My English classroom

This lesson helps learners understand classroom instructions and rules.

Jo Bertrand

This lesson focuses on the use of classroom instructions, establishing discipline and rules at the beginning of a course and learning vocabulary related to classroom materials. Throughout the year you'll be using classroom language and it's important for children to be introduced to it very early on so that they can understand what you want them to do. In this lesson, learners will practise both listening to and producing instructions with two simple games. Then there is an activity where they will come up with classroom rules and sign their own class contract. Finally learners will review or learn vocabulary related to classroom materials.

Learning outcomes

  • Recognize classroom instructions
  • Agree a classroom contract 
  • Practise fine motor skills through writing
  • Review and extend vocabulary for classroom materials/ objects

Age/ Level

Aged 9-12 (CEFR level A1/A2)


55 minutes + extension activity


  • Lesson plan
  • classroom language flashcards, for example:
  • classroom contract 
  • spare pens, glue and scissors
  • A4 card, one per learner
  • small piece of paper, one per learner
  • one example of each classroom material or object you wish to use in Kim's Game (stage 5), e.g. a pencil case, some pens in different colours, a glue stick, some scissors, paper, card, pencil, ruler, eraser, sharpener, crayons, felt tips, calculator, student book, notebook, etc.
  • a cloth or towel for stage 5


Lead-in (10 minutes)
  • Say, ‘Everyone, stand up.’ Show them what you mean by standing up yourself and raising your arms.
  • Then say, ‘Everyone, sit down’ and demonstrate in the same way as before. Continue this a few times before introducing new actions.
  • Then go back to the original ‘Stand up’ and ‘Sit down’ to introduce Simon Says.
  • Say, ‘Listen’, and put your hand to your ear to demonstrate this very useful instruction! ‘Simon says stand up!’, then make a show of standing up.
  • Say, ‘Sit down!’ When learners start to sit down say, ‘No’, and signal for them to stay standing up. Then, emphasizing the first two words, say, ‘Simon says sit down!’ and actually do it yourself to demonstrate that it’s now OK for them to sit down too.
  • Continue like this a few times before moving on to practise with the other actions.
Mime activity (10 minutes)
  • Put the class into two teams and number each child.
  • Ask the number 1s from each team to come forward. Say, ‘Number 1 come here.’ Point and motion with your hand to the number 1s.
  • Show them a picture flashcard of someone doing one of the actions introduced in the Simon Says game. You could use the ones from the LearnEnglish Kids website if suitable.
  • They have to mime the action while the other children watch. The first person to correctly say the action wins a point for their team.
  • Repeat the game with the other team members until each learner has had an opportunity to take part.
Classroom contract (25 minutes)
  • Give out the classroom contract worksheet. Ask learners to write their name.
  • On the board draw a large copy of the paper contract.
  • For number 1 write, ‘Speak English.’ Ask learners to copy this onto their contracts.
  • Say, ‘You decide the other rules.’ Simultaneously point to the space on the contract for the remaining nine rules and point to the class as a whole

For CEFR  A1 learners:

  • Elicit the remaining rules as a whole class and write each one on the board. Allow time for learners to copy the rules

For CEFR A2 learners:

  • Put the class into groups of four. Starting at one end of the class, count the first four learners, ‘1, 2, 3, 4’, and with your hands demonstrate they should come together. Say, ‘Talk together.’
  • Monitor and support. Groups may need support to understand the concept of collaborative working.
  • When they’re finished, get some feedback as a class. You can choose people to write the ideas up on the board. This you do by holding out the board pen and saying, ‘Who wants to write on the board?’
  • If there are more than nine ideas on the board, hold a class vote to choose which nine will go on the contract.
Consolidation: Kim's game (10 minutes)
  • Put an example of each object (a pencil case, some pens in different colours, a glue stick, some scissors, paper, card) used in the previous stage onto a table or on the floor at the front of the class, where everyone can see.
  • Drill the words as you point to each object. Depending on what your learners already know, you could add more objects and therefore more words, such as pencil, ruler, eraser, sharpener, crayons, felt tips, calculator, student book, notebook, etc.
  • Place a cloth or towel over the objects and secretly remove one of them.
  • Take off the cloth or towel and ask the class to tell you what’s missing.
  • After a few tries let the first person to say the word correctly come and take over your role.

Lesson plan220.01 KB
Language Level


Submitted by Camilo20 on Thu, 09/07/2023 - 16:00

All the ideas and games are excellent, I have been working with young learners and it’s incredible the way that they learn the classroom instructions, by the way they are useful tool for all the school year

Submitted by Camilo20 on Thu, 09/07/2023 - 05:18

All the activities and games that are included are great and with my experience working with small kids I can tell you that they love them.

Submitted by Irinaglez on Wed, 08/09/2023 - 07:01

Thanks for sharing this lesson. Clear instructions are important, otherwise students may feel frustrated when they don't know what to do.

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