Planning lesson for teaching different age learners. Paying attention to age factors

Planning lesson for teaching different age learners. Paying attention to age factors.

Ergasheva M

mIrahmedova H

Teaching is not easy, but it can be done with careful consideration. Teachers need to plan their lessons well in advance. They should choose content that is of interest to students, and then prepare a lesson that is both challenging for students and achievable. Teachers should anticipate the difficulties of the lesson and overcome them before they happen. It’s also important to be flexible, so if things don’t go as planned, teachers have options for how to proceed.

The Importance of Lesson Planning

• Defining Goals for Every Lesson
• Selecting the Right Resources to Achieve Goals
• Identifying Potential Obstacles
• It Improves Quality of Your Lessons
• Making Learning Easier for Your Students
• Reduces Behavior Problems during Lessons

Psychological factors
age
cognition
intelligent
personality
attention
interest
Self-confidence
Self-motivation

Take these questions into consideration when planning your activities.

• Is the activity appropriate for the age group?
• If not, how will I bridge the gap?
• What’s the point of the activity?
• What will students be learning?
• Should I explain to the students why we’re doing the activity?

Using materials aimed at younger students with older students

• If you find yourself using material that is aimed at younger students with older students you have to be careful. Teenagers especially can find it insulting to be presented with childish material when they believe they are ready for something more grown up.
• Games and fun activities that work well with young learners often work equally well with older teenagers or adults. If you explain the reason for the game or activity and make it clear what the students are practising by playing it, then most students tend to respond positively.

WAYS OF VARYING A LESSON

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.

Tempo

• Activities may be brisk and fast-moving (such as guessing games) or slow and reflective (such as reading literature and responding in writing).

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).

Difficulty

• Activities may be seen as easy and non-demanding or difficult, requiring
• Concentration and effort.

Topic

• Both the language teaching point and the (nonlinguistic) topic may change from one activity to another.

Mood

• Activities vary also in mood: light and fun-based versus serious and profound happy versus sad; tense versus relaxed.

Active-passive

• Learners may be activated in a way that encourages their own initiative; or they may only be required to do as they are told.

Board Race

• Divide the class into two teams and give each team a colored marker. Draw a line down the middle of the board and write a topic at the top. The students must then write as many words related to the topic in a relay. The first person will write the first word and pass the colored marker to the one next in line. Score each team with one point for each correct word. Unreadable or misspelled words are not counted.

Taboo Words

Divide the class into two and have the two teams sit on opposite sides of the room, facing each other. Choose one person to sit in front of their team and stand behind the students and hold a piece of paper with a word on it

The team has three minutes to get the one in front to say the word on paper. They can’t say the word; they can only mention synonyms and descriptions of the word you’re holding.

Hangman

First, think of a word and write the number of letters on the board using dashes to show many letters there are. Then, ask students to suggest a letter. If it appears in the word, write it in all of the correct spaces. If the letter does not appear in the word, write it off to the side and begin drawing the image of a hanging man.

You have to continue this until the students guess the word correctly, your students will win. If you complete the diagram, you win.

Conclusion

• Lesson planning is an essential part of teaching. Without proper planning, teachers can fail to reach their students and their lesson will not be as effective.