How lo give instruction

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<b>1.Giving instructions</b>

<b>1.Giving instructions</b>

Learning outcomes

Learning outcomes

By the end of this session participants will

By the end of this session participants will

be able to :

be able to :



Identify what makes instructions clear and

Identify what makes instructions clear and

understandable.

understandable.



Use English to give clear classroom

Use English to give clear classroom

instructions.

instructions.

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<b>2.LEAD IN</b>

<b>2.LEAD IN</b>

Work in groups. Discuss these questions:

Work in groups. Discuss these questions:

1.

1. In what situations do you give instructions in In what situations do you give instructions in

class ?
class ?

2.

2. When do you give instructions in the mother When do you give instructions in the mother

tongue ?
tongue ?

3.

3. Which situations do you give in English ?Which situations do you give in English ?
4.

4. What kind of proplems do you have when you What kind of proplems do you have when you

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Can you give some advantages and

Can you give some advantages and

disadvantages of using English for

disadvantages of using English for

instructions ?

instructions ?

<b>3.Why should I use classroom English ?</b>

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Advantages

Advantages





Disadvantages

Disadvantages

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Advantages

Advantages

 Create E. speaking Create E. speaking

environment.
environment.

 Improve teacher’s Improve teacher’s

speaking skill.

speaking skill.

 Encourage sts. to Encourage sts. to

speak , listen and think
speak , listen and think

in English.
in English.

 Create habit for both Create habit for both

teacher and students
teacher and students

to use E. in class.
to use E. in class.

Disadvantages

Disadvantages

 Make students Make students

confused and
confused and

misunderstand.
misunderstand.

 Disconstract students’ Disconstract students’

concentration.
concentration.

 Time consuming.Time consuming.

 Challenging for both Challenging for both

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<b>5.Giving clear instructions </b>

<b>5.Giving clear instructions </b>

<b>Examples:</b>
<b>Examples:</b>

 What I want you is to look at the board .What I want you is to look at the board .
 Look at the board .Look at the board .

- Which is better ?Which is better ?

Work in pair and discuss :
Work in pair and discuss :

- What makes an instruction clear ?What makes an instruction clear ?

- Simple.- Simple.

- Short.- Short.

- Demonstrable.- Demonstrable.

- Contain relevant words.- Contain relevant words.

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<b>Work in group . Discuss how you could make </b>

<b>Work in group . Discuss how you could make </b>

<b>these instructions on the first half clearer ?</b>

<b>these instructions on the first half clearer ?</b>

1. Work in group . Talk about your weekend :
1. Work in group . Talk about your weekend :

2. Maria , come and sit here.
2. Maria , come and sit here.

3. Open your book , page 24. Do ex. number....
3. Open your book , page 24. Do ex. number....

4. I am going to tell you a story about me when I
4. I am going to tell you a story about me when I

was young . Listen and decide if I was good or

was young . Listen and decide if I was good or

bad .
bad .

<b>5.Giving clear instructions </b>

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<b>How could you simplify the four </b>

<b>How could you simplify the four </b>

<b>instructions on the first half ?</b>

<b>instructions on the first half ?</b>

 Make it short by using minimum of words Make it short by using minimum of words

necessary.
necessary.

 Brief and focus to the point.Brief and focus to the point.

 Make it clearer by giving exercise number.Make it clearer by giving exercise number.

 Simplify the words , sequence the instructions.Simplify the words , sequence the instructions.

<b>5.Giving clear instructions </b>

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<b>Focus on the 2</b>

<b>Focus on the 2</b>

<b>ndnd</b>

<b> part . Write </b>

<b> part . Write </b>

<b>instructions for each situation.</b>

<b>instructions for each situation.</b>

1.

1. Open your book , page 50. Do ex.5.Open your book , page 50. Do ex.5.
2.

2. A. go and work with B.A. go and work with B.
3.

3. Work in pairs. Discuss these questions.Work in pairs. Discuss these questions.
4.

4. Listen to my story and answer the Listen to my story and answer the

questions.
questions.

5.

5. Stand up. Go round and ask these Stand up. Go round and ask these

questions. Ask five people.
questions. Ask five people.

<b>5.Giving clear instructions </b>

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<b>Which gestures do you use with students ? </b>
<b>Which gestures do you use with students ? </b>

<b>Can you demonstrate some and the others guess .( 5m.)</b>
<b>Can you demonstrate some and the others guess .( 5m.)</b>

<b>What are the advantages of gestures in the classroom ?What are the advantages of gestures in the classroom ?</b>

- Simple.- Simple.

- visable.- visable.

- time-saving.- time-saving.

- understandable.
- understandable.

- demonstrable.- demonstrable.

- attractive.- attractive.

- no preparation.- no preparation.

<b>6.GESTURE</b>

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 Work in pairs . Match the gestures to the Work in pairs . Match the gestures to the

instructions
instructions

 Take it in turns to choose and mime a Take it in turns to choose and mime a

gesture and your partners guess the
gesture and your partners guess the

instructions.
instructions.

 Are there any advantages you want to add Are there any advantages you want to add

to those already noted ?
to those already noted ?

<b>6.GESTURE</b>

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