensive.

Your turn: Make five sentences. Two of the sentences should include transitional words such as BUT and BECAUSE.

This is not difficult, therefore you should be able to sail through this.

Here we go!

***

When you are done, we can tackle Step 4. It is about what pupils or students learn at school.

d) Describing Schools (Step 4): School subjects

Subjects are often divided into literary, artistic and scientific categories. What do you like learning? Maths? English? Sports? If you had a choice between Chemistry and Geography, what would you take?

As for me, I love English and French (:-) and I wouldn’t trade it for anything else!

What can you say when you are talking about school subjects?

• I am good at English, French and Biology; however, I have trouble with Algebra, Geometry and Arithmetic.
• She doesn’t like Chemistry and Physics because they are difficult subjects.
• I first saw him in the Spanish class, whereas he first saw me at the canteen.
• Geography is one of my favourite subjects at school even though I hate travelling.
• Physical Education classes are fun but tiresome at the same time.

Your turn: Give two subjects that you like and two subjects that you do not like and justify your choice with sentences. Make as many sentences as you wish!

***

If you have finished, we can move on to Step 5. It is about different types of objects that you can find in a school.

e) Describing Schools (Step 5): Objects

You can find so many things at school. Do you know all the words in the picture?

Let’s see if you can use them as I did in the following sentences.

• I was borrowing a rubber from Jane when the teacher called me.
• Chike needs a pencil and ruler for his Geometry exam next week.
• As a matter of fact, I don’t want to get a new binder each year if the previous one is still in very good condition.
• They would like to buy glue this afternoon, although it is out of stock.
• She tore her English textbook and has to replace it, regardless of the price.

Your turn: What other sentences can you think of?

***

When you are done, we can start Step 6. It is about the different types of places that you can find in a school.

Let’s do this!

f) Describing Schools (Step 6): Places

Do you like going to school? What is your favourite place at school? The canteen? The laboratory? The playground?

My favourite places at secondary school were the English, French and Home Economics classrooms. They were lively, enlightening, productive and inspiring. Moreover, something good was always happening there! I also loved the school hall because we met a lot of friends from the other classes and the ceremonies that took place there were always eventful.

What can we write about the other places that we can find in a school?

• Many people are envious of our new canteen because it serves tasty and wholesome meals for a cheap price.
• John and Ifeoma went to the headmaster’s office at break time this morning in order to see their parents who had come to visit them.
• We play basketball and volleyball on the football pitch since we have no gym.
• I like spending time in the art room and music room provided that the lessons take place in the morning.
• The computer room is always full of students on Fridays while the laboratory is empty.

Your turn: What sentences can you add to the five above? Why not say something about the cafeteria and the playground? What do you feel about these places?

***

When your answers are satisfactory, we can take up Step 7. It is about the different types of people that you can find in a school.

g) Describing Schools (Step 7): People

We see so many different people at school. Can you recognise some of the people above? You can use a dictionary to help you with the words that you do not know.

So, how can we use the words above in context?

Let’s see!

• Our Geography teacher was hilarious and this is the reason why I adored his classes.
• The school counsellor often gives good advice.
• Their class prefect is very strict and sometimes he actually thinks that he is the headmaster in person!
• I met the cook in the corridor today and he was carrying a plate full of delicious food!
• They took the documents to the secretary so that she could send them to the Ministry of Education.

Your turn: Could you make five sentences as well using five words from the picture? Besides, you can use transition words such as NEVERTHELESS, PROVIDING THAT, INDEED, etc.

Goodluck!

***

When you have finished, let’s dive into Step 8. It is slightly different from the previous Steps because we will now be describing different types of people. We will be using Adjectives most of the times.

Let’s do this!

h) Describing Schools (Step 8): Student

What words can you use to describe a pupil or a student? This is rather a complicated subject because such descriptions are very subjective. It is easy to get upset when someone says something about you and you do not agree with that.

Here are some sentences that you might encounter in real life when it comes to describing students.

Some sentences might even come from teachers or headmasters!

Let’s have a look:

• He is an average student although he works very hard.
• These students are smart and bright, hence they should pursue their studies abroad.
• She is a disruptive and troublesome student, thus she deserves to be punished every day.
• He is a gifted student who doesn’t know what to do with his talents.
• This student is slow; nevertheless, he is considerate with his friends.

Your turn: Describe yourself, thinking of your most positive aspects and areas where you could improve.  Be kind to yourself.

***

Well, I guess that this was not easy but you did it! Well done!

Now that we have done one of the hardest parts of the lessons, why don’t we move on to Step 9? It is about describing teachers.

i) Describing Schools (Step 9): Teacher

We often hear descriptions about teachers that can be laudatory or upsetting depending on the context.

Have you ever described one of your teachers before? What was the context and what did you say? Did you think that what you said was good enough to be heard by the teacher in question?

Below are a few sentences that we often hear when teachers are being described. What do you think?

• This teacher is so lazy and inexperienced; he should be fired without notice!
• Our Maths teacher is passionate about what he teaches and all the students love him!
• Her History teacher is nervous and unpredicatable, hence he should retire as soon as he can.
• Their teachers are resourceful and innovative; you will never find a bored student in their class.
• Charismatic teachers are hard to find nowadays.

Your turn: What do you think of such descriptions? Do you think that they are accurate? Can you think of your own sentences where you describe your current or former teachers. Be kind to them.

***

After you have finished, we can move on the most difficult part of this lesson…and that is how do we describe our headmasters!

Let’s deal with Step 10!

j) Describing Schools (Step 10): Headmaster

Headmasters (or headmistresses) are people who wield a lot of authority and it is therefore not easy to say anything positive or negative about them. Most of the times, students or teachers prefer to be quite in the presence of such a figure.

Despite this, some people might still talk behind their back. For example, you might hear the following sentences:

• Our headmaster is harsh and authoritarian, not to say tyrannical.
• He is a visionary headmaster who is goal-oriented and principled.
• A headmaster who is unjust and unprincipled will expel you for no reason at all.
• She is a demanding and ambitious headmistress who wants stellar results for her school.
• He is an industrious headmaster who wants the best for his students!

Have you ever described your headmaster before? What was the context and what did you say?

Now think of five sentences in which you describe your current or former headmaster or headmistress. Be kind to him or her.

***

Phew!

That was a long and hard lesson but we did it! Congratulations!

Work hard and enjoy your achievements because life is too short to worry about failing.

Until next time!

Further Exploration: (Describing schools)

Read:

• Short Story: I WILL NOT LEARN UNDER A MANGO TREE, Level A2-B1, Learn English With Africa, September 2018
• Short Story: THE DECISION, Level A2-B1, Learn English With Africa, May 2016
• English Grammar in Context: TO HAVE (Simple Present), with interesting dialogue and colourful worksheets

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About the Author

Thandi Ngwira Gatignol is the founder of Learn English With Africa. She was born on June 11th, 1981 in Blantyre, Malawi. When she was 19, she left her country of birth for France. She currently lives with her two daughters and husband in Poland.

Thandi holds a Bachelor’s degree in English studies obtained at the Université Paris X Nanterre in France and a Certificate in Journalism from Malawi. She has taught English as a French Ministry of Education certified teacher both in France and in Poland. She speaks six languages fluently, including French, Polish and Italian. She is now learning Kiswahili, German and Spanish. Salt No More is her debut novel and you can find her other books here on the website or on Amazon.

Course Title: Vocabulary for describing hospitals (with detailed pictures and sentences!), Level A2-B1© Learn English With Africa, October 2018