O’zbekiston respublikasi oliy ta’lim, fan va innovatsiyalar vazirligi andijon davlat chet tillari instituti ingliz tili o’qitishning integrallashgan kursi kafedrasi chet tillarni o’qitishning integrallashgan kursi

What is the most common problem with demonstrating and setting up an activity in the English language classroom?
Teachers sometimes expect learners to understand an activity through verbal instructions alone. This not only confuses learners, but also takes up precious lesson time, as the teacher then has to repeat the instructions to the whole class or to individual tables.
How do I solve this problem with demonstrating and setting up an activity in my classroom?
Jim Scrivener's rules for giving instructions, in Classroom Management Techniques (2012) Cambridge University Press, are:

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  use language that is at or just below the learners’ level, and speak at a steady speed
  
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  use short sentences and be concise
  
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  pause after each instruction to allow processing time
  
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  give instructions for the task that you want learners to do at that time, not all at once
  
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  give a time limit
  
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  ask ICQs (instruction check questions). For example, ‘What do you do first? How long do you have?’
  

When you demonstrate the task, make sure that everyone can see what you’re doing and how. For example, demonstrate how to write the questions by using the prompt words, or how to use some of the useful phrases for a speaking task by saying an example sentence. Doing a couple of worked examples of an exercise not only reinforces your instructions, but provides a clear visual of how to do an activity.

LESSON 9. Lesson observation stages(pre-observation, while-observation, post-observation).

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