TYPES OF LESSONS USED IN TECHING ENGLISH

The fundamental form of instruction is the lesson. Each lesson is closely related to former lessons or
units and to others that will follow, like the links in chain.
Each lesson has its own function. Through each lesson pupils acquire knowledge and develop skills
such as listening, speaking, reading and writing English.
Any type of lesson should aim at integrating the four skills.
Each lesson is unique, but there are common features with occur within a group of lessons. The
grouping of lessons according to their common features arise the problem of types of lessons.
The type of lesson is usually specified in the introductory part of a lesson plan
We can distinguish:
1. Lessons of communication of new knowledge
2. Combined lessons
3. Lessons of fixation of knowledge and of developing skills and abilities
4. Lessons of systematization and revision of knowledge
5. Lessons of verification and control of knowledge
Each type has got constant elements, changing elements and common features, depending on the
material to be taught, the aim to be achieved and the methods used.
Lessons of communication of new knowledge
FEATURES
-this type occurs in senior forms;
-the information must be accessible;
-the teacher should interweave the communication of knowledge with questions addressed to the class;
STAGES
Warmer
1. Checking of previous knowledge
2. Formulation of the subject
3. Communication of knowledge ( presentation)
Teachers exposition
Partial Fixation
Exposition
Partial Fixation
Model reading
4. Fixation of knowledge (practice and production)
5. Homework
Combined / Mixed lessons
FEATURES
-are the most frequently used types of lessons;
-verification must be blended with the acquisition of the new knowledge;
-fixation must be the most important element in the lesson because it develops skills;
STAGES
Warmer
1. Checking of previous knowledge
2. Formulation of the subject
3. Communication of knowledge( presentation)
4. Fixation of knowledge (practice and production)
1

5. Homework
Lessons of fixation of knowledge and of developing skills and abilities/ Lesson of reinforcement
FEATURES
-in a teaching unit the lesson of fixation is generally the last one;
-new skills or abilities might be formed or developed grounded on previously acquired knowledge;
-they are similar to lessons of systematization and revision but we work with a much more reduced
quantity of material;
-the stress is being laid on drills which contribute on the development of drills;
-they may be lessons meant to develop listening- speaking skills, reading skills, writing or spelling or
pronunciation.
-one interesting type is the lesson based on the four skills.
STAGES
Warmer
1. Correcting the homework
2. Formulation of the object of the lesson
3. Revision of the theoretical part of the problem
4. Practice (graded and varied drills up to free communication)
5. Evaluation
6. Homework
Lessons of systematization and revision of knowledge/ Revision Lesson
FEATURES
-these lessons may take place at the beginning of the school year, at the end theme or chapter, before
the test paper and at the end of the school year;
-dynamism is an essential condition for each lesson and it can be achieved using question-answer
practice with all the pupils, the use of auxiliary aids and the combination of various methods and
procedures;
-new elements should be possibly be introduced (new texts, new drills, etc) ;
STAGES
Warmer
1. Specification of the problem to be dealt with
2. Repetition or systematization proper
3. Evaluation
Lessons of verification and control of knowledge (testing)
FEATURES
-in order to make sure of the degree in which different skills are mastered by the pupils and to realize
the shortcomings special lessons of verification and control are required;
-these lessons differ from the lessons of systematization and revision in one essential point: they are
focused on checking knowledge, not enrich or systematize the students knowledge.
STAGES
Warmer
1. Communication of the aim of testing
2. Testing
3. Appreciation of work and conclusions
4. Homework

You should begin by first thinking carefully about what the lesson is supposed to accomplish. The
purpose of a lesson plan is really quite simple; it is to communicate. A key principle in creating a
lesson plan is specificity.
Project workul o metod de nvare prin cooperare a limbii engleze
Metodele activ participative sunt cele mai n msur s solicite dar s i valorifice maximal i
pe multiple planuri potenialul uman de cunoatere , de simire cu care un elev sau altul vine la coal.
Specific acestor metode este faptul c pot stimula i dezvolta nvarea prin cooperare, lucrul n
perechi sau grupe mici de elevi , dezvoltnd astfel comunicarea, relaionarea, colaborarea i sprijinul
reciproc pentru rezolvarea unor probleme sau pentru explorarea unor teme noi , care duc la
cunoaterea dintre elevi i acceptarea reciproc .Una dintre metodele moderne de nvare a limbii
engleze este metoda proiectului- project workul, metod care poate fi folosit n orice stadiu de
nvare al limbii engleze. Aceast metod ofer un enorm potenial pentru c poate fi folosit
realizarea sarcinilor orale, scrise ,citit.Cnd elevii dintr-un grup care lucreaz mpreun la realizarea
unei reclame , de exemplu, ei vor comunica unul cu cellalt fiind foarte important cooperarea dintre
ei. Etapele pe care trebuie s le urmeze o astfel de lecie sunt urmtoarele:

stabilirea etapelor de dezvoltare a project workului -profesorul trebuie s ia

iniiativ,s rmn flexibil la receptivitatea grupului la prezentarea noii teme pe care o vor avea de
realizat elevii .El va decide durata de desfurare a proiectului,de la minim o or pn la dou
sptmni. Expunerea subiectului trebuie s cuprind toate datele necesare i toate criteriile implicate;

colectarea datelor i stocarea acestora- cnd toate datele i informaiile au

fost adunate ,profesorul trebuie s gseasc o modalitate de a stoca i salva numai informaia necesar
i de asemenea s le ofere informaii ct mai atractive i adecvate nevoilor limbii.
alegerea materialelor i echipamentelor ce vor fi folosite n realizarea proiectului-in
funcie de natura proiectului se vor alege i echipamentele i materialele necesare. Dac procesul de
colectare al datelor se realizeaz n afara slii de clas atunci vor avea nevoie de un casetofon, camer
video,dosare, creioane colorate, etc.
formarea grupurilor de lucru - profesorul mparte clasa n mai multe grupuri ,fiecrui
grup fiindu-i repartizat o tem din subiectul propus sau toate grupurile pot avea aceeai tem
.Grupurile nu pot exista i nici nu pot funciona eficient dac elevii nu au i nu folosesc anumite
deprinderi sociale.
realizarea proiectului propriu-zis grupul trebuie s fie rspunztor de atingerea
scopului propus.
procesarea n grup-elevii au nevoie de momente pentru a vedea ct de bine i-au atins
scopurile i ct de eficieni au fost n grup. Profesorul monitorizeaz n permanen activitatea de
nvare a grupurilor oferindu -le feed - backul ,corectndu-le eventualele confuzii sau rspunsuri
incomplete.
afiarea i susinerea proiectului de ctre un reprezentant al grupului
Aceast activitate presupune spontaneitate n folosirea limbii engleze,toi elevii fiind implicai
n realizarea proiectului .n acelai timp aceast activitate stimuleaz creativitatea, cooperarea
,interaciunea direct.
Modern teaching methods around the world
Traditional teaching methods, characterised by an authoritative relationship and the
principle of the teacher who dispenses knowledge to a pupil supposed to be ready to receive it,

today seems unsuitable for mass education. The young people now entering secondary education
come from a family environment that has not prepared them for the "role of pupil" and who are
more exposed to school failure. To face the challenge presented by the democratisation of
schooling, "education experts" are proposing some innovative approaches.
Faced with the problems posed by mass education, current educational theories place "the
pupil at the centre of the educational system" and recommend starting from the childs own
centres of interest to put him in a position to learn. In recent years this approach has been
translated by introducing childrens literature in the primary school and supervised individual
work at the high school - in the form of completing a project on a subject that interests the pupil or by using new technologies. All these are ways designed to reconcile young people with
learning. These mediating approaches also attempt to fight boredom at school, which expresses
itself not only in lack of interest - one of the principal causes of academic failure - but also in
violence.
But the diversity of pupils is not only social, as psychology has shown, inviting us also to
take account of young peoples affectivity, a potential source of impediments to learning. From
this viewpoint, those educationalists labelled "reformers", advocate giving up the traditional
system of marks for pupils final work in favour of continuous and constructive assessment,
capable of highlighting the progress made. "Instructive assessment" would also make it possible
to limit the negative effects that bad marks have on pupils, especially their demotivating impact.
Another aspect now called into question is the organisation of pupils into fixed and
predetermined classes. Differentiated education suggests replacing this system by large groups of
three or four classes, divided, depending on pupils needs, into groups of different sizes. These
groups would be temporary, not only to allow for progress made by young people in the learning
process, but also to avoid locking them up in a stigmatising group (the slow-learners group). This
arrangement implies, moreover, new school timetables. Lastly, it entails training teachers in
educational culture, team working and their new responsibilities for the all-round education of
pupils. A thorough overhaul of their training has begun with the university institutes of education
and the revision of school timetables is continuing.
These proposals, some of which have not yet been implemented in practice, profoundly
call into question the way schools are organised and the conception of the teachers role, no
longer centred only on the transmission of a body of knowledge, but also incorporating pupil
guidance and their education in the broad sense, in other words, their socialisation. This
definition of the teachers job and their duties at school is not unanimously accepted, but it is, and
has been for several years, behind an increasing number of successful experimental pilot
schemes.
Education and research are most exciting when they move out of the lecture hall and
library and provide opportunity to create, experience, and see. Practical ways are used to
dynamically visualize and communicate how complex systems and ideas really work.
Ensuring equality of opportunity, defining the mission of teachers, combating violence in
schools, agreeing on the objectives and goal of our education system is the business of every
citizen and of their representatives. What could be more natural than for this to be debated as
widely as possible?

Foreign countries use modern methods of teaching for better results in class teaching.
Nowadays there are four main modern teaching methods, which are most frequently used.
The four modern teaching methods: The Constructivism, The Comprehensive learning, The
Conceptual Pedagogy, and The Internet.
Constructivism is a philosophy of learning founded on the premise that, by reflecting on
our experiences, we construct our own understanding of the world we live in. Each of us
generates our own "rules" and "mental models," which we use to make sense of our experiences.
Learning, therefore, is simply the process of adjusting our mental models to accommodate new
experiences.
It is important to note that constructivism itself does not suggest one particular pedagogy.
In fact, constructivism describes how learning should happen, regardless of whether learners are
using their experiences to understand a lecture or attempting to design a model airplane. In both
cases, the theory of constructivism suggests that learners construct knowledge. Constructivism as
a description of human cognition is often associated with pedagogic approaches that promote
learning by doing .
The Internet is the biggest provider of information and it is good to use it as a
consultative source because it offers a large ammount of information on all the areas of study.
Whether a particular education system is of high or low quality can be judged in terms of
input, output and process. Until recently, however, much discussion of educational quality is
centered on only system inputs in terms of the provision of teachers, teaching materials and other
facilities, and on output in terms of students achievement. However, due to financial constraints,
the government has realized that improving the quality of education through improved input is
more difficult. Thus, the governments chose to improve quality of education by improving the
teaching-learning process, which it assumed as cost-effective. This study thus, was aimed at
finding out the extent to which the innovative approaches of teaching and learning are employed
under the tradition of teaching at all the schools, to identify the factors that affect its
implementation, and finally recommend better ways and means for further improvement. By
employing a descriptive survey research method, the study found out that although the employment
of innovative teaching and learning is emphasized in the policy, currently traditional lecture
methods, in which teachers talk and students listen, dominate most classrooms. The common
obstacles found are: the tradition of teaching and child upbringing, lack of institutional and
learning resources, teachers lack of expertise, inappropriate curricular materials for active learning
and students lack of prior experience to actively participate in the teaching and learning process.
Despite the concern for quality, current conditions in most primary schools throughout
world is both compelling and disturbing. As the governments strive to expand basic education,
they also face the challenge of ensuring that students receive quality education. For ensuring
quality education, the governments have emphasized improving the quality of teaching by calling
for the employment of active learning. This study therefore is aimed at analysing the extent to
which participatory and/or an active learning approach as demanded by the education policy, is
understood and properly implemented by teachers and students in schools, identifying the factors
that militate against its implementationand providing recommendations on how to improve the
teaching-learning process.
It is found out that traditional lecture methods, in which teachers talk and students listen dominate
most classrooms. The common obstacles and barriers to the employment of active schools are the

traditional methods of teaching and learning, lack of institutional support and learning resources,
teachers lack of expertise, inappropriate curricular materials and students lesser preference to
actively participate in earning due to lack of prior experience.
Implications for effective learning
To create an effective learning situation for the employment of active learning in the classroom,
the following issues need to be considered:
1. Employment of partnership approaches: On the spectrum running from traditional
chalk-and talk teaching to open-ended instruction, a combination of direct instruction, guided
practice and independent learning, in which teachers present some amounts of material and
encourage active participation of students is recommended in schools. In this model, power is
shared between learner and teacher for it demands a fruitful collaboration between the teachers
and learners, where each has complementary roles, rather than one being subsidiary to the other.
2. Re-writing curricular materials: Preparing students for the world of work and life- long
learning involves teaching skills to analyze problems, synthesize information and tackle wide
range of tasks. Curricular materials therefore should be re-written in a way that they involve
activities to process the new material, linking it to what the student already knows. Tasks should
be authentic, set in a meaningful context, and related to the real world. They should not just
involve repeating back facts as this causes surface learning. As students learning will involve
errors, tasks should offer opportunities for self-assessment, correction, peer discussion, teacher
feedback and other reality checks.
3. Ensuring the availability of learning resources and school facilities : Students become
active seekers rather than passive recipients to knowledge, when they are provided with the
necessary learning resources. Employment of active learning requires the meeting of minimum
standards of physical infrastructure and other resources. It requires attractive classrooms with
enough space for making proper seating arrangements
suitable for active-learning.
4. Provision of appropriate training to teachers on active-learning strategy: The evidence
from this study indicates that if we want teachers to be confident and innovative users of active
learning, we must provide teachers with the appropriate training, the time and the facilities they
need. The governments have made a good start in demanding teachers to be innovative, but must
also continue with empowering teachers with the necessary skills they require for proper
implementation of interactive teaching and learning.
5. Emphasizing on continuous assessment: Failure to periodically solicit student feedback in a
course about how it is progressing is very important in creating a conducive environment for an
active-learning approach. Regular, reliable, timely assessment is a key to implementing active
learning. The purpose is to give learners feedback and to improve learning and teaching
practices. Local circumstances, however, prevent the practice from being widely used. Adequate
resources, teachers trained in assessment techniques and relatively small class sizes are required.