Structure of a lesson презентация

to start lessons effectively
Discuss inductive and deductive teaching
Explain rationales behind different types of practice activities
Self-study: Look at how different types of lessons are organized

film because ...
A good lesson is like a football match because ...
A good lesson is like a meal because ...
A good lesson is like a symphony because ...

the objective and connect to long-term instructional goals

“I do, we do, you do” approach

Five Step Lesson Plan

reading the text. When you finish, do tasks 3 through 11. Any questions?

lesson
Inform students about the knowledge and skills they will acquire
Explain how this information relates to previous class, life outside class, and bigger world
Explain what students are expected to do in class, including rules and teacher expectations

Describe the relationship of the lesson with the forthcoming test or exam
Provides an opportunity to review the previous lesson
Helps assess knowledge and skills relevant to the current lesson
…

about themselves. Two statements are true, while one is false. Each student reads their three statements to the class and the rest of the class guess which statement isn’t true.

Teacher commands drills in a funny way (e.g. Stand up. Sit down. Hold up your right hand. Show me your pen….)

“All you need is love. But a little chocolate now and then “doesn't hurt.” Charles M. Schulz”. T asks the students how they feel about the quote (Do you agree or disagree with this statement?)

4. Teacher writes a long word on the board (e.g. CONSTITUTION) and asks students to provide words using the letters of the word on the board.

square, each person will describe themselves in the form of drawings. They could be asked to draw “favorite hobbies,” “favorite place on earth for vacation,” “if you were an animal, which one would you be?” and “what are the most important things in your life?” When everyone is finished drawing, T gathers them together to share the drawings as a group.

in the lesson. The teacher asks them to change their seating and sit down in an order based on how much they use a computer. This requires them to move around and talk to each other.
7. Teacher gives out several strips with sentence parts from a text. Students have to put the sentences in the correct order individually, in pairs or small groups. After students assemble the scrambled sentences in order and there is a class consensus on the correct order, T ask students what they think the reading will be about.

'Find someone who…' statements, e.g. 'Find someone who has a cat'. Learners circulate around the class and complete the statements with names.

9. Teacher puts a picture of a family on the board. She begins by stating, “What do you see,” then asks a more specific question, such as “What problems do you see in this picture?” “Why is this boy sad?”

works well?
What would you do differently?

you are studying
Hook the students attention at once
Consider quiet or energizing lesson starts depending on the energy in the group
Activate Ss experience and previous knowledge
Think carefully about the type of lesson start and timing
Use pictorial prompts, realia, anecdotes, personal stories with care!

stimulates learner autonomy
The action of discovery helps learners retain more information
It fosters communication in class
It responds better to SS needs and encourages use of various learning strategies and styles

introduced into such kind of teaching
May not be appropriate for all SS and especially administration

more ‘teacher-friendly’ (T controls the input)
A more efficient use of time
Complies with many coursebooks and syllabuses

learner autonomy
It can be boring

which is an example of inductive and deductive teaching.

Watch Teacher 3 – what kind of approach is used?

lessons
Speaking skills lessons
Grammar lessons

at http://www.teachingenglish.org.uk/comment/18920

Planning a writing lesson
https://www.teachingenglish.org.uk/article/planning-a-writing-lesson

a speaking lesson https://www.professorjackrichards.com/stages-speaking-lesson/