Lesson Planning of Instruction and Command

Students` Learning Outcomes

  • Identify and use simple sentences that show instructions and commands.

Information for Teachers

  • Command is used to tell somebody to do something.
  • Instruction is detailed information on how to do something.
  • Command tells us ‘What to do’ and instruction tells ‘how to do’.
  • Instructions and commands are used to tell how to do something. The only difference between command and instruction is that command is used to give orders.
  • Examples of commands can be:

Stand here,

Stop fighting, etc.

  • Example of instructions can be: Open your book

Open your books at page 45,

Turn right from the corner of the street to reach the bank, etc.

  • There is a very famous game in English, Simon says. It can be used for teaching the instructions.

Material / Resources

Chalks, writing board, chart papers and textbook

  1. Inform the students that they will play an interesting game.
  2. Make the whole class stand in a circle in the classroom (or on the ground).
  3. Then explain the game that if the teacher says: Touch your toes’ then the students do it.
  4. But if the teacher simply says ‘Touch your legs!’, then the students must not do it.
  5. Any student performing the direct command with no ‘Simon says’ is ‘out’ and must stand aside/not participate. The game continuous until most students is ‘out’.
  • You can use the following sentences to carry on with the game:

 Simon says: touch your legs,

Simon says: touch your arms,

Simon says: touch your ears, Touch your nose!

Simon says: Open your eyes,

Simon says: Open your hands,

Simon says: Shake your head,

Simon says: Shake your feet, Shake your hands! (If no-one can do it, all are out!)


Activity 1

  • Ask the students to tell and act one by one all the commands they learnt through the game.
  • Write on the board when the students tell.
  • Ask the students to copy the commands in their notebooks and draw pictures for 3 of these at home.

Activity 2

  • Write the instructions given in the table in wrong order on the board.
  • Call some students and ask to follow the instructions (act out) while you read from the board. Then ask the following questions:
  • What do you think these instructions mean?
  • The list of instructions for brushing teeth at night has been given below:
  1. Brush teeth before going to bed.
  2. Brush teeth after breakfast.
  3. Put the tooth paste on the brush.
  4. Rinse your mouth.
  5. Wash your hands.
  6. Go to sleep.
    • Ask the students what was wrong with the instructions about brushing teeth?
    • Ask the students to number them in right order.
    • Then ask to check the sequence from the chart paper.
    • (Display a chart paper of the instructions for the classroom with related pictures)

Activity 3

  • Draw and write this on the board.
  • Help the students to read and explain the meaning of the instructions.
  • Then let them do it on their own in their notebooks to follow the given instructions. Img

My Castle

Instruction and Command

      • Draw five green trees near the castle.
      • Draw a yellow sun and two birds above the castle.
      • Draw three clouds above the castle.
      • Draw six windows in the castle.
      • Draw a flag on the top middle of the castle.
      • Think of a name for this castle and write it under the castle.

Sum up / Conclusion

  • Discuss the simple and short commands the teacher can give to the students and the students can give to each other.
  • Help them say the variety of commands in English.


  • Ask the students to match the following columns and make instructions:

Instruction and Command

  • Matching has been done for the conveniences of the teacher.

Follow up

  1. Ask the students to find and share instructions and commands from their English book.
  2. Let the students play “Dadi says” with new commands for a few minutes every week/month.
  3. Make the students do role play for giving instructions as cook, teacher, etc.s

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