TKT Core Module 3: Teachers' and learners' language in the classroom
Sequencing of instructions

It is not only instructions which need to be carefully ordered. Explanations and management talk also needs to be logically sequenced or lots of time is wasted in the classroom repairing what you have done because it hasn't been properly understood. In this sense, repairing means going back to the beginning and explaining again what should have been clear the first time.

Key concepts in this guide

By the end of this guide, you should be able to understand and use these key concepts:

repairing
getting attention
sequencing instructions
framing and transitions of lesson stages
nominating
sequencing teaching talk
- explanations
- elicitation
- information
- feedback

Look out for these words like this in the text.
There will be tests at the end of the guide for you to check that you understand the ideas.

Getting things in the right order: sequencing instructions

If learners are to get on with learning, they need to know exactly what it they have to do. All of them need to know, all of the time.

Task 1: Here are the parts of an instruction sequence.
Put them in the right order and then, when you have listed the 7 numbers in the right order, check here.

Repairing if necessary
Getting everyone's attention
Stating the purpose of the activity or task
Stopping the previous activity or task
Giving the necessary instruction to start the task or activity
Stopping the new task or activity
Requiring feedback

Getting everyone's attention: This must come first or you are talking to yourself and much time will be wasted later. Many teachers use a routine for this which their learners recognise. Loud hand claps or a bell to ring are effective.
Stopping the previous activity or task: Don't let people carry on with something that is finished. This means framing the transitions from stage to stage of the lesson with something like:
Right! Good. Well done. Now ...
Stating the purpose of the activity or task: This comes before the instruction. Tell people why they are moving on. For example:
Now we need to look at the pronunciation.
OK. Now you have the form right, let's put it into action.
etc.
Stating the purpose of activities maintains a sense of development and progress.
Giving the necessary instruction to start the task or activity: Note the word necessary in that. If the activity or task is quite complicated, the instruction needs breaking down into sections and so does the task.
Stopping the new task or activity: This is just like the first step. You need everyone to stop at the end. Try to finish an activity a few seconds before it naturally stops.
Requiring feedback: Even if the process of doing a task is more important than its outcome, some feedback is always needed. It may be unimportant what ideas the class have had in a brainstorming activity, for example, but the ideas need to be valued in some way. Other tasks, in which the product is important need more thorough feedback. This point was covered in Module 2 of this course.

Sequencing teaching talk

In the last guide we identified three sorts of teaching talk:

Explaining
Eliciting
Giving feedback

Task 2: How should these be linked and sequenced? Think about the question and then click here.

Explaining:
1. First: say what you are explaining or you won't have focus. For example:
  The modal auxiliary verb should is used when you want to say what you have logically understood.
  For example [board] He should be there by now. He left hours ago! means, Logically, I know that it is not a long journey so I think he is there.
2. Second: concept check with another example. For example:
  Look at this sentence: He should be at home by now. He finished work an hour ago.
  What does should mean here? Am I giving advice? Am I thinking logically?
Eliciting:
1. Nominate first: for example, by name, by looking at someone, by groups, the whole class.
  Learners need to know who should be contributing.
2. Second: ask your question or state your requirement. For example:
  John, is she thinking about where he must be or is she giving him some advice?
  This group: What ideas do you have for the first question?
Giving feedback:
1. First: stop the class or the learner and get attention.
2. Second: give an overall evaluation such as:
  That's good. Well done.
3. Third: decide if you are giving or getting feedback.
  If you are getting feedback, elicit as above.
  If you are giving feedback, make it clear and to the point, not general and vague.

Self-test questions

Before you go on, make sure you can answer these questions. If you can't, go back to the sections which give you trouble.

Explain what 'repairing' means in this context.
Give a reason why it is important to frame lesson stages clearly.
Why is nomination helpful?

If you are happy with your progress, go on.

Tests and practice for TKT

This is a short, simple guide so there's only one practice test.

Test 1

A gap-fill task

Now you can return to the Module 3 index:
or go on to the next guide which is to identifying the functions of learners' language.