khalipah mastura khalid hello, good morning. how are you today ?

Khalipah Mastura KhalidKhalipah Mastura Khalid

Hello, good

morning. How are

you today ?


InstructionalInstructionalLanguageLanguage


What do you What do you understand by the understand by the word ‘word ‘instructioninstruction’?’?


Instructional Instructional LanguageLanguage

InstructionInstruction:- :- – – the the printedprinted information that tells you how information that tells you how

to use a piece of equipment.to use a piece of equipment. - a - a statementstatement telling someone what they telling someone what they

must do. must do. - - formal teaching formal teaching that you are given in a that you are given in a

particular skill or subject…..particular skill or subject…..


Activity sheetActivity sheet

Print out an activity sheet.Print out an activity sheet.

Print out an experiment sheet.Print out an experiment sheet.

The students carry out the The students carry out the activity/experiment follow the instruction in activity/experiment follow the instruction in that sheet.that sheet.


A statementA statement

Now you can carry out your experiment. Now you can carry out your experiment. Remember, you will have to keep the test Remember, you will have to keep the test tubes in a dark place and make the tubes in a dark place and make the observation after 30 minutes.observation after 30 minutes.


Formal teachingFormal teaching

Please refer to the book and find out the Please refer to the book and find out the composition of air.composition of air.

What about the percentage of oxygen/ What about the percentage of oxygen/ nitrogen and so on in air?nitrogen and so on in air?

Air is a mixture because the composition of Air is a mixture because the composition of air varies from place to place. Component of air varies from place to place. Component of air such as oxygen, nitrogen and carbon air such as oxygen, nitrogen and carbon dioxide are not chemically combined….. dioxide are not chemically combined…..


‘‘Instruction’Instruction’

Detailed information on how to do Detailed information on how to do or use something**or use something**

(Formal) the (Formal) the act of teaching act of teaching something to somebody something to somebody


Act of teachingAct of teaching


Instructional LanguageInstructional Language

Instructional:-Instructional:-

- formal providing instruction:- formal providing instruction:

instructional materialinstructional material


Instructional LanguageInstructional Language

Language:-Language:-

a system of a system of communicationcommunication

by writing or spoken words,by writing or spoken words,

which is used which is used

by the people by the people

of a particular country or area….of a particular country or area….


COMMUNICATION:COMMUNICATION: * - the ability to use words to * - the ability to use words to

communicate, communicate,

the origins of language…..the origins of language…..


Giving instructionsGiving instructions

Language considerationsLanguage considerations

Help StudentsHelp Students

How to giveHow to give

ExampleExample



Language considerationsLanguage considerations Students’ first language is not English Students’ first language is not English

and may have limited English and may have limited English proficiency. proficiency.

To enable the students to understand To enable the students to understand there is a need to adapt one’s there is a need to adapt one’s instructions instructions


Giving instructionsGiving instructionsLanguage considerationsLanguage considerations

Use :Use :

Actual objectsActual objects

VisualsVisuals

DemonstrationsDemonstrations

And And initially initially use use less less sophisticatedsophisticated

languagelanguage



Help students with vocabularyHelp students with vocabulary Draw students’ attention to new words, Draw students’ attention to new words,

as they ariseas they arise Explain the word, illustrate it with Explain the word, illustrate it with

examples, write it on the board, ask examples, write it on the board, ask students to show examplesstudents to show examples

Translate if necessary…..Translate if necessary…..


How To Give instructionsHow To Give instructions Clear and conciseClear and concise Use short and simple sentencesUse short and simple sentences Step-by-stepStep-by-step SystematicSystematic Logical sequenceLogical sequence Repeat when necessaryRepeat when necessary Write major pointsWrite major points At the right pace (not too slow/fast-sufficient At the right pace (not too slow/fast-sufficient

time for students to digest)time for students to digest) Can be heard ( not too soft/loud )…..Can be heard ( not too soft/loud )…..


You can use other materials that you think may give You can use other materials that you think may give better results.better results.

Work in pairs.Work in pairs. Make a simple working model.Make a simple working model. Complete this in 20 minutes.Complete this in 20 minutes. Explain the workings of your model…..Explain the workings of your model…..

EXPERIMENTEXPERIMENTObjective : To study the relationship Objective : To study the relationship

between mass and gravitational gravity.between mass and gravitational gravity.Apparatus: Retort stand, ticker-timer, power Apparatus: Retort stand, ticker-timer, power

supply, ticker-tape, slotted masssupply, ticker-tape, slotted mass


Slotted weight

Ticker tape

Ticker timer

Power supply

Figure 1.Figure 1.


Method:Method: Set up the apparatus as shown in Figure 1.Set up the apparatus as shown in Figure 1. Cut 5 pieces of tape of 1.5m each.Cut 5 pieces of tape of 1.5m each. Use 50g for the initial weight.Use 50g for the initial weight. Attach the weight to one end of a tape.Attach the weight to one end of a tape. Switch on the power supply and release the weight Switch on the power supply and release the weight

simultaneously.simultaneously. Repeat steps 4 – 5 using 100g, 150g, 200g, and 250g Repeat steps 4 – 5 using 100g, 150g, 200g, and 250g

mass.mass. Release the masses from the same height.Release the masses from the same height. From the tapes, calculate the acceleration for the From the tapes, calculate the acceleration for the

different masses.different masses. Tabulate your data.Tabulate your data. Plot a graph of acceleration against mass.Plot a graph of acceleration against mass. Deduce the relationship between gravitational Deduce the relationship between gravitational

acceleration and massacceleration and mass..

khalipah mastura khalid hello, good morning. how are you today ?

Documents

khalipah mastura khalidhow

composition of air

word instruction

component of air

formal providing instruction

experiment sheet

origins of language

new words