planning the lesson

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1702751095.docx planning the lesson plan: 1. the features of the el lesson. 2. types of lessons and forms of interaction in el lesson. 3. el lesson planning. 1. the features of the el lesson a lesson is a unit of a teaching process and the main form of organization of the teaching process. conducting a lesson is shaped as a collective interrelated activity. the goal of each lesson is an important part of the final goal. understanding of a lesson goal should be relied on the main important particularities: 1) teaching speech activities as a real process of communication and 2) complexness. only one goal makes the lesson logical. besides of a leading goal the lesson has accompanied tasks. it is not appropriate to define a goal of some lesson irrelatively with the whole system of lessons. for example, the task of a cycle of lessons can be developing speaking, …

typical, meaningful and frequently used within this theme; 3) select a material for practice and production (tasks and activities, their sequence) for developing communicative skills. the cycle can consist of 3-6 lessons (the early stage – 2-3 lessons, 5-9 forms – 5-6 lessons). all capacity of the work is distributed into the cycle. for illustration the sample of distribution of the teaching material is shown. lesson1: presentation of a new theme; new vocabulary; structures; or stimulus for conversation; the text for listening with questions. a new material is presented by the teacher and repeated by students. it is recommended to present a new material at the beginning of the lesson, because it gives an opportunity to have time for practice this material and assess the learners’ achievements. lesson2: working on a grammar material and skimming reading. lesson 3: active working on speech (dialogues, conversation, and retelling; making analogous text; creating …

ay begin with a whole-class activity and then move to pair, group, or individual work. when planning a teacher needs to consider when the whole-class teaching is appropriate and when the teacher should make the transition to other types of learning in order to promote student-to-student interaction and allow students to work on tasks at their own pace. table 23. forms of interaction whole-class teaching. this mode of teaching involves teaching all the students together. arrangement of a lesson for whole-class teaching depends on the type of a lesson a teacher is teaching and on the particular stage of the lesson. wholeclass, teacher-fronted teaching can serve to focus students’ attention quickly on a learning task. when carefully carried out, it can lead to the quick and effective achievement of lesson objectives, since time management is maximally under the teacher’s control. individual work. it is necessary to point out at a …

tation and preparation for pair-work activities. group work. group-based learning is widely used in all forms of teaching and significantly changes the interactional dynamics of the classroom. in language classes, it increases students’ talking time, helps promote self-esteem, and can increase student motivation by providing a risk-free environment for language practice. the modern requirements to the el lesson are shown in the table 24. table 24. the modern requirements to the el lesson requirements interpretation 1. goal -oriented each of the lessons must provide achievement of educational, practical, bringing up and development aims through solving the certain objectives. 2. content-value selecting of the meaningful and relevant teaching material, adequacy of techniques and exercises to the teaching objectives and optimal correlation of practice and production 3. activity of students during the lesson the inner and outer activity of students during the lesson must take the form of speech-mental activity related to …

jectives put at the beginning of the lesson must be achieved at the end of the lesson. pedagogical mastering is seen in the careful and hard preparation to the lesson and deep self-analysis of his/her activity, study and summarizing of teaching experience and implementation the progressive experience into practice of elt. for this the teacher needs a guider and assessor which helps him/her evaluate own and others’ lessons. that’s why the above requirements can be put into the scheme of the analysis of the el lesson. the structure of the el lesson and types of lessons there is no general scheme of the lesson structure which can be obligatory for all lessons. some of the stages of a lesson are constant, others can be varied. a constant stage of a lesson is an involving into language atmosphere. this stage includes various tasks or activities. one of them is a phonetic …

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1702751095.docx planning the lesson plan: 1. the features of the el lesson. 2. types of lessons and forms of interaction in el lesson. 3. el lesson planning. 1. the features of the el lesson a lesson is a unit of a teaching process and the main form of organization of the teaching process. conducting a lesson is shaped as a collective interrelated activity. the goal of each lesson is an important part of the final goal. understanding of a lesson goal should be relied on the main important particularities: 1) teaching speech activities as a real process of communication and 2) complexness. only one goal makes the lesson logical. besides of a leading goal the lesson has accompanied tasks. it …

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