4 Вопрос Warm things up; starting with an effective English warm-up activity.

Begin with a fun, simple warm-up activity or game to relax your students, establish a group dynamic and get everyone ready to speak English. (Discourage the use of other languages from the very beginning of your lesson.). Use your warm-up as an opportunity to get students mixing with one another, and keep it short and sweet. Five minutes is enough for a one hour class. 10 minutes is OK for 90 minutes or more. Don’t worry a great deal about correcting your students as they warm up.

Efl Lesson planning; presentation, practice & production

Your EFL class should include the “three Ps”: presentation, practice and production. They should usually be covered in this order.

Presentation is the introduction of new vocabulary and structures. This is the first part of your class. You should chorus new vocabulary as many times as necessary and iron out any pronunciation problems. Remember that some of the material may not be new to all of your students. Try to elicit the meaning of words first and then “teach” them only if necessary. If a keen student can tell the class the meaning of a given word, then have them do so. When checking that your class understands, don’t assume that simply asking them “Do you understand?” will be enough. Think of some questions to ask students, to have them demonstrate their understanding. Concept-checking questions can be difficult to adlib, so include them in your plan. Closed questions can be OK if necessary. Based on our previous example, “I earn $10 dollars a day. Can I afford a new car?” will probably be sufficient.

Next, students will need to practice what they have been taught. Practice should begin in a fairly controlled way; pair-practicing dialogues (from textbooks or the whiteboard), substituting certain words for others is a classic technique. Fill-in-the-blanks-exercises, or activities in which students assemble sentences from cut-out strips of paper, are good ways to set-up controlled practice activities. Games which require the repetition of key structures are useful too. Once students have had some time to practice some correctly formed structures or vocabulary, you can start to broaden out the activities. Freer practice allows students some opportunities for personalization. Have them use their own information or their imaginations, while making use of the cues still provided for them. During the practice phase, you should correct whenever necessary.

The production phase is when students no longer have the structures and vocabulary in front of them. Broaden the topic and have them chat freely. Encourage conversations to wander off topic. Have students speak in pairs or small groups and ensure that students mingle beyond their usual friendship circles. Monitor discussions and be prepared to teach new vocabulary to help students express themselves. If you want to correct students at this point, you can either do so on the spot, or periodically bring the class back together as one, and use the whiteboard to correct in front of everyone.