module 5 planning of the english language teaching-learning process

UNIVERSIDAD NACIONAL DE LOJA
Área de la Educación el Arte y la Comunicación
English Language Career
and group work are possible, but need more careful planning.
• The previous experience of the students. When students are not used to pair
and group work we need to plan how to introduce this way of working. We
can start by doing short pairwork activities and gradually introduce longer
and more varied groupings.
• The activities that we have chosen. For example, a discussion activity can
be done in groups, a role-play can be done in pairs. But we can also
choose to do these activities differently, depending on the needs of the
group and the aims of the lesson. So, for example, a discussion activity can
be done in pairs or as a whole class, and a role-play can be done in groups.
• The balance of interaction patterns in a lesson. A lesson where learners are
doing pairwork for the whole lesson will probably not be successful: learners
will become bored and there might be discipline problems. A lesson where
learners are doing individual work for the whole lesson will probably not be
successful either: learners will lose concentration and become bored.
Equally, a lesson which is wholly teacher-led is unlikely to be successful:
learners need a balance of different interaction patterns within one lesson.
• The group dynamics of the class, i.e. the relationships between the
students and how students will behave towards each other.
The first part of a lesson plan from a methodology book for primary learners is
below. In each activity learners are grouped in different ways: they work as a
whole class, in groups and individually.
Time Teacher's activity Pupils' activity
5-10
minutes
10 minutes
10 minutes
1. Warmer: brief revision of colours, using a
team game.
2. Bring in a goldfish or a picture of a fish to
introduce the topic to pupils. Discuss the
fish -what it looks like, its colour, its parts.
Check who has a fish at home.
3. Tell pupils you are going to tell them a
story. In groups pupils predict what the story
will be. Get feedback from the groups.
4. Explain the activity, i.e. pupils have to
colour their fish as the story requests. Give
out colours and photocopies of a fish
drawing.
5. Tell the first part of the story with actions
and pictures, continue the story with
instructions for colouring.
Pupils stand in lines behind flags
.of different colours. The teacher
says a colour. Pupils behind the
flag of that colour put up their
hands.
Pupils gather round the tank and
say what they know about fish.
They tell each other something
about their own fish. Pupils talk
together to try and guess what will
be in the story.
Group monitors give out crayons
and blank sheets.
Pupils colour in the fish drawings
following instructions.
The interaction patterns in the lesson are:
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