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Better Instructions PDF
Better Instructions PDF
Better Instructions PDF
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Table of
Contents
01 Task 1
Tutor: Mohamed Ali Khalaf www.tefl-ism.com/mk
03 Task 2
CELTA Preparation
TEFL YL
Phonology
Delta M1 Preparation
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Better Instructions
Task 1:
Look at the following examples of teacher talk. They are a combination of instructions,
directions, and general chat (either as part of the lesson or before or after it) given to an
intermediate level class. Try to simplify the language, and reduce the TTT to
an appropriate amount. In some cases you might also want to question how the
teacher’s choice of words may impact on the students’ motivation level. When you’re
done, check the key.
Look at the following examples of teacher talk and identify the problem:
1 ‘I want you to do this exercise in which you have to answer ten questions. You
can do it by yourself if you prefer, or work with your partner. When you finish I’ll
put you in larger groups for you to check your answers.’
2 ‘I want you to do a mingling activity now, which I’m sure you’re going to hate!’
3 ‘No, erm, make that threes ... wait a minute, there’s thirteen of you, better
make it threes and one four. Javier, do you want to work in a ‘3’ or a ‘4’?’
9 ‘I want you to go through Exercise 1 and work out the answers. You must also
justify your answers.’
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1 Plan your instructions – even script them at first if you feel it will help you.
6 If you are getting blank faces, it probably means they haven’t understood. So
adjust your language as you speak, if necessary.
7 When giving instructions, make sure the students are looking at you and
listening to you.
8 Don’t give out papers before your instructions unless you have to – you will
lose the students’ attention.
12 Break up the instructions: ‘Do questions 1–5. Say if the sentences are true or
false. Give reasons for your answers. Work together. You have five minutes. Go.’
13 only give instructions for what they have to do at that time, not later.
17 Don’t ask lower-level students ‘So, what do you have to do?’ – they haven’t
got the language for this, and confusion will result. once your instructions are
over, tell them to begin, then check everyone is doing the activity correctly and
deal with individual problems.
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18 If one person says ‘I don’t understand’, help that person individually. Don’t
hold up the rest of the class, and the lesson.
19 Don’t invite the students to do something; politely tell them. So, don’t say
‘Would you like to stand up?’, say ‘Stand up, please’.
20 Students like – and expect – the teacher to be polite but direct in her
language. They need to be told clearly what they have to do and how you want
them to do it. Don’t be afraid to do this! But don’t tell the students they are going
to find the activity boring, or difficult, or interesting, or easy!
Task 2: Read the teachers’ instructions 1-6. What’s the problem? What would the effect be
on the learners in each case?
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