Lesson 6-7 Planning lessons for teaching different age learners. Paying attention to age factors What does a lesson involve?

3. Think about transitions

If you have a sharp transition from, sa5 a reading-writing activity to an oral

one, or from a fast-moving one to a slow one, devote some thought to thg

transition stage. It may be enough to 'frame' by summing up one component in a few words and introducing the next; or it may help to have a very brief transition activity which makes the move smoother (see Ur and I7right,7992, for some ideas).

4. Pull the class together at the beginning and the end

If you bring the class together at the beginning for general greetings, organization and introduction of the day's programme, and then do a similar full-class 'rounding-off' at the end: this contributes to a sense of structure. On the whole, group or individual work is more smoothly organized if it takes place in the middle of the lesson, with clear beginning and ending points.