![]() ![]() Fail to follow instructions accurately and often misinterprets information.Struggle with following longer instructions and commands need to be repeated.Need instructions to be presented in a short and simple manner.If a child has difficulties with following instructions they might: How can you can tell if my child has problems with following instructions? 3 – 4 years of age: Can follow 3 part instructions (e.g.2 – 3 years of age: Can follow 2 part commands (e.g.1 – 2 years of age: Can follow simple 1 step instructions (e.g.Working memory: The ability to temporarily retain and manipulate information involved in language comprehension, reasoning, and learning new information and to update this information as change occurs.Attention and concentration: Sustained effort, doing activities without distraction and being able to hold that effort long enough to get the task done.Receptive (understanding) language: Comprehension of language, especially concepts and vocabulary.What are the building blocks necessary to develop following instructions? ![]() If a child struggles with following instructions this impacts on their ability to reach the desired ‘purpose’ or ‘outcome’ and thus complete tasks effectively. home, kindergarten/school, when at the park or visiting a friend’s house). It is important for children to be able to follow instructions so that they can function effectively across different environments (e.g. Why is the ability to following instructions important? “Can you put the doll in the bed?” or “Let’s make the train go to the station, then get all the people”). When children engage with their peers, they often give each other instructions in play (e.g. “Copy the spelling words on the board, then put each of them into a sentence”). “Go to your bag and get your lunch”) and within academic tasks (e.g. “Put the cup on the table”) and at school teachers ask their students to follow commands within the classroom (e.g. At home, parents ask their children to do things around the house (e.g. Following instructions requires the child to attend to detail in spoken language, to sequence the information in the appropriate steps and to seek clarification if they have trouble remembering or recalling the information. It is the child’s ability to act on requests by others. The intonation version is great listening practise identifying the difference between an instruction and a question being an essential real-life skill.Following instructions is a part of everyday life. Obviously you may want to save the more active instructions for kids classes! Possible examples could be “Turn around”, “Jump up and down” or classroom instructions like “Stand up”, “Sit Down” etc. However you could also vary the instructions to practise imperatives in general. It is perfect for practising body parts vocabulary using Touch your… or Shake your… instructions. Target LanguageĪlthough the Simon Says ESL game is normally for kids, it can also work well with beginner level adults. If a rising intonation is used (as in a question), it is not. If the instruction is said with the normal intonation it is followed. A useful variation in this case is to use intonation as an indicator instead of “Simon Says”. The game can quickly become too easy for a lot of students. If one of the students follows an instruction that they are not supposed to, or doesn’t follow an instruction correctly, they have to replace the student at the front.If they precede that instruction with “Simon says…” (they could also use their own name instead of Simon) the other students have to follow that instruction. The student at the front has to give an instruction e.g.The other students stand up facing the board. One student stands at the front of the class.With very low level students, you may want to display the body parts vocabulary on the board during the game. ![]()
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