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LECTURE 7 ENGLISH LANGUAGE LESSON AND PLANNING IN THE TEACHING PROCESS
Questions to be discussed
1. The features of the EL lesson
2. Types of lessons and forms of interaction in EL lesson
3. EL lesson planning
4. Structure of the EL lesson plan
5. Independent work and learning
Key terms: EL lesson, the features of the lesson, requirements to the lesson, structure of the lesson, cycle of lessons, stages of the lesson, types of the lesson, forms of classroom interaction, approaches to organizing the lesson, model of lessons, language atmosphere, phonetic drill, planning, types of plans, principles of planning, independent work and learning, autonomy.
1.The features of the EL lesson
A lesson is a unit of a teaching process and the main form of organization of the teaching process. Conducting a lesson is shaped as a collective interrelated activity. The goal of each lesson is an important part of the final goal. Understanding of a lesson goal should be relied on the main important particularities: 1) teaching speech activities as a real process of communication and 2) complexness.
Only one goal makes the lesson logical. Besides of a leading goal the lesson has accompanied tasks. It is not appropriate to define a goal of some lesson irrelatively with the whole system of lessons. For example, the task of a cycle of lessons can be developing speaking, listening and reading skills on a certain theme, language and speech material. The theme cannot be changed during the series of lessons. But a language material and type of speech activity can be a new one. That’s why the goal of each lesson is defined with new skills, which are being formed or developed within a concrete lesson, or within a system of lessons. The whole teaching process is built on the basis of speech themes. Exactly the theme in accordance with the content-communicative principle defines the cycle of lessons. A material is distributed in accordance with the stages of forming/developing the necessary skills. Such planning allows a teacher to realize perspectives for the further work. The result of such a cycle working is a qualitatively new stage in developing communicative skills.
It is necessary to realize the capacity of teaching/learning material in the frame of a cycle. Given the above purpose we should 1) define words and structures, which must be learned within a quantum of time for developing required skills; 2) select situations and patterns, following the necessary grammar and vocabulary units, which are typical, meaningful and frequently used within this theme; 3) select a material for practice and production (tasks and activities, their sequence) for forming/developing communicative skills.
The cycle can consist of 3-6 lessons (the early stage – 2-3 lessons, 5-9 forms – 5-6 lessons). All capacity of the work is distributed into the cycle. For illustration the sample of distribution of the teaching material is shown.
Lesson1: Presentation of a new theme; new vocabulary; structures; or stimulus for conversation; the text for listening with questions. A new material is presented by the teacher and repeated by students. It is recommended to present a new material at the beginning of the lesson, because it gives an opportunity to have time for practice this material and assess the learners’ achievements.
Lesson2: Working on a grammar material and skimming reading.
Lesson 3: Active working on speech (dialogues, conversation, and retelling; making analogous text; creating a text on the basis of several texts.
Lesson4: Lesson for revision – transmission into writing, summarizing the lesson, writing a composition as a homework.
Thus the goal of the lesson determines the character of homework, because well formulated goal of the lesson is the result and the homework proposes only what we teach during the lesson. The goal also determines the selection of tasks and activities. Exercises are built on the principle “from simplicity to complicity”. Besides the lesson content should be realized on the basis of the interrelation principle with the different subject matters.
A successful lesson depends on the kinds of interactions a teacher creates during the lesson. This can include opportunities for interactions between the teacher and the class as well as interactions among the students themselves. There are four possible ways to arrange a class, with each offering different learning potentials: whole-class teaching, individual work, group work, and pair work (See Table 22). A lesson may begin with a whole-class activity and then move to pair, group, or individual work. When planning a teacher needs to consider when the whole-class teaching is appropriate and when the teacher should make the transition to other types of learning in order to promote student-to-student interaction and allow students to work on tasks at their own pace.
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