Session 6: Starting and Finishing a Lesson

British Council 2014

Starting / Finishing a Lesson

Learning outcomes

By the end of Session 1, Formadores will be better able to:• Plan the start and end stages of lessons effectively.• Select and use language appropriate at start and end stages of lessons.• Identify classroom situations that provide opportunities for practising English

Think about the last class that you taught. •How did you start and finish your lesson?•What did you say to your class at the beginning of the lesson and at the end?

Starting and Finishing a Lesson

Starting a lesson effectively

Teacher Development Programme

KarnatakaMaster Trainer workbook

© British Council 2010

The United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

33

2.3.2 Demonstration of starting a lesson effectively Activity aims: to model how we can increase the amount of English we speak at the beginning of a lesson. Which of the following actions does ‘the teacher’ do? Number the order of

the actions of the teacher.

When you have finished, compare with a partner. Next, try to write what the “teacher” said.

Talk to the class about the weather, or about someone’s clothes etc.

Ask you to talk about the weekend. Ask the class to

remember the last lesson.

Get a member of the class to ask a latecomer why they are late.

Take the register.

Ask about absent students.

Greet the class.

Ask you to talk about the weekend.

Deal with an interruption - such as someone loses their pen or book.

Ask a student why they are late.

Getting off to a good start

When you begin or end your classes, which language do you usually use?•mostly English? •mostly students’ own language (L1)?•a mixture of the two? •neither

Why do you use this/these language(s)?

Language at lesson stagesLesson stage Answers

Greeting the students Good Morning/afternoon/Hello.

Taking the register Let’s take the register now.

Collecting the homework Can I collect the homework?

Discussing a topic, such as the weekend

What did you do at the weekend?

Beginning the lesson OK, let’s begin the lesson.

Asking what they liked about the lesson What did you like about today’s lesson?

Doing a game at the end Let’s do a little game before we finish the lesson.

Setting homework For homework I’d like you to do page fifty-six.

Telling students to put their books away

Can you put your books away, please?

Saying goodbye I’ll see you next lesson. Bye for now.

It’s good to talk

 

Sorry

It’s nearly time for me to give you homework for next lesson. Maria Fernanda, we haven’t finished. You shouldn’t put your books away.

National English Program in Basic Education (SEP)

• “A diferencia de la lengua materna de los alumnos (espanol o lengua indigena), el ingles, por su condicion de lengua no nativa, no esta presente en la mayoria de los ambitos de actividad social. en consecuencia, resulta fundamental promover sus usos en el aula a traves de ambientes sociales de aprendizaje que compensen la ausencia del ingles en el contexto extraescolar”

• ”

• How does the activity we have just done link to this PNIEB principle?

• Why is this principle part of the PNIEB?

• What can you do in your training/teaching to ensure that you follow this principle?

Social language

• What other topics could you talk about? Think of two more

• What could you ask the students about each topic?

The weather? Food and drink?