WAN SHU WANG
ADELA PÉREZ DEL VISO
LESSON ORGANISATION or
Lessons: Easily recognized.
Distinguishable from other kinds of speech
events (trials, meetings, debates, etc).
Need to optimize the amount of learning that
takes place in the time available.
Peculiar characteristics: A) structure. B)
typical use of language.
Sequences- The momentum of a lesson.
Importance of English Lesson
organization or “structure”.
Definition. Timing: 5 minutes.
Every stage: Clear boundaries.
Changes in location, voice tone, quality or
volume, change in the organization
OPENINGS: Lesson beginnings. Variety of
Many necessary decisions of the teacher.
Conscious and unconscious decisions
DECISIONS TO BE MADE:
Describe the goals of a lesson
What sts. are expected to do (I will do/ you
will do/ we will do).
Begin activity w or w.o. explanation.
Present the funny characteristic of the activity.
Do something to capture their interest.
Give a short quiz at the beginning.
Procedures the t. uses to focus the sts
attention on the learning aims of the lesson.
A VIDEO: Jim Knight and his recommendations.
“Pace and structure in Lesson Planning”.
(from “Teaching Channel” in you tube:
Analysis of the overall goals and the content
of a lesson.
Plan a sequence of activities to attain those
Stablish a kind of format or script for the
lesson which represents the sequence of
activities that make up the lesson.
According to Wong – Fillmore (1985) a
typical lesson format is…
Taking turns to
Principles for second and foreign
Simple activities Complex activities
Receptive skills Productive skills
Study and practice a grammar
Accuracy-focused activities Fluency-focused activities
Mechanical or form-based
(Hubbard et al. 1983)
1 – Presentation
2 – Controlled practice
3 – Free practice
4 – Checking
5 – Furthur practice
1 – Pre-communicative
2 – Comminicative
A dialogue which introduces the functions
and vocabulary to be practiced in the
Then, we focus on the functional
Fluency-based activities as practice.
Over thirty major transitions occur per day in such
Skilled teachers clear transitions and minimize
the loss of time.
Less effective teachers blend activities
together, fail to monitor.
Effective transitions maintain students’
establish a link between
one activity and the next.
“It is the extent to which a
lesson maintains its
comunicates a sense of
It is one of the significant features of the teacher s lesson
and a necessary skill.
The teacher needs to get the timing right: Activities should
not be too long or too short.
Avoid needless or over-lenghty explanations or
Avoid predictable and repetitive activities.
Select activities of a appropriate level of difficulty.
Set a goal and time limit.
Monitor performance to ensure the time provided is the
It is made by the concluding
parts that serve to:
• Integrate and review
• Prepare for further learning
Summarize what has been seen.
Review key points.
Relate the lesson to certain goals.
Point out links between lessons.
Relate to real-world needs.
Make links to new knowledge.
Praise students for their acomplishments
These can be used as
reinforcement activities or as an
assessment of student learning.
Richards and Lockhart. (2007). Reflective Teaching Second
Youtube: Pace and structure in Lesson Planning. Teaching
Channel. Retrieved from: