Lecture-13: Structure of foreign language lessons and to organize them Organization of foreign language lessons and production of lesson plans on the basis of modern requirements. Plan

Lecture-13: Structure of foreign language lessons and to organize them
Organization of foreign language lessons and production of lesson plans on the basis of modern requirements.
Plan:
1.How to organize effective FLT?
2.Planning and implementation of lesson plan
3.Features of an excellent lesson plan
Teaching is both difficult and interesting process. The teacher's aim is to develop the full potential of each child. Certainly this process demands them to be more responsible, creative, and energetic in order to notice the pupils' interest and desire immediately.
Since today's children are quite enthusiastic and sociable the teachers have to realize that teaching process should be organized by providing the active atmosphere and not to forget each child is individual.
Skillful teachers always try to agree with students' outlook. Though they may come across some problems connected youth behavior. Nowadays children in general seem at first glance to be hard and sophisticated. But, anyway an experienced teacher is capable to work with them attentively.
A new method is a new attitude towards children. Modern teacher is never scared of modern and capable pupils. A child's behavior or irritating habits don't interrupt clever teachers. Thus the teacher shouldn't forget that modern teaching includes the body as well as the mind. So a child should be able to express himself and win over his shame.
Teachers must create an ideal learning environment. It means not to sit passively waiting for a lesson to end. Ideal learning environment is when the pupil sees, hears and feels the material themselves and behave free. Hence making animated videos and presentations are important parts of effective teaching. If a teacher wants the pupils absorb the topic he should avoid from general habits and words like " This year is going to be great ", "You are going to learn all about...", "What did we learn during last..." . Instead of repeating general words and writing the theme on the board simply he can use real examples in his speech and the class may guess the theme themselves.
A lesson is the main part of the learning process, at which specific practical, educational, upbringing and developmental tasks are implemented to ensure the achievement of ultimate goals. Both the learning process as a whole and the didactic cycles and blocks are realized using the lesson as a unit of the learning process. This means that a lesson of a foreign language as a unit necessarily embodies the basic qualities and properties of the whole, i.e. course of study. Both the process of teaching a foreign language as a whole and a separate lesson are distinguished by expediency and relative completeness. The integrity of a particular lesson is ensured by the totality of its parts, links, stages, which are necessarily connected by a “single axis”, “single rod”, “common canvas” and place in the lesson system, which also has a semantic, thematic rod, a developing plot, in the context of which the training material assimilated and applied. The peculiarity of a foreign language lesson is that it is not an independent unit of the educational process, but a link in the chain of lessons. In this series of lessons, the dynamics of the educational process are carried out, what was the goal of the previous lesson becomes a means of the subsequent, which determines the close interconnection of the lessons and provides a progressive movement towards the final educational goals.
 A lesson is the main organizational form of learning, the smallest unit of the learning process. A lesson is the main part of the learning process, at which specific practical, educational, upbringing and developmental tasks are implemented to ensure the achievement of ultimate goals. Both the learning process as a whole and the didactic cycles and blocks are realized using the lesson as a unit of the learning process. This means that a lesson of a foreign language as a unit necessarily embodies the basic qualities and properties of the whole, i.e. course of study. Both the process of teaching a foreign language as a whole and a separate lesson are distinguished by expediency and relative completeness. The integrity of a particular lesson is ensured by the totality of its parts, links, stages, which are necessarily connected by a “single axis”, “single rod”, “common canvas” and place in the lesson system, which also has a semantic, thematic rod, a developing plot, in the context of which the training material assimilated and applied. The peculiarity of a foreign language lesson is that it is not an independent unit of the educational process, but a link in the chain of lessons. In this series of lessons, the dynamics of the educational process are carried out, what was the goal of the previous lesson becomes a means of the subsequent, which determines the close interconnection of the lessons and provides a progressive movement towards the final educational goals. A foreign language lesson has its own specificity, which is determined by the content of the subject, the practical orientation of training and the fact that a foreign language acts not only as a goal, but also as a means of learning. The main psychological, pedagogical and methodological requirements for the modern lesson of a foreign language are communicativeness, individualization of the learning process, speech orientation of tasks, situational learning, and novelty. The basis for constructing a lesson is a set of scientific provisions that determine its features, structure, logic and methods of work. This set is called the methodological content of the lesson. If you need to teach a person to communicate in a foreign language, then you need to learn this in a communication environment. This means that training should be organized in such a way that it is like a process of communication (communication). Only in this case will the transfer of formed skills and abilities be possible: the student will be able to act in real conditions. Each of us was faced with the following phenomenon: a certain event excites a person, pushes him to speech, prompts him to express his opinion, but leaves the other indifferent. One person reads adventure literature all his life and watches only detective and entertaining films, the other is prone to historical novels or love lyrics. This is because any person is an individual with all its inherent characteristics. In the process of teaching speech activity, personalization becomes extremely important, because there is no faceless speech, speech is always individual. It is closely connected with consciousness, with all the mental spheres of a person as a person. It is impossible to effectively teach speech activity without addressing the individuality of the student. Therefore, the teacher needs to study class students, their interests, characters, relationships, life experience, motivational sphere and much more, bringing all the data into a special chart – table — the methodological description of the class, which is used in preparing and conducting the lesson.
A lesson plan is a set of notes that helps us to think through what we are going to teach and how we are going to teach and taking into consideration many elements such as, students’ learning styles, previous knowledge, types of intelligences, interests and other related issues (Lika, 2017). It guides us during and after the lesson that which things should be added or removed for the next session. This paper shows how planning affects teaching and the quality of learning in EFL classes. Planning is often considered as a key aspect of teaching. During the planning phase, the teacher makes decisions about goals, activities, resources, timing, grouping and other aspects of the lesson (Harmer, 2005as cited in Taylor, 1991).
Planning and implementation of these plans are a bit complex and intellectuallydemanding for English language teacher trainees preparing for the profession of teaching. Many instructors find it difficult to develop a lesson holistically and to maintain alignment across aims, practical steps, and evaluation when planning and implementing a lesson. Pang attempted to address these problems by establishing a model of trainees' action that included their deliberate metacognitive structuring of a lesson both in planning and review phases (Pang, 2016). The increasing number of second language learners in classrooms around the world has required teachers to adapt their teaching methods and materials to the various learners' needs. Second language learners in particular need specific learning strategies, which not only aim at helping them understand the linguistic structure of the language of instruction, but also enable them to remember and comprehend many different words and grammar structures in the "foreign" language. For second language learners, developing language skills and improving other language abilities need to go hand in hand independent of the language (Shrum & Glisan, 2005). Foreign language teaching and learning is an issue of high relevance nowadays in the world. According to Liyanage, & Bartlett (2010), language teaching has been reduced to the mastery of language structures, disregarding the vast number of possibilities that language teaching provides to involve students in the discussion and analysis of issues that affect students’ everyday life. Shifting language teaching toward this goal, however, has to start in language teacher preparation programs especially planning for EFL students. The articles mostly discussed that second language teachers are the main core of language teaching, they are the one who creates situation for better learning and paves the way for learners to acquire second language effectively. In some articles, the effectiveness of lesson planning was measured through practicum classes’ result and experimental studies which showed that preparation and planning lesson affects learning second language and students’ performance during learning process.
According to Lika, (2017), in lesson planning teachers should take into consideration many elements such as, students’ learning styles, previous knowledge, types of intelligences, interests and other learning related issues. Meanwhile, she emphasized that these issues directly have influence in learning process therefore; planning a lesson will decrease the level of stated problems and teachers may recognize their weaknesses and strengthens points of their teaching.
Many instructors find it difficult to develop a lesson holistically and to maintain alignment across aims, practical steps, and evaluation when planning and implementing a lesson. But practicing, sharing plans and planning regularly will help instructors to overcome these challenges (Pang, 2016). Shrum & Glisan, (2005) mentioned that Second language(L2) learners need specific learning strategies that help them understand the linguistic structure of the language of instruction and help the instructors to enable students to remember, to communicate and comprehend many different words in the second language which depends on instructor’s decision during planning phase. For Second language learners(L2), developing language skills and improving language abilities need teachers’ hard working independent of the language phase.
Khoshsima, & Khosravani, (2014) mentioned that lesson plan serves variety of purposes. They specified five purposes that should be considered in lesson planning phase. The most important purpose is to help teachers develop their abilities to select, structure, and organize lesson content into effective support of learning. The process of planning each lesson forces teachers to reflect on what they want to accomplish in each class and how best to do so.1. Planning helps you control how class time is used andit provides a framework for your lesson.2. It helps you to think through and reconsider the teaching process.3. It provides a sense of security for instructors. 4. It determines the sequence and timing of activities.5. It provides you with the record of what has been taught
Even if teachers are teaching from a textbook (which contains lessons that have already been planned) further planning is usually necessary to adapt the textbook to the teaching context and to supplement it based on learner’s background, interest, learning style, and abilities. Teachers would like to choose usually the tasks and activities that address the language skills that the lesson addresses. Their plans may also include ideas on how they will monitor their students’ learning and understanding.
McCutcheon, (2006) stated that teachers plan for “internal reasons” in order to feel more confident, to learn the subject matter better, to enable lessons to run more smoothly, and to anticipate problems before they happen. The “external reason” for planning a lesson is to satisfy the expectation of the principle or supervisor. Lesson plan is more important for pre-service teachers because they need to be more in control before they begin the lesson.
Most researchers as Harmer (2005), Lika, (2017), Azkiyah, &Mukminin, (2017) stated their view points on learning style, type of intelligence that will be done in planning phase before teaching process. They emphasized on grouping which mixes different learning styles the same as different activities that both aim is to cover different type of intelligence in a lesson.
Language teaching has been reduced to the mastery of language structures, ignoring the vast number of possibilities that language teaching provides to involve students in the discussion and analysis of issues that affects students’ everyday life. Moving language teaching toward this goal needs language teachers’ preparation before start teaching (Liyanage, & Bartlett, 2010). Richards, (2005) declared something different about Lesson Planning. He stated that L.P helps pre-service teachers to be full prepared before teaching and be more experienced in applying it in the real context of teaching, because they need to be more in control before they begin the lesson. Moreover, it gives a sense of confident for new teachers. McCutcheon, (1980) mentioned that L.P helps teachers to feel more confident, to learn the subject matter better, to enable lessons to run more smoothly, and to anticipate problems before they happen. Therefore, lesson planning paves the way for instructors as well as students to be successful in learning process
Make sure that knowledge about teaching linguistically and culturally diverse students is evident in all district curricula. Ensure that students of all proficiency levels can access district curricula, because these will suggest materials and strategies explicitly designed for English learners of varied proficiency levels—beginners to advanced.​
Look closely at the curricula taught in the district to make sure that they are appropriate for English learners, not only by affording multiple entry points as suggested above but also by empowering students through the use of themes and materials that connect well with the background knowledge, cultures, and life experiences that English learners bring to the classroom.​
Work to make sure that mandated curricular materials are readily available in the high- incidence home languages of your district, thus supporting delivery of the curricula in dual language and bilingual education programs, as well as providing readily accessible subject-subject matter materials for students who are literate in their home languages. This will allow students to learn valued content in their home or target language in addition to English