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Creating Effective Language Lessons

Creating effective language lessons requires meeting several criteria: 1. The lesson should be designed and delivered by an instructor with appropriate teaching qualifications. 2. The lesson content and activities should align with principles of language learning and be tailored to the needs and preferences of the specific students. 3. The lesson should have clearly defined learning outcomes and provide opportunities for students to practice using the target language in meaningful, communicative ways rather than just repetitive drills.

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Areli Reyes
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46 views9 pages

Creating Effective Language Lessons

Creating effective language lessons requires meeting several criteria: 1. The lesson should be designed and delivered by an instructor with appropriate teaching qualifications. 2. The lesson content and activities should align with principles of language learning and be tailored to the needs and preferences of the specific students. 3. The lesson should have clearly defined learning outcomes and provide opportunities for students to practice using the target language in meaningful, communicative ways rather than just repetitive drills.

Uploaded by

Areli Reyes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Creating Effective

Language Lessons
 
1. Your lesson reflects high professional standards

Do you possess the appropriate Certifications or qualifications?


(TOEFL, CAE,TKT)

2. Your lesson reflects sound principles of language 
teaching
Your lesson should reflect a solid understanding of the nature
of language, of second-language learning and teaching, and of
his or her learners – taking into account their needs as well as
their learning styles and preferences (Socioconstructivism,
CLT, CLIL, TBL)
3. Your lesson addresses meaningful learning outcomes.
4. Your lesson provides opportunities for your 
learners to take part in extended practice with 
using language in a meaningful way.

Mechanical practice refers to a controlled practice activity


which students can successfully carry out without necessarily
understanding the language they are using. Examples of this
kind of activity would be repetition drills and substitution drills
designed to practice use of particular grammatical or other
items.
 Meaningful practice refers to an activity where language
control is still provided but where students are required to
make meaningful choices when carrying out practice. For
example, in order to practice the use of prepositions to
describe locations of places, students might be given a street
map with various buildings identified in different locations.
They are also given a list of prepositions such as across
from, on the corner of, near, on, next to. They then have to
answer ques- tions such as “Where is the book shop?
Where is the café?” etc. The practice is now meaningful
because they have to respond according to the location of
places on the map.
 Communicative practice refers to activities where practice in
using language within a real communicative context is the focus,
where real information is exchanged, and where the language used
is not totally predictable. For example, students might have to draw
a map of their neighborhood and answer questions about the
location of different places, such as the nearest bus stop, the
nearest café, etc.
5. Your lesson is effectively managed.

Approppriate atmosphere
Good communication
Classroom interaction
Clear rules and instructions
Correcting students mistakes and giving feedback
6. Your lesson is a coherent sequence of learning
activities that link together to form a whole.

1. Openings.
This phase of the lesson serves primarily to focus the students’
attention on the aims of the lesson, to make links to previous learning,
to arouse interest in the lesson, to activate background knowledge, or
to preview language or strategies students may need to understand in
order to complete activities in the lesson.

2. Sequencing: PPP; PRE-WHILE-POST; Pre task,Task Cycle,


Language Analysis; TEST-TEACH-TEST
3. Closings.
The closing phase of a lesson is also an important part of a
lesson sequence. Ideally, it should leave the students feeling
that they have successfully achieved a goal they set for
themselves or that had been established for the lesson, and
that the lesson was worthwhile and meaningful

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