2. Presentation/Modeling

Move from preparation into presentation of the topical content of the lesson.

Presentation provides (предоставляет) the language input that gives students the foundation for their knowledge of the language. Input comes from the instructor and from course textbooks.

An important part of the presentation is structured (организовать) output (продукция), in which students practice the form that the instructor has presented. In structured output, accuracy of performance is important. Structured output is designed (предназначать) to make learners comfortable producing specific language items recently introduced.

Structured output is a type of communication that is found only in language classrooms.

Because production is limited to preselected items, structured output is not truly communicative.

3. Practice

In this part of the lesson, the focus shifts from the instructor as presenter to the students as completers of a designated task. Students work in pairs or small groups on a topic-based task with a specific outcome.

The instructor observes the groups acts as a resource when students have questions that they cannot resolve themselves.

In their work together, students move from structured output to communicative output, in which the main purpose is to complete the communication task. Language becomes a tool, rather than an end in itself. Learners have to use any or all of the language that they know along with varied communication strategies. The criterion of success is whether the learner gets the message across. Accuracy is not a consideration unless the lack of it interferes with the message.

Activities for the practice segment of the lesson may come from a textbook or be designed by the instructor.

4. Evaluation

When all students have completed the communication practice task ask students to give examples of how they used the linguistic content and learning or communication strategies to carry out the communication task.

Evaluation is useful for four reasons:

• It reinforces the material that was presented earlier in the lesson

• It provides an opportunity for students to raise questions of usage and style

• It enables the instructor to monitor individual student comprehension and learning

• It provides closure to the lesson

5. Expansion

Expansion activities allow students to apply the knowledge they have got in the classroom to situations outside it.

2.Ways to organize English lessons

Effective teachers try to organize EL successful.

We will know:

1. how the classroom space is organize (if we want to move them around the class or move the chairs into a different seating pattern; different seating arrangements in class: orderly rows, circles and horseshoes, separate tables)

2. how to organize classroom time (when to start or finish an activity)

3. how to appear to the students (dress and appearance, how to move and stand) and gestures and use our voice (need to be audible)

4. how to put students into groups( if students should work in groups and pair work, as a whole class, solowork, class-to-class)

5. what kind of instruction to give (simple and logical and check if the they have understood)

6. what order to do things in

7. a lot about the subject which is taught

8. what equipment is available and how to use it ( overhead projector, IWB -but the first we should decide what our learners want to achieve and only then see what kind of techniques and technology will help them to do this)

9. what materials are available for children and teacher (students expect to know how the materials work)

10. how to create lesson stages ( vary activities and topics over a period of time and find out about new ways of doing things)