Lesson modelling

1.

Seminar 4.
Lesson modelling.
Bikdairova Amina, 22-112-11

2.

LESSON PLANNING
What do we plan?
1. The content and
organization
of students' activities.
2. Teacher’s role during a
certain lesson.
Important!
Students’ work defines the
efficiency of the lesson.
Teacher’s role
during each lesson stage
The teacher needs to balance
the 4 types of language skills.
New material introduction:
Practice:
Application:
gives information;
stimulates the process of
perception, comprehension.
navigates the learning process
(sets goals, gives tasks,
organizes the work form)
ensures communication
between students
(in English)

3.

2. Popular lesson models in FLTL.
PPP
ESA
presentation, practice, production
engage, study, activate
SIOP
ECO
sheltered instruction observation protocol
exposure, clarification, output

4.

3. PPP model in language teaching.
PRESENTATION:
PRACTICE:
PRODUCTION:
Introduction of new material:
The teacher introduces new language
content to the students (new vocabulary,
grammar rules, sentence structures).
Controlled Practice:
After the presentation, students engage
in practice activities. These activities are
designed to allow students to practice
the new language in a guided and
controlled environment.
Free Communication:
Students are encouraged to use the new
language in communicative activities.
These activities are less controlled than
those in the practice phase and often
involve group discussions, role-plays, or
creative writing exercises.
Explanation:
The teacher explains the new material in
a clear and concise manner.
Visual aids, examples, and real-life
contexts are often used to make the
content more understandable.
Clarification:
The teacher demonstrates correct
pronunciation, intonation, and usage of
the new language items. Students listen
and observe to understand how the
language should be used correctly.
Error Correction:
During this phase, the teacher monitors
students' performance. The focus is on
correcting errors and helping students
develop a better grasp of the new
language.
Real-Life Application:
The goal of the production phase is to
enable students to apply what they've
learned in a real-life context. This phase
emphasizes fluency and communication
over accuracy, allowing students to
express themselves more freely.

5.

4. Jeremy Harmer’s ESA model.
The Engage Phase – Warming Up:
The Study Phase – Learning:
The Activate Phase – Using English:
It is essential to start a lesson with the
engage phase. Before learning new
content, students need to prepare for
learning English.
This phase is mainly the board work of
the lesson. The students will learn or
review English language topics.
The final aspect of an ESL lesson is the
activate phase, where students use what
they have learned in activities such as
role-plays, dialogues, debates and
surveys.
Games, showing pictures, discussions,
listening to music, brainstorming
vocabulary and storytelling are some
excellent activities to engage and
immerse students in the class.
After students learn the topic of the
lesson, the teacher checks their
understanding.
As a teacher, you must never ask the
question “do you understand?” as
students are naturally inclined to answer
yes despite not fully understanding.
Instead, ask a question about what’s
been taught and see how they respond.
During this stage, teachers help students
with their pronunciation, rhythm and
fluency.

6.

5. Jim Scrivener’s model: Exposure-Clarification-Output.
Exposure:
Clarification:
Output:
This is the initial stage of the lesson
where learners are introduced to the
target language in a contextualized and
meaningful way.
After the exposure stage, it's essential to
clarify the language and provide learners
with a deeper understanding of its
structure, meaning, and usage.
The output stage encourages learners to
use the language they have been
exposed to and clarified.
Exposure activities aim to engage
learners with the language and generate
interest.
It often involves presenting the language
through real-life situations, videos,
pictures, or stories.
The goal is to get learners to notice and
become familiar with the language
naturally.
In this stage, the teacher can explain
grammar rules, vocabulary meanings,
and provide examples.
Clarification activities may include
guided practice exercises, discussions,
or interactive tasks to reinforce
understanding.
This is where learners actively practice
speaking, writing, or otherwise using the
language in meaningful contexts.
Output activities can include role-plays,
debates, creative writing, or group
discussions.
The goal is to promote fluency and
confidence in using the target language.