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Activities And Lessons

Activities And Lessons






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    Activities And Lessons Activities And Lessons Presentation Transcript

    • Activities and lessons Valeria Nemi 2 nd Form Teaching Training Course Teacher: Liliana Cretón
    • Using a coursebook Kinds of lesson Content and classroom procedures Classroom activities Planning Activities and lessons
    • Planning before the lesson
      • Familiarize yourself with the material and the activity
      • Imagine how it will look in class
      • Think through any potential problems in the procedures
      • Decide how many organizational steps are involved
      • How long it will probably take
      • What help students might need
      • What the teacher’s role will be at each stage
    • In 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
    • Classroom activities
      • 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 the exercise?
      • A whole-class discussion of ideas and answers
      • Individual written homework
      • Students prepare a short dramatic sketch
    • Content 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?
      • The T demonstrated how to do the activity rather than simply giving instructions. T/F
      • The T clearly separated the various steps of the planned activity. T/F
      • The T corrected the Sts in some parts of the activity but not in others. T/F
      • The T made sure that Sts had some idea about the language they could use before asked them to do the activity. T/F
      • 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 remember
      • Classroom arrangement
      • Noisy moments in the class
      • Diversions inside the classroom
      • Let them work on their own
    • Kinds of lesson Logical 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 Topic 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 Jungle 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 lesson Rag-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 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 resource
      • Select
      • Reject
      • Teach
      • Exploit
      • Supplement
    • Sources
      • 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”