- guardian.co.uk, Wednesday December 15 2004 15.02 GMT
Over the past 10 years spent teaching EFL and running a private English language school in the south of Italy, I have more then once found myself involved in teacher training. Some months ago I wrote the following for a trainee, but think they could be useful for others in a similar situation - either trainees or trainers. They are based on my own teacher training and experience of 18 years. Although there may be little new in my notes for an experienced colleague, if you are just starting or planning to start a career in Tefl, here is something you can read and perhaps go back to every now and then.
Although not every lesson will follow the same pattern, and some days you will want to concentrate on practice rather than presentation, it is important to know how language chunks can be introduced so that you are then free to depart from, or go back to, that pattern.
A typical lesson
Introduction: Hello, how are you? Ask what the date is and write it down. Check the homework (do not spend too long on this).
Why? To welcome the students and gently lead them into the lesson, while also allowing late comers to join the class without interrupting the core of your lesson.
Warm up: You may want to do a five-minute activity at this stage, like a game (or physical activity for children) you have done before - or you could introduce a new one. I increasingly use this space to revise and recycle material. I also play music at this stage on some occasions.
Why? To revise or retrieve language (and/or to get children moving before settling down if they seem too energetic and noisy that day). Music helps the students - and me - to relax, especially adults after a day's work. It is energising and helps set the mood for the next hour or so.
Presentation: Introduce the language aspect that is your target for the lesson.
How?
· with pictures (can you draw?)
· sounds or sound sequences
· texts or dialogue, written or spoken
· mime: hungry thirsty tired etc
· photographs
· using real objects
If you are using a textbook, leading the class into the text or activities with separate visuals or real objects first generates interest and makes virtually any book more appealing.
Why? To provide a clear model in context of the target language.
Repetition: Use repetition - choral then individual - of core lines of your target language for the lesson at this stage, and of vocabulary and difficult sounds throughout the lesson.
Why? Repetition gives confidence and helps overcome difficulties with pronunciation (eg consonant clusters for speakers of Italian). Choral repetition will not expose weaker students before they have had a few goes, individual repetition takes care of the details.
Practice: Practice through exercises: spoken and written activities, listening practice, drama, role-plays, discussions.
Why? Practice is the chance to use the chunk/s of language you are teaching in a context that is (hopefully) similar to how it is used in real communication outside the lesson.
Keeping control: Practice is traditionally divided into controlled practice, where teachers carefully monitor activities and correct at this stage, and free practice, where tasks are set in such a way as students are free to use the language naturally (teacher gives feedback on mistakes and content etc later).
Staying focused: Remember to include singing, movement and games in your lessons, especially when teaching children, although I personally think language games, music, and to a lesser extent movement, play an important role in any class.
Why? · Children and some particularly active or kinaesthetic types of learners of all ages have a short concentration span. Alternating more structured learning activities with physical actions and singing (especially for children) or games breaks the routine, provides novelty and combines the "security" of knowing what to expect from a lesson with the excitement of something different
· learning is an experience that involves the whole person, so varying activities creates memorable information.
Posture: It is usually best to begin a class standing up. I find myself standing at the start of a lesson when I am feeling energetic and there is something I want to get going, eg a discussion).
Why? It focuses learners' attention and makes your presence felt. Standing and circulating for part of the lesson works well with groups of rowdy teenagers or any large group.
Pace: This is vital - stop an activity before students become bored, vary and adjust your pace to suit your own and your students' working style.
Why? Two main reasons: one, we should try to respect each individual's learning style - including speed. And two, alternating a fast face with a slower one creates a natural balance within a lesson.
Circulate: Circulating, as well as standing still, is important during written work in class to deal with questions, check students' work and to control behaviour if necessary.
Why? It allows you, the teacher, to see for yourself what is really going on during the lesson and puts you in touch with your learners. It breaks physical barriers and makes it easier to give individual support and praise.
Praising: Praising students is very important. Make an effort to reward your students' hard work.
Why? Positive and negative feedback tells learners what the are doing right and wrong. A well placed comment encourages the learner and strengthens your relationship with him or her.
And finally:
Have your lesson prepared and audio/video cassettes ready when you arrive - you should, more or less, know your lesson/s by heart, especially at the start of your career, and should only need to glance at the book every now and then. Go through your lesson while you cook, drive, do the housework to make sure you know what you are doing and why.
If you teach afternoons you should save some of your energy for those hours, so do not exhaust yourself in the morning.
Keep all your notes, especially if you are teaching without the aid of a textbook. This will both help you plan the next lessons and make up the basis for possible tests.
Invest in professional training as soon as you can (if you haven't already done so). Think of teaching as a trade to be learnt.
· Franca Schiavo is and EFL teacher and manager at O'Connell school in Consenza, Italy
