Teaching English
10. Lesson planning and classroom
management
Nancy Grimm – Michael Meyer – Laurenz Volkmann
0. Table of contents
1.
Lesson frameworks
2.
Using the textbook and other material
3.
Planning a lesson
3.1 Advance reflection
3.2 Structuring a lesson
3.3 Models for lesson planning
3.4 Generic structure of a lesson plan
3.5 Assessing and evaluating lessons
4.
The lesson in progress
4.1 Teacher talk and student talk
4.2 Optimizing classroom interaction
5.
Recommended reading
6.
Acknowledgements
Chapter 10: Lesson planning and classroom management
2
Discuss:
Look at the cartoon. Does a
good lesson need exact preplanning? What do teachers
need to consider when
planning a lesson? What
would be a generic structure
of a good lesson?
Chapter 10: Lesson planning and classroom management
3
1. Lesson frameworks
Think about the metaphors for
a lesson and discuss which of
them seem closest to your
vision of an ideal lesson.
based on Ur 1996: 213
1. Lesson frameworks
4
1. Lesson frameworks – functions of a lesson
an
exchange
a series of
free choices
an
interaction
Elements of…
a goaloriented
effort
a ritualized
construct
an
enjoyable
experience
cf. Ur 1996: 214
1. Lesson frameworks
5
1. Lesson frameworks
Life is what happens while
you are making plans.
– John Lennon
1. Lesson frameworks
Good lessons
pre-planning
improvisation
pre-given
structure
impromptu
modifications
6
1. Lesson frameworks – external factors
1. Lesson frameworks
7
1. Lesson frameworks – dilemmas
?
?
?
?
As an avid fan of
Shakespeare, can a
teacher still use a
complete play, maybe
even a complex one like
Hamlet with advanced
classes?
Given the fact that
textbooks apparently
seem to spoon-feed
students all the input
they need, do teachers
still need to consult the
curriculum or use
teaching material other
than the textbook?
Given the dominant
standardization and
output-orientation, how
do teachers deal with
physically or mentally
handicapped students in
inclusive classes who will
not achieve the same
level of proficiency?
How do teachers foster
life-long and
autonomous learning, as
propagated by all the
political documents on
FL teaching, if they are
pressed to ‘teach to the
test’?
1. Lesson frameworks
8
1. Lesson frameworks – sound balance
cf. Thaler 2012: 24
1. Lesson frameworks
9
2. Using the textbook and other material
• mechanical,
inauthentic,
vague,
simple,
complicated
• autonomy
Methods
Language &
content
• monotonous,
difficult,
simple
• context
• different
learning
styles /
learner
types
Appeal to
learners
Balance of
skills
• too much
emphasis on
an isolated
skill?
• Processability
Hierarchy
• staging
• input
Progression
& grading
Cultural
content
• appropriate
• up-to-date
• quality
• functional /
decorative
• too much or
too little
Visuals
Islam & Mares 2003: 88-89, adapted
2. Using the textbook and other material
10
2. Using the textbook
and other material
Media package (Lehrwerk)
Additional
material?
Authenticity?
Selection?
Reality shock?
2. Using the textbook and other material
Adaptation?
11
2. Using the textbook and other material
2. Using the textbook and other material
12
Consult the homepages of textbook publishers (e. g.,
www.klett.de, www.cornelsen.de, www.diesterweg.de). Look
for supplementary material to the EFL textbooks offered by
theses publishers. Consider the following questions:
- Is the material provided appealing and comprehensive?
- How much is free of charge?
- How is it related to the textbook?
- How motivating and useful do you consider the material?
2. Using the textbook and other material
13
3. Planning a lesson
Discuss the statement below and rephrase it so that it reflects your
own attitudes:
“Good teachers plan their classes minutely so that everything they do is
prearranged. Once they are in the classroom, they follow their plan
without deviation, always watching out for irrelevances which the
students may bring up and which would disrupt the plan.” (Harmer
2000: 138)
3. Planning a lesson
14
3.1 Advance reflection
Needs and goals before
methods
based on Richards & Rodgers 1986: 159
3. Planning a lesson
15
3.2 Structuring a lesson – “no plan is written on tablets of stone”
Take notes with the
overall structure to
class!
A good lesson
should be clearly
structured with
smooth transitions.
What can go
wrong?
Time management!
Variation!
Write down key
questions and
instructions!
A good lesson has a
certain
composition!
A sense of
achievement!
Lessons should
neither be
predictable nor
always the same!
cf. Harmer 2000: 125, Ur 1996: 216-17
3. Planning a lesson
16
3.2 Structuring a lesson – principles
different
methods
output&
competences
Keep the students
and their needs in
mind!
material
& media
3. Planning a lesson
different
social
forms
individual
learners
scaffolding
pre
during
post
17
3.3 Models for lesson planning
Pre – while
(during) – post
Problems
Engage – Study –
Activate (ESA)
3. Planning a lesson
Presentation –
Practice –
Production (PPP)
18
3.4 Generic structure of a lesson plan
Look at the lesson plan:
-
Where would you find the phases of the PPP and ESA models?
Consider a typical EFL lesson for beginners, introducing new vocabulary, or for advanced learners, tackling a cultural
issue. How would you modify the plan below?
3. Planning a lesson
lesson plan based on Farrell 2002: 33, the German terminology follows Benecke 2007: 36-37
19
3.4 Generic structure of a lesson plan
Consider the following scenario and discuss how teachers should
respond to it:
“[T]he teacher has planned that the students should prepare a dialogue and
then act it out, after which there is a reading test and some exercises for
them to get through. The teacher has allowed twenty minutes for dialogue
preparation and acting out. But when the students start working on the
activity, it is obvious they need more time. The teacher then discovers that
they would like to spend at least half the lesson on just the acting-out phase
which they find helpful and enjoyable. At that moment, he or she has to
decide whether to abandon the original plan and go along with the students’
wishes or whether it is better to press ahead regardless.” (Harmer 2000: 5)
3. Planning a lesson
20
3.5 Assessing and evaluating lessons
Were the learners
attentive and active?
Did the teacher
respond to students
individually?
What did the
students actually
learn?
Was there a phase of
consolidating
knowledge?
Was English used
communicatively
throughout?
What tasks were
most successful?
Least successful?
Why?
Did the lesson follow
a certain trajectory?
Was it finished on
time?
What changes (if any)
will have to be made
in the future in one’s
teaching and why?
Put the criteria in an order of priority. Put the most important first, the least
important last.
3. Planning a lesson
21
4.1 Teacher talk and
student talk
Exchanges in class need to be
more authentic and truer to
real-life communicative
situations.
While people use the structural resources of English to express
ideas, they are also using language to pursue relationships.
What is said draws meaning from a vast amount that is left
unsaid.
Talk is used to bind people together.
People refer implicitly to what previous speakers have said
and anticipate what they might say next.
Especially small talk aims to establish an interactional
framework for encounters between people.
Conversations are frequently highly repetitive, marked by turntaking and rituals.
Intonation and body language significantly convey and inflect
meaning.
cf. Maybin 2002: 5-12
4. The lesson in progress
22
Compare each
characteristic of verbal
interaction in everyday
conversation with how
language is used in the
classroom.
Why is language in the
classroom different?
Could it use the
characteristics of verbal
interaction as a
benchmark?
While people use the structural resources of English to express
ideas, they are also using language to pursue relationships.
What is said draws meaning from a vast amount that is left
unsaid.
Talk is used to bind people together.
People refer implicitly to what previous speakers have said
and anticipate what they might say next.
Especially small talk aims to establish an interactional
framework for encounters between people.
Conversations are frequently highly repetitive, marked by turntaking and rituals.
Intonation and body language significantly convey and inflect
meaning.
cf. Maybin 2002: 5-12
4. The lesson in progress
23
4.1 Teacher talk and
student talk
Classroom interaction
Inauthentic classroom
communication
cf. Rowe 1986, Hüllen 1987, Lindner 2011
4. The lesson in progress
24
4.2 Optimizing
classroom
interaction
• authentic texts &
situations
• more task-oriented
with clear goals
• active student
participation
A place of learning & action
• variety of learning
resources
• more studentcentered evaluation
& feedback
• teaching is
cooperative and
participatory
cf. Legutke 2007, 2009
4. The lesson in progress
25
4.2 Optimizing classroom interaction – optimizing teaching skills
physical
presence in class
seating arrangement
& student groupings
knowing the problems
of ‘teacherese’ and TTT
dealing with
uncooperative students
4. The lesson in progress
26
4.2 Optimizing classroom interaction – physical presence in class
proficient
understandable
dress, gestures,
expressions, mime
proximity & closeness
appropriacy
movement & voice
4. The lesson in progress
27
When regarding the teacher’s physical presence in class, one
would also need to consider how this affects different learner
groups – with regard to age, gender, ethnicity, cultural
background, group set-up, etc. How, for example, would a
teacher’s physical presence and interaction with students
differ when (1) she or he is teaching grammar in grade 6 to (2)
her or him teaching Shakespeare in grade 12?
4. The lesson in progress
28
4.2 Optimizing classroom interaction – seating arrangement & student groupings
counter-productive
seating arrangements
alternative seating
arrangements
different student
groupings & social
forms
4. The lesson in progress
29
4.2 Optimizing classroom interaction – problems of teacherese and teacher talk
comprehensible
input
boring,
inauthentic
IRE
4. The lesson in progress
30
4.2 Optimizing
classroom
interaction
“What is the capital
of Great Britain?”
“London.”
Problems of teacherese and
teacher talk
“Very good.”
 If student A fails to respond immediately, another student is asked
until the right answer is elicited.
 If student A fails to give the correct answer, another student is
asked, with the teacher signaling verbally or non-verbally that
student A answered incorrectly.
 Often there is a chain of such ‘teacher questions.’
cf. Lindner 2011: 40, based on Rowe 1986
4. The lesson in progress
31
4.2 Optimizing
classroom
interaction – TTT
“What is the capital
of Great Britain?”
“London.”
Inauthentic classroom
communication
“Very good.”
Consider the following statistics (Lindner 2011: 49):




A teacher asks a question every 37 seconds.
A class of students asks the teacher 2.2 questions a lesson.
A student asks a question every 3 days.
A teacher asks more than 800 questions in the course of three days.
Suggest ways to improve communication in EFL classes.
cf. Lindner 2011: 40, based on Rowe 1986
4. The lesson in progress
32
4.2 Optimizing classroom interaction – good teacher questions
Prepare short, unambiguous, and simply structured questions.
Raise demanding, meaningful, and open questions with a clear topic.
Use learner-centered questions which include everyone
Employ questions to gain students’ co-operation and to emphasize important learning goals or
organizational aspects.
Use alternatives to questions such as impulses and non-verbal communication.
Allow enough time to prepare the answers and do not repeat students’ answers (Lehrerecho).
based on Lindner 2011
4. The lesson in progress
33
4.2 Optimizing classroom interaction – clear and unambiguous instructions!
Convey only important information and clear instructions.
Consider what students need to know to tackle and complete an activity successfully.
Clearly communicate the steps of an activity.
Provide a time frame.
Check whether students understood the instructions.
Harmer 2000: 4
4. The lesson in progress
34
4.2 Optimizing classroom interaction – dealing with uncooperative students
distractive,
disruptive
refusing to
take part
rude & undisciplined
behavior
4. The lesson in progress
35
4.2 Optimizing classroom interaction – dealing with uncooperative students
Teachers convey the impression that they are on top of the teaching scenario and group
dynamics.
Teachers are able to ‘multitask.’
The session proceeds fluently and smoothly and at an appropriate pace.
The whole class stays involved.
4. The lesson in progress
36
4.2 Optimizing classroom interaction – 10 rules for classroom performance
1
Avoid translating where you can
demonstrate.
2
Avoid explaining where you can act.
3
Avoid making a speech when you can
ask questions.
4
Avoid speaking too much when you can
make your students speak.
5
Avoid using your textbook solely.
6
Avoid jumping around and appearing
unstructured.
7
Avoid going too fast or too slow.
8
Avoid speaking too slowly or too
quickly.
9
Avoid gearing your lessons toward just a
few students.
10
Try not to be impatient; ‘take it easy.’
cf. Richards & Rodgers 1986: 10
4. The lesson in progress
37
Recommended reading
Benecke, Ingrid (2007). Zur Grobstruktur von Englischunterricht: Eine
Planungshilfe. In: Praxis Fremdsprachenunterricht 4.6, 35-38.
Farrell, Thomas S. C. (2002). Lesson Planning. In: Jack C. Richards & Willy A.
Renandya, eds. Methodology in Language Teaching: An Anthology of Current
Practice. Cambridge et al.: Cambridge University Press, 30-39.
Finkbeiner, Claudia (2007). Lehrplan – Lehrwerk – Stoffverteilungsplan –
Unterricht. In: Johannes-P. Timm, ed. Englisch lernen und lehren: Didaktik des
Englischunterrichts. Berlin: Cornelsen, 36-44.
Harmer, Jeremy (2000). How to Teach English: An Introduction to the Practice
of English Language Teaching. Harlow: Longman.
Lindner, Michael (2011). Gute Frage! Lehrerfragen als pädagogische
Schlüsselkompetenz. Marburg: Tectum.
Meyer, Hilbert (2006). Criteria of Good Instruction: Empirical Findings and
Didactic Advice. Trans. Dave Kloss. http://www.member.unioldenburg.de/hilbert.meyer/download/Criteria_of_Good_Instruction.pdf.
Chapter 10: Lesson planning and classroom management
38
Acknowledgments
Benecke, Ingrid (2007). Zur Grobstruktur von Englischunterricht: Eine
Planungshilfe. In: Praxis Fremdsprachenunterricht 4.6, 35-38.
Farrell, Thomas S. C. (2002). Lesson Planning. In: Jack C. Richards & Willy A.
Renandya, eds. Methodology in Language Teaching: An Anthology of Current
Practice. Cambridge et al.: Cambridge University Press, 30-39.
Harmer, Jeremy (2000). How to Teach English: An Introduction to the Practice
of English Language Teaching. Harlow: Longman.
Hüllen, Werner (1987). Englisch als Fremdsprache: Beiträge zur Theorie des
Englischunterrichts an deutschen Schulen. Tuebingen: Francke.
Islam, Carlos & Chris Mares (2003). Adapting Classroom Materials. In: Brian
Tomlinson, ed. Developing Materials for Language Teaching. London:
Continuum, 86-100.
Legutke, Michael (2007). Handlungsraum Klassenzimmer and beyond. In:
Johannes-P. Timm, ed. Englisch lernen und lehren: Didaktik des
Englischunterrichts. Berlin: Cornelsen, 93-109.
Chapter 10: Lesson planning and classroom management
39
Acknowledgments
Legutke, Michael (2009). Lernerwelt Klassenzimmer: Szenarien für einen
handlungsorientierten Fremdsprachenunterricht. In: Gerhard Bach & Johannes-P.
Timm, eds. Englischunterricht. Tuebingen, Basle: Francke, 91-120.
Lindner, Michael (2011). Gute Frage! Lehrerfragen als pädagogische
Schlüsselkompetenz. Marburg: Tectum.
Maybin, Janet (2002). Everyday Talk. In: Janet Maybin & Neil Mercer, eds. Using
English: From Conversation to Canon. London et al.: Routledge, 5-27.
Richards, Jack C. & Theodore S. Rodgers (1986). Approaches and Methods in
Language Teaching: A Description and Analysis. Cambridge et al.: Cambridge
University Press.
Rowe, Marry Budd (1986). Wait Time: Slowing Down May Be a Way of Speeding Up.
Journal of Teacher Education 37.1, 43-50
Thaler, Engelbert (2012). Englisch unterrichten: Grundlagen – Kompetenzen –
Methoden. Berlin: Cornelsen.
Ur, Penny (1996). A Course in Language Teaching: Practice and Theory. Cambridge
et al.: Cambridge University Press.
Chapter 10: Lesson planning and classroom management
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Acknowledgments
The cartoons at the beginning of each ppt were designed by Frollein Motte, 2014. If not otherwise
indicated, the copyright of the figures lies with the authors. The complete titles of the sources can
be found in the references to the units unless given below. All of the websites were checked on 10
September 2014.
 Slide 4: Metaphors for a lesson, based on Ur 1996: 213
 Slide 8: https://pixabay.com/en/drama-comedy-and-tragedy-theater-312318,
https://pixabay.com/en/cardboard-box-open-sheets-box-297587,
http://bildungsblog72.blogspot.de/2013/02/sitzen-bleiben.html, https://pixabay.com/en/roadsign-right-of-way-test-361513
 Slide 15: The reflection process, based on Richards & Rodgers 1986: 159
 Slides 22 & 24: https://pixabay.com/en/personal-people-talk-discussion-9441
 Slides 24, 31, 32: https://pixabay.com/en/teacher-class-classroom-students-44735
 Slide 25: https://pixabay.com/en/network-cobweb-fig-figures-63770
 Slides 26, 27, 29, 30, 35: https://pixabay.com/en/direction-information-stairs-climb-44069,
https://pixabay.com/en/man-male-silhouette-body-fig-100667, https://pixabay.com/en/layoutclassroom-seating-chairs-36508, https://pixabay.com/en/megaphone-loudspeaker-speech-talk155780, https://pixabay.com/es/ni%C3%B1a-enojado-cara-malestar-infeliz-308980
Chapter 10: Lesson planning and classroom management
41
Acknowledgments
 Slide 27: http://www.opentapestry.com/tapestries/bus403-negotiations-andconflict-management, https://pixabay.com/pl/d%C5%82o%C5%84-r%C4%99kagest-trzyma%C4%87-biznes-427521,
https://jodiscurriculumcorner.files.wordpress.com/2013/12/tree200795_640.jpg, https://pixabay.com/en/photos/tie%20suit,
https://pixabay.com/fr/personnes-foule-individus-groupe-304353
 Slide 29: https://pixabay.com/en/teaching-classroom-teacher-311356,
https://pixabay.com/pt/ferradura-brown-ouro-cavalo-sapato-309891,
https://pixabay.com/en/jigsaw-puzzle-puzzle-pieces-pink-494510
 Slide 30: https://pixabay.com/en/customer-family-magnifying-glass-563967,
https://pixabay.com/sv/uttr%C3%A5kad-likgiltig-sjukt-tristess-478651,
https://pixabay.com/en/chain-links-connection-metal-steel-309566
 Slides 31 & 32: The IRE pattern, adapted from Lindner 2011: 40
 Slide 35: https://pixabay.com/en/emoticon-quite-quiet-shoo-25532,
https://pixabay.com/en/smiley-smiling-smile-face-tongue-42842,
https://pixabay.com/en/angry-face-emoticon-animations-33059
Chapter 10: Lesson planning and classroom management
42