Teacher instructions tell you what to do during a lesson: open a book, compare answers or finish a task. Understanding the action word is often more important than understanding every word in the sentence. This guide explains common classroom instructions from the learner’s point of view, with examples of the action or reply expected.
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Getting ready for the lesson
Many instructions begin directly with a verb because they use the imperative. “Open your books” addresses the class even though the word you is not spoken. Please can appear at the beginning or end without changing the action.
| Instruction | What it means | What to do |
|---|---|---|
| Take out your notebook. | Get your notebook ready. | Remove it from your bag and put it on your desk. |
| Put your phones away. | Stop using your phones and store them. | Put your phone in your bag or the agreed place. |
| Open your books at page ten. | Find page ten. | Open the book and look for the page number. |
| Turn to the next page. | Move forward one page. | Do not skip to the next chapter. |
| Look at the board. | Direct your attention to the board. | Stop looking at your book for a moment. |
| Listen carefully. | Pay attention to what you hear. | Listen before speaking or writing. |
Reading and writing instructions
Some instructions sound similar but require different work. Read silently means read without speaking, while read aloud means say the words so that others can hear. A teacher may ask you to read the whole text once and then read a smaller section again for detail.
| Instruction | Meaning | Example response or action |
|---|---|---|
| Read the passage silently. | Read without saying the words aloud. | Read to yourself. |
| Read the first sentence aloud. | Say the sentence so others can hear. | Read the sentence, not a summary. |
| Underline the verbs. | Draw a line below each verb. | In “They walk home,” underline walk. |
| Circle the correct answer. | Draw a circle around your chosen answer. | Circle B if B is correct. |
| Fill in the gaps. | Write the missing words. | Complete “She ___ a teacher” with is. |
| Cross out the wrong word. | Draw a line through the word that is wrong. | Leave the correct word readable. |
| Match the words to the pictures. | Connect each word with the right image. | Use letters, numbers or lines as instructed. |
| Write in full sentences. | Give a complete sentence, not just a word. | Write “He lives in Leeds,” rather than “Leeds.” |
Working with other students
| Instruction | What it means | Useful language |
|---|---|---|
| Work in pairs. | Work with one other student. | Would you like to work with me? |
| Get into groups of four. | Make a group containing four people. | We need one more person. |
| Take turns. | Do the activity one person at a time. | You go first, then I’ll try. |
| Compare your answers. | Check whether your answers are the same. | What did you put for question three? |
| Discuss your ideas. | Explain your thoughts and listen to others. | I think this is the best option because… |
| Report back to the class. | Tell everyone what your group decided. | Our group agreed that… |
Compare does not mean automatically copy your partner. If your answers differ, explain your reasons and look again at the question. During a discussion, the task is to exchange ideas rather than simply choose who speaks first.
Finishing, checking and handing in work
Hand out means distribute something, often giving one copy to each learner. Hand in means submit your work to the teacher. The difference between in and out changes who receives the papers.
| Instruction | Meaning |
|---|---|
| Hand out the worksheets. | Give the worksheets to the class. |
| Check your answers. | Review your work for mistakes or compare it with a key. |
| Swap papers with your partner. | Give your paper to your partner and take theirs. |
| Hand in your work. | Give the completed task to the teacher. |
| Finish this for homework. | Complete the task outside the lesson. |
| You have two minutes left. | Use the remaining time to finish or check. |
Ask for clarification instead of guessing
If you miss part of an instruction, ask a precise question. “Which page are we on?” is more helpful than simply saying “What?” You can also repeat what you understood and check the uncertain part.
Teacher: Work in pairs and compare your answers to questions one to six.
Learner: Sorry, should we write new answers or just discuss them?
Teacher: Discuss them first. Then correct any answers you want to change.
Learner: And do we hand in the worksheet afterwards?
Teacher: Yes, at the end of the lesson.
Useful requests include “Could you repeat the last part, please?”, “Do we work alone or with a partner?” and “Could you show us an example?” These questions let the teacher identify exactly what you need. You do not need to pretend you understood an instruction.
Practice: follow the instruction
Decide what you should do in each situation. Read the explanations after answering.
- The teacher says “Work in pairs.” How many people should be in your group?
- You are asked to “hand out” five worksheets. Do you collect completed work or distribute the sheets?
- The instruction says “Read silently.” Should your partner hear every word?
- You must “cross out” an incorrect word. Do you draw a line through it or below it?
- Your partner has a different answer. What should you do when asked to “compare”?
- The teacher says “Write in full sentences.” Is “At seven” enough to answer “When does the lesson start?”
Answers and explanations
1. Two: you and one partner. 2. Distribute the sheets; hand in is the submission expression. 3. No: silent reading is not spoken. 4. Through it; a line below it would underline it.
5. Discuss the difference and check your reasons, rather than copying automatically. 6. No: a full answer would be “The lesson starts at seven.” To review the object names used in these instructions, study classroom objects in English.
