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STARTING AND FINISHING A LESSON
BY MRS GUELZIM
REGIONAL COORDINATORACADEMY OF RABAT
Learning OutcomesLearning Outcomes
Plan the start and end stages of lessons Plan the start and end stages of lessons effectively.effectively.
Select and use language appropriate at start and Select and use language appropriate at start and end stages of lessons.end stages of lessons.
Identify classroom situations which provide Identify classroom situations which provide opportunities for practising English.opportunities for practising English.
Reflect on learning and identify areas for further Reflect on learning and identify areas for further study.study.
Create an action plan to experiment with ideas Create an action plan to experiment with ideas from the workshop.from the workshop.
Key Learning PointsKey Learning Points
The beginning and end of a lesson The beginning and end of a lesson present many opportunities for present many opportunities for authentic language use.authentic language use.
With the appropriate techniques and With the appropriate techniques and language items, starting and language items, starting and finishing a lesson in English creates finishing a lesson in English creates an effective classroom environment an effective classroom environment for learning to take place.for learning to take place.
Lead-in : discussion Lead-in : discussion questionsquestions
How do you start and finish How do you start and finish your lessons?your lessons?
What do you say to your What do you say to your class at the beginning of a class at the beginning of a lesson and at the end?lesson and at the end?
Feedback: Feedback:
compare your responses.compare your responses.Are they the same?Are they the same?Is there anything which Is there anything which
could be used later in the could be used later in the lesson?lesson?
Activity : Role-Activity : Role-play/checklistplay/checklist
Look at worksheet ‘checklist for Look at worksheet ‘checklist for role play’. On page 3role play’. On page 3
Now, follow the instructions on Now, follow the instructions on this page. Identify the things I this page. Identify the things I did which match the items in the did which match the items in the boxes and number them in the boxes and number them in the order they were done.order they were done.
Feedback:Feedback:
Check answers on ‘checklist’. Check answers on ‘checklist’. How can the starting phase How can the starting phase
of a lesson provide of a lesson provide opportunities for using opportunities for using English? Discuss in your English? Discuss in your groupsgroups
4 Activity : Getting off to a good start : 4 Activity : Getting off to a good start : questionnaire and phrasesquestionnaire and phrases
Look at the questionnaire on page 4. Look at the questionnaire on page 4. The questions focus on what The questions focus on what language we use and the actions we language we use and the actions we carry out at the beginning and carry out at the beginning and ending stages of lessonsending stages of lessons
Work through the questions Work through the questions individually, then in groups discuss individually, then in groups discuss your answers.your answers.
Feedback: Feedback:
How much similarity is How much similarity is there in your answers?there in your answers?
Now, match the phrases to the Now, match the phrases to the functions in the lesson stages.functions in the lesson stages.
Feedback: Check answers, then Feedback: Check answers, then comment on the actions from the comment on the actions from the activity . Will you try anything which activity . Will you try anything which is new for you?is new for you?
5 Methodology : it’s good 5 Methodology : it’s good to talkto talk
Read through the dialogues Read through the dialogues and discuss how the teacher and discuss how the teacher in the second onein the second one could could exploit the situation for exploit the situation for speaking practice.speaking practice.
FeedbackFeedback
Some suggestions are:Some suggestions are:Make a guess as to why he is in such Make a guess as to why he is in such
a hurry. a hurry. E.g. Let me guess; is there a really E.g. Let me guess; is there a really
interesting TV program which you interesting TV program which you don’t want to miss?don’t want to miss?
Ask the class to ask questions about Ask the class to ask questions about why Hassan is in a hurry in the same why Hassan is in a hurry in the same wayway as the other teacher got them to as the other teacher got them to ask Amina questions about her ask Amina questions about her holiday.holiday.
Ask the rest of the class to guess Ask the rest of the class to guess what he is doing after the lesson that what he is doing after the lesson that makes him in such a hurry to leave.makes him in such a hurry to leave.
Get other students to explain why he Get other students to explain why he still needs his books at this point.still needs his books at this point.
Comment on this technique – is it Comment on this technique – is it something you already do, or will you something you already do, or will you try it?try it?
6 Activity : Social 6 Activity : Social languagelanguage
Look at worksheet ‘Social Language’. Look at worksheet ‘Social Language’. On page 6.On page 6.
Work in groups to make questions Work in groups to make questions you could ask your students about you could ask your students about the topics.the topics.
Now, role play teacher and class, Now, role play teacher and class, taking it in turns to ask a question as taking it in turns to ask a question as a teacher, eliciting responses from a teacher, eliciting responses from the ‘students.’the ‘students.’
Feedback: Feedback:
Discuss ideas of topics for Discuss ideas of topics for speaking practice at the speaking practice at the beginning and end of the lesson, beginning and end of the lesson, related to your own teaching related to your own teaching contexts. contexts.
Some suggestions are :Some suggestions are :Discussing television, Discussing television, Discussing current affairs Discussing current affairs What is on at the cinema.What is on at the cinema.Discussions based on what students Discussions based on what students
bring into the lesson;e.g. clothes, bring into the lesson;e.g. clothes, bags, books etc.bags, books etc.
Deducing where an absentee or Deducing where an absentee or latecomer is.latecomer is.
Giving out or discussing homework.Giving out or discussing homework.Recalling what was done in the Recalling what was done in the
previous lesson.previous lesson.
Telling each other about plans for the Telling each other about plans for the evening or after school.evening or after school.
Reflecting on what was easy/hard Reflecting on what was easy/hard interesting/not interesting during the interesting/not interesting during the lesson.lesson.
5 minute activities or games to begin 5 minute activities or games to begin or end a lesson.or end a lesson.
7 Peer teaching7 Peer teaching
work in pairs. Half the group will be work in pairs. Half the group will be ‘teachers’ and deliver the beginning‘teachers’ and deliver the beginning and end stages of a lesson. and end stages of a lesson.
The other half of the group will be The other half of the group will be ‘students.’‘students.’
The ‘teachers’ will have a The ‘teachers’ will have a worksheet to help them focus. worksheet to help them focus.
During the ‘lesson’ the During the ‘lesson’ the ‘teachers’ will take it in turns to ‘teachers’ will take it in turns to ‘observe’ each other and make ‘observe’ each other and make notes.notes.
REMEMBER!REMEMBER!
Your plans need to be Your plans need to be flexible, because things don’t flexible, because things don’t always go to plan. always go to plan.
What kinds of things What kinds of things students do that interrupt students do that interrupt plans?plans?
Some suggestionsSome suggestions
not turn up, not turn up, forget books or homework, forget books or homework, talk to their friend,talk to their friend,pack their books away before the pack their books away before the
lesson ends, lesson ends, ask you to repeat what the ask you to repeat what the
homework is etc. homework is etc.
How could we exploit these How could we exploit these situations for speaking practice?situations for speaking practice?
getting students to ask a getting students to ask a latecomer why they are late,latecomer why they are late,
getting students to ask the one getting students to ask the one who’s packed his books away who’s packed his books away early why he or she is in such a early why he or she is in such a hurry.hurry.
Feedback: Feedback:
Now, focus on the notes in the Now, focus on the notes in the observation sheet and the observation sheet and the ‘students’ give your opinions on ‘students’ give your opinions on each of the sections.each of the sections.
what have you what have you learned from this learned from this activity?activity?
8 Phrasebook and How 8 Phrasebook and How Good is your memoryGood is your memory
Divide into pairs A and B.Divide into pairs A and B.Distribute: How good is your Distribute: How good is your
memory? memory? Pairs test each other by reading Pairs test each other by reading
out the situations and eliciting out the situations and eliciting the appropriate phrases.the appropriate phrases.
in pairs, discuss what were for in pairs, discuss what were for you the four most useful phrases you the four most useful phrases from the session.from the session.
Write them in your phrasebooks.Write them in your phrasebooks.
Feedback Feedback
Tell the whole group what Tell the whole group what you chose and why.you chose and why.
9 Reflection 9 Reflection
Individually reflect on and Individually reflect on and complete the questions. complete the questions.
How might we use what you How might we use what you have learnt in the session in your have learnt in the session in your teaching.teaching.
Action planAction plan
Complete the action plan and Complete the action plan and compare your ideas in compare your ideas in groups.groups.
Bookmark some interesting Bookmark some interesting websites such as:websites such as:
www.Englishguide.comwww.anglolang.com
www.flo-joe.co.uk www.eslcafe.com www.longman-elt.com www.cambridgeesol.org/
index.htm
http://www.guardian.co.uk/ http://www.guardian.co.uk/ http://www.bbc.co.uk/worldservice/http://www.bbc.co.uk/worldservice/
learningenglish/index.learningenglish/index. http://the-tech.mit.edu/Shakespeare/
works.html works.html http://www.englishuk.comwww.learnenglish.com www.learnenglish.com
