Přednášky - topic 4, 5, 6

5. Starting and ending lessons

• Before starting a lesson show positive attitude

• Encourage students to arrive on time, greet the students, create opportunity to discuss individual problems, create rapport

• Start the lesson - clapping hands; saying right/OK

• Finishing lesson - summarising/ evaluating activities, giving feedback, making announcements/ farewells and socializing

6. Tools and techniques

• Using the board and other classroom equipment or aids

• Using gestures to help clarity of instructions and explanations

• Speaking clearly at an appropriate volume and speed

• Use of silence

• Grading complexity of language

• Grading quantity of language

Lesson Planning

Lessons from different perspectives

Lessons include:

• Cooperative interaction

• Goal –orientated effort

• Interesting/enjoyable experience

• A Role-based cultures

• A social event

• A series of free choices

Functions of the teacher in the English lesson

Learner – centred approach

Instructor - Activator - Model -Provider of feedback - Supporter- Assessor - Manager Motivator

Interaction patterns in the lesson

Teacher talk

Choral responses

Closed-ended teacher questioning

Open- ended teacher questioning

Full-class interaction

Student initiates, teacher answers

Individual work

Collaboration

Group work

Self- access

Activity route map

• pre-class: familiarise yourself with the material and activity; prepare any materials or texts you need

• in-class: lead-in/prepare for the activity – motivating learners, asking questions, showing pictures, brainstorming

• set up the activity; (give clear instructions, make groupings etc.) - explaining

• run the activity: the students do the activity (maybe in pairs or small groups while you monitor and help)

• close the activity and invite feedback from the students

• post-activity: do any appropriate follow-on work

In class

• lead-in/prepare for the activity: try to raise motivation or interest

• show/draw a picture connected to the topic + ask questions

• write up a sentence + elicit reactions

• tell an anecdote related to the topic

• ask about students´ experiences

• write a key word (a topic name) on the board and elicit related vocabulary from the students, etc.

Set up the activity (or its section)

• give clear instructions, make groupings etc.

• It may be advisable to check back that the instructions have been understood.

Running the activity (or its section)

• the students do the activity while you monitor and help.

• Monitor at the start to check that the task has been understood. Then, allow the students to work on the task without too much further interference. (Be prepared to help, but also stop the task early if necessary.)

Close the activity and invite feedback from the students. Allow the activity enough time to close properly.

• If you want to close the activity while many are still working, give a time warning/limit.

Post activity

• do any appropriate follow-on work, e.g.:

  • groups compare the answers with other groups or the printed answers in the teacher´s book, each group is asked to report back at the end

  • get a student to come up front and manage the answer checking

  • collect all answer sheets and re-distribute them for correcting by other students

  • divide the board into spaces for answers, give pens to different students to fill the board up with their answers; the whole class then look and correct