Activities And Lessons
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Activities And Lessons

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  • 1. Activities and lessons Valeria Nemi 2 nd Form Teaching Training Course Teacher: Liliana Cretón
  • 2. Using a coursebook Kinds of lesson Content and classroom procedures Classroom activities Planning Activities and lessons
  • 3. 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
  • 4. 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
  • 5. 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
  • 6. 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
  • 7. 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
  • 8.
    • 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?
  • 9. 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
  • 10. Something to remember
    • Classroom arrangement
    • Noisy moments in the class
    • Diversions inside the classroom
    • Let them work on their own
  • 11. 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.
  • 12. 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
  • 13. 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
  • 14. 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
  • 15.  
  • 16. 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
  • 17. Using a coursebook as a resource
    • Select
    • Reject
    • Teach
    • Exploit
    • Supplement
  • 18. 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”