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Students need to work in pairs and tell each other about something they used to do in childhood. They listen and take notes about topics. What instructions can you give?
Work in pairs. Tell your partner about something you used to do in childhood. Listen and take notes. Write down the topics your partner mentions. You have five
Students need to compare answers in pairs and choose one question they are not sure about. What instructions can you give?
Compare your answers in pairs. Explain your choices. Choose one question you are not sure about. You have three minutes. / Check your answers together. Mark one
Students need to read a text and find three reasons why teenagers use social media. What instructions can you give?
Read the text quickly. Find three reasons why teenagers use social media. Underline them. Then compare with your partner. / Read individually first. Find and un
Students start talking before you finish giving instructions. What can you say?
Not yet. Listen first, then you’ll start. / Wait for the signal. I’ll tell you when to start. / Pause. Eyes on me. Instructions first, speaking after.
The class is noisy after pair work. You need to get their attention calmly. What can you say?
Pause. Look this way. Thank you. / Stop there. Pens down. Eyes on me. / I need everyone’s attention for one minute.
Two students keep talking while you are giving feedback. What can you say?
Stop talking now and look at the board. / The talking is stopping others from hearing. Stop now and listen. / I need you with us now. You can talk after feedbac
Students are working in groups, but the noise level is too high. What can you say?
Lower your voices, please. / Use group voices, not playground voices. / Continue the task, but more quietly. / I need the noise level down so everyone can think
One strong student answers immediately, and the others stop thinking. What can you say?
Hold that idea for a moment. Everyone needs thinking time first. / Don’t say it yet. Write it down first. / Good, keep it in your head. I’ll ask someone after e
Before a nostalgia speaking task, you want students to brainstorm possible topics. What can you ask?
What things can people talk about when they remember childhood? / What childhood topics can come up in a story? / What memories can people have about school, fr
Students are learning “used to”. You want them to notice the meaning from examples. What can you ask?
Are these sentences about now or the past? / Is this still true now? / Are we talking about a habit in the past or a single action? / Did this happen regularly
Students are learning “used to”. You want them to notice the form. What can you ask?
What comes after “used to”? / Is the verb after “used to” in the infinitive or past form? / Do we say “used to played” or “used to play”?
Students are going to work in pairs. What ICQ can you ask?
Are you working alone or in pairs? / Who are you working with? / Do you speak to me or to your partner? / Are you doing this individually first or with your par
Students need to take notes about their partner, not write their own full story. What ICQ can you ask?
Are you writing your own full story or taking notes about your partner? / Do you write every word or short notes? / Are your notes about you or about your partn
Instead of asking “Do you understand?” after task instructions, what can you ask?
What do you do first? / What do you do after that? / Tell your partner what you need to do. / How much time do you have? / What should you have at the end?
