Activities And Lessons

Activities and Activities and lessonslessons

Valeria Nemi2nd Form

Teaching Training Course

Teacher: Liliana Cretón

Using a Using a coursebookcoursebook

Kinds Kinds of lessonof lesson

Content Content and and

classroom classroom proceduresprocedures

Classroom Classroom activitiesactivities

PlanningPlanning

Activities Activities and and

lessonslessons

Windows Xp SP3 Relax Edition 2

Las burbujas, menos la central, tinenen "hipervinculo". Cuando el documento esta en formato de "presentacion" uno va apretando cada burbujita y el hipervinculo deriba a la plantilla correspondiente. En las plantillas hay unas caritas en la esquina inferior derecha/ izquierda que tienen hipervinculo con esta plantilla (la explicacion es solo para informate del formato, pero se puede pasar de a una sin apretar los hipervinculos)

PlanningPlanningbefore the lessonbefore the lesson

1. Familiarize yourself with the material and the activity

2. Imagine how it will look in class3. Think through any potential problems in the

procedures4. Decide how many organizational steps are

involved5. How long it will probably take6. What help students might need7. What the teacher’s role will be at each

stage


I will start talking about how to plan an activity, what do you have to do before the lesson and in the lesson. I will enlarge each point with short explanations (for example, "familiarize yourself with the material and the activity" It will be much more profitable if you explore the material beforehand because you will feel more secure with it and you will know how to move from one step to the ohter)

In the lessonIn the lesson

Pre-activity: introduce the activity Set up the activity: organize the students so that they

can do the activity Run the activity: allow the students to work on the task

without too much interference Close the activity: try to sense when the students are

ready to move on, or give a time warning Post-activity: have feedback session on the activity


Like in previous slide, I will enlarge the points ("pre-activity: introduce the activity" - In this step, as a teacher, you have to raise motivation or interest in the topic that you are introducing. You should focus on language items that might be useful in the activity before presenting it)

ClassroomClassroom activitiesactivities

A basic skill in teaching EFL is to be able to prepare, set up and run a

single classroom activity.

In order to prepare a classroom activity you will have to:

Choose to use the material exactly as the printed instructions tell you

Imagine a variation of the activity to suit your class and its needs


After presenting how to plan an activity, I will move on to classroom activities. I will introduce how we can use the same material with different activities.

Which of the following activities would it be possible for Which of the following activities would it be possible for the exercise?the exercise?

a) A whole-class discussion of ideas and answers

b) Individual written homework

c) Students prepare a short dramatic sketch


This is an example that I will make the girls do. All the options are possible. After they give me their opinions, I will explain how each activity can be set up with that material.

Content and classroom proceduresContent and classroom procedures

At the moment of setting an activity, you have to have in mind:

The language that students will be practising when they do the activity

The purpose/ purposes of the activity The organization of the activity in the class

The preparations the teacher needs to make The special materials that are needed to do the

activity

Content What language will

the Sts be practising when they do this

activity? Which is the aim of

the activity?

Classroom procedures

How can the T organize this activity

in class?


After eliciting from the girls their opinions, I will add more information about classroom procedures (how can you give the instructions and how important is the classroom atmosphere)

True or false?True or false?a) The T demonstrated how to do the activity

rather than simply giving instructions. T/Fb) The T clearly separated the various steps of

the planned activity. T/Fc) The T corrected the Sts in some parts of the

activity but not in others. T/Fd) The T made sure that Sts had some idea

about the language they could use before asked them to do the activity. T/F

e) The T had thought of one possible problem with the activity and therefore tried to prevent this by giving an additional instruction. T/F


Before presenting this slide, I will tell a story about a Teacher that use the previous activity (slide 8) in a class (the story is in the photocopy). I will use the story as the framework for this True or False activity, and for the next slide (using part of the story as example). First, I will do the T or F with all the girls, and then, I'll provide feedback explaining why it is true or false.

Something to rememberSomething to remember

Classroom arrangementNoisy moments in the classDiversions inside the

classroomLet them work on their own

Kinds of lesson Kinds of lesson

Logical lineLogical line

There is a clear attempt to follow a “logical path” from one activity to the next one

There is probably one clear overall objective to the whole lesson

The teacher has predicted possible problems and difficulties and has prepared ways to deal with them when they come up in class.


The slides 11, 12, 13 and 14 are about kinds of lessons. I will enlarge the information on each slide with information from the photocopy that I used to make the power point, and with information from the book that we have been working with during the whole year (chapter 21 of planning lesson). I'll also use chapter 4 (that you gave us last year) of popular methodology.


Topic umbrellaTopic umbrella

A topic provides the main focal point for students work

The activities can often be done in a variety of orders without changing the overall success of the lesson

There may be a number of aims in the lesson


Jungle pathJungle path

It consists of creating the lesson moment by moment in class

In this lesson, the teacher is working more with the people in the room than with her material or her plan

The main pre-planning would involve the teacher using her knowledge of the learners and of the available resources to choose some activities

Kinds of lessonKinds of lesson

Rag-bagRag-bag

This lesson is made up of a number of unconnected activities

The variety in a lesson may be appealing to students and teachers

It could be unsatisfactory for a long- term usage


Apart from have the chart as a summary of the four kinds of lessons, I'll make emphasis on the parts of the chart that I highlighted to make a conclusion of the topic.

Using a coursebookUsing a coursebook

It could be a good source of exploitable material.

Coursebooks are written: To give less experienced teachers support and

guidance and the control of a well-organized syllabus

To give more experienced teachers material to work from


To end my presentation, I'll talk about coursebooks (slides 16 and 17). I 'll use also some information that I downloaded from Net. That information will be a complement to the one that it is in the photocopy.

Using a coursebook as a resourceUsing a coursebook as a resource

Select

Reject

Teach

Exploit

Supplement

SourcesSources

Learning teaching, Chapter 4: “Activities and lessons”, Jim Scrivener

The Practice of English Language Teaching, Chapter 4 “Popular methodologies”, Chapter 21 “Planning Lessons”, Jeremy Harmer

http://www.teachingenglish.org.uk/talk/questions/course-books, Forum: Coursebooks

http://www.teachingenglish.org.uk/think/articles/teaching-without-a-coursebook, Article: “Teaching without a coursebook”

Date post:	07-Nov-2014
Category:	Education
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Activities And Lessons

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