A TYPICAL LESSON PLAN A TYPICAL LESSON LASTS 45

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A typical lesson plan


A typical lesson plan


A typical lesson lasts 45 minutes, twice a week beginning in CE1 (younger pupils’ attention span being less developed, lessons might be shorter but more frequent). Here is a proposal that offers logical steps for a 45-minute lesson period.


1. Opening routine

This allows for pupils to start with something familiar, reassuring, positive. Not too long, with the order of things being flexible, it can be progressively left to the pupils. The opening routine includes: greeting the class, writing up the day and date, identifying absent pupils, talking about the weather and any other opportunities the day provides.


2. Review

This stage allows for the reactivation of prerequisites (vocabulary / sentence structure) before introduction of the new notion of the day.


3. Presentation of something new

The new point of the day can be vocabulary- or sentence structure-oriented, a new language function or cultural discovery. It is important to plan in advance exactly how you will ensure perfectly clear comprehension of the new words or structure: Gestures, miming? Pictures? Sound effects? You can adopt a ritual that alerts the pupils that it’s time for something new (a certain stance, a picture, a sound, a puppet…).


4. Comprehension and pronunciation check

This short phase requires group / half-group repetition, which reassures, but also individual repetition to verify and correct pronunciation. Teacher-pupil interaction should give way to pupil-pupil interaction in order to increase pupil speaking time.


5. Using, reinvesting, manipulating

The new language point is now used in a more interactive, authentic, autonomous situation (group game, questionnaire / survey, pair work for sufficiently mature pupils). The teacher’s presence is reduced to discreet coaching and evaluation of pupils’ mastery or difficulties.


6. Regrouping

After the relative disorder of group or pair work, the group must be brought back together and settled. A good means is an individual writing activity, but remember, not in relation with the new point of the day – opt rather for something already well mastered after a brief review.


7. Correcting and evaluating

Group correction of the writing activity is recommended as a means of revision, but does not replace adult verification of each individual’s work as errors can remain. To gain time, the classroom teacher can be asked to help check pupils’ work with a correction key prepared in advance.

Once the group has settled, the new point of the day can be brought up again and mastery evaluated. If the pupils are not able to use the words or structure properly, try to identify the reasons: too much at once? not enough practice? prerequisites not sufficiently mastered? prompts (pictures, gestures) or instructions not clear enough? reinvestment activities ill-adapted? Sometimes new points that don’t seem to get through the first day somehow make their way the next time…remember the spiral learning principle!


8. Longer language flow

To avoid the impression that language is reduced to isolated words and sentences, finish the lesson with oral production (song or poem) or listening comprehension (storytelling) that exposes the pupils to a long, natural, authentic flow of language.


Anne Bayart-Villeneuve CPD LV IA 06/ Shanti Rallet Professeur


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