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Instructions
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CELTA Preparation
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Table of
Contents
01
Task 1
02
Task 1 Answer Key
03
Task 2
04
Task 2 Answer Key
CELTA Preparation
TEFL YL
Language for Teachers
Phonology
Delta M1 Preparation
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Better Instructions
Task 1:
Taken from: Teach EFL, David Riddell, Teach Yourself
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’?’
4 ‘That’s a jolly nice scarf. It must have cost you a bomb.’
5 ‘I’m handing out a piece of paper ...’
6 ‘This is going to be boring but it has to be done.’
7 ‘This is going to be easy ...’
8 ‘Did you enjoy that?’
9 ‘I want you to go through Exercise 1 and work out the answers. You must also
justify your answers.’
10 ‘Would you like to stand up, please?’
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Task 1: Answer Key
20 Tips for Successful Instructions Giving
1 Plan your instructions – even script them at first if you feel it will help you.
2 Having planned them, review them and edit as necessary.
3 only say what you have to.
4 Use simplified language, but do not over-simplify for the level.
5 Don’t patronize (e.g. talking unnaturally slowly or loudly).
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.
9 Stand front and centre. keep still.
10 Project your voice slightly so your instructions stand out.
11 Maintain eye contact.
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.
14 Give an example of what they have to do / do Question 1 with them.
15 Give a rough idea of how long they have.
16 Make it clear if you want them to work individually, in pairs, or in groups.
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?
Taken from: British Council
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?
3.
4.
5.
6.
OK.
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.
Read the story, and only answer question 1. Does everyone know what to do?
Good.
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.
First I want you to think about your favorite hobbies. Then write your top three.
Then ask your partner what their favorite hobbies are. After that find another
partner and see what their hobbies are. OK?
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Task 2: Answer Key
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