Teaching foreign languages has a specific character. The main aim of it is forming a communicative competence of pupils and students.
Planning a lesson you have to consider the age of students and classes of students of different abilities and with different needs.
Planning is useful, before we teach a lesson we need to decide what the goals or aims of the lesson are.
It is useful to break down a lesson plan into three stages: the opening, the middle and the end.
In the first part of a lesson the teacher should explain to the learners:
Before you start work on a new area it is a good idea to review work that was covered in a previous lesson. This could be done informally by asking the class if they remember what they studied last time, which words, expressions, or structures they remember. It could also be done in a homework checking activity or as a mini-lesson that checks whether the learners can use the language correctly.
You can use a warm-up activity to get the learners’ attention and interest. This can be something that is unrelated to the main part of a lesson.
This is where you focus on the main aim of the lesson. The language learning process can be broken down into five stages:
INPUT- NOTICING – RECOGNIZING PATTERNS AND RULE MAKING – USE AND RULE MODIFICATION - AUTOMATING
In the classroom this might involve the learners reading or listening to a text that contains new language. This can be followed by an activity in which the learners focus their attention on this new language. This in turn is followed by an activity that gives them a chance to use the language.
The main part of the lesson is often a combination of activity types.
The final part of a lesson aims to bring it to a close or conclusion. There are a number of things you can do in this stage, for example:
Evaluating a lesson
After you have taught a lesson, it is a good idea to evaluate it. Here are some questions you can use.
Did you achieve some or all of the aims of your lesson? Why, or why not?
For each activity, make brief notes including the reasons, based on the following: