Giving Clear Instructions & Eliciting

Staging instructions, Instruction Checking Questions (ICQs), and elicitation.

“Okay everyone, so what I’d like you to do now is open your books to page 35 and look at exercise 2, but don’t start writing yet because first I want you to talk to your partner about the picture at the top, but only for two minutes…” Halfway through this explanation, three students have opened page 53, two are writing, and four are staring blankly. Poorly staged instructions are the single biggest cause of classroom activity breakdown.

Core Theory & Terminology

1. The 5-Step Instruction Staging Sequence

To ensure seamless activity execution without teacher confusion, follow this structured staging sequence:

  1. Gain Full Attention: Establish complete eye contact and silence before speaking. Never give instructions while handing out papers or while students are shuffling books.
  2. Use Imperatives & Strip Filler: Use short, clear, direct imperative sentences (“Open page 35”, “Look at exercise 2”). Remove conversational filler (“What I’d like you to do is…”).
  3. Demonstrate / Model (Don’t Just Explain): Do the first example item together on the board or model a role-play with a strong student.
  4. Check Understanding (ICQs): Use targeted Instruction Checking Questions (ICQs) before handing out materials.
  5. Hand Out Materials & Set Time: Distribute papers or open books only after instructions are checked.

2. Instruction Checking Questions (ICQs)

ICQs test specific operational details of a task before learners begin.

3. Elicitation Frameworks

Eliciting is the process of drawing out language, vocabulary, or ideas from students rather than lecturing.

  • Step 1: Set Context: Use a picture, mime, or situational prompt.
  • Step 2: Elicit Target: Ask open questions (“How does he feel?”).
  • Step 3: Confirm & Model: Provide positive feedback, model pronunciation, and board the item.

In the classroom

Teacher educators evaluate instruction staging rigorously during observed lessons:

  1. In Formal Lesson Planning: Every complex activity on your plan must include pre-planned ICQs written out verbatim (e.g., ICQ: Are you writing or speaking? -> Speaking).
  2. On Observed Lessons: Avoid handing out worksheets before giving instructions; students will immediately read the paper and stop listening to you.
  3. Mentor Feedback: Observers check for the “Elicitation Trap”—asking leading questions endlessly when students clearly do not know the target word. If students fail to answer after two attempts, provide the input directly and move on.

Practical Classroom Application

ICQ Crafting Matrix

Transform vague checks into precise ICQs:

Vague / Ineffective Check Precise ICQs
“Do you understand what to do with the worksheet?” “Are you working alone or in pairs?” (In pairs)
“Are you writing on paper A or paper B?” (Paper A)
“Is everyone clear about the homework reading?” “How many pages do you need to read?” (Two pages)
“When is it due—tomorrow or Monday?” (Monday)

Quick check

Why is asking 'Do you understand?' considered ineffective when setting up an activity?

Correct.

Quick check

What should a teacher do if students cannot answer an elicitation prompt after 2 attempts?

Correct.

Reflection & Further Reading

Reflective Question

Do you pre-plan your ICQs on your lesson plan, or do you default to asking “Do you understand?” during live delivery?

Key Reference Areas

  • Scrivener, J. — Learning Teaching (Chapter 5: “Instructions”).
  • Harmer, J. — The Practice of English Language Teaching (Chapter 3).
  • Thornbury, S. — An A-Z of ELT (Entry: Elicitation).