Post on 07-Nov-2014
description
Activities and Activities and lessonslessons
Valeria Nemi2nd Form
Teaching Training Course
Teacher: Liliana Cretón
Using a Using a coursebookcoursebook
Kinds Kinds of lessonof lesson
Content Content and and
classroom classroom proceduresprocedures
Classroom Classroom activitiesactivities
PlanningPlanning
Activities Activities and and
lessonslessons
PlanningPlanningbefore the lessonbefore the lesson
1. Familiarize yourself with the material and the activity
2. Imagine how it will look in class3. Think through any potential problems in the
procedures4. Decide how many organizational steps are
involved5. How long it will probably take6. What help students might need7. What the teacher’s role will be at each
stage
In the lessonIn the lesson
Pre-activity: introduce the activity Set up the activity: organize the students so that they
can do the activity Run the activity: allow the students to work on the task
without too much interference Close the activity: try to sense when the students are
ready to move on, or give a time warning Post-activity: have feedback session on the activity
ClassroomClassroom activitiesactivities
A basic skill in teaching EFL is to be able to prepare, set up and run a
single classroom activity.
In order to prepare a classroom activity you will have to:
Choose to use the material exactly as the printed instructions tell you
Imagine a variation of the activity to suit your class and its needs
Which of the following activities would it be possible for Which of the following activities would it be possible for the exercise?the exercise?
a) A whole-class discussion of ideas and answers
b) Individual written homework
c) Students prepare a short dramatic sketch
Content and classroom proceduresContent and classroom procedures
At the moment of setting an activity, you have to have in mind:
The language that students will be practising when they do the activity
The purpose/ purposes of the activity The organization of the activity in the class
The preparations the teacher needs to make The special materials that are needed to do the
activity
Content What language will
the Sts be practising when they do this
activity? Which is the aim of
the activity?
Classroom procedures
How can the T organize this activity
in class?
True or false?True or false?a) The T demonstrated how to do the activity
rather than simply giving instructions. T/Fb) The T clearly separated the various steps of
the planned activity. T/Fc) The T corrected the Sts in some parts of the
activity but not in others. T/Fd) The T made sure that Sts had some idea
about the language they could use before asked them to do the activity. T/F
e) The T had thought of one possible problem with the activity and therefore tried to prevent this by giving an additional instruction. T/F
Something to rememberSomething to remember
Classroom arrangementNoisy moments in the classDiversions inside the
classroomLet them work on their own
Kinds of lesson Kinds of lesson
Logical lineLogical line
There is a clear attempt to follow a “logical path” from one activity to the next one
There is probably one clear overall objective to the whole lesson
The teacher has predicted possible problems and difficulties and has prepared ways to deal with them when they come up in class.
Kinds of lesson Kinds of lesson
Topic umbrellaTopic umbrella
A topic provides the main focal point for students work
The activities can often be done in a variety of orders without changing the overall success of the lesson
There may be a number of aims in the lesson
Kinds of lesson Kinds of lesson
Jungle pathJungle path
It consists of creating the lesson moment by moment in class
In this lesson, the teacher is working more with the people in the room than with her material or her plan
The main pre-planning would involve the teacher using her knowledge of the learners and of the available resources to choose some activities
Kinds of lessonKinds of lesson
Rag-bagRag-bag
This lesson is made up of a number of unconnected activities
The variety in a lesson may be appealing to students and teachers
It could be unsatisfactory for a long- term usage
Using a coursebookUsing a coursebook
It could be a good source of exploitable material.
Coursebooks are written: To give less experienced teachers support and
guidance and the control of a well-organized syllabus
To give more experienced teachers material to work from
Using a coursebook as a resourceUsing a coursebook as a resource
Select
Reject
Teach
Exploit
Supplement
SourcesSources
Learning teaching, Chapter 4: “Activities and lessons”, Jim Scrivener
The Practice of English Language Teaching, Chapter 4 “Popular methodologies”, Chapter 21 “Planning Lessons”, Jeremy Harmer
http://www.teachingenglish.org.uk/talk/questions/course-books, Forum: Coursebooks
http://www.teachingenglish.org.uk/think/articles/teaching-without-a-coursebook, Article: “Teaching without a coursebook”