Lesson organisation. Opening, Sequencing, Pacing, Closing.

1. LESSON
ORGANISATION
AILIN OLIVARES
WAN SHU WANG
ADELA PÉREZ DEL VISO

2. LESSON ORGANISATION or
STRUCTURE
 Lessons: Easily recognized.
 Distinguishable from other kinds of speech
events (trials, meetings, debates, etc).
 Need to optimize the amount of learning that
takes place in the time available.
 Peculiar characteristics: A) structure. B)
typical use of language.
 Sequences- The momentum of a lesson.

3. LESSON ORGANISATION
Importance of English Lesson
organization or “structure”.
Openings.
Sequencing.
Pacing.
Closure.

4. OPENINGS
 Definition. Timing: 5 minutes.
 Every stage: Clear boundaries.
 Changes in location, voice tone, quality or
volume, change in the organization
 OPENINGS: Lesson beginnings. Variety of
purposes.
 Many necessary decisions of the teacher.
 Conscious and unconscious decisions

5.  DECISIONS TO BE MADE:
 Describe the goals of a lesson
 What sts. are expected to do (I will do/ you
will do/ we will do).
 Begin activity w or w.o. explanation.
 Present the funny characteristic of the activity.
 Do something to capture their interest.
 Give a short quiz at the beginning.

6.  Procedures the t. uses to focus the sts
attention on the learning aims of the lesson.
Relate to
the last
lesson
Assess
relevant kn.
Prepare
sts.to what
follows.
Allow
tuning- in
time
Reduce the
disruptcion

7. Structure- Openings.
 A VIDEO: Jim Knight and his recommendations.
 “Pace and structure in Lesson Planning”.
 (from “Teaching Channel” in you tube:
 http://video.search.yahoo.com/video/play?p=pace+and+structu
re+of+a+class&vid=716eb07f9fd670c018cbb11fe3b5d2fc&l=1
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%3DVN.608016053226311213%26pid%3D15.1&rurl=http%3A
%2F%2Fwww.youtube.com%2Fwatch%3Fv%3D65U1FFULh3
U&tit=Pace+and+Structure+in+Lesson+Planning&c=0&sigr=11
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8ts913af120524&tt=b

8.  Analysis of the overall goals and the content
of a lesson.
 Plan a sequence of activities to attain those
goals.
 Stablish a kind of format or script for the
lesson which represents the sequence of
activities that make up the lesson.
Sequencing

9. According to Wong – Fillmore (1985) a
typical lesson format is…
Taking turns to
read

10. Principles for second and foreign
language teaching
From To
Simple activities Complex activities
Receptive skills Productive skills
Study and practice a grammar
rule
Use it
Accuracy-focused activities Fluency-focused activities
Mechanical or form-based
activities
Meaningful-based activities

11. Situational Language
Teaching
(Hubbard et al. 1983)
1 – Presentation
2 – Controlled practice
3 – Free practice
4 – Checking
5 – Furthur practice
Communicative
Language Teaching
(Littlewood, 1986)
1 – Pre-communicative
activities. (Accuracy-
based)
2 – Comminicative
activities. (Fluency-
based)

12. Example
 A dialogue which introduces the functions
and vocabulary to be practiced in the
class.
 Then, we focus on the functional
expressions.
 Fluency-based activities as practice.

13. As regards the skills…
Receptive: Reading
1 – Pre-reading
activities
2 - While-reading
activities
3 – Post-reading
activities
 Productive: Writing
 Process Approach
1 – Pre-writing
activities
2 – Drafting activities
3 – Revising activities

14. Transitions
 Over thirty major transitions occur per day in such
classes.
 Skilled teachers clear transitions and minimize
the loss of time.
 Less effective teachers blend activities
together, fail to monitor.
 Effective transitions maintain students’
attention and
establish a link between
one activity and the next.

15. Pacing
“It is the extent to which a
lesson maintains its
momentum and
comunicates a sense of
development ”
It is one of the significant features of the teacher s lesson
and a necessary skill.
The teacher needs to get the timing right: Activities should
not be too long or too short.

16. Some strategies
 Avoid needless or over-lenghty explanations or
instructions.
 Use variety.
 Avoid predictable and repetitive activities.
 Select activities of a appropriate level of difficulty.
 Set a goal and time limit.
 Monitor performance to ensure the time provided is the
adequate .

17. It is made by the concluding
parts that serve to:
• Reinforce
• Integrate and review
• Prepare for further learning
Closure

18.  Summarize what has been seen.
 Review key points.
 Relate the lesson to certain goals.
 Point out links between lessons.
 Relate to real-world needs.
 Make links to new knowledge.
 Praise students for their acomplishments
Some strategies

19. These can be used as
reinforcement activities or as an
assessment of student learning.
Follow-up
activities

20. Sources
 Richards and Lockhart. (2007). Reflective Teaching Second
Language Classrooms.
 Youtube: Pace and structure in Lesson Planning. Teaching
Channel. Retrieved from:
http://video.search.yahoo.com/video/play?p=pace+and+
structure+of+a+class&vid=716eb07f9fd670c018cbb11fe3b5
d2fc&l=14%3A59&turl=http%3A%2F%2Fts2.mm.bing.net%2Ft
h%3Fid%3DVN.608016053226311213%26pid%3D15.1&rurl=htt
p%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3D65U1FF
ULh3U&tit=Pace+and+Structure+in+Lesson+Planning&c=0&s
igr=11ag2isa8&sigt=115kpkko8&ct=p&pstcat=travel&age=0
&hsimp=yhs-
yhsifmclone1&hspart=Babylon&type=br112dm1bs01ts604ts6
08ts913af120524&tt=b