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CELTA Online Unit 4 Task 2 - Giving Instructions

The document provides instructions for effectively giving instructions to students. It outlines 4 key steps: 1) get the class's attention by standing where all can see you and using signal words, 2) use clear, imperative language and point to the activity, 3) check for understanding through demonstration and questions, 4) monitor students as they start the task and help anyone looking confused.

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Shaskoberta Karlota
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147 views1 page

CELTA Online Unit 4 Task 2 - Giving Instructions

The document provides instructions for effectively giving instructions to students. It outlines 4 key steps: 1) get the class's attention by standing where all can see you and using signal words, 2) use clear, imperative language and point to the activity, 3) check for understanding through demonstration and questions, 4) monitor students as they start the task and help anyone looking confused.

Uploaded by

Shaskoberta Karlota
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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CELTA Online Unit 4 Task 2 – Giving Instructions

A task needs to be set up so that students are clear on what they will have to do and can start it
confidently.

Watch Danny, an experienced teacher, talking about four steps to giving clear instructions. As you
watch the clip, make notes of what he says in the table below. The first one has been started for you.

Your notes:
Task 2: Giving Instructions

Steps for clear instructions

1. Stand in the centre where all the students can see you…

To say listen
Use very clear language
Show the student the activity what do they have to do with a simple language

2.

ICQ and CCQ

3.

walk and look around

4.

to give good demostrations and examples to the students

Answers
Steps for clear instructions

1. Stand in the centre where all students can see you (sitting or standing). Get the attention of the
whole class by using signal words such as OK, listen!, or put your hand up or maintain a long
silence.
2. Use clear language. Use imperatives, for example, Do this gap-fill rather than What I’d like you to
do now is this gap-fill. Show/Point to the activity so that students can see.
3. Check students understand the instructions. Do a demonstration with students to check they
have understood. Ask a question, for example, Do we have to change the form of the verb? Yes
or no?
4. Look around the class as students start the task to see if anyone is looking lost or puzzled.

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