Lesson Planning. What makes a good lesson.

“The lesson is a type of organized social event that occurs in virtually all cultures.” P. Ur It may vary in: topic, time place, atmosphere, methodology and materials, but the main objective is still LEARING.

P. Ur `s advices:

• Tasks or texts may be prepared days or weeks in advance, but specific lesson usually not more than than a day or two in advance.

• Always write down lesson notes.

• Notes should consist of brief headings& abbreviations reminding of what you wanted to do in an order.

• Be aware of t-ing objectives.

• Look at notes v. occasionally during the lesson (the writing them down is the most important part).

• Keep the notes periodically, go through them and note down ideas that were successful and useful to re-use.

What makes a good lesson:

• flexibility

• balance

• variety of teching methods & techniques

• good rapport with Ss

• coperstive atmosphere

• highly motivated Ss

• good lesson plan

• logical sequencing

• competent, knowledgable T

• variety of pace, tempo

• variety of interesting topics

• variety of teaching aids and materials

• STT> TTT

• attractive & effective.

Ways of varying a lesson (acc. to Penny Ur):

1. Tempo.

Brisk & fast moving activities vs. slow & reflective.

2. Organization.

Individual, pair, or group work, or full class.

3. Mode and skill.

Based on written or spoken lg; production : writing. speaking, perciving: listeing, reading.

4. Difficulty.

Easy/ non-demanding or difficult, requireing.

5. Topic.

Changable from time to time.

6. Mood.

Light/ fun- based or serious and sad.

7. Stir-settle.

Enliven/ exciting vs. calming down.

8. Active-passive.

Own initiation or doing exactly what is said to be done.

TECHNIQUES:

1. Put the harder task earlier.

2. Have quieter activities before lively ones.

3. Think about transitions.

4. Pull the class together at the beginning and at the end.

5. End on a positive note.

Evaluating the effectiveness:

1. The class seemed to be learning the material well.

2. The Ss were engaging with the L2 throughout.

3. The Ss were attentive all the time.

Practical lesson management:

- additional activity in case;

- prepare for too little time;

- proper timing!!!

- homework not for the last minute!

- make sure that your instructions are understood.

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Teaching grammar.

What is grammar:

“the way words are put together to make correct sentences” P.Ur

Presenting grammar items:

stage at which Ss are introduced to the FORM, MEANING and USE of a new lg.

• from FORM to MEANING - D E D U C T I V E ! ( GET Ss to repeat and make sentences before thay have an idea what it means).

• from MEANING to FORM - I N D U C T I V E ! ( focus on situational presentation : give context).

Introducing new lg/ structure:

1. LEAD-IN : conextualization/ presentation texts;

2. ELICITATION: elicit from Ss what/how much they know;

3. EXPLANATION: models/ examples/ patterns;

4. ACCURATE PRODUCTION: repeat, practice, drill- accuracy orientedness;

5. IMMEDIATE CREATIVITY: Ss produce their own sentences- fluency oriented = free practice.

ACCURATE REPRODUCTION:

• choral/ individual/ drills

• ways of showing incorrectness: #repetition #denial #rising intonation (echoing)

• hands and gestures.

CHARACTERISTICS OF A GOOD PRESENTATION:

1. clear;

2. simple;

3. accurate;

4. helpful;

5. efficient;

6. personal;

7. lively & interesting;

8. adjusted to the Ss' level;

9. productive: Ss prompted to make many sentences;

10. short;

11. reinforced by visual aids;

12. should include both: oral and written forms;

13. older lerners will benefit from terminology.

TWO MAIN APPROACHES TO TEACHING STRUCTURES:

1. INDUCTIVE: examples-----rule (COVERT, IMPLICIT);

2. DEDUCTIVE: rules-----examples (OVERT, EXPLICIT).

“Drill- a device for boring.”

Types of drills:

• repetition drills;

• transformation drills;

• cue-response drills (verbal cues, visual, mimed sound...);

• chain drills.

MAKE DRILLS MEANINGFUL AND REALISTIC; CONTEXTUALIZE/ PERSONALIZE!

Drills- for& against:

Against:

• boring;

• entirely T-centered;

• mechanical;

• mindless;

• uncommunicative;

• stress only on accuracy;

• not meaningful;

• based on theoretical misconceptions;

• induced errors.

For:

• provide security;

• flexible and convenient;

• a low-risk activity;

• can be lively & stimulating;

• improve pronunciation;

• enable rapid, appropriate responses in real-time;

• provide training for Ss' short-term memory;

• helps to memorize sth for a long time.

DO NOT OVERUSE THEM!!!

Testing techniques for grammar:

• fill-in the-gaps;

• words in brackets;

• multiple choice;

• true/false;

• transformation;

• parapfrasing;

• setting words in a correct order and structure (e.g. he/ go /walk).

Presentation techniques:

• using a song text;

• using a time line;

• reading;

• using a picture;

• using realia;

• personalising;

• explaining directly;

• comparing L1&L2;

• eliciting;

• practicing &presenting;

• discovering;

• using a chart.

Mistakes and errors

MISTAKE is a slip of the tongue, which S can self-correct, when challenged, because it is not caused by lack of knowledge. Called also a “performance error”.

Error is an inperfect production caused by genuine lack of knowledge about the lg. “Competence error”.

CAUSES OF ERRORS:

*Negative Transfer Errors= Mother Tongue Interference.

*Overgeneralization= Analogical Errors

*Teaching Inducaed Errors= Overdone (teacher, teaching material, coursebook).

TYPES OF CORRECTION:

• on -the-spot correction;

• delayed correction;

• self-correction;

• peer-correction.

ACCURACY ORIENTED ACTIVITIES VS. FLUENCY ORIENTED ACT.

H O W < W H A T

ERRORS AND THEIR CLASSIFICATION:

• lexical err.

• syntactic err.

• phonological err.

• productive err. (while speaking)

• receptive & interpretive err. (misunderstood)

• global err. ( a lot of mistakes in one paragraph)

• local err. (mistake in a sentence):

*selection err. *err. of adition *err. of omition * misorsering err.

#3 broad categories of errors according to Harmer:

• slips= Ss can correct themselves easily;

• errors= Ss cannot correct themselves & need explanation;

• attempts= Ss try to say sth but they don't know yet the correct way.

CAUSES OF ERR. BY J. HARMER:

*L1 interference;

*Developmental err.= `over-generalization' = part of natural aquisition process.

Errors are part of the Ss INTERLANGUAGE.

SHOWING INCORRECTNESS:

1. repeating- `again?'

2. echoing= we repeat the sentence with emphasized intonation;

3. statement & question= `No, that is wrong.' or `Does it really do like this?'

4. expression= facial expression or gestures;

5. hinting= give a quiet hint;

6. reformulation= repeat sentence but in a correct way, without making a big issue of it.

During fluency work:

*gentle correction

*recording mistakes

*after an event.

Correcting writing:

*responding below the text;

*coding; like Peter.

Fillers in lg teaching (games, songs, literature)

FILLERS= activities to fill in the gaps/ slots in the lesson.

SONGS:

*which tell a srtory

*special occasions songs

*action songs (“This is the way we...”)

LITERATURE:

*limerics

*poetry

*short story

*novel

GAMES:

*crosswords

*team games

*word games

*physical games

*puzzles.

Fillers:

should be a vital part of a teacher's equipement; they provide not only lg practice but also they have therapeutic effect. Can be used at every stage of a lesson, can be used to end on a positive note.

Reasons for using them in a classroom:

• interesting;

• Ss more involved;

• challenging;

• creative;

• help to memorize new lg;

• funny

• plesurable.

Classroom management and discipline

1. STUDENTS GROUPINGS( lockstep, pairs, groups, individuals, triads).

L O C K S T E P :

+good for homogeneous classes;

+focused Ss/disciplined Ss;

+elicitation;

+T reads Ss;

-pace;

-not good for heterogeneous classes;

-extreemely T-centered;

-some Ss switch off.

P A I R S :

+learning from one another;

+feeling of security;

exchanging info;

+peer-correction;

+peer-t-ing;

+joint learning;

+Ss centered;

+STT > TTT;

-static;

-no monitoring mistakes;

-Ss switch to L1;

-noisy;

-Ss may not do the task.

G R O U P W O R K:

+cooperative skills;

+security;

+sharing info;

+STT > TTT;

+interpersonal skills;

+power, energy;

+more ideas;

+funny;

+dinamic;

-high-fliers do the task;

-Ss relax too much;

weak Ss overpowered by strong ones.

I N D I V I D U A L / S O L O W O R K:

+self-reliant;

+responsibility;

+v. focusing;

+autonomus;

-pace;

-confusing.

II.TEACHER ROLES:

• CONTROLLER (T is in complete charge of the class);

• ASSESSOR (T assesses the Ss` work and is aware of what is going on in the class);

• ORGANIZER (T is responsible for good organization of activities, so Ss know exactly what are they to do);

• PROMPTER (T who encourages Ss to participate in the class);

• PARTICIPANT (T participating activities as an equal member of the class);

• RESOURCE (T ready to offer help if needed);

• TUTOR (T who is able to help Ss to clarify some ideas during their self-study);

• INVESTIGATOR ( T who seeks his own personal and professional development);

• FACILITATOR.

III. DISCIPLINE.

Definition: “Classroom discipline is a state in which both teacher and Ss accept and consistently observe a set of rules about behaviour in the classroom whose function is to facilitate smooth and efficient teaching and learning in a lesson.” Penny Ur

Why problems occur ( Harmer):

• family background;

• education (previous experiences);

• self-esteem( lack of respect from teacher or peers can make Ss frustrated and upset; then disruptive behaviour makes “good” impression and forces the T to take them seriously);

• boredom(when ingaged Ss are unlikely to misbehave);

• external factors(tired, the weather, the temperature in a classroom, noise from outside);

• Teacher behaviour( fair/ unfair).

Preventing problem behaviour:

“PREVENTION IS ALWAYS BETTER THAN THE DISCIPLINING CURE.” Harmer

A C O D E O F C O N D U C T:

Harmer suggests that every teacher should create with his Ss a code of conduct: a set of rules that are required in a classroom and that should be obeyed by the Ss and by the T as well. When both sides agreed to accept the restrictions if someboby misbehaves he /she should be referred to a code of conduct. Teacher has to be a model of behaviour himself/ herself. (INTEREST & ENTHUSIASM, PROFESIONALISM, RAPPORT BETWEEN TEACHER & STUDENTS).

Reacting to problem behaviour:

1. Act immediately.

2. Focus on the behaviour not the pupil (do not humiliate an uncooperative pupil, it may cause a damage to a S self-estemm and it is ineffective!)

3. Take thing forward= think carefully about haw to respond,;

4. Reprimand in private= e.g. writting a private letter to the person if an eye-contact meeting is impossible;

5. Keep calm- shouting teachers are in Ss` eyes teachers without an authority in a classroom; possible way to react: speek v. quietly, or raising hands activity.

6. Use colleagues and the institution: be advised by other teachers.

When Ss tend to overuse the mother tongue in a classroom the teacher should :

• set clear guidelines;

• choose appropriate tasks;

• CREATE ENGLISH ATMOPSPHERE;

• use persuasion and other inducements= paying a fine for using L1.

P.Ur suggests appointing class monitors to remind Ss to keep using English.

WHAT DOES A DISCIPLINED CLASSROOM LOOK LIKE (Ur)

• Learning is taking place;

• It is quiet;

• the T is in control;

• T & Ss are cooperating smoothly;

• Ss are motivated;

• the lesson goes according to a lesson plan;

• the T is an authority in a classroom.

PRACTICAL HINTS ON CLASSROOM DISCIPLINE:

• start by being firm, you can relax later;

• gat the silence before you start speaking to the class;

• know and use Ss` names;

• prepare lessons thoroughly and structure them firmly;

• be mobile: walk around the class;

• start lesson with a `bang' and sustain interest and curiosity;

• speak clearly;

• make sure your instructions are clear;

• have extra material prepared;

• look at the class when speaking, and learn how to `scan';

• vary your teaching techniques;

• anticipate discipline promlems and act quickly;

• clarify fixed rules and standards, and be consistent in applying them.

Dealing with discipline problems:

BEFORE PROBLEM ARISES:

*careful planning

*clear instructions

*keep in touch ( T has to know what is going on in a classroom; Ss know you are aware of everything & you can see and prevent some disruptive behaviour).

WHEN THE PROBLEM IS BEGINNING:

*deal with it quietly

*don't take things personally (don't lat the Ss put you into a pesonal conflict)

*don't use threats= they are a sign of weekness; if you do it, keep your promise;

WHEN THE PROBLEM HAS EXPLODED:

*explode yourself= loud and assertive command;

*give in= not too often;

*make them an offer they can't refuse= postponement e.g. “let`s talk about it tommorow in the morning, and now go back to...”; or compromise e.g. “I will get you extra time but you have to do all the assingnments...”; or arbitration e.g. “let`s discuss this with the class teacher, and accept his or her decision...”

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