Professional Practices For English Language Teaching

Week 5: Managing the lesson

5.6 Giving clear instructions

It’s important to give clear instructions so that learners understand the task that you want them to do.

Good and not so good instructions

Read the teacher instructions 1-6. What’s the problem? What would the effect be on the learners in
each case?

1 2
OK? OK. Please work in pairs. OK?
Write some sentences about OK. Ask and answer the questions.
yourself. Write anything you like. OK? OK.

What I want you to do is, first of all, Read the story, and only answer
3 when you’re ready, the thing that I’d 4 question 1. Does everyone know
like you to do now is, just match the what to do? Good.
words and the pictures.

First I want you to think about your

OK everyone…please go to page –
5 6
Iris! Can you listen please? So
everyone. Juan, could you please
stop talking and listen? Um, right,
so now go to page…page 24
favourite hobbies. Then write your
top 3. Then ask your partner what
their favourite hobbies are. After
that find another partner and see
what their hobbies are. OK?

Now check your ideas with the suggestions on the next page.

Tips for giving clear instructions

 Stand where your learners can see you and stand still to help them focus on your words.
 Use gesture and body language.
 Use simple language.
 Plan and write instructions.
 Get into the habit of checking your instructions, not by asking ‘Do you understand?’ but by
asking leading questions, for example, ‘How many students will there be in each
group?’ ‘How long do you have?’
 Use the board to support your instructions, e.g. do the first exercise together on the board.
 Give a demonstration, either yourself, or with a strong learner.
 Write your instructions in your lesson plan
 Practise instructions out loud, with a colleague if possible
Professional Practices for English Language Teachers© British Council 2015


Example of poor instruction
1. Write some sentences about
yourself. Write anything you like.
2. OK? OK. Please work in pairs. OK?
OK. Ask and answer the questions.
OK? OK.
3. What I want you to do is, first of all,
when you’re ready, the thing that I’d
like you to do now is, just match the
words and the pictures.
4. Read the story, and only answer
question 1. Does everyone know
what to do? Good.
5. OK everyone…please go to page –
Iris! Can you listen please? So
everyone. Juan, could you please
stop talking and listen? Um, right, so
now go to page…page 24
Professional Practices for English Language Teachers©
Professional Practices For English Language Teaching
Problem Better instruction
Vague. Needs to be more specific Write four sentences about … [something specific]
Impact: Learners won’t know what to
do
Overuse of ‘OK’ is distracting Please work in pairs. Ask and answer the questions.
Learners don’t listen carefully
Too much difficult language Match the words and the pictures
Impact: Learners may be
confused/switch off and not
understand the instruction
Teacher doesn’t check if learners have Read the story, and only answer question 1
understood. So, are you reading a story or writing a story?* Reading!
Impact: They may or may not have Do you answer all the questions or only question one?*
understood! Only question 1!
Right. Now start please.
*You might check instructions in English or the learners’
native language, if you speak it
Teacher needs to get the attention of Listen everyone. [wait for everyone to stop talking] Now
the whole class before starting to give go to page 24.
instructions.
Impact: Some learners may not hear.
British Council 2015
 Professional Practices For English Language Teaching

Example Problem Better instruction

6. First I want you to think about your
favourite hobbies. Then write your
top 3. Then ask your partner what
their favourite hobbies are. After
that find another partner and see
what their hobbies are. OK?
Instructions for too many activities
given all at once
Impact: Learners won’t be able to
remember them all and could get to
different stages before asking for help
Write your top 3 favourite hobbies. [learners write]
Stop writing. Now work in pairs. [organise learners into
pairs]. Ask your partner what their favourite hobby is.
[learners speak]
Stop. Change pairs [organize pairs]. Ask your new
partner what their favourite hobby is

Professional Practices for English Language Teachers© British Council 2015