PLANNING AN ORAL LESSON

PRESENTATION STAGE

PRACTICE STAGE

PRODUCTION STAGE

Presentation stage

Practice stage
Comes after the presentation stage Studentcentered activity but it is still controlled by the teacher

Production stage
Last stage in the oral lesson For advanced students, they can skip the presentation and practice stage

Occurs at the beginning of the lesson Completely controlled by the teacher

AIMS
Presentation stage Enable the students to recognize the relevance and usefulness of learnt target language Make the students aware of the contexts in which the language they learn can be appropriately used Practice stage Give students intensive practice in the target language Build up students confidence to use the target language in the free communicative situation Production stage Enable students to integrate the new language they have learnt with language they already know Build greater fluency and ability to cope with features of real communication

What is taught
The focuses on the presentation stage are; i. Learning the set of inter-related functions in a communicative situations. ii. Learning different ways of expressing a function, formally and informally. iii. Learning to do common communicative task from the required structure or set of words.

Procedures for presentation

1. Put students in a situation in which they need to use the target language (group discussion). 2. Provide a clear model for students to imitate (speech) 3. Drill students in the target structures - give students rapid practice in the target language - Example : Teacher: Its cold outside. Students: Its cold outside. Teacher: Its warm outside. Students: Its warm outside.

Typical activities for practice stage

Model dialogues Communicative games

Drills

Information gap activities

Model dialogues
Model dialogues is put up on the blackboard or OHP
The students use this model to make up responses of their own Example : A: Do you know if the library is open on ____________? B: Yes, ________________. Or No, I ___________ think so. A: What hours is it open? B: ___________ open from _________ to ___________.

Communicative games
Provide repetition Without boredom Minimum chance of error Example : Students can play the game Happy Family

Drills
Allow students to apply the language they have learned to express something about themselves. Examples : Student 1: My name is Marina, and I like reading. What about you? Student 2: My name is Martin, and I like camping. What about you?

Information gap activities

Can minimized the boredom of repetition The students interact for a purpose Give different information to different students. Tight linguistic controls.

For example :
Ask your partner where you can do the following: buy some steaks. see a movie order some sushi rent a bike

Features of the production stage

The activities provide natural settings for frequent and natural occurrence of the target language along with other language Situation is spelt out but the language is not Fluency is the focus of this stage Correction and teacher intervention are only offered when requested by the student Activities have a clear purpose and are more meaning or content focussed than language

Types of activities for production stage

Discourse chain
Problem solving

Role play

Information gap Informationsharing and opinion gap

Opinion gap

Example of role play

Example of discourse chain

Example of information gap

Example of opinion gap

Students are given a situation where they need to decorate their class. They are assigned to be in a group of four. Each member of the group will give suggestion and explain why it is suitable to make their class more beautiful. Suggestions;
Student A: Lets paint the class with green colour. Student B: Lets put vases with plants in the class Student C: I want to put pictures on the wall. Student D: Lets make a duty rooster to maintain our class cleanliness

Example of Problem solving

Students are shown pictures of a dirty toilet and a clean toilet. Students are asked to share their understanding what makes the toilet dirty and how to solve the problem. Lists are given on how to keep the toilet clean. Students choose the appropriate ways.

Information-sharing and opinion gap

Students are divided into pairs. Each pair will be given a short description of two restaurants. Time will be allocated for each pair to discuss on which restaurant they should go. Students are also required to give reasons to support their choice.

REFERENCES