Stages of Teaching an Oral Lesson Lecture # 3 Stages of Teaching an Oral Lesson

Review of Lecture # 2 Motivator Informant Conductor Diagnose Corrector

Three stages of an Oral Lesson An oral lesson aiming to teach new structures or functions is often divided into three stages these are: --the Presentation Stage --the practice or accuracy stage --the production stage We will be talking about these stages in today’s lecture and the next two lectures as well. How these stages operate? These stages can be compared with the steps in learning to drive a car.

Three stages of an Oral Lesson Motivation and Mechanics are essential components of learning a language. Teacher’s motivation does play an effective role in helping students learn a language. Good language teachers need to establish the mechanics of a lesson efficiently and to choose contexts and activities that will prepare students for language learning.

Presentation Stage There are Four aspects of the presentation stage; i) The language items to present ii) The purpose of the presentation stage iii) Contexts for presentation iv) Procedures for presentation

Presentation Stage…. The Language Items to Present This aspect of the PS may focus on any of the following: I………….., do you think, Would you mind, if I ……., as exponents of asking for permission; --exponents of different functions grouped together in a natural sequence. E.g: Inviting……Refusing and invitation….giving an excuse….inviting again….accepting ----a structure e.g. impossible or third conditional; ---one use of a structure e.g the present perfect simple with since or for

Presentation Stage…. The Purpose of the Presentation Stage: To Realize the usefulness and relevance of the new language and their need to learn it. To concentrate on the meaning of the new language and where appropriate, its degree of formality. To pay attention to the pronunciation, stress, intonation, and spelling of new language. To focus on the grammar (morphology and syntax) of the new language clearly

Presentation Stage…. Contexts for presentation To covey the form of the new language as well as the full force of its meaning and relevance, the teacher will have to introduce the language to students within the wrap of two kinds of context: Situational Context: A situational contexts is simply the situation language occurs in. Example: Situation Language Buying quantities of food Count and un-count nouns Talking with a bank manager Exponents of advice Textbooks, videos or tape can often provide ready made situational contexts, but when these are unavailable or unsuitable for any reason; teacher can devise their own…….

Presentation Stage…. Linguistic Context A linguistic context is the language surrounding a particular piece of language. E.g There is/ are boy/boys …… Boys and a girl is/are ………… For the presentation of new language, linguistics contexts should be meaningful, clear, and free from unnecessary language items. Linguistic context must be simple enough to reveal form but rich enough to reveal meaning and remain a sample of authentic language.

Presentation Stage…. Procedures for Presentation The context a teacher chooses for the presentation of a new item of language differs with each item, but the procedure used for presentation is by contrast fairly standard. It usually includes the following points in this order. --Build up the situational context. This can be done through the use of pictures, a dialogue, a tape, chatting, a board story etc.

Procedures for Presentation Elicit the new language from the students or tell it to them. Elicitation involves trying to encourage students to produce language they have never been taught; they may well not be able to produce it correctly, but can nevertheless make guesses or call on outside knowledge. If they do so successfully, they will be pleased. If not, they will realize their needs to learn it and become more receptive. In other words, this procedure makes students less dependent on the teacher, more adventurous with the language and more confident.

Procedures for Presentation --Focus the students’ attention on the market sentences. A marker sentence is the first example of the new language and that students focus on and use as a model for producing other similar sentences. ---Get the sentences to repeat the new language. This can be done chorally and individually. --Check the students’ understanding of the concepts behind the new language. A teacher does concept checking to find out whether the students have really grasped the meaning and form of the new item. Students should be able to know different forms of regular verbs…..

Procedures for Presentation The amount and type of concept work required vary with the age, knowledge, interest and mentality of each class; It may or may not be useful to employ grammatical terms or do concept work in the L1 or to have more than one concept check during a lesson. A teacher must make his decision based on knowledge of the class.

Summary Stages of oral lesson Presentation stage Purpose of presentation stage Procedure of presentation stage …