This paper adopts an ethnomethodological, conversation analytic approach to analyze the social organization of the instruction-giving sequences that were accomplished by a teacher of Italian as a foreign language during the last phase of a writing task conducted in pairs. Specifically, the paper explores the linguistic, prosodic and embodied resources mobilized by the teacher as she engages in various rounds of instruction giving to prompt each pair of students to read their texts aloud. As the analysis shows, while the first round (targeting the first pair of students) is rather lengthy and subject to repair, the last round (targeting the last pair of students) consists of a minimal summons-answer sequence. Such minimization results from the students' increased familiarity with the task. That is, by the time the teacher is about to select the last group of students as next speakers, these students have already listened to multiple rounds of instruction-giving sequences and seen multiple implementations of the task. Overall, the paper contributes to the research concerning the mundane, yet complex, social action of doing pedagogical instructions. The implications of these empirical findings for teacher education are discussed at the end of the chapter. [For the complete volume, "Classroom-Based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy. Educational Linguistics. Volume 46," see ED660574.]