A successful lesson
"What kind of lesson is successful?" I’m thinking of this question. As a teacher, I hope my lessons will be successful. A successful lesson = A complete lesson?
Complete lessons should include five elements: pre-class preparation, lead-in, teaching knowledge, consolidation and summary. First, pre-class preparation is not only the traditional meaning of "preparing lessons." Because the process of teaching is very impressive and alive, a good class should not be a pool of stagnant water, but should be surging springs, raging boom, the all-encompassing sea. Thus, "instructional design" concept seems to be better to interpret the meaning of pre-class preparation. Teaching process should be a kind of discovery and innovation. Second, as for lead-in, I think we should note the following: meeting the goal, working practically, and make this element essential and manifold. And teaching knowledge, it’s the main content of a lesson. Explaining key vocabulary, exercising target language, breaking the difficulties, individual teaching, pair work, group work and independent researching and other educational activities are all important teaching strategies and methods. Next, notice how to strengthen consolidation, make students master knowledge of the purpose. Finally, make a summary at the end of a lesson. It helps students hold the keys and difficulties. Students will have the sustainable development.
In practice, teachers should grasp the five elements. Sometimes, teachers have good ideas to achieve teaching objects, we can also highlight or play down an aspect, but we should pay attention to every aspect of the order, and the transition between two aspects. We can see it’s not necessary for a successful lesson to be a complete one. So, there is another problem: A successful lesson = A perfect lesson?
The perfect lesson is beautiful, excellent and classic. However, people would also doubt its authenticity and validity at the same time.
A true successful lesson needs room to grow, it should not be the default, but should be generated. If the default is more perfect, it’ll leave less space to generate, so leave blanks boldly, give students free room for innovation.
Instructional design should be loose and flexible. In a sense it’s uncertain, because students are active in class, they are thinking, they are ready to challenge. Teachers should take advantage of the formation in class. Make sure students obtain the deeper understanding of the teaching programs.
In the past, a good class is given all the answers to all the problems, but now, if we provide students with the question mark, it’ll be better, because it can be done to the students continue to learn to explore new roads. Therefore, it’s not necessary for a successful lesson to be a perfect one.
So, in the end what kind of lesson is successful? With teaching practice, I think the success of the lesson should include the following:
First, it should highlight the importance and difficulty. It’s the soul of a good lesson. Teachers motivate students, in the same time, lay a solid foundation.
The explanation for the focus of the class should be implemented progressively, from easy to difficult. Many difficulties should be destroyed one by one, step by step. At the end of the class, do a summary of knowledge, it will make this class even more solid, so that students can grasp easily.
Second, it’s “student-centered”. Teachers can give questions first, coupled with
the guide. Students make careful observation and do some practice. Finally, they find the answers by themselves. If we do like this, students may lay a solid foundation, get more abilities and improve English communication skills, while also gain valuable sense of accomplishment.
Third, focus on teaching comprehensive. In the limited class, teachers try to take care of every student, let all students practice in class. Design problems should be for students at different levels. Select typical examples, so that all students can learn the knowledge better. And when we ask questions, try to seize the opportunities, choose the best method, and make the questions vary.
Fourth, the time control. A good lesson’s ending accompanies by musical ring tones, this is a perfect ending, so the audience can not help but to give the applause. In order to control the rhythm of the class, teachers must be refined to specific how long each piece when we design our lesson. Fifth, a good lesson requires students to say and it’s full of practice. I used to believe that, for teaching the key words, sentences, teachers teach several times, students read several times. That’s enough. If we do more training, students will feel boring. However, after listening to a lot of high-quality lessons, I change my mind: It’s not uninteresting to practice hardly, and not boring, or even very interesting. There is a saying: "Read a hundred times, the meaning is from the opinion." Students read over and over again to master the usage, find the fun, and enhance the friendship.
Next, we should make more preparations for the pair work, group discussions and other activities. Before doing the exercises, teachers can give students an example, more specific interpretation of how to do it. If students can not fully understand the English expressions, we can add some appropriate body language. More effort in the usual class and do these activities, it helps students improve their English listening, speaking, reading and writing skills and communicative abilities. And consolidate the knowledge.
In addition, in the instructional design, teachers can add some exquisite, beautiful pictures, audios and videos etc., so that students are interested in learning, easily understand the key vocabulary and usage, and fully grasp the target language.
Practicing shows that the more orientation to sensory stimulation, we can remember materials easier. For example, teaching the English word “banana”. There are two ways to explain. The first: Just tell students to look at the word in the books or on the screen, let them recite it directly. The second: Look at the word in the books or on the screen, accompanied by clear and beautiful videos, or motion pictures, the
teacher teaches the pronunciation of the word, so that students can read the word correctly. After that, make sentences and dialogues with the word, show the real banana and bananas, and ask questions, let students distinguish.
Now compare the two approaches. Obviously, the second way is better and funnier. It’s not only to stimulate the students to fully visual, but also to stimulate the student's hearing, smell, taste, and many other senses, students practice, this is a practical experience. Comprehensive training, not only allow students to remember the English word “banana” itself, and pronunciation, usage, the distinction between countable and uncountable nouns, and other related knowledge.
Finally, for teaching, the integration and enough practice are important, and raising the lesson to a high level is also necessary for a successful lesson.
As for ourselves, sometimes we should be in unexpected situations, such as the PPT is out of control. First we should be responsive, and then we should resourceful, try our best to solve the problems.
All in all, a successful English lesson should be smooth. It’s the combination of true, good and beautiful. I believe it will make teachers and students enjoy, let students swim in the English world, and feel the charm of English. Students will fall in love with English, and they will make a wish: "I want to learn English better!"
The ending of a success lesson is not only the formal period, but also the surprising exclamation point, and thought-provoking question mark, and memorable ellipsis......