1. GIVING INSTRUCTIONS IN THE EFL CLASSROOM
AVOIDING CONFUSION
GIVING INSTRUCTIONS IN THE EFL CLASSROOM

2. ENERGIZER

3. Understand the importance of clear instructions
WORKSHOP GOALS
Understand the importance of clear instructions
Practice giving simple English instructions for activities
Learn new activities to use in class

4. TURN & TALK Think about the following questions for 1 minute:
Clark, G. (2012)
Think about the following questions for 1 minute:
How do you give instructions in your class?
What (if any) problems have you encountered?
What solutions/good ideas have you thought of?
When I say go, you have 3 minutes to discuss these with your partner.

5. CLEAR INSTRUCTIONS Reduce misunderstanding, confusion, and chaos
Decrease Teacher Talk Time (TTT) and increases Student Talk Time (STT)
Demonstrate teacher confidence
Create a calm atmosphere

7. STEPS Pre-delivery Delivery Post-delivery Plan Get students’ attention
Group students & arrange furniture
Pre-delivery
Give instructions
Model
Check for understanding
Pass out materials
Cue to start
Delivery
Monitor students for understanding
Clarify & make changes as needed
Post-delivery

8. PLAN What is the language level(s) of my students? What will I say?
What will my co-teacher say?
Will we translate the instructions into Chinese?
* Write down what you will say.
How can I break down my instructions to make them clear and simple?
Do all instructions need to be said at the beginning?
Can some instructions be added as we go?
How will I model my instructions?
When will I hand out materials?
Do I need visual aids, realia, or other materials to help explain the instructions?
Practice giving the instructions.

9. GET STUDENTS’ ATTENTION
Attention grabber
Sound
Bell, chime, whistle, clap, music
Silence
Make sure all students are looking at you/making eye contact before you start talking.

10. ARRANGE GROUPS Assign students to groups before instructions
Arrange desks before instructions
Give a time limit
Timer
Countdown
Song

11. GROUPING IDEAS Create pairs Count off Pre-group Random assignment
Use gestures to indicate who is together
Count off
Have students hold their numbers on their fingers
Pre-group
Group before class
Create a master group list
Random assignment
Use popsicle sticks, attendance list
Game: Find Someone Who, Ships

12. Class Groupings Mythical Creature Music Fruit Partners Small Groups
Groups of 5
Unicorn: Isabelle, Jenna
Pop: Isabelle, Ben, James
Mango: Isabelle, James, Sarah, Karina, Becca
Dragon: James, Emma
Rock: Sarah, Jenna, Emma
Griffin: Sarah, Ben
Jazz: Karina, Becca, Lauren, Gina
Kiwi: Ben, Jenna, Emma, Lauren, Gina
Phoenix: Karina, Gina
Basilisk: Becca, Lauren

13. BRAND NAME CATEGORIES

14. GIVE INSTRUCTIONS Cue: When I say go
Break instructions down into steps
Use visuals
Write the instructions on the board/ppt.
Consider how you are writing them.
Use ppt animations to show step-by step
Create a visual of the activity.
Use gestures
Use facial expressions
Use clear, concise language
Give a time limit

15. REVISING WORDY INSTRUCTIONS
Concise
Now, I will give everyone a reading text. You shouldn’t turn your paper over or start reading it.
When you have the paper, I will tell you a vocabulary word, and you will repeat it after me.
Then, I will say, “Go!” and you will turn your paper over and find the word in the text.
When you find the word, you should put your finger on the word and raise your hand so I can see you.
When I call on you, you should read the whole sentence that has the vocabulary word in it.
Adapted from Sowell’s Good Instruction-Giving in the Second-Language Classroom, Forum Magazine:
americanenglish.state.gov/files/ae/resource_files/etf_55_3_pg10-19.pdf

16. REVISING WORDY INSTRUCTIONS
Concise
Now, I will give everyone a reading text. You shouldn’t turn your paper over or start reading it.
When you have the paper, I will tell you a vocabulary word, and you will repeat it after me.
Then, I will say, “Go!” and you will turn your paper over and find the word in the text.
When you find the word, you should put your finger on the word and raise your hand so I can see you.
When I call on you, you should read the whole sentence that has the vocabulary word in it.
Here is your reading text. Don’t look.

17. REVISING WORDY INSTRUCTIONS
Concise
Now, I will give everyone a reading text. You shouldn’t turn your paper over or start reading it.
When you have the paper, I will tell you a vocabulary word, and you will repeat it after me.
Then, I will say, “Go!” and you will turn your paper over and find the word in the text.
When you find the word, you should put your finger on the word and raise your hand so I can see you.
When I call on you, you should read the whole sentence that has the vocabulary word in it.
Here is your reading text. Don’t look.
I‘ll say a word. You repeat.

18. REVISING WORDY INSTRUCTIONS
Concise
Now, I will give everyone a reading text. You shouldn’t turn your paper over or start reading it.
When you have the paper, I will tell you a vocabulary word, and you will repeat it after me.
Then, I will say, “Go!” and you will turn your paper over and find the word in the text.
When you find the word, you should put your finger on the word and raise your hand so I can see you.
When I call on you, you should read the whole sentence that has the vocabulary word in it.
Here is your reading text. Don’t look.
I‘ll say a word. You repeat.
When I say, “Go!” turn the paper over and find the word.

19. REVISING WORDY INSTRUCTIONS
Concise
Now, I will give everyone a reading text. You shouldn’t turn your paper over or start reading it.
When you have the paper, I will tell you a vocabulary word, and you will repeat it after me.
Then, I will say, “Go!” and you will turn your paper over and find the word in the text.
When you find the word, you should put your finger on the word and raise your hand so I can see you.
When I call on you, you should read the whole sentence that has the vocabulary word in it.
Here is your reading text. Don’t look.
I‘ll say a word. You repeat.
When I say, “Go!” turn the paper over and find the word.
Put your finger on the word. Raise your hand.

20. REVISING WORDY INSTRUCTIONS
Concise
Now, I will give everyone a reading text. You shouldn’t turn your paper over or start reading it.
When you have the paper, I will tell you a vocabulary word, and you will repeat it after me.
Then, I will say, “Go!” and you will turn your paper over and find the word in the text.
When you find the word, you should put your finger on the word and raise your hand so I can see you.
When I call on you, you should read the whole sentence that has the vocabulary word in it.
Here is your reading text. Don’t look.
I‘ll say a word. You repeat.
When I say, “Go!” turn the paper over and find the word.
Put your finger on the word. Raise your hand.
Read the sentence that has the word in it.

21. TEXT VOCAB. SEARCH

22. PASSING OUT MATERIALS Turn papers over on students’ desks
For “secret” activities
For racing activities
Use a prompt to keep students from touching/looking at the papers.
Put your hands on your shoulders.
Establish a routine
Student helpers to pass out materials
Take one and pass

23. Will having the materials help students understand the instructions?
PASSING OUT MATERIALS
Will having the materials help students understand the instructions?
Yes
Will showing the materials in a ppt be as effective as each student having the materials?
Show the materials in the ppt and pass out the materials after giving instructions. No
Pass out the materials for the students to look at while you give instructions.
Pass out materials after giving instructions.

24. GROUP READING QUIZ

25. MODEL Modeling methods Teacher Teacher & student Two or more students
Whole class
Use the board or ppt
Use realia or props
Do a demonstration

26. CHECK FOR UNDERSTANDING
Do not ask, “Do you understand?”
Students may be scared to say they don’t
Students may think they understand, but they don’t
Ask Instruction Check Questions
What do you do first?
How many people will you ask?
Prompt students to repeat the instructions back to you.
First, I ________________.
Then, you__________________.
Ask students to demonstrate the activity in front of the class
For advanced students/routine activities
Show students the activity and ask what they think they should do

27. BEGIN Give cue to begin: Go!
Monitor if students are following instructions correctly
Check the whole group before stopping to help one group
Are all students/groups confused?
Pause the activity and re-give instructions
Have one group that understands demonstrate
Are one or two students/groups confused?
Help them individually

28. MARIO

29. L1 INSTRUCTIONS Use when clarity is needed
Use when instructions are long or complicated
English-Chinese-English
Tell students you will first give instructions in English, then Chinese.
Repeat instructions in English
Check understanding in English, then Chinese, if needed
As the year progresses, try to eliminate or reduce Chinese instructions
As routine develops
So Chinese doesn’t become a crutch

30. TIPS TPR Facial expressions
Eyes on me. Eyes on you. Eyes on (the board) (co-teacher) (student)
Students should use the target language as much as possible-build this into the activity & instructions
Build classroom management & engagement into the instructions.
Put your hands up. Hands on your head….
Consider how students will decide to go first.
RPS, alphabetical, by number, roll a die
Give students time
To think
To read before to themselves before reading aloud

31. TASK: ADVERTISEMENT
Your students will create an advertisement in groups of 4.
What instructions will you give?
Think of pre-delivery, delivery, and post-delivery.

32. QUESTIONS

33. THANK YOU!