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Things that 'we' always prepare together is when we want to make sure everyone has the materials needed for the task. We encourage the students to share and take responsibility for their own properties.

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Before I demonstrate to the students how to start their work, I will explain the instructions to them. Sample of work usually will be pasted on the board for their reference.

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- Allocate 2 minutes for the students to guess about these images
- Ask students some questions; what do you think of these pictures? Have you seen these somewhere?
- Allow the learners to share what do they think about these images

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When I am teaching the Chinese grammar, I usually show a slide with the sentence pattern or "formula". They can just replace the different component with another words.

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I will show a slide to let them know what to do, what they need to prepare. I do not need to give too much of instruction on this.

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I use Direct the focus for plenary.
This week's passage is about the Twin Towers.
At the end of the lesson, pin up a large picture of the Petronas Twin Towers.
Invite students to write on post-its all that they can remember about the towers and
stick their notes onto the picture.
This serves as a recap of the lesson.

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CS students are mostly shy to read in front of others. Therefore, I try to make the lesson inclusive for everyone.
The teacher suggests, Let's read this story together. Agree?  Good, we will take turns to read.
The teacher models reading a few lines.
Then, invites a student to read a few lines.
Carry on until the whole passage is read.

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Eventhough we have started CS in Week 8, there are some students who are new to CS class due to being online, isolation & close contacts. Hence, I use the following specific steps to introduce our class tradition.
I begin with a very short but attention-grabbing clip 'Are you ready?".
Next, follow by claps.
Then, we shout out together, "Let's learn English, Woo-hoo! (Action-freeze).
Lastly, unfreeze and students know it's lesson time.

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Allow learners to take one or two minutes to think (think like a scientist) to identify the differences between these two photos.

Teacher:
By using our index finger then pointing at our chin, and start to predict what we are going to learn today?

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Teacher:
It’s time, for us to share what do we understand about the topic that we have learned based on the image.

Ask learners to focus on the image and then try to answer the questions based on the scientific method.

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Teacher:
“Let's show what we have learnt today!”

“We have to create a poster in our Science Journal to explain the basic needs of plants to grow healthily”.

These statements show that teachers and learners will work together to complete the given task.

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How can we support our students understanding of the instructions given?
The instruction must be simple and easy to understand.
An arrow diagram is known as an activity flowchart. It helps learners determine the best task order from the beginning until the end.

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-The students will guess the word.
-Let them think why we want to learn about the word.
-Give them a clue by relate it with Prophet Muhammad SAW- Honest/ Al Amin.

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I will explain verbally what they have to do.
Ex:
-Look at the images here.
-What's come to your mind when I show you this picture.
(the picture of people in accidents).
-Close your eyes and think the feelings/painful of their family.
-Give them time to think/ imagine ( use the proper background music)
-Share

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Direct the student's focus by explaining to them in a simple way.
Example:
Write the page that they need to do.

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I used this kind of instruction when doing the memorize activity.
Normally, the students will understand what they have to do by looking at the instructions given, and I paste them on the board as well.

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Always use the word 'we' in the lessons. Always encourage students with a positive words before they do any class activity.

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The students will know by looking at the instructions given.

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Be specific.
I will explain the flow of the lesson and the students will understand what they will do on that day.

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The words we choose greatly impact our desired outcome!

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The words we choose greatly impact our desired outcome!

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Students' visualisation is directly influenced by the words they hear. So, I usually will use specific words that help students in creating images in their mind. Examples:

Close your eyes while listening to this sound. What comes to your mind when you hear the sound?
OR
Close your eyes while listening to this sound. Think of words to describe the song.
OR
Look at the image on the screen. Imagine you're stuck in this jungle. Suggest 3 things you would do to save your life.

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A clear focus on where to go and what to bring/do!

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A clear focus on where to go and what to bring/do!

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I usually will give clear cues by using music or action words to direct the students' focus. Examples:

In this activity, we are to work with our pair.

Grab the task sheet and start the activity, the moment we hear the ‘music.’ (point where they should grab it)

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I usually will use words like 'let's', 'we', 'our' to create an atmosphere of collaboration, teamwork and inclusion. Words like these support my intention to create a collaborative learning environment. They also create a sense of unity, inclusive and everyone is-invited.

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I usually will use simple verbs (action words) when I begin my direction-giving statements so that I get right to the point, and students are clear on what they should do.