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Class Framework

Types of lessons English classes

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berserk.inmolation
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15 views9 pages

Class Framework

Types of lessons English classes

Uploaded by

berserk.inmolation
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Types of lessons

• VOCABULARY
• GRAMMAR
• FUNCTION
• SKILLS
Receptive skills lessons
LEAD-IN – GENERATE INTEREST IN THE TOPIC
ORIENTATION TO TEXT –TEXT TYPE, TEXT SOURCE, SPEAKERS’
ACCENTS, PREDICTION
GIST TASK –TASK BASED ON GENERAL UNDERSTANDING OF THE
TEXT
PRE-TEACH VOCABULARY – TEACH ANY VOCABULARY NEEDED
DETAILED/ SPECIFIC TASK –TASK BASED ON DETAILED
COMPREHENSION (FORMATS MIGHT INCLUDE GAP FILLS, ORDERING
EVENTS, TRUE/FALSE, ETC).
FOLLOW-UP ACTIVITY – DO A SPEAKING/WRITING ACTIVITY BASED
ON THE TEXT
Product writing
LEAD-IN
READING (OPTIONAL) – PROVIDE A MODEL OF THE TEXT TYPE
LANGUAGE PREPARATION – VOCABULARY, EXPRESSIONS, ETC.
THAT ARE INTRODUCED THROUGH THE READING OR BY THE
TEACHER. THESE INCLUDE SPECIFIC FEATURES OF THE TEXT TYPE
CONTENT PREPARATION – STUDENTS’ THINK OF IDEAS VIA A MIND
MAP, NOTES, ETC.
WRITING – THE PRODUCTION STAGE
FEEDBACK TO CONTENT
FEEDBACK TO LANGUAGE – INCLUDING ERROR CORRECTION
Process writing
LEAD-IN
BRAINSTORMING - GENERATING IDEAS BY BRAINSTORMING AND DISCUSSION.

DISCRIMINATING IDEAS - STUDENTS EXTEND IDEAS INTO NOTE FORM, AND JUDGE QUALITY AND
USEFULNESS OF IDEAS.
LAYOUT - STUDENTS ORGANISE IDEAS INTO A MIND MAP, SPIDERGRAM, OR LINEAR FORM.
DRAFTING - STUDENTS WRITE THE FIRST DRAFT. THIS IS DONE IN CLASS AND FREQUENTLY IN
PAIRS OR GROUPS.
REVISING - DRAFTS ARE EXCHANGED, SO THAT STUDENTS BECOME THE READERS OF EACH
OTHER'S WORK.
EDITING - DRAFTS ARE RETURNED AND IMPROVEMENTS ARE MADE BASED UPON PEER
FEEDBACK.
PROOF-READING - A FINAL DRAFT IS READ TO CHECH SPEELING AN PUNCTUATION.

PRESENTATION AND FEEDBACK - STUDENTS ONCE AGAIN EXCHANGE AND READ EACH OTHER'S
WORK AND PERHAPS EVEN WRITE A RESPONSE OR REPLY.
SPEAKING LESSON
LEAD-IN
LISTENING (OPTIONAL) – PROVIDE A MODEL
LANGUAGE PREPARATION – VOCABULARY, EXPRESSIONS, ETC.
THAT ARE INTRODUCED THROUGH THE LISTENING OR BY THE
TEACHER.
CONTENT PREPARATION – STUDENTS’ THINK OF IDEAS VIA A MIND
MAP, NOTES, ETC.
SPEAKING TASK – THE PRODUCTION STAGE
FEEDBACK TO CONTENT
FEEDBACK TO LANGUAGE – INCLUDING ERROR CORRECTION
Text-based Presentation
LEAD-IN
ORIENTATION TO TEXT
PRE-TEACH VOCABULARY
GIST TASK
DETAIL/ SPECIFIC TASK
CLARIFICATION OF THE TARGET LANGUAGE – CLARIFY AND CHECK
MEANING, FORM AND PRONUNCIATION OF TARGET LANGUAGE
PRESENTED IN THE TEXT.
CONTROLLED PRACTICE OF THE TARGET LANGUAGE (GAP FILLS,
SENTENCE COMPLETION, MULTIPLE CHOICE, ETC)
FREER PRACTICE OF THE TARGET LANGUAGE – STUDENTS HAVE THE
CHANCE TO USE THE TARGET LANGUAGE IN A FREER CONTEXT.
TEST-TEACH-TEST
LEAD-IN
TEST 1 – GIVE STUDENTS A MATCHING, CATEGORISING, ORDERING,
GAP-FILL ETC. TASK TO CHECK WHAT THEY ALREADY KNOW.
FEEDBACK TO TEST 1
CHECK WHAT STUDENTS GET RIGHT.
CLARIFY WHAT THEY DIDN’T UNDERSTAND (MFPA: ‘MEANING, FORM
PRONUNCIATION, APPROPRIACY’)
TEST 2 – CONTROLLED PRACTICE OF THE TARGET LANGUAGE YOU
JUST CLARIFIED
FREER PRACTICE – STUDENTS USE THE LANGUAGE IN A FREER
CONTEXT. DISCUSSION QUESTIONS, ROLEPLAY, ETC
PRESENTATION-PRACTICE-
PRODUCTION

LEAD-IN
CLARIFICATION OF THE TARGET LANGUAGE – CLARIFY AND CHECK
MEANING, FORM AND PRONUNCIATION OF TARGET LANGUAGE
PRESENTED IN THE TEXT.
CONTROLLED PRACTICE OF THE TARGET LANGUAGE (GAP FILLS,
SENTENCE COMPLETION, MULTIPLE CHOICE, ETC)
FREER PRACTICE OF THE TARGET LANGUAGE – STUDENTS HAVE
THE CHANCE TO USE THE TARGET LANGUAGE IN A FREER CONTEXT.
TASK-BASED-
LEARNING/PRESENTATION

LEAD-IN
PRE-TASK – STUDENTS PREPARE FOR COMPLETION OF THE CORE
TASK. THEY ARE GIVEN APPROPRIATE LANGUAGE INPUT (OR
CHOOSE THE LANGUAGE THEY NEED THEMSELVES), PROPS AND
SCENE IS SET, THE CORE TASK IS MODELLED,
CORE TASK – STUDENTS COMPLETE THE MAIN TASK
POST TASK – FEEDBACK OR USE OF MAIN TASK CONTENT, DELAYED
ERROR CORRECTION.

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