You will learn
- Listen to a whole instruction before acting.
- Do one, two or three steps in the right order.
- Repeat an instruction in their own words.
- Ask a question if they do not understand.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- An instruction tells you what to do.
- Listen to the whole instruction first.
- Do the steps in order.
- Ask if you are not sure.
Words to know
words that tell you what to do
one small part of a job
which comes first, next and last
to say again
1. Discover: Fetch the cup
Mum says, “Go to the kitchen, take the blue cup and bring it to me.” Ama runs to the kitchen and brings a spoon. What went wrong? Ama did not listen to all the steps.
Think: How many steps did Mum say? What were they?
2. Understand: Listen first, then do
Idea 1: Listen to all of it
Wait until the speaker has finished. If you start too soon, you may miss a step.
Idea 2: Steps in order
Words like first, then, next and last tell the order. Do the steps in that order.
Idea 3: Check yourself
Say the instruction again in your head or to a friend. If you are not sure, ask: “Can you say that again, please?”
3. Worked examples
Example 1 (I show you): One step
The teacher says, “Stand up.”
- Listen to the whole instruction.
- Do the step.
Answer: Stand up.
Example 2 (We do it together): Two steps
The teacher says, “Open your book, then touch the picture.”
- Step 1: open the book.
- Step 2: touch the picture.
Answer: Open the book first, then touch the picture.
Example 3 (You try): Three steps
The teacher says, “First clap, then turn around, last sit down.”
Show the steps and answer
- Clap.
- Turn around.
- Sit down.
Answer: Clap, turn around, sit down.
Did you know?
Pilots and doctors repeat instructions back to be sure they heard them correctly.
Why this matters
Following instructions helps you finish jobs at home and school and keeps you safe.
4. Explore: Simon says steps
Play an instruction game.
- The leader gives an instruction with two or three steps.
- Listen to the whole instruction.
- Do the steps in order.
- Say the instruction again to a partner.
Think about it: what did you notice?
Did you do better when you listened to everything before you moved?
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- First I ___.
- Then I ___.
- Last I ___.
- Can you say that again, please?
Guided practice
Question 1. The teacher says, “Clap, then sit.” What do you do first?
Clap.
Question 2. Which word tells the order: first, then or last?
All three tell the order.
Question 3. What do you say if you did not hear?
Can you say that again, please?
Independent practice
Level 1: Start
- “Stand up.” What do you do?
- “Clap, then sit.” What do you do first?
- Which word means one step comes after another?
- What do you say to hear it again?
- How many steps: “Open your book, then close it”?
Level 2: Grow
- “First touch your head, then touch your nose.” What is the first step?
- Say the steps: “Stand up, turn around, sit down.” How many steps?
- Which step is last: “First jump, then clap, last smile”?
Level 3: Stretch
- Give a friend a two-step instruction.
- Ayo hears “Get your bag, then line up.” He lines up first. What went wrong?
- Why should you wait until the speaker finishes?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Your mother says, “Wash your hands, then sit at the table.” What do you do?
Show a sample answer
I wash my hands first, then I sit at the table.
Another one. Tell a friend how to get ready for school in three steps.
Show a sample answer
First I wash my face, then I put on my uniform, last I take my bag.
7. Common mistakes
Fix: Wait and listen to the whole instruction.
Fix: Listen for first, then and last.
8. Lesson summary and revision card
- I can listen to a whole instruction.
- I can do steps in order.
- I can say an instruction again.
- I can ask for help if I am not sure.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Listen to the whole instruction.
- Do the steps in order.
- Use first, then, next and last.
- Ask if you are not sure.
11. Next lesson
Next lesson: Speaking clearly. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is an instruction? [1 mark]
- The teacher says, “Clap, then sit.” What do you do first and next? [2 marks]
- Write two words that show order. [2 marks]
- What can you say if you did not hear an instruction? [1 mark]
- Ayo hears “Get your bag, then line up” and lines up first. Explain what went wrong. [3 marks]
Total: 9 marks.
Marking guide and model answers
- words that tell you what to do [1]
- clap first [1]; sit next [1]
- Any two of first, then, next, last [1] [1]
- Can you say that again, please? [1]
- He did the steps in the wrong order [1]; he should get his bag first [1]; then line up [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- An instruction tells you what to ___.
- “Stand up.” How many steps?
- “Clap, then sit.” Which is first?
- Write one order word.
- True or false: start before the speaker finishes.
- What do you say to hear again?
- Do it: clap two times.
- How many steps: “Stand, turn, sit”?
- Give a friend a one-step instruction.
- Say your morning steps: first, then, last.
Homework
Give a family member a two-step instruction and see if they do it in order.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. An instruction tells you what to ___. | do | 1 |
| 2. “Stand up.” How many steps? | 1 | 1 |
| 3. “Clap, then sit.” Which is first? | clap | 1 |
| 4. Write one order word. | first, then, next or last | 1 |
| 5. True or false: start before the speaker finishes. | false | 1 |
| 6. What do you say to hear again? | Can you say that again, please? | 1 |
| 7. Do it: clap two times. | claps two times | 1 |
| 8. How many steps: “Stand, turn, sit”? | 3 | 1 |
| 9. Give a friend a one-step instruction. | any one-step instruction | 1 |
| 10. Say your morning steps: first, then, last. | any three steps in order | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 stand up; 2 clap; 3 then; 4 Can you say that again, please?; 5 2. Level 2: 1 touch your head; 2 3; 3 smile. Level 3: 1 for example: pick up the pencil, then put it on the desk; 2 He did the steps in the wrong order; 3 you might miss a step.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Listen to a whole instruction before acting | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Do one, two or three steps in the right order | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Repeat an instruction in their own words | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Ask a question if they do not understand | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Starting before the speaker finishes. Wait and listen to the whole instruction.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Start with one-step instructions with real objects, then add a second step.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns to follow spoken instructions step by step. You do not need to be an expert to help.
- Give two-step jobs at home.
- Use first, then and last.
- Praise doing the steps in the right order.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: listen to a whole instruction before acting; do one, two or three steps in the right order; repeat an instruction in their own words; ask a question if they do not understand.
Prerequisite knowledge. Listening attentively; understanding spoken words.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Tell the cup story and ask what went wrong.
Explanation (10 min). Teach the order words with actions.
Guided activity (10 min). Play instruction games with one, two and three steps.
Independent activity (10 min). Learners complete the practice and give a partner an instruction.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. How many steps? What comes first? Can you say it again?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use one-step and two-step instructions with demonstrations. Extension. Ask learners to write or draw a three-step instruction for a friend.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Starting before the speaker finishes. Wait and listen to the whole instruction.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Start with one-step instructions with real objects, then add a second step. Enrichment. Make a three-step instruction game for the class. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 1 » Speaking & Listening. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core SL.1.2 and SL.1.3 (ask and answer questions about what a speaker says, and ask questions to clear up anything not understood); Cambridge Primary English Stage 1 (listening). These sources informed the lesson.