1 the definition and purpose of instructions the purpose of instructions is to tell/inform in...

1

The definition and purpose of

instructionsThe purpose of instructions isto tell/inform in sequentialorder the steps which need tobe taken to do or makesomething.

U N IV E R S IT Y o f C A M B R ID G EL ocal E xam inatio ns Synd icate

2

The structure of instructions often includes (some of) the

following:• a clear/bold heading or a statement

of what is to be achieved (the goal);

• a list of materials/equipment;

• a set of sequenced points laid out as numbered or bullet pointed steps;

• an illustration/diagram (optional).

3

How to Make Stained Glass Figures

1 First take a piece of cardboard and one piece of chalk.

2 Then draw something on the cardboard.

3 Next cut it out where you want light to go through

4 Then use a texta to trace around the thing you drew.

5 Stick different coloured cellophane paper over the areas that have a hole.

6 When you have finished this, stick it on the window.

GOAL

MATERIALS & STEPS

4

Language features of instructions

• connectors to show chronological order and cause and effect;

• use of the personal pronoun you in more formal instructions;

• quantifiers to aid clarity and precision.

• imperative form

5





4 Then use a text to trace around the thing you drew.



GOAL

sequencing connectors

MATERIALS & STEPS

6








GOAL

impersonal “you”

MATERIALS & STEPS

7








GOAL

imperatives

MATERIALS & STEPS

8

Explanations

An explanation is given to account for how things are.

In other words, the purpose of an explanation is to explain how and why something – is made,

In the school curriculum, explanations are often found in Science and Social StudiesIn the school curriculum, explanations are often found in Science and Social Studies

or

–works in a particular way.

9

The structure of explanations often includes the following:

• a general statement to introduce the topic;

• a series of logical steps to explain the stages of a process;

10

a thing or state of

being

a thing or state of

being

a thing or state of

being

goes through

a process

to become

and goes through

a process

to become

This sequence continues until

a final thing or state is produced

This sequence continues until

a final thing or state is produced

11

FloodsAfter flash floods, desert streams from

upland areas carry heavy loads of silt, sand and rock fragments. As they reach the flatter area of the desert basins they slow down and their waters soak quickly into the basin floor. Then the streams drop their loads; first they drop the heaviest material – the stones, then they drop the sand and finally they drop the silt. Soon these short-lived streams become choked by their own deposits and they spread their load in all directions. After some time, fan or cone-shaped deposits of gravel, sand, silt and clay are formed around each valley or canyon outlet. These are called alluvial fans.

general statement

Stage 1

Stage 2

Stage 3

Stage 4

12

An explanation may also include a diagrammatic layout of paragraphs to support the organisation of points.

In other words, there may be a new paragraph for each step in the process or thing being explained.

13

Some language features of explanations

• focus on generalised non-human things;

• use of the simple present tense;

• use of temporal (or chronological) connections;

• use of impersonal style/passive voice.

• use of causal (or logical) connections;

14

How Blood Moves Around the Heart

The heart is a muscle that pumps blood around the body. The blood flows through the vena cava into the right atrium and when the right atrium is filled, the blood enters the right ventricle through a valve. It is then pumped to the lungs where it gets oxygen put into it. It then goes back to the heart and enters the left atrium and flows into the left ventricle through a valve. It is pumped from the left ventricle through the aorta and around the body where it takes nutrients and oxygen to the body’s cells.

general statement

Stage 1

Stage 2

Stage 3

Stage 4

15



general statement

Stage 1

Stage 2

Stage 3

Stage 4

generalised non-human thing

16



general statement

Stage 1

Stage 2

Stage 3

Stage 4

simple present tense

17



general statement

Stage 1

Stage 2

Stage 3

Stage 4

passive voice

18



general statement

Stage 1

Stage 2

Stage 3

Stage 4

temporal expressions

19

differentiating instructions and explanations

we read / listen to instructions in order to

actAha! So this is how you do it!

20

we read / listen to an explanation in order to

knowHmm. Is that

so?

21

can, can’t; could, couldn’tA: My father …lift a pig with one

hand. …your father do that?B: I’m not sure. Where do you get

a pig with one hand?

22

A: Can I have a pair of crocodile shoes please?

B: Sure. (size take crocodile what your does)

re-order the words in brackets to complete the joke:

23

A: Waiter, can you get me some undercooked potatoes, some

cold beans and a cold fried egg covered in fat?

B: I’m sorry, sir but we couldn’t give you anything like that.

A: Why not? (me gave what yesterday that’s you)

1 the definition and purpose of instructions the purpose of instructions is to tell/inform in...

Documents