PLANNING AN ORAL LESSON-yana.ppt

8/14/2019 PLANNING AN ORAL LESSON-yana.ppt

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PLANNING AN ORAL

LESSON


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PRESENTATIONSTAGE

PRODUCTION

STAGE

PRACTICE

STAGE


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Presentation

stage

Occurs at the

beginning of

the lesson

Completelycontrolled by

the teacher

Practice stage

Comes after

the

presentation

stage Student-

centered

activity but it

is stillcontrolled by

the teacher

Production

stage

Last stage in

the oral

lesson

For advancedstudents,

they can skip

the

presentationand practice

stage


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AIMS

Presentation stage

Enable the

students to

recognize the

relevance and

usefulness oflearnt target

language

Make the

students aware of

the contexts inwhich the

language they

learn can be

appropriately

used

Practice stage

Give students

intensive practice

in the target

language

Build up studentsconfidence to use

the target

language in the

free

communicativesituation

Production stage

Enable students

to integrate the

new language

they have learnt

with languagethey already

know

Build greater

fluency and ability

to cope withfeatures of real

communication


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What is taught

The focuses on the presentation stage are;

i. Learning the set of inter-related functions in

a communicative situations.

ii. Learning different ways of expressing a

function, formally and informally.

iii. Learning to do common communicative taskfrom the required structure or set of words.


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Procedures for presentation

1. Put students in a situation in which they need to use

the target language (group discussion).

2. Provide a clear model for students to imitate (speech)

3. Drill students in the target structures

- give students rapid practice in the target

language

- Example :

Teacher: Its cold outside.

Students: Its cold outside.

Teacher: Its warm outside.

Students: Its warm outside.


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Typical activities for practicestage

Model

dialogues

Communicative

games

Drills Informationgap activities


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Model dialogues

Model dialogues is put up on the blackboard or OHP The students use this model to make up responses of

their own

Example :

A: Do you know if the library is open on

____________?

B: Yes, ________________. Or No, I ___________ think

so.

A: What hours is it open?

B: ___________ open from _________ to

___________.


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Communicative games

Provide repetitionWithout boredom

Minimum chance of error

Example :

Students can play the game Happy Family


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Drills

Allow students to apply the language theyhave learned to express something about

themselves.

Examples :

Student 1: My name is Marina, and I like

reading. What about you?

Student 2: My name is Martin, and I like

camping. What about you?


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Information gap activities

Can minimized the boredom of repetition

The students interact for a purpose

Give different information to differentstudents.

Tight linguistic controls.


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For example :

Ask your partner

where you can do

the following:

buy some steaks.

see a movie

order some sushi

rent a bike


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Features of the productionstage

The activities provide natural settings for

frequent and natural occurrence of the target

language along with other languageSituation is spelt out but the language is not

Fluency is the focus of this stage

Correction and teacher intervention are onlyoffered when requested by the student

Activities have a clear purpose and are more

meaning or content focussed than language


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Types of activities forproduction stage

Role play

Discourse

chain

Information

gap

Opinion gap Problemsolving

Information-

sharing and

opinion gap


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Example of role play


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Example of discourse chain


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Example of information gap


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Example of opinion gap

Students are given a situation where they need todecorate their class. They are assigned to be in a

group of four.

Each member of the group will give suggestion and

explain why it is suitable to make their class morebeautiful.

Suggestions;

Student A: Lets paint the class with green colour.Student B: Lets put vases with plants in the class

Student C: I want to put pictures on the wall.

Student D: Lets make a duty rooster to maintain our class

cleanliness


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Example of Problem solving

Students are shown pictures of a dirty toilet

and a clean toilet.

Students are asked to share their

understanding what makes the toilet dirty and

how to solve the problem.

Lists are given on how to keep the toilet clean.

Students choose the appropriate ways.


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Information-sharing and

opinion gap

Students are divided into pairs. Each pair will

be given a short description of two

restaurants.

Time will be allocated for each pair to discuss

on which restaurant they should go.

Students are also required to give reasons to

support their choice.


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REFERENCES

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PLANNING AN ORAL LESSON-yana.ppt

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