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Types of Communicative Competence in foreign language teaching.


11.Exercises for vocabulary assimilation Difficulties in assimilating vocabulary

The term “Vocabulary” or “lexis” means words and combination of words that we can recall and use quickly without thinking (automatically).

Lexis includes:

a. Single words (e.g. dog, green, wash);

b. Common ‘going – together patterns’ of words (e.g. blonde hair, traffic jam). These frequent combinations are known as collocations.

c. Longer combinations of words that are typically used together as if they were a single item (e.g. I’d rather not say…, If I were you…... D’you fancy…). These longer combinations are commonly referred to as lexical chunks.



  single words (concrete - abstract)
lexical chunks (idioms, semi-fixed)



The vocabulary selected for assimilation in schools is divided into receptive and productive minima. Two groups of exercises recommended for vocabulary assimilation

Exercises designed for developing comprehension(receptive) skills(recognizing and understanding)

Exercises designed for developing production skills(using in speaking and writing)

12.The role of planning. Stages of a lesson plan. Planning is a thinking skill. Planning is imagining the lesson before it happens. It involves prediction, sequencing, organizing and simplifying. What is the purpose of planning?


ü For teachers a plan gives the lesson a framework, an overall shape.

ü For students a plan shows that the teacher has devoted time to thinking about the class.

ü For the observer gives a clear idea of what the teacher intends in order to judge how well that intention is carried through.


Before you go into a lesson, it helps to be clear about you want to do. A lot is going to happen in class – you can’t even completely predict how learners will respond to anything – but the better prepared you are, then you will be ready to cope with whatever happens. Of course good teachers are flexible and respond creatively to what happens in the classroom, but they also need to think about what their students are going to reach during the lesson, how they will reach the aims of the lesson.

For students a plan shows that the teacher has devoted time to thinking about the class. It strongly suggests a level of professionalism and his/ her attitude to the students.

You know that teachers are often observed and evaluated by the colleagues and lesson plan shows the level of his professionalism.



THEME: topic being discussed

OBJECTIVES: goals that the teacher has for the students. ‘Students will …..’

The lesson should have an aim, smth you expect your students to be able to do at the end of the lesson that they could not do at the beginning.

MATERIAL NEEDED: things that will be needed for the lesson: markers, CDs, paper, cards, worksheets etc.

RESOURSES: where the material or information was taken from.

TIME: 45 minutes


Part of the lesson Why Type of activity Time T/S interaction
WARMUP/ ICEBREAKERS ü Background knowledge and prior experiences is activated. ü SS’s lives and feelings are used to stimulate language. ü Tongue is warmed up for topic. ü Review of prior material. ü Usually is around the topic of a lesson. Question, Picture / Photo, Clip from a video, Proverb, Short story, Song   3-5 minutes Ss speak about 85 % of the time
PRE-TASK ü Ss prepare for the topic and for the later discussions. ü Unknown words are defined ü Prediction focuses Ss for the task. As they do the task, they see if their predictions were correct. Vocabulary – 10-15 new words that will help to understand and be used in further discussion.   Make predictions about the topic based upon the vocabulary or the title of the reading, listening, etc. 10-minutes Teacher speaks 70%   SS speak 30%
PRESENTATION ü This is the major part of the lesson plan ü SS are given input, so that they later can communicate. (output) ü A context in which new language is learned naturally is introduced- authentic material is used. Lecture, Listening activity, Reading activity 15-20 minutes Teacher speaks 70-80%   SS speak 30-20%
FOLLOW UP ü Ss are given opportunity to speak, ü SS reuse their vocabulary, ü SS understanding of what was taught is checked, ü Written or oral fluency is developed. Speaking activities: Discussion, Debate, Ranking activity, Information gap Written assignment: Essay Letter 15-20 minutes Teacher speaks 20%   Ss speak 80%
WRAP UP ü Review of what was covered in the lesson, ü Assign homework Homework assignment: Written Reading 3-5 minutes  



HOMETASK: 1. Theoretical questions to discuss

2. Lesson plans (2): a) for elementary level based on a course- book

b) for pre/upper intermediate level

In the point ‘Resourses’ write down the title of a course book you have used.

13.Kinds of plans. The teacher needs two kinds of plans to work successfully: the plan of a serious of lessons for a unit of a course book or a unit plan and a daily plan for a particular class period or one lesson.

The unit plan includes nine columns:

1. The number of class-periods;

2. The objectives of each period;

3. Language material;

4. 4-7 language skills

8. Accessories

9. Homework


A daily or lesson plan goes out from the unit plan and includes:

1. What should be achieved during this particular lesson;

2. What material is used for achieving the objectives;

3. How the objectives should be achieved.


Date: 2015-01-02; view: 1073

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