Филологические науки/1. Методика преподавания языка и литературы

Teacher Bondarenko I. Oleksandra

National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, Ukraine

Lesson planning in ESP teaching

To start with, I wish to suggest guide to follow when planning a language lesson:

1. Lesson aims,

2. Procedures appropriate to achieve the aims,

3. Sequence of stages,

4. Evaluate the sequence of stages [1].

Components of a lesson are the next:

1. Class profile,

2. Aims,

3. Assumption,

4. Anticipated problems,

5. Timetable fit,

6. Procedure,

7. Lesson stages,

8. Timing,

9. Interaction patterns,

10. Materials,

11. Homework [2].

Common interaction patterns are:

1. Whole class working with teacher,

2. Learners working as a group alone, teacher monitoring,

3. Group or team,

4. Individual work,

5. Pairs,

6. Whole class moving around and mixing as individuals (mingle) [3].

Common lesson models for an ESP lesson are following:

1. P – P – P (Present – Practice – Produce)

2. TTT (Test – Teach – Test)

3. TBL (Task – Based learning) [4].

What different roles do teacher play? Roles of the teacher can be as following:

1. Planner,

2. Manager,

3. Informer/explainer,

4. Involver,

5. Language resource,

6. Diagnostician,

7. Facilitator,

8. Counsellor,

9. Assessor [5].

Types of learners:

1. Visual learners learn best when they can see something – for example: pictures, diagrams, charts. They have visual memory, that is they recall information by association with mental images. In a classroom setting thy respond well to visual aids, videos, presentations and like to have handouts. When taking notes, they may illustrate them with diagrams and sketches. Similarly to the read/write learner the written word is important for them – they like to read. It is important for them to be able to see the teacher and observe body language and facial expressions to help them construct meaning.

2. Auditory learners learn best through listening. When they have to remember something, they will think about where and how they heard it. They store information by the way it sounds. They are good at absorbing information in lectures and talks and are able to remember it fairly easy. Talking things though and listening to the view of others helps them to learn and understand. They can follow spoken instructions more easy than written ones. In a classroom setting they respond well to tapes and videos. They are good at storytelling activities, like kinaesthetic learners, they are also good at role play. They like engaging in discussions and working in groups.

3. Kinaesthetic learners learn best through movement. They need to be physically involved in the learning process. They have a tendency to fidget and become distracted in lectures and talks. In a classroom setting they understand best when things are demonstrated, and teachers use actions and gestures. They like to learn in a practical way and are good at drama activities, games and project work. They get bored quickly if they are not actively involved. They remember number and words through making patterns and shapes. Movement, including physical exercise helps them think through and process ideas and information.

4. Read/write learners learn best through reading and writing. They prefer information to be displayed in word forms. They are good at processing and absorbing information from texts, presentations, handouts and manuals. They make copious notes and will often re-write ideas and concepts in their own ways. When presented with purely visual information they will convert to word form to help them to assimilate. They understand instructions better when they can read them as opposed to listening to them. The are often fast readers and articulate writers.

References:

1. British Council Coursebook “Certificate in Vocational English Language Teaching (CiVELT), Module 20 – Lesson planning in ESP: the components of a lesson/planning common sequences, p.2

2. British Council Coursebook “Certificate in Vocational English Language Teaching (CiVELT), Module 20 – Lesson planning in ESP: the components of a lesson/planning common sequences, p.3

3. British Council Coursebook “Certificate in Vocational English Language Teaching (CiVELT), Module 21 – Lesson planning in ESP: the role of the teacher, p.7

4. British Council Coursebook “Certificate in Vocational English Language Teaching (CiVELT), Module 20 – Lesson planning in ESP: the components of a lesson/planning common sequences, p.3

5. British Council Coursebook “Certificate in Vocational English Language Teaching (CiVELT), Module 21 – Lesson planning in ESP: the role of the teacher, p.1