Give clear instructions in English with a paper-card task

Take six small pieces of paper. Write one number on each, from one to six. Add a star beside the numbers two, four and six. Put the cards in a mixed pile with the writing visible.

On a larger sheet, draw two horizontal boxes, one above the other. Label the upper box "Star" and the lower box "No star". Leave enough room for three cards in each box.

Your partner can see the cards and labelled boxes, but should not read the instructions or answer below. Your job is to explain how to sort the cards, then arrange the numbers in each box from smallest to largest, left to right.

Tell your partner the purpose first:

"We're going to sort these cards into two rows. At the end, each row will be in number order."

That tells them what they are working towards before they have to remember individual actions. Make sure they know what you mean by a card, a row and a star. You can point while establishing these terms.

The British Council's giving-instructions lesson demonstrates sequencing expressions such as "first", "next" and "after that". Its dialogue also gives the learner a turn to perform the task and ask questions. Use that combination of explanation and action for this exercise.

Here is one possible script. Read it once to prepare, then explain it in your own words:

"First, pick up one card. Look for a star beside the number. If there's a star, put the card in the upper box. If there isn't a star, put it in the lower box. Do the same with the remaining cards. After that, arrange the numbers in each box from smallest to largest, starting on the left."

Pause after the first card. Ask your partner which feature they used to choose the box. That can reveal a misunderstanding before it affects all six cards.

For example, a learner might put card two in the upper box because they think all small numbers belong there. The placement happens to be right, but the reason is wrong. A correct first card alone does not show that they understood the star rule.

You can clarify without starting everything again:

"Use the star to choose the box. We'll use the number to decide the order later."

The distinction between sorting and ordering matters. Your explanation has two stages, even though both involve the same cards.

The intended result is:

Box	Cards from left to right
Upper: Star	2, 4, 6
Lower: No star	1, 3, 5

If the arrangement differs, identify the first point where the listener's understanding diverged from your instruction. Ask them what they thought they were supposed to do. Do not assume that a misplaced card is automatically a pronunciation problem.

If the cards are in the correct boxes but descend from left to right, the sorting instruction worked; the ordering instruction needs attention. Try "Put the smallest number on the left, then the next largest beside it" and let your partner move the cards.

If a card is in the wrong box, check the condition. "Put it there if it has one" is difficult to follow when "there" and "one" are unclear. Name them: "Put the card in the upper box if it has a star."

If your partner forgot what to do after sorting, give only the next stage. Repeating every earlier step may add work without resolving the actual gap.

The listener can help too. "Do you mean the upper box?" is more useful than moving a card while unsure. For a separate exercise in narrowing questions, see asking for clarification in English.

For a second round, move the stars to cards one, three and six. Mix the cards again and swap roles. Keep the same sorting and ordering rules.

The new upper row should contain one, three and six. The lower row should contain two, four and five. This time, putting all even numbers in the upper box will not accidentally produce the right answer.

Notice what changes between the rounds. Did the speaker name the boxes clearly? Did the listener ask a question before acting? Did you both use the star rule rather than remembering where a number belonged?

You do not need a fluency score. The useful evidence is the arrangement, the listener's explanation of the rule and the sentence you changed when something went wrong.

When you return to an ordinary task, such as explaining how you organise a shared shelf, use the same checks. Establish the objects, explain the action and describe how to recognise a completed result. If the process has an exception, explain when it applies rather than adding a vague warning at the end.

You can rehearse the wording alone or with Yapr, but a spoken rehearsal does not replace watching a person follow the instructions. Use the physical cards when you want to test whether your explanation produces the intended arrangement.