Planning Lessons and Courses: Designing Sequences of Work by Tessa Woodward

By Tessa Woodward

This booklet offers with the types of daily questions operating lecturers face as they plan classes and classes. every one bankruptcy includes an research of the problem less than dialogue, in addition to functional rules and pattern actions.

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Extra resources for Planning Lessons and Courses: Designing Sequences of Work for the Language Classroom (Cambridge Handbooks for Language Teachers)

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Call out someone else’s name and, again, if they remember your name, swap chairs. Encourage all the students to do this at once. When they get going there should be lots of name-calling and swapping going on. Encourage students to do this faster and faster and to keep going until they have swapped seats with everyone. The result, in all the noise and confusion, is that those who are uncertain of other students’ names will be able to ask people without this being noticed! ) A 50-second talks If you have a class that is lower intermediate or above you can take it in turns over a number of lessons for different students to give either prepared or unprepared ‘50-second talks’.

What Why • The number of students So you can choose a room, plan the seating and materials and know whether one-toone, pairwork or group work will be possible. Very large (50+) and very small (1–3) classes necessitate even more careful activity planning than usual if you are not used to these numbers. So you can get them right! So you know whether teacher and students match, and what the balance will be in your pair and group work. So you can allow for different energy levels, concentration spans and choices of topics.

Are there any possible ‘enemy’ nationalities in the group? Will this affect your seating plan? Are there cultural differences between students in, for example, the time of day they like to study, or the amount of background noise they can study with? So you can know how used to language learning they are, where English comes in individual students’ and the school’s priorities and thus what difficulties you can predict in their workload. • Names • Sex ratio • Age range • Mother tongue • Nationality • What other languages do they speak?

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