How to write a_How,to,Give,a,Successful,Lesson
时间：2019-01-27 03:22:35 来源：雅意学习网 本文已影响 人 
【Abstract】Considering my experience from the teaching practice over the last 13 years, I would like to talk something about how teachers can give a successful lesson to our students. In my opinion, there are five key features indicative of a good lesson.
【Keywords】Teaching aim Strong beginning and ending Students-centred Question techniques Teacher’s instructions
Considering my experience from the teaching practice over the last 13 years, I would like to talk something about how teachers can give a successful lesson to our students.
In my opinion, there are five key features indicative of a good lesson. The followings are what I will deal with.
The first one, I think. is to achieve our teaching aims. As we all know, aims are what we want our learners to do at the end of a lesson. Once we have decided on the aims, we can design or select the most appropriate activities and put them in the best order. We judge a good lesson by checking whether all the activities are keeping with the main aims or we have achieved our aims after we finish it, for example, whether we have succeeded in teaching what we have planned to teach or whether the students can do something as we have told in our aims. I have had one of my teaching practice whose aims are not achieved at the end of my lesson. The aims of that lesson is that students will be able to tell what the people are doing in the context of their daily life by using the structure am/is/are +doing. But at the end of this lesson, some students couldn’t use the structure to describe what the people are doing in the picture. And my subscidary aim is to practise their speaking fluency skill, but my last activity was a writing task, which kept off my aims . So both of these ruined my lesson.
The second key factor that leads to a successful lesson is that a good lesson should have a strong beginning and a strong ending.
The strong beginning means that we begin a lesson by giving students an unusual impression which can draw students’ attention and make them get involved in the lesson. And the strong ending means that we finish a lesson by giving the students confidence in learning the language and they are interested in the lesson, looking forward to the next lesson. If the teacher begins a lesson in a very common way, students will feel bored and some naughty ones will not be concentrated in the lesson. Or the teacher finish the lesson by giving the terrible feeling that they are afraid of having English lessons. All of these will hurt their motivation.
I have observed such a lesson that focused on the reading skills by reading a passage about magic. To my surprise, the teacher didn’t lead in the lesson by presenting some questions related to the reading material to the students. Instead of that, She showed some pictures about some objects related to the magic. Then she let students guess what the topic of this lesson was . I think, At the very beginning, she aroused the students’ learning interest. And at the end of this lesson, teacher asked students to watch a video about the topic of this lesson, which is magic, then she asked students to write their opinions about the famous magician-LiuQian. So at the end of the lesson, students produced many ideas to express their thoughts. And in this lesson, everyone got involved in all the activities.
The third key factor which leads to a good lesson is that the lesson should be students-centred, which means students get involved in all the activities and they speak more than the teacher speaks. Because talking is not teaching and listening is not learning. In our lessons we should give the students more time and chances to speak English and use English. Now comparing with one of my teaching practice, I remembered during the presentation stage, I spoke too much about grammar rules, and gave long instructions, repeated my own words, echoed students’ answers, all of which increased my talking time . As a result, students got less time to practise speaking. So this lesson is not students-centred but teacher-centred.
The next key factor indicative of a good lesson is about question techniques.
The question techneques means how the teacher presents questions to the students, for example, when we ask “Do you like this movie? They will answer” Yes or No. So it’s a close question, which offers little chance for students to speak. If we change it to another way “What do you think of this movie and why”, which is an open question and will give them more chance to practise their fluency subskill in speaking skills. The one above is a kind of question techniques. It is very important for teachers to try to use close questions less and use open questions more, because open questions will get your students produce more language and they will speak more than what we have expected. Another kind of question techniques is called Concept Checking Questions, which can be used to check students’ understanding about the teaching contents and teachers’ instructions. I will deal with it in the following paragraphs.
The last one, I think is the teachers’ instructions. Teachers’ instructions are very important, because all the tasks are guided by them. So we should have clear, short, and simple instructions. And in class, we shouldn’t repeat our instructions and give the instructions in a logical way.
Sometimes I had too many long, complex instructions, such as, Please work in groups of four and do groupwork and ask about “What are your parents’ jobs” and make a report to your classmates, which are long and made students confused. So I repeated them several times, which increased my teacher talking time. Another bad example is that I often gave my instructions not in a logical way. First, I give away my handouts, then give my instructions. As a result, students didn’t focus on the instructions, but on the handouts. which made them not know what to do next. These bad habits ruined my lessons. Another bad one is that we are so familiar with “Do you understand?” that we use it so many times in class. Even though students don’t understand what we said, they still answer Yes to show they are confident. So it’s a kind of useless instruction. To solve this problem, we can use Concept Checking Questions after we give instructions to check their understanding, for example, What will you do next? Or How many students are in a group or what will you discuss? Etc.
It’s essential for teachers to consider these five factors when we plan our lessons and have our lessons. If we can achieve all of these, it will be easier for us to get a good lesson.
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