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Process approach: Moves away from a concentration on the written product to an emphasis on the process of writing.

Product approach: An approach which focuses on producing different kinds of written products and which emphasizes imitation of different kinds of model paragraphs or essays (also called prose model approach).

Strategy: Procedures used in learning, thinking, etc. which serve as a way of

reaching a goal.

The Controlled-to-Free Approach: Learners work on given material and perform strictly prescribed operations on it. The approach emphasizes accuracy rather than fluency or originality.

The Free-Writing Approach: Stresses quantity of writing rather than quality. The emphasis is that intermediate-level students should put content and fluency first and not worry about form.

The Paragraph-Pattern Approach: Instead of accuracy of grammar or fluency of content, it stresses organization (copying, analyzing the form and imitating model paragraphs, putting scrambled sentences into paragraph order).

The Communicative Approach: Stresses the purpose of a piece of writing and the audience for it, extending the readership. Interaction through the written message is the goal: what is written should be a purposeful communication on the practical or imaginative level, expressed in such a way that it is comprehensible to another person.

The Grammar-Syntax Organization Approach: Links the purpose of a piece of writing to the forms that are needed to convey the message.

Reports proposed on the theme:

Different approaches to teaching writing.

Peculiarities of writing as the means of communication.

Cooperative techniques in teaching writing.

Process-oriented approach to teaching writing.

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Further reading

Литвин С. В. Навчання писемного спілкування учнів старшої загальноосвітньої школи / С. В. Литвин, Н. К. Скляренко. – Бібліотечка журналу «Іноземні мови». – 2001. – № 3. – 48 с.

Онищенко К. І. Навчання письма / К. І. Онищенко // Методика навчання іноземних мов у середніх навчальних закладах : Підручник. – К. : Ленвіт, 1999.

– С. 205–220.

Обучение письму и письменной речи // Настольная книга преподавателя иностранного языка : Справочное пособие / Е. А. Маслыко, П. К.Бабинская, А. Ф. Будько, С. И. Петрова. – Минск : Вышэйшая школа, 1998. – С. 148–161.

Olshtain E. Functional Tasks for Mastering the Mechanics of Writing and Going Just / E. Olshtain // Teaching English as a Second or Foreign Language. – Boston : Heile and Heile Publishers, 1991. – P.235–245.

One-Month In-Service Training Course for English Language Teachers. WB (Pilot version). – Kyiv : The British Council, 1999. – 263 p.

Raimes A. Techniques in Teaching Writing / A. Raimes. – Oxford : OUP, 1983. –

162 p.

Tribble Ch. Writing / Ch. Tribble. – Oxford: OUP, 1996. – 170 p.

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5

EDUCATIONAL PROCESS AND ITS

ORGANIZATION

5.1.LESSON PLANNING

5.2.TYPES AND STRUCTURE OF LESSON

5.3.REQUIREMENT TO ENGLISH LESSON

5.4.DIFFERENT STAGES OF FL INSTRUCTION IN SECONDARY SCHOOL

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5. EDUCATIONAL PROCESS AND ITS ORGANIZATION

Lesson is a basic unit of organized educational process based on conscious and purposeful teacher-student interaction. Modes and character of this interaction are of great importance. Depending on what we choose – passive learning and memorizing a stock of knowledge with further correct reproduction of the material proposed; or active participation of learners in the process of study, their cooperative efforts and fruitful interaction – the lesson will be shifted from teacher-domination to learnercenteredness.

The current tendency is the orientation on the student who should be in the centre of the educational process. Thus, what is taught is defined by student needs. Lesson should be carefully planned and prepared, meet the updated requirements and be well-structured in order to serve a fruitful model of instruction beneficial for students.

5.1. Lesson planning

An efficient working level of teaching is ensured by systematic and careful planning. A lot is going to happen on the spot in the class, sometimes it is difficult to completely predict how learners will respond to anything, but the better prepared teacher is, the better they are ready to cope with whatever happens. There is a good teachers‘ slogan: Those who fail to prepare, prepare to fail.

The main aim of lesson planning is scientifically tested organization of the educational process and achievement of successful acquisition of the language in question. At the beginning of the course teacher should predict how to organise the whole process and be aware of the results, which have to be achieved at the end of it.

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Foreign language teacher needs two (even three) kinds of plans to work successfully:

The academic year plan (a project based on English School Program and curriculum. It contains topics, language material to study, learning objectives to observe, types of learner assessment and evaluation).

The plan of a series of class-periods for a unit of the textbook or a unit plan.

And the daily plan or the lesson plan for a particular class-period.

A unit plan is not compulsory for our school authorities, it is never checked, but it is convenient for teachers to be at hand. The academic year plan is a real working document for the whole year of study (or the course of study) as it highlights the main steps of teaching for a long period ahead and is designed in correlation with the Program. Teacher can use a ready-made academic year plan worked out by material writers in accordance with the programme of study and appropriate course books. However, writing of such an academic year plan is very often the responsibility of teacher. Though the structure of the academic year plan is not fixed, it is rather flexible and depends on: the demands of the school/educational authorities; traditions of the school; convenience of teacher, their own understanding of how to plan their work; students' age and their level of knowledge; materials used. Sample structure of the academic year plan should include:

Number of lesson;

Topic/subtopic of lesson;

Language work (grammar structures, pronunciation patterns, lexical material);

Objectives concerning skills development;

Homework.

The daily plan (see samples in App.3) often contains two parts:

1)an outline of the procedure of the lesson (i.e. the description of the activities, their order and predicted timing);

2)background information (i.e. aims/objectives for the lesson, target language, materials used, predicted problems, etc.).

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Different scholars and teacher trainers (R. Gower, D. Phillips, S. Walters, J. Scrivener) suggest keeping lesson plan simple and easy to read, with clearly numbered sections and underlined or coloured important elements to draw attention to. Prose descriptions should be cut out, there is no need to script the whole lesson. However, some moments should be written down precisely: a model sentence, or a set of complicated instructions, or some questions to check students' understanding of a given text or a language point.

What should be included in a lesson plan? What are there some general areas to consider when planning?

1. Learners. It is necessary to take into account their interests, motivation to learn, age, attitudes, abilities. Will they enjoy doing the lesson? Will they benefit from it? 2. Aims and objectives (see table 54, App. 4). Teacher starts by stating the aim/aims or objectives of each class-period. The main aim / objective should be detailed, it might include specific sub-skills, which specific language learners have to understand and /or use, specific skills to develop. Learners coming to the lesson should know what they are to do during the lesson, what performance, level is required of them, and how it can be achieved.

The lesson objectives should be stated as precisely as possible (see the examples App. 2). Often there is a main aim/objective and perhaps a number of subsidiary aims/objectives. For example, in a lesson in which skills are integrated or when a listening or reading text is used to introduce a language item, it is important that teacher and students recognize the main aim of the lesson and of each stage. The major portion of time in the lesson should be allocated to the main objective. Subsidiary aims/objectives may have a large role in the lesson but not overlap the main objective.

E.g., the main aim might be as follows: Learners will be better able to cope with authentic news broadcasts by practising listening skills of (x, y, z).

One of subsidiary aims: Learners develop their discussion skills.

The examples of lesson aims and objective done below are not relevant as they are too abstract to be clear to learners and too wide to be gained for one class-period:

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e.g.: To help students to speak English better. To teach learners to listen.

To develop learners proficiency in reading.

The long-term aims of the course help teacher to ensure that every particular lesson is pulling in the right direction and is another step towards gaining the ultimate goals of the course.

3.The teacher point/personal aims or objectives. For any particular lesson, in addition to the learning aims for the learners, the teacher may set a personal aim to pay particular attention to some aspects of teaching.

E.g.: To talk less myself and involve the students more. To make my instructions clearer.

To involve computer software presenting new structures.

4.Procedure. This is the part of lesson plan which lays out the stages of lesson to ensure that the aim(s) is achieved. Teacher should indicate the plan

what will be done at each stage and why (the stage aim); approximate time; materials used; perhaps details of any complex instructions the teacher is going to give or questions he/she plans to ask. In order to do this teacher has to order the stages and the approach(es), activities, and materials that will be used at each stage.

5. Activities. For each stage teacher has to think what methods and techniques to use and what activities students will do to achieve the aims/objectives of the lesson. While planning activities and tasks for learners, teacher has to answer the questions like: How to present or revise a language item: through a problem-solving activity, through a visual or oral context (dialogue, pictures, etc.), or through a text?

How to develop skills?

What do students need before they can listen, read, write or speak? How to follow up the skills work?

How to check students' understanding?

What type of practise activities to set up: speaking, pair work, and/or writing?

Teacher should think over a balance and a variety of activities and materials. The activities should be arranged in such a way that an easy activity must be followed by

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b)to prepare learners for a group work by listening to the text "Exotic Shopping in Paris";

c)to develop learners' proficiency in reading;

d)to present and practise ―Why don't you?..‖ for giving advice.

3.Name the functions of lesson plan you know.

4.Tick elements and features of an effective lesson plan: a) information about learners;

b) aims and objectives including personal teacher aims; c) procedure (stages of the lesson);

d) activities and tasks logically ordered; e) materials and equipment;

f) classroom management; g) all mentioned above.

5.What is defined here:

Part of a lesson plan which lays out the steps /the stages in the lesson to ensure that the aim/objective is achieved.

Useful terms

Activity: The smallest unit of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language.

Aim: A long-term goal to achieve during a set of lessons.

Anticipated problems: a desirable part of a lesson plan where teacher could predict some problems in terms of language or classroom management that could occur during any of the activities and any strategies teacher has considered for dealing with.

Goals: Vague general intentions behind any given learning task.

Feedback: Information that is given to learners by their teacher on their

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spoken or written performance. It can also refer to learners reporting back to the class on what they have been researching or discussing.

Objective: steps to achieve aim; main objectives best formulated in terms of learner performance objectives or learning outcomes (rather than teaching objectives) e.g. by the end of the lesson, learners will be able to…will be (more) aware of…will have (further) developed their ability to…will have revised… .

Procedure: Part of a lesson plan which lays out the steps /the stages in the lesson to ensure that the aim/objective is achieved.

Layout of lesson: The way in which a lesson is arranged.

Staging a lesson: Organizing different parts of a lesson so that they follow on logically and smoothly to make an effective whole (S. Walters).

Reports proposed on the theme

Main principles of good lesson planning.

Variety of warmers and ice-breakers at the beginning of a lesson. Typical structure of a lesson plan.

Further reading

Бондар М. В. Англійська мова. 9 клас. Плани-конспекти уроків / М. В. Боднар.

– Харків : Веста : Вид-во «Ранок», 2002. – 240 с.

Пассов Е. И. Урок иностранного языка в средней школе / Е. И. Пассов. – М. :

Просвещение, 1988. – 222 с.

Barnhouse P. K. Planning Lessons and Units / P. K. Barnhouse // Teaching English as a Second or Foreign Language. Second Ed [ed. M.Celce-Murcia]. – Boston : Heinle & Heinle Publishers, 1991. – P.419–431.

Gower R. Teaching Practice Handbook / R. Gower, D. Phillips, S. Walters. – Oxford : Macmillan Heinemann, 1995. – 215 p.

Nunan D. Designing Tasks for the Communicative classroom / D. Nunan. – Cambridge : CUP, 1989. – 211 p.

Richards J. C. The Language Teaching Matrix / J. C. Richards. – Cambridge : CUP,