Week 43 – Describing processes & instructions

Week 43 – Describing processes & instructions (sequence markers, imperatives, light passive intro, A2+/B1‑)

Theme: Explaining how to do things and how things are made; giving clear, step‑by‑step instructions.

Main grammar & functions:

• Imperatives for instructions:
  • Open the window., Don’t press this button., First, mix the eggs.
• Sequence markers to order steps:
  • first, then, next, after that, finally.
• Light introduction to passive for processes (recognition and limited production):
  • It is made from…, It is cooked in…, It is served with….

CEFR link:

A2+/B1‑: Can give simple step‑by‑step instructions and describe basic processes (CEFR: “Can give detailed directions and instructions,” “Can describe how to do something or how something works in simple terms.”)

1. Lesson objectives (for students)

By the end of the week, students can:

1. Use imperatives to give simple instructions (do / don’t do).
2. Use sequence markers (first, then, next, after that, finally) to order steps.
3. Explain how to do something they know (recipe, simple task, routine).
4. Understand and use a few passive patterns like "It is made from…" in simple process descriptions.

2. Grammar & functional focus (with Ukrainian‑speaker notes)

a) Imperatives for instructions

Form:

• Base verb (no subject):
  • Open the book. / Turn off your phone. / Mix the ingredients.
• Negative: Don’t + verb:
  • Don’t press this button. / Don’t forget your passport.

Use:

• Recipes, directions, instructions for using machines, classroom instructions.

Ukrainian issues:

• Form is usually easy; main point is that no subject is needed in English.
• Softening: in English we often add please for politeness:
  • "Open the window, please." / "Please sit down." – show this option.

b) Sequence markers

Teach a simple sequence chain:

• first → then / next / after that → finally

Examples:

• First, wash the vegetables. Then, cut them. After that, put them in a pan. Finally, cook them for 10 minutes.

• First, turn on the computer. Next, enter your password. After that, open the program. Finally, save your work.

Ukrainian issues:

• Students often start many sentences with "and" – encourage these sequence words instead to organise processes.

c) Light passive for processes (recognition level)

Focus on a few simple patterns:

• It is made from + noun(s):
  • Pizza is made from flour, water, cheese, etc.
• It is cooked / baked / fried / served + place / way:
  • The soup is cooked in a big pot.
  • Sushi is served with soy sauce.

• Optional: They are grown / produced / sold for food/products:
  • Oranges are grown in warm countries.
  • Cars are produced in factories.

At this level, treat them as fixed chunks rather than teaching full passive grammar.

3. Vocabulary & topics

Possible focus areas:

• Food & recipes: make tea/coffee, cook pasta, make a simple salad/sandwich.
• Daily routines/processes: morning routine, how to get ready for work/school, how to send an email.
• Simple technical processes: how to use a ticket machine, how to print a document, how to use a washing machine.

Key verbs:

• wash, cut, mix, boil, fry, bake, add, put, take, turn on/off, press, choose, click, enter, wait, open, close, start, finish.

Sequence markers: first, then, next, after that, finally.

4. Lesson skeleton (60–90 minutes)

1) Warm‑up – How to make tea/coffee (10–15 min)

• Ask: "How do you make tea/coffee?"
• Students in pairs quickly list 3–5 steps (in any English they can).
• On the board, collect and start organising with First, Then, After that, Finally.

2) Presentation – Imperatives + sequence markers (15–20 min)

1. Show a simple recipe (e.g., "How to make a sandwich") as steps:

• • First, take two slices of bread.
  • Then, put cheese on the bread.
  • Next, add some vegetables.
  • Finally, cut the sandwich in half.

2. Underline imperatives and sequence markers.
3. Board structure: First/Then/Next/After that/Finally + imperative.
4. Controlled practice:
   • Give jumbled instructions; students put in order and add sequence words.
   • Students write a set of instructions for "How to make instant coffee" or similar.

3) Practice – Classroom and everyday instructions (10–15 min)

Students practise giving and following instructions.

1. Brainstorm simple tasks: open/close the window, use the projector, log in to a website, etc.
2. In pairs, Student A gives instructions, Student B does/mimes them.
   • "First, open your book. Then, look at page 20. Finally, underline the verbs."
3. Swap roles.

4) Light passive – how things are made (15–20 min)

1. Show pictures of common foods/products (bread, cheese, chocolate, cars, smartphones).
2. Provide simple model sentences:
   • "Bread is made from flour, water, and yeast."
   • "Chocolate is made from cocoa."
   • "Cars are produced in factories."
   • "Sushi is served with soy sauce."
3. Students match pictures to sentences; then complete a few guided gaps:
   • "Wine is made from grapes."
   • "Tea is made from tea leaves."
4. Optionally, ask students to create 2–3 new passive sentences for familiar foods/products.

5) Freer practice – "How to…" poster or mini‑talk (15–20 min)

Students create their own instructions/process description.

1. Students choose a topic they know well, e.g.:
   • How to make my favourite dish.
   • How to use [an app / device].
   • How to get ready for work/school.
2. Planning: write 4–6 steps in notes.
3. Write full instructions using:
   • sequence markers,
   • imperatives,
   • optionally 1–2 passive sentences ("It is made from…").
4. In small groups, students present their process; others can ask 1–2 simple questions.

5. Homework / revision ideas

Choose 1–2:

1. Instruction writing
   • Students write clear instructions (6–8 steps) for something practical:
     • "How to prepare for an exam",
     • "How to use the metro/bus in my city", etc., using First/Then/Next/After that/Finally.

2. Recipe project
   • Students write a recipe for a simple dish from Ukrainian cuisine in English.
   • Include: ingredients list (optional), 4–8 imperative steps, 1–2 passive sentences ("It is made from…").

3. Process description
   • Students choose a product (bread, chocolate, cheese, clothes) and write 4–6 sentences describing how it is made, focusing on passive chunks:
     • "It is made from…", "It is cooked in…", "It is sold in…"