LESSON ORGANISATION. OPENING. SEQUENCING. PACING. CLOSING
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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.
LESSON ORGANISATION. OPENING. SEQUENCING. PACING. CLOSING
- 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 4%3A59&turl=http%3A%2F%2Fts2.mm.bing.net%2Fth%3Fid %3DVN.608016053226311213%26pid%3D15.1&rurl=http%3A %2F%2Fwww.youtube.com%2Fwatch%3Fv%3D65U1FFULh3 U&tit=Pace+and+Structure+in+Lesson+Planning&c=0&sigr=11 ag2isa8&sigt=115kpkko8&ct=p&pstcat=travel&age=0&hsimp= yhs- yhsifmclone1&hspart=Babylon&type=br112dm1bs01ts604ts60 8ts913af120524&tt=b
- 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