Page 149 - Teaching English at Primary Level: From Theory into the Classroom

Giving Instructions

2. Watch a video in which a teacher talks about different ways of grabbing
the learners’ attention in class. How effective are the strategies described?

A number of teachers have come to realise that it is possible to use only
the target language in giving instructions in the YLs’ classroom. However, it
is really important to make sure the instructions are given with sufficient and
appropriate scaffolding (Gibbons, 2002; Scrivener, 2011; Ur, 1999; Bradshaw,
2005). Here are some tips for providing clear and efficient instructions in the
YLs’ classroom:

• Give Only the Essential Information. When teaching in their mother
tongue, teachers usually speak freely and often use unnecessary bab-
ble and chit-chat when talking to their learners about what they have
to do. In the FL classroom, this free flow of speech has to be modi-
fied and adjusted to make sure the learners understand the instruc-
tions. Use short sentences and simple vocabulary so as not to confuse
the children and lose their attention. This means that it is useful to
consciously think about and systematically plan the language used.
This is especially important in the initial stages of teaching. By starting
with very simple and clear instructions in English (for example: ‘Open
your books.’/‘Work in pairs.’/‘Circle the correct word.’), the teacher will
be able to build a special routine with the learners which will enable
him/her to upgrade the complexity of the language of instructions
later on.
• Demonstrate the Instructions. One of the most useful and practical
strategies to use with young language learners is undoubtedly demon-
stration. The teacher may demonstrate the instructions in different
ways, by playing the role of a student, but also using a pair or a group.
Another efficient technique is to carry out an activity or game at class
level and then ask the pupils to do the same in pairs or groups. In this
way, the instructions are not given separately but are clear from the
activity itself.
• Use Gestures and Objects. Gestures and facial expressions are an ex-
tremely valuable tool in the YLs’ class. The first instructions a teacher
gives are usually accompanied by very clear gestures and movement
which function as scaffolding and facilitate comprehension. Teachers
who tend to use the target language as much as possible also with be-
ginners soon start to appreciate the role of gestures in conveying in-
formation. For example, even if we have never heard the word ‘listen,’

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