Designing Lessons

18 Alternative approaches to lesson design

Accuracy and fluencyBy (1) we mean 'getting things right', and by (2) we mean 'getting your meaningacross in real time'. In first language learning, (3) precedes (4).. . That is, we start byusing our first language in order to convey our meanings, and only later do we achieve precision at doingthis. But, in second language learning, the focus is traditionally on (5) .. . .. first, and then (6) .That is, language is presented and practised in isolated 'bits', and only when these can be producedcorrectly is the learner allowed to use them to express their personal meanings. There are alternativeapproaches to lesson design, however, that foreground (7) Learners are encouraged to expresstheir personal meanings, and only later are these fine-tuned for (8) .. ... This type of approach issometimes called a '(9) first' approach.

Two lesson designs

Pee,e"";oo -+ 1 __ p_ra_c_tic_e__ I-+

_ .2 ch this lesson description with one ofthe lesson designs in activity Bl. Identify where each stage::-.<3 s and finishes.

e sWrtea, off WLkLng o.bOlAt.fM1Ules. I told.- the c.lJA.sso.bOlAt.my fM1i1.!1Mcl then they told.- eo...cl1~ er o.bOlAt.theirs Ln grolAps. I then wrote 'I'ye got. 0.- brother' on the boo.-rclMcl they told.- me worcls7'(ll. e.wLd.-repLo..c.e.'brother'. We pro.-disecl the pronlAncio..tWntoo. We then d.Ui 0.-I.i1:tLegfA-PfiLLtho.-t.~secl on the difference between 'ha-ve' Mcl 'has '..1 then sWfA-Ppeclthe grOlApsrOlAnclMcl they

eo...cl1other o.bOlAt.their fM1Ules rAEcUnMcl th~s time the u,st.eners tri.eOv to clro.-wthe fM1i1.!1:ra of the spwker.

3 Work in groups. Discuss these questions about the lesson in activity B2.

a What level is the class?b Could the same lesson format work with a different level group?c Why do you think the teacher swapped groups around for the final activity?d What are some of the advantages of encouraging communication early in the lesson?e Can you think of any disadvantages?

Task-based learningOne way of prioritising communication in the classroom is through 'task-based learning' (or'activity-based learning'). Learners are given a task to do or a problem to solve. There is no priorfocus on language. Only while they are doing the task, or immediately after its completion, arethe learners given any explicit guidance as to the language items that might help them performthe task. They may then be given an opportunity to incorporate these items into a subsequent,similar, task.

1 Read the lesson outline and answer the questions.

The teacher introduces the idea of 'the qualities of a good teacher'. Learners then work in small groups toproduce a draft of a poster entitled 'Tipsfor teachers'. The teacher tells the learners that they willreportback on what they have included and also give reasons for their choices. She gLvesthem a few minutes toprepare and then the learners give their reports. The teacher puts a model senttrlce on the board andfocuses on the form and meaning of 'should' to convey (mild)obligation and duty.The learners thencomplete sentences about other professions. For example: A pilot shouldn't drink alcohol A hairdressershould be friendly to clients. The learners then work ingroups to produce a poster entitled 'Tipsforlanguage learners'. The teacher later displays the posters on the wall.

1 Can you identify a communication -4 language focus -4 practice -4 communication pattern?2 How could the teacher deal with the learners' immediate vocabulary needs?3 What happens after the learners produce a draft of their poster?4 Can you think of any advantages of ending the lesson with a similar task to the one used at

the start?

2 Work in groups. Plan how to use the following task with an intermediate class.

1 What vocabulary might be necessary for the successful completion of the task?2 What grammar patterns might the task create a need for?3 What would you anticipate including before the task?4 What do you think might be included after the task?

Youare the editors of a student magazine. Youare planning to include a short article about the lifeofsomeone that you think willinspire your fellowstudents. Youmust decide together who you think would bea suitable subject. Afterwards you willreport your discussion to the group and also the reasons for yourfinal choice.

Put the students into groups of five or six. Give each group a cassette/CD recorder. Their task is tomake a recording for another group. They should record around five minutes but this may take up to25 minutes as they use the pause and rewind buttons to rehearse, practise and correct what theysay.When the recordings are made they should be exchanged with another group. The group thentranscribes the recording they receive. These could be displayed on an overhead projector orphotocopies can be made. The texts can then be analysed.

1 Do you think this activity would work well with a class that you are currently teaching?2 Towhat extent does this activity prioritise communication?3 What skills are practised?4 Identify the part of the lesson where the teacher may choose to focus on grammar and

vocabulary.

ork ingroups. Suggest howyou couldfocus on the language areas that arise in these situations.a A warm-up exercise generates a spontaneous discussion about an argument one learner had

with a taxi driver. You notice that several learners need help expressing the idea of shouldn'thave done. You decide to make a lesson point of this.

b At the beginning of a lesson a learner asks you how to make suggestions in English. Youdecide to present this language area and practise it.At the beginning of a lesson a learner asks what the difference is between 'taking an exam'and 'passing an exam'. You explain and also decide to expand this vocabulary field. You wantto give a little practice and also provide an opportunity for communication.

wREFUECTION

1 Work in groups. Read these contributions posted to an ELTdiscussion board. Suggest ideas that couldhel p the teachers.

Felipe: I get frustrated because I often present language at the start of the lesson and wepractise it a lot, but the students hardly ever produce it in a freer situation at the endofthe lesson.

Clare: The coursebook I use is OK- but I always feel that the starting point is 'here is thegrammar - what can you say with it?' rather than 'what do you want to say? - here'sthe grammar you need'.

Dave: I'm quite newly qualified and I like the idea of using tasks in the lessons, particularlynear the start of lessons, but I'm worried in case it throws up a language problem Ican't explain.

Maria: I've always tried to keep my lessons quite learner-centred. But when I teach grammarsometimes it seems inevitable that the lesson will be dominated by me, particularly atthe start.

2 Think of your own teaching practice experience. Where have the substantial communication phasestended to come in lessons that you have taught?