The document discusses assessment activity K which involves matching words to definitions on a worksheet. It provides the steps of the instructions in logical order: 1) the teacher holds up the worksheet, 2) points to the left side, 3) introduces the task of matching words to definitions, 4) points to where the definitions are, 5) notes there is one extra definition, 6) specifies doing it alone and checking in pairs. It then asks questions about the sequence: which steps give instructions and which check understanding, and why the teacher waits to hand out the worksheet. Finally, it discusses when the best time would be to give an instruction to change seats.

1. Módulo 2. Destrezas comunicativas del profesor en el aula bilingüe
Posgrado en CLIL e innovación en el aula de inglés de Educación Primaria
BLOCK 3: ORAL CLASSROOM DISCOURSE
Section 5. Assessment activity K (2 points)
Put the instructions in logical order:
1. Teacher holds up worksheet.
2. Teacher points to the left-hand side of the worksheet.
3. Now I want you to match these eight words
4. …to the definitions on the right.
5. There´s one extra definition that doesn´t have a Word.
6. I want you to do this alone and check in pairs.
7. Ok then, how many words are there? (students: Eight)
8. Teacher points to the phrases.
9. And how many definitions are there? (Students: 9). Good
10. And finally, are you going to do this together? (Students: NO)
11. Teacher hands out the worksheet. Students start the task.
Give a brief answer to the following questions:
1. Which steps of the sequence give the instructions?
3, 4, 5 and 6.
2. Which stage of the sequence check the instructions?
The teacher checks the instructions in the second stage of the sequence, in steps 7, 9
and 10.
3. Why does the teacher wait to hand out the worksheet?
Because he/she wants the students look at him/her and pay attention to the
instructions he/she is giving instead of looking at the paper, since the non-verbal
language can help the students to understand the message better.
4. What should teachers do with their voices when giving instructions?
They should project their voice, give the proper intonation to their utterances and
put emphasis in the most important words.
5. Where should teachers stand when giving instructions?
The teacher should be standing up in front of the class, looking at the students when
giving the instructions in order to attract their attention.

2. Módulo 2. Destrezas comunicativas del profesor en el aula bilingüe
Posgrado en CLIL e innovación en el aula de inglés de Educación Primaria
6. If you wanted your students to change seats to carry out this task, at what point
would you give that instruction?
When we are giving instructions our main purpose should be our students pay
attention and understand what we are saying. We have to avoid any type of
distraction that could drive their attention to a different point. For this reason, I think
the best moment is at the end, after having checked the instructions but before
handing out the worksheets, because at this moment they are still paying attention
and this instruction won’t be a distraction for the next ones, because there is no
more.