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• Elisabeth Any Bila Bilabong

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Didactic of English II First tutorial

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Welcome to the ELT/PP 2. We hope you will enjoy this module and develop your knowledge and skills on issues related to it, we also hope that

this module of ELT/PP II will help you to develop the professionalism that your work requires you

to have and also that it will increase your appetite for further study in the field of ELT/PP

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This unit shows how individual techniques and activities fit into the lesson as whole. We assume that you are already familiar with the basic techniques for presentation, practice and using texts and it seems that you are able to draft your lesson plan as well as to incorporate a number of techniques in presenting vocabulary , presenting structures and practising structures from the previous modules and units. If your notes are clear and detailed, then the focus of this unit will be based on knowing what it contains and using it effectively.

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Planning is often viewed as a key aspect of teaching a successful lesson. During the planning phase, the teacher makes decisions about goals, activities, resources, timing, grouping, and other aspects of the lesson. Harmer (1991) includes the following elements in a lesson plan: a. Description of the class b. Recent work c. Objectives d. Contents (context, activity and class organization, aids, language, possible problems) e. Additional possibilities

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Planning can be regarded as a process of transformation during which the teacher creates ideas for a lesson based on understanding of learners’ needs, problems, and interests, and on the content of the lesson itself. This does not necessarily result in a detailed, written lesson plan. Many teachers teach successful lessons based on mental plans or on brief lesson notes. What is important is not the extent and detail of the teacher’s plan but the extent to which the teacher has developed ideas for turning a potential lesson (such as a textbook lesson) into the basis for an engaging and effective lesson. Lesson planning involves decisions about the pedagogical dimensions of the lesson.

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At the planning stage, teachers need to think about questions such as what the objective(s) of the lesson will be, what materials and activities will be used, what type of interaction will be encouraged, and how the learning will be monitored. At the implementation stage, the teacher’s job is not simply to carry out the lesson as previously planned. During the lesson, interactive and evaluative decisions will often have to be made in response to the dynamics of the class. It may be necessary for teachers to adjust or even change the original plan when the lesson is not going well. Having implemented the lesson, the teacher must evaluate the success or failure of the lesson. This phase is important as it provides an opportunity for the teacher to reflect on what has gone on in the lesson vis-`a-vis the objectives of the lesson.

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It is important to set up objectives of the lesson. When you setup objectives, it is like having a map to direct you where to go. Objectives allows us to see if the intended target of the lesson has been achieved and help us to redefine and change strategy for the next lesson to come. And also important to know is that the objectives should always be defined using action verbs.

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When you plan your lesson, it is important for you to know exactly, for instance, what level of language you want your learners to learn. Most lessons introduce either new vocabulary or new structure, or both. Then bear in mind these points: New Vocabulary: not all new words in a lesson are equally important . As part of preparation for a lesson, you should decide which words need to be practised and which only need to be briefly mentioned. Structures: if a new structure is introduced in the lesson, it will need to be presented carefully and practised in the lesson, also considering what was introduced in earlier lessons.

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Then, let’s now see other elements that are involved in planning a lesson such as structure, vocabulary, reading, writing and listening. Remember that these are some of the elements, so you can find more when we give you further reading which is very important to do it on your own time.

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The other element is skills. You need to know and be aware of what skills will be developed in the lesson. Is it speaking, reading, listening or writing? You already know that, speaking and writing are productive skills because they require producing language while listening and reading are receptive skills – they require reception of language and not production. If possible the lesson should include practise of more than one skill, that is, it should be integrated – this will increase the variety and interest of the lesson.

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To sum up, you may engage your students in reading, speaking, listening and writing skills in the same lesson without noticing and why? The reason is because when you were planning your lesson you planned it for one or two skills, but when you go to teach you might have realized that there is more than one skill involved. And that is a natural process. For example, you cannot speak without listening and vice-versa. So, when you plan your lesson bear in mind that there is a lot of process in mind of the students than only listening to your lesson. And you, as a teacher, need to take that into account.

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A lesson plan can be divided into a number of stages such as Warm Up, Elicitation or Brainstorm, Presentation, Practise, Production and so on. The stages of a lesson plan may depend on the type of a lesson that you want to teach that time. Any lesson we teach naturally divides into different stages of activities: for example at one stage in a lesson, the class may be explaining or pre-teaching vocabulary and writing them on the board at another stage students may be doing some oral practice, it is much easier to plan the details of a lesson if we think in terms of separate stages rather than trying to think of the lesson as a whole

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Presentation: You present new words or structures, give examples and write them on the board and so on. Your main task at this stage is to serve as a kind of a facilitator. You know the language, you select the new material to be learned and you present this in such a way that the meaning of the new language is as clear and memorable a possible. In this stage, you do the all talking – you provide input (the language that students need to hear and learn), while the learner listens and understands.

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Practice: Students practise using new words or structures in a controlled way, for example, making sentences from prompts, asking and answering questions, giving sentences based on a picture. You need to know that practise can be oral or written. The purpose of this stage is to activate the new knowledge (schemata is a knowledge we have about a certain topic, event, fact in our mind and that when we hear or listen something we try to relate to what we already know.) to the point where it can be used automatically and correctly in normal communication.

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Helping learners to achieve control over their knowledge requires different kinds of practice: Controlled practice takes the form of drills which requires the mechanical production of specific linguistic forms. the learner is required to focus more or less exclusively on the correct production of the target features. Free practice involves engaging in simulated communication which has been set up to provide opportunities for the use of those forms that have been presented and practised in a controlled manner.

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This unit assumes that you are familiar with the basic sound system of English (although not necessarily with features of stress and intonation), and you can pronounce English adequately. We assume that you are familiar with the basic sound system of English and that you can pronounce English adequately. We will use Phonetic Symbols of the International Phonetic Alphabet, so that you can use the Standard English to teach your students. Then let’s see objectives of this lesson.

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Students may have listed that it is difficult to distinguish the number three and the sound of tree. They also might have said that they cannot pronounce well the sound of think and the word sink. They might have said that they confuse the sound of high with thigh. There is no need to teach the sounds of English individually; students are able to “pick up” the sound system of the language by listening to you (or other voices on cassettes or broadcastings done in English). However, they may be particular sounds or sounds combinations which your learners may find it difficult (like those discussed in activity 1).

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learners may make mistakes in pronunciation without being aware of it. In such circumstance, it is useful to focus on the sound or group of the sounds which is causing difficulty.

The basic steps are for the teacher to say the sound clearly in isolation so that students can focus on it and in one or two words; and for students to repeat the sound, in chorus or individually. If students confuse two similar sounds, it is obviously useful to contrast them so that students can hear the difference clearly.

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If the students have difficult in producing a particular sound (usually because it does not exist in their own language), it is often very useful to describe how it is pronounced, as long as this can be done in a way that students understand (using simple English or their own language) You could for instance say: Writing the word on the board is not so important – the focus should be on pronunciation, not on spelling.

Summarise the contents covered in the first tutorial and bring on the day you will be sitting for the test.

Thank you