Setting up an activity / Giving instructions for an activity

Setting up an activity / Giving instructions for an activity

- I’d like you to get into pairs for this activity
- ……………to work with a partner
- ……………to work alone / in group of four
- Please, get into pairs / groups of four
- "Sit in your usual teams/ the same teams as last lesson"
- "Sit on the floor/ on the mats/ on the rug/ in the story corner"
- Can you 4 team up?
- I want you to share a photocopy and work together
- What I want you to do is to …………………………
- First, let’s go over the homework / the explanation on page 25 together.
- Those of you that have finished exercise 5 can move on /go on to exercise 6 and 7.
- When you finish you can……………………………..
- What I want you to do is to ……………………….
- Go on / get on /continue with your work.
- Could you turn it (the volume) up/ down.
- We can’t hear it from here. / It’s too loud.

The important point, teachers have to explain the direction of task or activity clearly before let students do it. After telling the directions teacher should check students understanding by asking them to tell the ways to do that activity that teacher talked before instead of asking “Do you understand?” all the time. It can stimulate students to attend all of teachers’ words. If the activity has purpose to let students share their opinion with friends, teachers should give them more time to finish task effectively. For reporting, interview, role play or presentation in front of class, teachers have to set the scope or language pattern for students’ presentation, discussion or even situations of role play. It is not only easier way for students but also easier for teacher because teachers can evaluate them in the scoping that teacher set directly.

To use game in class, teacher should start from directions first and follow by demonstrate round before letting students play game.




Wanida 032 3EN