The document discusses the importance of structure and organization in English lessons. It describes key elements of lesson structure, including openings, sequencing, pacing, and closure. Effective openings prepare students for the lesson, set clear expectations, and engage students. Lessons should follow a logical sequence of activities from simple to complex and receptive to productive skills. Pacing maintains student attention and momentum throughout the lesson. Closure reinforces and reviews key points to consolidate learning.

1. LESSON
ORGANISATION
AILIN OLIVARES
WAN SHU WANG
ADELA PÉREZ DEL VISO

2. LESSON ORGANISATION or
STRUCTURE
 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.

3. LESSON ORGANISATION
Importance of English Lesson
organization or “structure”.
Openings.
Sequencing.
Pacing.
Closure.

4. OPENINGS
 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
purposes.
 Many necessary decisions of the teacher.
 Conscious and unconscious decisions

5.  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.

6.  Procedures the t. uses to focus the sts
attention on the learning aims of the lesson.
Relate to
the last
lesson
Assess
relevant kn.
Prepare
sts.to what
follows.
Allow
tuning- in
time
Reduce the
disruptcion

7. Structure- Openings.
 A VIDEO: Jim Knight and his recommendations.
 “Pace and structure in Lesson Planning”.
 (from “Teaching Channel” in you tube:
 http://video.search.yahoo.com/video/play?p=pace+and+structu
re+of+a+class&vid=716eb07f9fd670c018cbb11fe3b5d2fc&l=1
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8.  Analysis of the overall goals and the content
of a lesson.
 Plan a sequence of activities to attain those
goals.
 Stablish a kind of format or script for the
lesson which represents the sequence of
activities that make up the lesson.
Sequencing

9. According to Wong – Fillmore (1985) a
typical lesson format is…
Taking turns to
read

10. Principles for second and foreign
language teaching
From To
Simple activities Complex activities
Receptive skills Productive skills
Study and practice a grammar
rule
Use it
Accuracy-focused activities Fluency-focused activities
Mechanical or form-based
activities
Meaningful-based activities

11. Situational Language
Teaching
(Hubbard et al. 1983)
1 – Presentation
2 – Controlled practice
3 – Free practice
4 – Checking
5 – Furthur practice
Communicative
Language Teaching
(Littlewood, 1986)
1 – Pre-communicative
activities. (Accuracy-
based)
2 – Comminicative
activities. (Fluency-
based)

12. Example
 A dialogue which introduces the functions
and vocabulary to be practiced in the
class.
 Then, we focus on the functional
expressions.
 Fluency-based activities as practice.

13. As regards the skills…
Receptive: Reading
1 – Pre-reading
activities
2 - While-reading
activities
3 – Post-reading
activities
 Productive: Writing
 Process Approach
1 – Pre-writing
activities
2 – Drafting activities
3 – Revising activities

14. Transitions
 Over thirty major transitions occur per day in such
classes.
 Skilled teachers clear transitions and minimize
the loss of time.
 Less effective teachers blend activities
together, fail to monitor.
 Effective transitions maintain students’
attention and
establish a link between
one activity and the next.

15. Pacing
“It is the extent to which a
lesson maintains its
momentum and
comunicates a sense of
development ”
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.

16. Some strategies
 Avoid needless or over-lenghty explanations or
instructions.
 Use variety.
 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
adequate .

17. It is made by the concluding
parts that serve to:
• Reinforce
• Integrate and review
• Prepare for further learning
Closure

18.  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
Some strategies

19. These can be used as
reinforcement activities or as an
assessment of student learning.
Follow-up
activities

20. Sources
 Richards and Lockhart. (2007). Reflective Teaching Second
Language Classrooms.
 Youtube: Pace and structure in Lesson Planning. Teaching
Channel. Retrieved from:
http://video.search.yahoo.com/video/play?p=pace+and+
structure+of+a+class&vid=716eb07f9fd670c018cbb11fe3b5
d2fc&l=14%3A59&turl=http%3A%2F%2Fts2.mm.bing.net%2Ft
h%3Fid%3DVN.608016053226311213%26pid%3D15.1&rurl=htt
p%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3D65U1FF
ULh3U&tit=Pace+and+Structure+in+Lesson+Planning&c=0&s
igr=11ag2isa8&sigt=115kpkko8&ct=p&pstcat=travel&age=0
&hsimp=yhs-
yhsifmclone1&hspart=Babylon&type=br112dm1bs01ts604ts6
08ts913af120524&tt=b