Buxoro davlat universiteti xorijiy tillar fakulteti "tasdiqlayman"

 
3.
Which are likely to fit together well to form a coherent sequence?
 
Planning lessons for teaching different age learners.
Paying attention to age factors 
In a lesson, which is entirely taken up with one kind of activity, interest is 
likely to flag: learners will find it more difficult to concentrate and may get bored 
and irritable which will detract from learning and may produce discipline problems 
in some classes. A varied lesson, besides being more interesting and pleasant for 
both teacher and learners, is also likely to cater for a wider range of learning styles 
and strategies, and may delay onset of fatigue by providing regular refreshing 
changes in the type of mental or physical activity demanded. 
Selection and organization 
Variation of components within the programme of a lesson is a good principle, but 
it is not enough. Varied activities flung together in random order can result in a 
feeling of restlessness and disorder; it is therefore worth defining some principles 

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of selection and organization of components to construct a smooth, coherent 
programme. Below are some guidelines for the combination of different 
components that has been found useful and relevant in teaching. 
 
BOX 2 WAYS OF VARYING A LESSON 
1. Tempo - 
Activities may be brisk and fast-moving (such as guessing games) or 
slow and reflective (such as reading literature and responding in writing). 
2. Organization - 
The learners may work on their own at individualized tasks; or 
in pairs or groups; or as a full class in interaction with the teacher. 
3. Mode and skill - 
Activities may be based on the written or the spoken language 
and within these, they may vary as to whether the learners are asked to produce 
(speak write) or receive (listen, read).