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
work in pairs
Explaining. We might explain to learners how to do an activity, how to organise
a project') they are doing, the meaning of vocabulary or why a correction is
needed. For example, when explaining about project work we might say: 'We'll
put the project work on the walls so you need to make sure that everything is
easy to read and that it looks wonderful/
Narrating. Narrating is telling a story or talking about something that has
happened. In the primary classroom we often tell stories to learners. In
secondary and adult classrooms are may tell stories too, but we might more
often talk about past experiences and things that have) happened in our lives.
Eliciting. Eliciting is when we get information from our learners rather than
giving it them. This information can be about topics or language. For example,
we can show learner a picture and ask 'What can you see in the picture?' We
can also ask learners to give us gene information, e.g. what a-certain animal
eats.
Prompting learners. Prompting is when we say something to help learners
think of ideas, or to remember a word or phrase by giving them part of it. For
example, we could say to learners at the start of a story telling activity ‘You
could start the story with this picture’, or if a learner can't remember a word, we
could help them with the first sound, such as com for competition,
Correcting. We can correct learners by using language to indicate where or
how they have made a mistake.
Checking learning. We check learning all the time during our lessons, but we
do this most often after we have presented new language, and at the end of a
lesson to give us information for planning the next lesson(s). We can use
concept questions to check learners' understanding, for example: 'Can anyone
give me a sentence using this word?'
Conveying the meaning of new language. When we convey meaning we
show the meaning of new words or structures. We can do this in a number of
ways, such as bringing in realia, using mime or by asking concept questions.
We may want to explain the meaning, to demonstrate it, or in some situations
where the meaning is very difficult to explain in English, to translate it.
Key concepts and the language teaching classroom
The language we use in the classroom must be appropriate for the classroom
function and for the level and age of the learners. For example, we should not
use language that is too formal with primary learners or language that is too
babyish with older learners.
We need to grade our language to suit the language level and age of the
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