The Arc of a Lesson
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The document discusses the structure of an effective English language lesson, known as the "ARC": 1) Lessons should have a clear beginning, middle, and end, similar to a story. The beginning activates prior knowledge and sets the scene, the middle is the main body of the lesson where new content is presented, and the end wraps things up and reflects on learning. 2) Effective beginnings include warm-up activities to switch to English and set the context. The middle, or "body", presents and models new activities with transitions between. It takes up most of the lesson time. 3) Lessons should end by assigning homework, reviewing key points, and having students reflect on their own learning through
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1) The student completed their primary practicum teaching English to 5th graders. They aimed to revise language items and introduce new vocabulary and structures related to food and meals.
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1) The pre-task stage introduces the topic and task, activating related words to prepare students.
2) During the task stage, students complete communicative tasks in groups or pairs while the teacher monitors.
3) In the post-task stage, students report back on their tasks, the teacher highlights relevant language, and focused practice activities reinforce new vocabulary and structures.
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During her first practicum teaching experience, the author felt nervous but gained confidence. She enjoyed building relationships with students and learning about their lives. Young children need individual attention, approval from teachers, and engaging activities to keep their limited attention spans. The author discovered the importance of lesson planning and classroom management. She learned to stay relaxed and not lose her temper to keep students motivated and learning enjoyable. The author felt supported by her pedagogic partner and supervisors, and that the theory and practice from her program prepared her to teach primary school students.
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This document discusses and compares the teaching styles and approaches of two English teachers. It outlines the lesson plans and activities used by each teacher. While there are some similarities, such as eliciting verbs from students and forming past tense sentences, there are also differences. One teacher did not use a textbook and involved pair work and oral sharing, while the other projected textbook pages and had students remain seated. Both incorporated cognitive and affective humanistic approaches from the 1960s-1980s, but only one fully embraced the communicative language approach.
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The document discusses the skill of explaining concepts to students, noting that a teacher must select appropriate statements for the students' level and relate them in a logical sequence to ensure understanding. It identifies desirable behaviors like using an introduction and conclusion, linking statements, and covering essential points, as well as undesirable behaviors such as irrelevant statements, lack of continuity or fluency, and vague or inappropriate vocabulary. Teachers are advised to test students' understanding and receive feedback to improve their explanatory skills.
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The history of lesson planning began in the 4th century when Christian educators developed the catechismal method to reeducate converted adults and teach children. This involved comprehensive texts covering questions and answers for students to memorize. In the 19th century, educators like Horace Mann and Edward Sheldon developed new approaches including age-specific classes and field trips. In the late 19th century, as teacher training became academic, educators developed standardized lesson plans like the 5-step Herbartian model and 4-step 1940s/50s model. In the 1960s, individualized instruction was popularized but behaviorism influenced lesson planning. Madeline Hunter's 7-step model dominated in the 1970s-1990s before criticism
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best institute for IELTS and Spoken english in zirakpur ARC IELTS is established by veteran language trainer Mrs. Anupama Rahi
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- 2. The ARC of a Lesson Like a story, a lesson has a beginning, middle and an end.This called the ARC of a lesson
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- 4. Activating SCHEMA Also in the warm up phase: Activate prior kol students have about a topic.E.G.: What do they know about dinosaurs? Why did they become extinct?
- 5. Middle. The BODY of the lesson Introduce the topic and activity transitions. Present and model new activities for students to do. It takes the most time in a lesson. We use transitions between different activities.
- 6. TRANSITIONS They are brief verbal markers that indicate what will happen next. They help YLE move from where they are to where they want to get. Transitions can signal: a change of topic, a change of activity, a change of interactional mode, or a change of pace.
- 7. PPP/ESA/ Others How can teachers organize the stages/Instructional sequences? Presentation, Practice, production. Engage, Study, Activate. The boomerang. The patchwork.
- 8. TIMING • With YLE activities should be short, between 6-12 minutes.Why? • Remember YLE short attention span.
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