Classroom Management - Lesson 3 (Answer Sheet)
Lesson 3 - Giving Instructions - Demonstration Lessons
Task 3c Answers
Hedi Elena Hannah Farhan
Clip 1
Yes. Yes. Yes. Yes.
Hedi gives instructions sitting Elena is standing in front of the All the students have a good Farhan is seated in front of the
down in front of the students. students. view of the teacher. students. (Remember that
(Hedi is a very experienced until you have enough
teacher and she knows how to She holds up the material so The questions are written on experience, it is advisable to
1. Can all the students hold the students’ attention that everybody can see it. the board and students can stand up when giving
whilst seated; newly qualified see them clearly. instructions.)
see the teacher when
teachers are advised to stand
(s)he gives
up when giving instructions.)
instructions?
She holds up the questions so
Does the teacher that everybody can see them.
chest the material?
Clip 2
Yes. Yes. Yes.
Hedi is sitting down in front of Elena is standing in front of the Hannah is sitting down in the
the class. Students can see the students. middle of the room. She also
material (the slips). brings her chair forward so
She holds up the images so that the students can see the
that everybody can see them. picture better.
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Classroom Management - Lesson 3 (Answer Sheet)
Hedi Elena Hannah Farhan
Clip1
TTT is reduced; the teacher TTT is reduced to key points Reduced TTT. Very little TTT reduced to the
does not give any superfluous only. (It would have worked even main information.
information. better if phrases like ‘I would
‘So, the first step is...have a like you to’ were removed from ‘So, we are going to have two,
‘You are going to read the look at these words here and the instructions. This way, the two and two. For two minutes, in
articles more carefully on your think which definition goes main message is clearer and your pairs, discuss these
own and your task is to answer with each word; match the you are also saving time). questions…’
the 8 questions, and you have 7 word and the definition.’
to 10 min to do so; you can write [‘I would like you to] talk to your
2. Are the instructions your answers on the question partner and think about your
long? sheet.’ sleeping habits. [I would like to]
think about the ones I’ve written
Does the teacher use a on the board. So, in your pairs,
lot of TTT (Teacher you have one minute to discuss
Talking Time)? your own personal sleeping
habits.’
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Classroom Management - Lesson 3 (Answer Sheet)
Hedi Elena Hannah Farhan
Clip 2
Reduced TTT. There is very little TTT. Hannah’s TTT is reduced to
the key information that
‘Everybody gets… How many? Elena uses very short students need to know in
(students answer ‘6’) 6 slips of sentences and imperatives, order to complete the task.
paper. You are going to put it which makes her instructions (It would have worked even
face down. Ok? Can I see what’s very effective. better if phrases like ‘I’m going
on the card? (students answer to ’ were removed from the
‘No.’) No, because it’s face down. instructions. This way, the
So, with your partner you choose ‘Work in pairs. We have 5 main message is clearer and
2. Are the instructions who is the first...’ . At this stage images. Put them in order as you you are also saving time)
long? Hedi demonstrates the hear them.’
activity in order to reduce [‘I would like you to] have a look
Does the teacher use a explanations. at this picture. So, this is John
lot of TTT (Teacher and Frank. John and Frank are
Talking Time)? having a conversation. Do you
think it’s going well?’ (students:
‘No.’) [I’m going to give you]
(here is ) a copy of their
conversation. [And I’m going to
give you] (you have) two minutes
to read through it and get a
general idea of what they are
talking about.’
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Classroom Management - Lesson 3 (Answer Sheet)
Hedi Elena Hannah Farhan
Clip 1
Yes. Yes. Yes. Yes.
Hedi uses gestures a lot to Elena points to relevant She turns around to look at the Farhan uses gestures to pair
reinforce her oral instructions information on the handout board to indicate where the students up.
(i.e. she uses her hand and and demonstrates matching questions are.
fingers to point at the things sentences.
on the handout that students
should look at).
3. Does the teacher
use gestures?
e.g. extending arm, Clip 2
pointing to relevant
parts on the handout, Yes. Yes. No, gestures are not necessary
etc. Hedi uses many different Elena uses gestures when in this case.
gestures to add to the clarity giving and checking
of her instructions. instructions.
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Classroom Management - Lesson 3 (Answer Sheet)
Hedi Elena Hannah Farhan
Clip 1
No. No. No. No.
The task is straightforward The task is straightforward. Straightforward task Straightforward task
and having checked the
instructions Hedi can see that However, Elena could have
there is no need to quickly checked her
demonstrate the task. instructions.
4. Does the teacher
demonstrate the
activity? Clip 2
Yes. No. No.
She puts the cards face down
and asks ‘Can I see what’s on the There is no need for that. There is no need for that.
card?’
She then does the first
example with one of the
students and prompts the
student to reformulate in
order to make her use the
target language. (‘Can you say it
in a different way?’ Hedi starts
the sentence and prompts the
student to finish it.)
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Classroom Management - Lesson 3 (Answer Sheet)
Hedi Elena Hannah Farhan
Clip 1
Yes. No. Yes. Yes, thoroughly.
Hedi asks ICQ’s: Elena does not check
instructions. Hannah uses ICQ’s ‘Are you working alone or in
‘What are you going to do now?’ pairs?’
This could have been done ‘How long have you got?’
‘Are going to work alone or in very briefly by asking ICQ’s, ‘What are you speaking about?’
pairs?’ e.g.
‘What do you have to do?’ ‘What are the questions you are
‘How many questions are there?’ (Match) going to be talking about?’
‘How much time do you have?’ ‘How many words and
5. Does the teacher
definitions?’ (3)
check instructions? If
so, how?
Remember:
Never assume students have
understood!
Clip 2
No. Yes. Yes.
Hedi elicits some of the She asks ICQ’s.
instructions to involve the ‘What are you going to do?’ ‘How long do you have?’
students better (i.e. ‘How many? ,
Can I see what is on the card?’).
‘And what do you have to find
She does not check instructions; out?’
instead, she demonstrates the
first example with one of the
students.
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Classroom Management - Lesson 3 (Answer Sheet)
Clip 1
Hedi gives instructions first. Elena gives instructions first. There are no handouts for this There are no handouts for this
task. task.
6. Does the teacher
give handouts or
instructions first? Clip 2
Hedi gives instructions first. Elena gives instructions first. Hannah gives instructions
first.
Clip 1
Yes. No. Yes. Yes.
Remember:
It is good practice to give
students a time limit for each
task you ask them to do.
Clip 2
7. Does the teacher
give a time limit? No. No. Yes.
It is a listening activity and
Remember: there is no time limit.
Time limit helps students
concentrate and remain on
task.
It is also good practice to
remind students how much
time they still have left when
the activity is underway.
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Classroom Management - Lesson 3 (Answer Sheet)
Clip 1
Yes. Yes. Yes. Yes.
The instructions are clear and The task is straightforward Hannah’s instructions are very Frahan’s instructions are very
concise. Hedi checks them and the students have enough clear and checked back. clear and thoroughly checked.
thoroughly as well. language to follow basic
instructions so they probably
do not need any further
clarification.
8. Are the instructions
effective? Do you However, you should develop
think the students a habit of checking
know what they have instructions.
to do?
Clip 2
Yes. Yes. Yes.
Hedi gives very clear and Elena’s use of short sentences Students know exactly what
effective instructions which and imperatives is very they have to do.
are reinforced by effective.
demonstrating the task and
doing the first example with a Instructions could have been
student. quickly checked, however.
Experienced teachers know how to hold students’ attention when seated; however, it is good practice for newly qualified teachers to stand up when
managing the class, this includes giving instructions. Standing at the front of the class will make it easier for you to get and hold the attention of the whole
class.
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