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There are many ways to ask questions in English. It's important to understand the situation when deciding how to ask questions. In other words, is the question you want to ask a polite request? Would you like to confirm the information you already know? Are you gathering details about a subject? How to Ask Direct Questions Direct questions are the most common type of question in English. Direct questions are asked when asking for both simple and complex information. To begin with, here is a guide to the structure of direct questions: (Question Word) + Auxiliary + Subject + Verb Form + (objects) + ? Examples: When do you get to work? Do you like fish? How long have you been working on this project? Where are those ties manufactured? How to Ask Yes/No Questions Yes/No questions refer to simple questions you ask to receive either a yes or no as a response. Yes/No questions do not use question words and always begin with the auxiliary verb. Auxiliary + Subject + Verb Form + (objects) + ? Examples: Does he live in New York? Have you seen that film? Is she going to come to the party? How to Ask Subject and Object Questions Giving clear and concise instructions is a vital step in becoming a good teacher. If you don’t give clear instructions, soon you will realize that almost everyone in the classroom is confused. This situation can lead to lesson success or fail. So, here are some tips: Make sure you have the attention of the entire class before giving instructions Before you start giving your instructions, make sure you have everyone’s attention. Wait until all the students stop talking, are seated, calm, and ready to listen to. Use concise and specific commands Instructions must be kept as simple as possible and they must be logical. For example: Now, I want you to get out a piece of paper and put it on your desk. Once the paper is on your desk, could you please write down five sentences about what you did last weekend? (Wordy commands) Please, take a piece of paper, and then write down five sentences about what you did last weekend This guide will help you give clear instructions to students (that they will actually follow) using clear and precise language. Make sure you follow your directions. The purpose of the task should be explained. Students should be taught the importance of understanding. Tone should be appropriate. Describe the specifics of the topic. Give examples of how to do it. Manageable chunks of tasks can be broken down into smaller ones. Table of contents How can I give instructions in English? How do you write giving instructions? What is the example of giving instructions? How do you politely give instructions? How do you give instructions to a class? How do you politely give instructions? What is a written instruction? How do you give someone instructions? What kind of sentence can be used while giving instructions? What is the meaning of giving instructions? How do teachers give instructions? How Can I Give Instructions In English? In order to give orders, warnings, and advice, we use the imperative form: Be quiet! Take care!… When you use a modal verb, you can turn an order into a request. For example, “Can you help me?” can be more polite than “Can you help me?”. How Do You Write Giving Instructions? Make sure your sentences are short and your paragraphs are short. Your points should be arranged logically. Make sure your statements are specific. Make sure you use the imperative mood. The first sentence should contain the most important item. Every sentence should be one word. What Is The Example Of Giving Instructions? Instruction manuals and instructions from people tell you how to do things using the imperative form. A “sequencing” word is often used to describe the steps involved. In other words, “firstly,” “secondly,” and “finally” are all acceptable. How Do You Politely Give Instructions? You will always be followed by the -ing form of this phrase… I would be happy to hear from you… Would you mind telling me if you would… Would you like to… Would you please tell me how to……, please?… Just…… Cox is the son of David Cox. Fluency space. How Do You Give Instructions To A Class? Make sure your language is clear and precise. You need to repeat your directions… The purpose of the task should be explained. Students should understand what you are saying. Tone should be appropriate. Give an explanation of the specifics… Please provide examples. Manageable chunks of tasks can be broken down into smaller ones. How Do You Politely Give Instructions? We use the imperative form to order, warn, and advise: Be quiet!… The use of a modal verb can make orders and instructions sound more polite by converting them into requests. What Is A Written Instruction? An authorized instruction is a written instruction that is signed by one or more authorized persons. How Do You Give Someone Instructions? It is not a good idea to assume they know what you mean. You know what they mean, that assumption is the mother of all mistakes. Make sure you are clear and specific. Time frames are a good idea… Give examples of what you have done… Provide alternatives… O You need to set boundaries… Find out what’s wrong. 66Home Search CloseSearch the siteGO Science, Tech, Math Humanities Languages Resources About Us Contact Us Editorial Guidelines Privacy Policy Ad Languages › English as a Second Language How to Ask Questions in English Share  Getty Images/Donald Iain Smith By Kenneth Beare Updated on May 28, 2019 There are many ways to ask questions in English. It's important to understand the situation when deciding how to ask questions. In other words, is the question you want to ask a polite request? Would you like to confirm the information you already know? Are you gathering details about a subject? How to Ask Direct Questions Direct questions are the most common type of question in English. Direct questions are asked when asking for both simple and complex information. To begin with, here is a guide to the structure of direct questions: (Question Word) + Auxiliary + Subject + Verb Form + (objects) + ? Examples: When do you get to work? Do you like fish? How long have you been working on this project? Where are those ties manufactured? How to Ask Yes/No Questions Yes/No questions refer to simple questions you ask to receive either a yes or no as a response. Yes/No questions do not use question words and always begin with the auxiliary verb. Auxiliary + Subject + Verb Form + (objects) + ? Examples: Does he live in New York? Have you seen that film? Is she going to come to the party? How to Ask Subject and Object Questions Look at the following example sentence and questions: 68Juicy English 12 teaching tips for giving instructions 1/5/2020 0 Comments Category: Teaching  Giving clear and concise instructions is a vital step in becoming a good teacher. If you don’t give clear instructions, soon you will realize that almost everyone in the classroom is confused. This situation can lead to lesson success or fail. So, here are some tips: Make sure you have the attention of the entire class before giving instructions Before you start giving your instructions, make sure you have everyone’s attention. Wait until all the students stop talking, are seated, calm, and ready to listen to.  Use concise and specific commands Instructions must be kept as simple as possible and they must be logical. For example: Now, I want you to get out a piece of paper and put it on your desk. Once the paper is on your desk, could you please write down five sentences about what you did last weekend? (Wordy commands) Please, take a piece of paper, and then write down five sentences about what you did last weekend This guide will help you give clear instructions to students (that they will actually follow) using clear and precise language. Make sure you follow your directions. The purpose of the task should be explained. Students should be taught the importance of understanding. Tone should be appropriate. Describe the specifics of the topic. Give examples of how to do it. Manageable chunks of tasks can be broken down into smaller ones. Table of contents How can I give instructions in English? How do you write giving instructions? What is the example of giving instructions? How do you politely give instructions? How do you give instructions to a class? How do you politely give instructions? What is a written instruction? How do you give someone instructions? What kind of sentence can be used while giving instructions? What is the meaning of giving instructions? How do teachers give instructions? How Can I Give Instructions In English? In order to give orders, warnings, and advice, we use the imperative form: Be quiet! Take care!… When you use a modal verb, you can turn an order into a request. For example, “Can you help me?” can be more polite than “Can you help me?”. How Do You Write Giving Instructions? Make sure your sentences are short and your paragraphs are short. Your points should be arranged logically. Make sure your statements are specific. Make sure you use the imperative mood. The first sentence should contain the most important item. Every sentence should be one word. What Is The Example Of Giving Instructions? Instruction manuals and instructions from people tell you how to do things using the imperative form. A “sequencing” word is often used to describe the steps involved. In other words, “firstly,” “secondly,” and “finally” are all acceptable. How Do You Politely Give Instructions? You will always be followed by the -ing form of this phrase… I would be happy to hear from you… Would you mind telling me if you would… Would you like to… Would you please tell me how to……, please?… Just…… Cox is the son of David Cox. Fluency space. How Do You Give Instructions To A Class? Make sure your language is clear and precise. You need to repeat your directions… The purpose of the task should be explained. Students should understand what you are saying. Tone should be appropriate. Give an explanation of the specifics… Please provide examples. Manageable chunks of tasks can be broken down into smaller ones. How Do You Politely Give Instructions? We use the imperative form to order, warn, and advise: Be quiet!… The use of a modal verb can make orders and instructions sound more polite by converting them into requests. What Is A Written Instruction? An authorized instruction is a written instruction that is signed by one or more authorized persons. How Do You Give Someone Instructions? It is not a good idea to assume they know what you mean. You know what they mean, that assumption is the mother of all mistakes. Make sure you are clear and specific. Time frames are a good idea… Give examples of what you have done… Provide alternatives… O You need to set boundaries… Find out what’s wrong. 69Politeness in English is something that many learners have problems with. When giving in instructions to new members of staff, or people you don’t know very well, it can be very important to know how to ask politely Luckily, this can be reduced to a few small phrases in English. Here is a list of my favourite politeness phrases, which are particularly effective when giving instructions to people who you do not know so well: Would you mind…? This phrase is always followed by the -ing form ‘Would you mind taking a look at these invoices?’ ‘Would you mind delegating the tasks to the rest of the team?’ If you wouldn’t mind… This is another way of saying would you mind, it is also followed by the -ing form: ‘John, if you wouldn’t mind doing a bit of research into potential on-line marketing strategies for us…’ This form is especially good when delegating tasks to lots of different people at the same time. It is a little more assertive than asking would you mind..? If you would….for me, that would be great. This is an interesting phrase. Normally in English, you should not use if and would together. However, when giving instructions, this is the only time you will see this. Adding that would be great on the end of the sentence makes the phrase sound more friendly and polite. ‘If you would help me to sort out these papers, that would be great.‘ ‘If you would move those boxes for me that would be great.‘ Do you want to…? Of course, saying do you want to sounds like you are giving someone a choice in whether they want to do something as opposed to giving an instruction. But this is a very common way to give instructions. The idea is to say the sentence like a statement instead of a question, and then it sounds like a polite request. ‘Do you want to help me put these files into alphabetical order?’ ‘Do you want to present the product to our visitors tomorrow?’ Could you ……, please? This phrase is of course a classic, and one you may have heard before. Could is definitely a lot more polite than can’: ‘Could you open the window, please?’ …just…
‘Could you just bring me the final copy of the report so that I can check it?’ ‘If you would just change the last slide of the presentation, that would be great.’ ‘Would you mind just closing the window there? Thank you’ How do you politely give instructions? Giving orders and instructions in EnglishUse the imperative form. We use the imperative form to give orders, warnings and advice: Be quiet! Take care! Listen! Sit down. Use a modal verb to turn the order into a request. Modal auxiliary verbs can make orders and instructions sound more polite. For example, ‘Could you help me? ‘ is more polite than ‘Help me! ‘ What is simple instruction? Single instructions: Give your child only one instruction at a time. Simple language: Keep language simple and direct. ‘First/Then’: Use this concept to help the child know what order they need to complete the command (e.g. “First get your jacket, then put on your shoes”). What is a sentence for instruction? The after-school program offers reading instruction to students who need it. The computer can handle one million instructions per second. These example sentences are selected automatically from various online news sources to reflect current usage of the word ‘instruction. What are the types of instruction? Types of InstructionDirect instruction. The Direct instruction strategy is highly teacher-directed and is among the most commonly used. Indirect instruction. Independent study. Interactive instruction. Experiential Learning. 70defined previously as "the purposeful direction of the learning process" and is one of the major teacher class activities (along with planning and management). Professional educators have developed a variety of models of instruction, each designed to produce classroom learning. Joyce, Weil, and Calhoun (2003) describe four categories of models of teaching/instruction (behavioral systems, information processing, personal development, and social interaction) that summarize the vast majority of instructional methods. Each model differs in the specific type or measure of learning that is targeted. Therefore, as we make decisions about "best educational practices" we must be certain that we connect recommended practices with specific desired outcomes. This point is often omitted; discussion of best practices then becomes a debate about desired outcomes rather than a discussion of how to achieve them. Another important point is that the different models and methods of instruction have been developed based on specific interpretations of concepts and principles of teaching and learning. While it is important to learn and practice the approaches developed by others, it is even more important to understand the concepts and principles upon which they are based. If you learn only methods, you'll be tied to your methods, but if you learn principles you can devise your own methods. -- Ralph Waldo Emerson As you review each of the models or methods of instruction, ask yourself "Why is this being done?" and "Why is this being done now?" See if you can determine the underlying principles that are being advocated. You will then be in a better position to make modifications as your competency as a teacher grows. Direct Instruction As stated in other sections of these materials, the most often used measures of student achievement in the U.S. are scores on standardized tests of basic skills. Using this criteria as the desired student outcome, one set of models, labeled direct or explicit instruction (Rosenshine, 1995), has developed overwhelming research support in the past 25 years. Several principles of direct instruction, such as more teacher direction and student-teacher interaction, provide the foundation for this approach. The following chart (adapted from Slavin, 1994, p. 287) provides a comparison of instructional events from several well-known direct instruction models that incorporate these principles. Slavin (1994)Gagne (1977); Gagne & Briggs (1979)Rosenshine (1995)Hunter (1982) (Mastery Teaching)Good & Grouws (1979) (Missouri Mathematics Program)1. State learning objectives and orient students to lesson.1. Gain and control attention 2. Inform the learner of expected outcomes. 1. Review Homework Relevant previous learning Prerequisite skills Objectives; provide anticipatory set.1. Opening.2. Review prerequisites.3. Stimulate recall of relevant prerequisite capabilities.2. Presentation State goals Small steps Model Examples Check understanding Review.2. Review homework; mental computations; review prerequisites.3. Present new material.4. Present the stimuli inherent to the learning task3. Guided practice High frequency of questions All students respond High success rate Continue to fluency Input & modeling3. Developement.4. Conduct learning probes.5. Offer guidance for learning. . Corrections & Feedback Process Sustaining Reteach 4. Check understanding and guided practice.4. Assess student comprehension.5. Provide independent practice.6. Elicit performance 7. Provide feedback 5. Independent practice. Help during initial steps Continue to automaticity Active supervision Independent practice.5. Seatwork.6. Assess performance and provide feedback.8. Appraise performance. 7. Provide distributed practice and review.9. Ensure retention and make provisions for transferability Weekly and monthly reviews6. Homework.6. Homework; weekly and monthly reviews. Notice that Slavin's model, which provides a reasonable summary of the approach of the other models, is focused on the activities of the teacher. This is in line with his QAIT model of effective classrooms in which he proposes that the classroom teacher is responsible for classroom learning. Huitt (1996) provides a model of direct instruction from a transactional perspective. From this viewpoint, both the teacher and student are active participants in the learning process, each with their respective responsibilities. At each event of instruction, Huitt provides both a recommended teacher activity and a set of alternative student activities. The most important deviation from the other models is that Huitt emphasizes teacher/student interaction at every event in the lesson. Considering Individual Differences Although the research shows that, in general, direct instruction is the preferred model of instruction when the measure of learning is scores on a standardized test of basic skills, teachers must also decide how to deal with individual differences. In general there are three different approaches. The first is to develop a set of instructional events that directly address different student learning styles. This is the approach adopted by Bernice McCarthy in her 4MAT System. A second approach is to use a method of grouping. Research has shown that cooperative learning, an in-class, hetergenous grouping alternative, is an effective alternative that both impacts student achievement as well as social skills. A third approach is to alter the schooling system within which instruction is provided. This is the approach used by Bloom (1976; see Davis & Sorrell, 1995) in his mastery learning strategy. Although many teachers have attempted to implement a mastery learning strategy in their individual classrooms, the approach seems to work best when implemented on a school- or district-wide basis. Summary In summary, instruction (the purposeful guidance of the learning process) is complex and can take many forms. It is a vitally important classroom activity, but must be considered in the context of such factors as measures of desired student learning (including overlapping objectives taught to objectives tested), controlling student behavior (classroom management activities), individual differences among students, and school processes and characteristics. Under the best conditions it takes many years of experience for most teachers to meet the ideals of instructional practice that they set for themselves as preservice undergraduate students. 71There are so many different classroom teaching strategies. Think about blended learning, microlearning, mastery learning, individual teaching, flip the classroom, project-based learning and so on. No matter what method you choose, your job stays the same: teach students. It’s proven that direct instruction and instructing students at the beginning of a lesson is the most effective strategy when it comes to teaching. But that doesn’t mean you just have to stand in front of the class and talk: instructing students can come in so may different ways. Instructing your students can mean anything. You just have to explain what the new lesson topic is all about. The way you do that is entirely up to you. Do you want some tips on teaching instruction? In this blog post, I’ll give you many ways to instruct your students. 3 basic rules for giving successful instructions to students Don’t assume your students know what you mean This is a very common mistake. You assume your students already have knowledge about the topic when they don’t. When you start building on knowledge students don’t have, there will always be a huge gap in your foundation. Compare it with the princess and the pea: no matter how many new matresses or new knowledge you add, the princess will always feel the uncomfortable pea (or, in our case, the gap of knowledge) Of course, some students might already have a head start, but make sure to involve the students who don’t have that foreknowledge as well by keeping them up-to-date. You can always give instructions to students individually as you will see in some of the differntiated instruction examples. Keep the instructions as simple as possible Make sure your instruction is very clear. Don’t jump from one topic to another without following a clear structure or mentioning the links between the topics or lesson material. Explain everything chronologically, and only start building on the next step when the previous one is understood by your students. Ask lots of question to measure understanding. Just keep the learning goals close so you know where you are going. Split the larger learning goals into small learning goals. Teach those small learning goals in a structured way. Give concrete examples Like Daniel T. Willingham states in his must-read book: “We understand new things in the context of things we already know, and most of what we know is concrete.” This means you must explain a concept by using examples that are easy to understand for your students. Students understand new ideas (things they don’t know) by relating them to old ideas (things they know). That’s pretty obvious. Make sure your lesson materials or resources add real value to your lesson topic and are easy to comprehend. It’s always better to add audio, video or images to your spoken words or a written text. Try pouring your lesson content into a structured scheme like a timeline, a story, a planner, … Let me make these instruction rules more concrete: Ask yourself these questions when giving classroom instructions and try to answer them. The easier these questions are to answer, the better your instructions are. Destination: What will I be able to see, hear, experience when I’ve followed the instructions? Procedure: What are the exact steps I need to take or follow to reach the destination. What tools and resources will I need? What special information do I need to finish the instroction Time: How long do I have to accomplish the instructions? 20+ classroom instructions for teachers Keep in mind the three golden rules above when instructing students, and you’ll do just fine. Here are some fun and practical ways to instruct your students so you don’t get stuck in just one way of teaching new lesson material. Of course, there are many more ways to use instructions in your classroom. ! Almost every instruction method in this post can be used as differentiated instructions, as it gives one single student the chance to learn at their own pace or according to their own needs, competences, and interests. Differentiated instruction strategies make sure students don’t get left behind when the teacher moves forward. Not every differentiation strategies have to be time consuming. You’ll find out how small steps can lead to big changes. Download 54,5 Kb. Do'stlaringiz bilan baham:
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