CLASSROOM

INSTRUCTIONAL

LANGUAGE

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 INTRODUCTION
Giving instructions for activities in
English during an English
Language lesson is and should be
the norm, but some problems with
comprehension may occur which
results in teachers resorting to the
native language.
It is helpful if teachers can create
an “English” atmosphere in the
classroom.
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Complex instructions.
“Ok,everybody ,would you,Maria ,sit down.
Now what you have to do is, when
you,you take this sheet of paper that I’m
handing out now and keep it a secret,and
some of you are ‘A’ ,it’s written at the top
,and some are labelled ‘B’ . Ok can yoi
see that? Don’t show your paper to
anyone and then you have to describe to
your partner; sit face to face. Could you
move your chairs around and describe
what’s on your paper so that your partner
can find out what’s different ,and you must
agree; when you find something, draw it
on your paper? Ok. Do you understand?
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Comments…
Typical of unplanned instruction.
Teachers often unaware they talk in that way
until they stop and try to listen to what they
are saying.
A video recording can be very helpful here.
Those instructions difficult for students to
follow.
What the students have to do is embedded in
confusing unnecessary babble.
A simple activity became impossible because
didn’t understand what T wanted them to do.
Actually T failed to clarify what was required.
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 How can I give clearer instructions?
5 steps:
1. Become aware of your own instruction-
giving ( listen to yourself, record yourself;
ask others to watch you and give
feedback).
2. Preplan essential instructions. Analyse
the instructions beforehand to include only
the essential information in simple, clear
language and sequence it in a sensible
order. Use short sentences-one
sentence for each key piece of
information.Don’t say things that are visible
or obvious. Don’t give instructions that they
don’t need to know at that point in time.
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 How can I give clearer instructions?
3. Separate instructions clearly from
the other chit-chat, telling off,joking,etc.
Create a silence beforehand, make eye
contact with as many students as
possible, find an authoritative tone,
make sure they are listening before
you start. Use silence and gestures to
pace the instructions and clarify
meaning.
4. Demonstrate rather than explain
whenever possible.
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 How can I give clearer instructions?
5. Check that students have
understood what to do. Don’t assume.
Get concrete evidence that they know
what is required. Getting one or two
students to tell you what they are going
to do is one simp[le way of achieving
this.

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Planning simpler instructions
Try this in pairs….
Look again at the 1st example just
now. 1.Identify the essential
instructions the
teacher wanted to give.
2. Delete unnecessary language.
3. Write out the instructions in the
right order.

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ANSWER…
Say ‘Sit opposite your partner’.
Wait while they move.
‘Some of you are ‘A’ (gesture to letter A on the
handouts).
‘Some are ‘B’(gesture)
‘Don’t show your paper to anyone’(mime hiding).
Distribute the handout.
‘Some things in picture A are different from picture B.’
‘Describe your picture.’
‘When you find something different draw it.’(mime)
Check understanding of instruction: ‘What are you
going to do? Students answer with brief explanation.

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 IMPROVING INSTRUCTIONS
Simplify the following instructions using
less confusing language or gestures.
1. Now, actially , I would really like you,if you
could , now stand up, yes everyone,
please.
2. It’s on the unit on, er,travel, somewhere-it’s
near the middle, pages 35 and 36,can you
find that? Have you got it? No, not that one,
the next unit, and take a look at the
introduction , read it through quickly and jot
down your answers to the questions at the
top of the page over there, above the
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illustration.
Answer…
1. Gesture ( or Stand up).

2. ‘Page 35.’( Wait quietly till they have

found the page).
‘Read these questions.’ (Show
questions.)
‘Read this.’( Show text)
‘Write your answers’.

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 HOW TO GET LEARNERS’ ATTENTION

One reason why learners may not

follow activity instructions is because
that they didn’t actually hear them,
they wewren’t paying attention when
the instructions were given.
Teachers need to win attention before
instructions are given. It’s a vital step.

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GETTING ATTENTION….
Start by making eye contact with as many people as
possible.
Establish gesture that means you want to speak..(
cupped hand to your ear / holding your hand up).
Just wait.
Don’t look impatient / anxious. Keep moving your
eyes around the room from person to person,
patiently.
Think of this as ‘gathering attention’ Enjoy it.
Wait as long as necessary until there is silence and
people are looking your way.
If this doesn’t work, don’t change it dramatically. Just
add in clear attention-drawing word such as ‘OK’.Say
it once and then go back to the waiting.
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GETTING ATTENTION
You need to establish your authority
and use it appropriately. Project your
voice clearly, speak not shout.
Control the quantity and complexity of
what you say.
Say what you need to as simple and as
clearly as possible.

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Teacher’s role:
participate, monitor or vanish?
What is teacher’s role once activity has
been set up?
Sit down and read a book?
Go out of the room and have a cup of
coffee?
Sit down and work with separate groups
one by one, joining in the tasks as a
participant?
Listen to as many students as possible,
going over and correcting mistakes when
you catch them, offering ideas when
students get stuck,etc?
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 Teacher’s role
Step 1: the first 30 seconds: are they doing
the task set?
Need to check to make sure that the ss are
doing the activity that you asked them to do
and they have understood the basic
instructions and mechanics of the activity.
Wander around the room, listen in briief to
snatches from the many groups and assure
yourself that the students are doing what
they are suppose to . This is called
monitoring to check mechanics.
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 Teacher’s role
Step 2 : The task itself.
In many activities, aim is to get learners
to work on their own, speaking fluently
& trying out things without too much
interference & correction.
If they do the task correctly, you don’t
need to interfere.
If you are around and visible, they may
look to you for language items and help
whenever they hit a problem.
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 Teacher’s role

In some tasks however, where ss

might not move forward quickly,
where they need ongoing advice,
support & encouragement then you
may play an active role, probably
monitor actively or participate.

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 Teacher’s role
Discreet monitoring:
You maintain minimal presence in the
room, but do not overtly offer help,
interfere, correct, etc.
Ss know you are there, watching &
listening doesn’t disturb them.
You are sending a message that you are
interested, but that the main task is for
them to do using their own resources as
much as possible.

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Teacher’s role
Vanish
Cases when Teacher presence can actually
interfere with and diminish the usefulness of
work being done.
Best option is for T to vanish, ie. Get out of
immediate eyeshot.
Go to a corner of the room and sit quietly.
Keep a small percentage of attention on the
room,in order to know when activity is
reaching an end or a crisis point.

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Teacher’s role
Monitor actively
Be more visible, allow students to be
more aware of your presence and the
possibility of calling on you for help and
advice.
Walk around, view and listen in to
many different groups and frequently
offer spontaneous advice and
corrections,, respond to requests and
questions from students.
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Teacher’s role

Participate
You may sit down and join a group.
Take part as if you were one of the
group, offering ideas, helping with
questions, joining discussions.
Move to other groups as well.

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Other instructions…
Working on pairs

Working in groups

Using gestures / facial expressions.

Teachers have to decide which type to
use in a class depending on your
students and the activity you want to
carry out.
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 THE

END

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