Skip to main content
UploadLanguage (EN)Support
BusinessMobileSocial MediaMarketingTechnologyArt & PhotosCareerDesignEducationPresentations & Public SpeakingGovernment & NonprofitHealthcareInternetLawLeadership & ManagementAutomotiveEngineeringSoftwareRecruiting & HRRetailSalesServicesScienceSmall Business & EntrepreneurshipFoodEnvironmentEconomy & FinanceData & AnalyticsInvestor RelationsSportsSpiritualNews & PoliticsTravelSelf ImprovementReal EstateEntertainment & HumorHealth & MedicineDevices & HardwareLifestyle
Jo Gakonga, profile picture
Uploaded byJo Gakonga
PPTX, PDF8,173 views

CELTA - Giving clear instructions

The document focuses on effective classroom management techniques for giving clear instructions and enhancing student interaction during activities. It emphasizes the importance of clarity, confidence, and supportive communication while providing practical examples of how to engage students. Key strategies include using visual aids, breaking down tasks, and regularly checking for understanding.

Education◦
Related topics:
Classroom Management•
Downloaded 426 times
Classroom Management II elt-training.com Giving instructions
Classroom management Teacher talk and language grading Giving clear instructions Setting up and running activities Giving effective feedback
Classroom management Giving clear instructions
Why are good instructions important?
• Efficient • Give learners confidence in you • Keep lesson running smoothly • Increase opportunity for STT?
An example…..
Get their attention
Be decisive
Speak clearly Project your voice
Use short sentences and simple language. Where’s the coffee shop? So, Salmeh, could you tell me where the coffee shop is?
Speak to the whole class
T
T
T
Use visual or written clues
CINEMA
Gesture
Point! Use body language
Use facial expressions
Use a stronger learner to help (...even at higher levels).
Break things down into smaller steps
Check that they understand..
but…
Do you understand?
Tell me what you have to do.
You have to write three sentences. How many sentences do you have to write?
What if I start and it’s clear that one group don’t understand what to do?
What if I start and it’s clear that half of the class don’t understand what to do?
When do you give the hand-out? Before or after the instructions? A good question?
A better example…..
T: OK, can you all look at me? Now we’re going to practise giving directions: turn right, turn… Ls:Left T: Yes, good. So here is a map. Can you see this? It’s a town. Here is my house. I want to go to the cinema. It’s here. (shows them)
So, what do I do? I come out of my house, and I turn… Ls:Right T: And then at the crossroads, I turn.. Ls: left T: Good – and go straight on. The cinema is on my.. Ls: left. T: OK, Salmeh, let’s have an example. How do I get to the coffee shop from my house? ……….(Salmeh explains) T: Great – now turn to face your partner (gestures with hands and learners do this) Ask your partner ‘How can I get to the …..(cinema? garage)?’ (T shows this question, which has already been practised, on the board). Ask about 6 different places.
Thank you! jo.gakonga@elt-training.com
Ok, so if you all listen up a bit… we’re got this piece of paper and it’s got a kind of a map on it – there are a few roads and a variety of the kind of facilities you’d find in a town..Ok.. Right, uhmmm.. So what do you do? Ummm you’ll each have one and you need to work with a partner – I think it’s probably best if you turn your chairs around but you can do that in a minute if you like. Err Ok, so the thing to do is to imagine that you’re at your house in the top left hand corner and you want to go to the cinema, for example, so you need to ask your partner for the directions – like we were just practising before – turn right, keep going, that kind of thing. Take it in turns – off you go.