Asst. Prof. D

r. Emrah G

örgülü

1

ING303Teaching Language SkillsLECTURE 2: THE LESSON

2Things we look at in this chapter

The Lesson: different perspectives: Definition and different ways

Functions of the teacher in the English language lesson: diff. roles

Interaction patterns in the lesson: Different interaction patterns

Lesson preparation: Basic guidelines and practical tips

Written lesson plans: Ways to write good lesson plans

3The Lesson: different perspectives

The Lesson: It is a type of organized goal-oriented social event that occurs in most, if not all, cultures.

Lessons vary in topic, atmospehere, methodology and materials in different places but they have basic elements in common. The main objective is learning. Lessons are attended by

predetermined population of learners and teachers. Where and when they take place is known.

Other aspects of a lesson that is not always obvious: A lesson is like ... a TV show eating a meal a menu

climbing a mountain a wedding a conversation a football game consulting a doctor (do task 1)

4The Lesson: different perspectives (cont’d)

The Lesson: It is a very complex construct which fulfills a variety of functions and can be seen differently by different people.

Cooperative interaction: A lesson is like a conversation, a wedding, a TV show, or a football game. Everybody participates as a member and there is cooperative social interaction.

Goal-oriented effort, involving hard work: Climbing a mountain or a football game. There is a clear and worthwhile objective. There is a triumph if achieved, or a disappointment if failed.

An interesting and enjoyable experience: Enjoyment may be based on entertainment and interest (TV show), challenge and fun (football game) or satisfaction of a desire (eating a meal).

5The Lesson: different perspectives (cont’d)

A role-based culture: Roles of the participants are predetermined. The role of the teacher involves responsibility and activity. Students respond to the teacher and receive the knowledge (a consulation).

A social event with elements of ceremony: Some examples are a wedding or a TV show. Certain behaviors occur every time.

A series of free choices: Participants are free to do what they want within a certain number of choices (a menu or a conversation). The teacher is a facilitator rather than an authority figure.

Summary: The lesson is seen differently by different people. Each interpretation represents one aspect of the whole picture.

6Functions of the teacher in the English language classroom

Old-fashioned image of the teacher: dictator and lecturer. Thus teachers were encouraged to see themselves as supporters of learning, rather than ‘telling’ facts. No more ‘mug and jug’ method.

Most teachers would want to be supportive and encourage learner autonomy and independence. But an extremely learner-centred approach can be counterproductive, especially in language class.

Why is an excessively learner-centred approach not ideal? Language is composed of a collection of sounds, words, grammatical

combinations: students cannot discover or create them without an instructor.

Effective language teaching should be based on teacher-initiated instruction, though student-centred activation is important (do task 2)

7Functions of the teacher in the English lang. classroom (cont’d)

What do you think of the functions of a teacher in the classroom? Instructor Activator Model Provider of feedback Supporter Assessor Manager Motivator

8Functions of the teacher in the English lang. classroom (cont’d)

Instructor: The teacher, together with teaching materials, provides information about the language: the sounds, words, grammar etc… The most essential teaching skills are ____________________________.

Activator: Getting students to use English themselves is essential for acquisition to take place. Getting them to speak or write, or to listen or read.

Model: The teacher normally represents the prototype of the English speaker during the lesson. It is your accent, writing and language usages that the students will use as a model.

Provider of feedback: The teacher provides feedback on students’ oral and written production. In order to progress, students need to know what they are doing well and what they are not.

9Functions of the teacher in the English lang. classroom (cont’d)

Supporter: The teacher encourages students, helps them understand and produce appropriate language, and suggests learning strategies that may be useful.

Assessor: Teachers spend some lesson time assessing students. It is either formal, graded classroom tests, or informal, through quizzes and dictations. Good way of assessing present achievements.

Manager: It includes activities such as bringing the class together at the beginning of a lesson and organizing group work, making sure the students are attending and responding accordingly.

Motivator: It is the teacher’s job to motivate students and bring interesting materials / activities to class. (Do task 3/do the quiz)

10Interaction patterns in the lesson

What is the most common type of classroom interaction? It is known as ‘IRF’ – Initiation, Response and Feedback. The teacher

initiates an exchange, usually in the form of a question, one of the students responds, the teacher gives feedback (assessment, correction)

Alternative interaction patterns: The teacher does not need to be the initiator and the interaction may be between students.

Teacher talk: This may involve some kind of silent response, such as writing. No student initiation!

Choral reponses: The teacher gives a model which is repeated by all the class together.

Closed-ended teacher questioning (IRF): The teacher invites response to a cue that has one right answer, nominates a student.

11Interaction patterns in the lesson (cont’d)

Open-ended teacher questioning: There are a number of possible ‘right’ answers, so that more students respond to the cue.

Full-class interaction: The students debate a topic or do a language task as a class.

Student initiates, teacher answers: In an interviewing simulation students think of Qs and the teacher responds as the ‘interviewee’.

Individual work: Students work independently on an activity or task assigned by the teacher.

Collaboration: Students work in pairs or small groups on an exercise or a task assigned by the teacher.

Group work: Students work in small or big groups on certain tasks.

12Interaction patterns in the lesson (cont’d)

Self-access: Students choose themselves what they want to do and work autonomously on paper-based or comp.-based tasks. (watch!)

Appropriate use of different interaction patterns: All the patterns discussed above may be used at different times in the lesson and for different purposes. We need to find the most appropriate pattern!

Comprehension check: The class has finished reading a story, the teacher wants to make sure the class understood it and asks comprehension questions.

Familiarization with text: The class has finished reading a story but the teacher wants to make sure students get themselves familiar with the text through reading.

13Appropriate use of different interaction patterns

Oral fluency: You have a small class of business people who need more practice in talking. You give them a task in which they talk about the qualities of a good manager.

Grammar check: You do this when you want to distinguish between two similar tenses. You want to find out how far they have grasped it, using an exercise in the book.

Writing: The students need to improve their writing. Ask them to write

Grammar practice: The students need to practise asking questions. You use an interview situation where they interview each other.

New Vocabulary: You want to draw attention to some new vocabulary the class has seen in a text. (do matching on p. 18/19)

14Lesson preparation

Most English lessons in schools are about 45 minutes long. Sometimes with adult students they may be as much as 90 minutes.

An English lesson may include some or all of the following components: Work on a listening or reading text, with associated comprehension

tasks An oral communicative task, such as discussion of a controversial

topic Presentation and explanation of a grammatical point Presentation and explanation of vocabulary Exercises on linguistic usages, such as grammar, vocabulary,

pronunciation, spelling and punctuation A writing task

15Lesson preparation (cont’d)

An English lesson may include some or all of the following components: (cont’d) Silent reading of simplified readers chosen by students Review of homework Preparation for a test A test (do the task on page

21) Lesson variation: A lesson in which there is only one activity will

probably not very inetersting. Student will find it hard to concentrate to learn. Boredom may result in discipline problems. A varied lesson will be more orederly and produce better learning.

16Lesson variation

Lessons may vary in a number of ways: Tempo:Activities may be brisk and fast-moving (such as guessing

games) or slow and reflective. Organization: The students may work individually, in pairs, in

groups or as a full class interacting with the teacher. Material: A lot of your lesson may be based on the coursebook, but

it is good to spend at lesat some time working on teacher- or student-initiated tasks.

Mode and skill: Activities may be based on the written or the spoken language; and within these, they may vary as to whether the students are asked to produce (speak, write) or receive (listen, read)

17Lesson variation (cont’d)

Difficulty: Activities may be easy and non-demanding, or difficult, requiring concentration and effort.

Topic: Both the language-teaching point and the (non-linguistic) topic may change from one activity to another.

Mood: Activities may also vary in mood: light and fun-based versus serious and profound, tense versus relaxed.

Stir-settle: Some activities enliven and excite students (such as controversial discussions, or activities that involve physical movement.

Active-passive: Students may be activated in a way that encourages their own initiative, or they may only be required to do

18Practical tips

Put the harder tasks earlier: Students are fresher and more energetic earlier in the lesson and get progressively less so as it goes on. It makes sense to put difficult tasks earlier on.

Do quieter activities before lively ones: Keep an eye on your watch: Pull the class together at the beginning and end of the lesson: End on a positive note: Don’t leave homework-giving to the end: Prepare a reserve: