English teacher's first lesson. English Lesson Plan

A free introductory lesson is the first important step towards online learning. An introductory (trial) English lesson via Skype is an introduction to the teacher and is provided free of charge to everyone who applies for training.

After completing your application, our school manager will contact you to discuss the class schedule and find out your wishes for the teacher and the learning process. Then the manager will suggest you a teacher who most closely matches all your wishes and will schedule an introductory lesson via Skype with this teacher.

The duration of the free introductory lesson is 20-30 minutes. The peculiarity of the trial English lesson at our school is that the introductory lesson is conducted by your future teacher, not a school methodologist. That is, already in the first lesson (paid for by you) you will not waste time getting to know the teacher you are seeing for the first time, but will immediately start learning the language.

Why do you need an introductory English lesson via Skype?

Organizational moment	To you	To your teacher
Acquaintance	You will meet your future teacher.	The teacher will learn about your goals and language learning experience.
Level of knowledge	You will be able to speak English and find out your level of knowledge.	The teacher will determine your level of English proficiency and select a suitable training program.
Organization of training	You will express your wishes and be able to ask any questions about the learning process.	The teacher will tell you how the lesson is structured, what the educational materials consist of and how to work with them, how to do your homework.
Schedule	You will choose a schedule that is convenient for you and set a date for your first lesson.	The teacher will give advice on the duration and regularity of classes to achieve your goals.
Checking connection	You will be able to check if your Internet connection is good enough for online classes.	The teacher will tell you how good your connection is and advise you to contact our Call Center if you need technical support.

As a result of taking a trial lesson, you will be able to decide whether the teacher and the online learning format itself are suitable for you, and you will also receive answers to all your questions.

How does an introductory English lesson via Skype work?

At the beginning of the introductory lesson, you meet the teacher. The teacher begins a trial lesson in English and tests your level of knowledge by asking general questions. The teacher always chooses such a pace and such vocabulary so that you can understand all his words. If you start learning English from scratch, the teacher will communicate with you in Russian.

Then the teacher describes the learning process in detail, answers all questions and clarifies all your wishes for the process of learning English. At the end of the meeting, the schedule is discussed and the time for the first lesson is set.

After a trial English lesson via Skype, the teacher transfers the necessary information to our manager, who then contacts you to discuss further steps.

How to get the most out of your introductory lesson

• Think in advance about your goals for learning English and your class schedule. Only with regular exercise will you be able to achieve your goal.
• Prepare and set up your equipment, check your internet connection. We recommend using a headset and webcam during classes. You can read about it on our blog.
• Write a list of questions in advance questions that you would like to ask the teacher, as well as a list of your wishes for the educational process: this way you will definitely not forget anything and save your time.
• If you have time, you can take it, then the teacher will receive additional information about your knowledge.

If you enroll your child in, then your presence at the introductory lesson is mandatory: we want you to see for yourself how effective and interesting such classes will be for your child.

To take a free introductory lesson, please fill out and we will contact you as quickly as possible.

Municipal budgetary educational institution

"Chesme secondary school

named after M.V. Gavrilov"

Compiled by:

English teacher

Pecheritsa Natalya Nikolaevna

2016-2017 academic year

“My original beginning of an English lesson”

This topic of the seminar is almost directly combined with my topic of self-education: “Speech exercises in an English lesson as one of the ways to teach spontaneous speech to students”. I chose this topic this academic year because I think it is relevant and very interesting to study and apply in practice.
In the last decade, the role and importance of the English language has increased significantly, since English is a means of international communication. In this regard, the teacher faces the task of making it more accessible and interesting for every student.
Psychologists, teachers and doctors define a foreign language as one of the most difficult subjects. On an 11-point scale for ranking academic subjects by degree of difficulty, a foreign language accounts for 10 points, i.e. it is the second most difficult subject after mathematics and mastering it requires significant tension in the higher nervous activity of students, which leads to a decrease in active attention and increased psychological tension in students.
Based on this, the problem of overcoming the psychological tension of students in English lessons and, naturally, reducing motivation and interest becomes relevant. What to do?

Creating a favorable psychological climate in the classroom, an atmosphere of enthusiasm and children's self-confidence, in my opinion, is the first step to success in learning English.
In this sense, the unusual beginning of the lesson is of no small importance and is one of its most important stages, which lasts no more than 3-5 minutes and largely determines the success of the entire lesson. As the English say: “A good beginning makes a good ending.” (“A good beginning makes for a good ending.”)

The teacher’s task at this stage is to immediately introduce students to the atmosphere of a foreign language, replacing the formal organizational moment with speech exercises. At the beginning of the lesson, students’ foreign language speech constraint is usually noted. And it is important for the teacher to try to get students to communicate, to create working contact with as many students as possible, that is, to carry out speech training in a natural way. This speech training is traditionally called “speech exercise” (warming-up activity). This stage includes two points:

1. motivating communication task;
2. familiarize students with the topics and objectives of the lesson.

Regular, targeted speech exercises without much effort and a lot of time allows:
- repeat and firmly grasp vocabulary related to the calendar, school life, weather, etc.
- consolidate in the memory of schoolchildren new grammatical structures and speech patterns that have not yet been sufficiently firmly mastered in the process of working with the textbook;
- It is better to master the skill of dialogue, the ability to ask general and specific questions, and answer them briefly and concisely.
Analyzing the responses of students at competitions at various levels, I come to the conclusion that our children experience natural difficulties in oral speech, in spontaneous conversation with each other and in dialogue with the teacher; they cannot always apply vocabulary knowledge in practice. This is natural, because they are constantly in a Russian-speaking environment, and this is where various types of speech warm-ups can be of great help. It is necessary to show students that language is not just an academic subject, but something living, interesting, calling to learn more.

How to avoid a pattern in speech exercises?
Of course, learning a foreign language involves repeated repetition of language material. However, speaking about speech exercises, I come to the conclusion that you should not repeat the same thing in every lesson throughout the entire school year.
Seeing that students have firmly mastered a certain range of questions and answers, it is useful, depending on the class, level of preparation, environment and specific situation prompted by life itself, to introduce something new into the dialogue with students at all stages of learning.
Let me give you a few examples:
1. Let's say the weather has changed. Having asked traditional questions included in everyday dialogue, the teacher can ask: “Do you like the weather today?” Why (not)?”, “What do you usually do in good (bad) weather?”
2. At the first lesson at the beginning of the month (season), you can talk a little about this topic. Possible remarks and questions from the teacher: Spring has come to us at last. Do you like spring? Why? There are a lot of holidays in spring. Can you remember what they are?
3. At the last lesson of the week, students talk with pleasure about their upcoming vacation. Possible teacher questions: What are you going to do at the weekend? Will you stay at home or will you go to...? Etc.
At the first lesson of the week, you can ask the guys: “How did you spend last Sunday?”
On the eve of the holiday or after it, the teacher organizes a conversation in class, asking the following questions: Will you come to school tomorrow? Why won't you go to school? How will you spend your holiday? Etc.
Students love to talk about sports. After an important sporting event, you can start a conversation with the following questions: What sporting event took place yesterday (last week)? What teams compete in the game? Did your favorite athlete take part in the match? Etc.
From time to time, discussion of various aspects of school life can serve as verbal exercise.
How many lessons do you have today? What lessons do you have besides English? Which lessons do you like best of all? Why? What lesson was the most difficult? Was the English homework difficult? Who couldn’t do all the exercise? Let's check it. Who would like to begin?
4. At the senior stage, schoolchildren are interested in events in our country, cultural news, and important international events. You can start the conversation with the following questions: What is the latest home news? What is the most important world news? (The conversation usually takes place if the students were watching the News program on TV.)
5. Speech exercises can begin with the teacher reporting about some event in his life or about some problematic situation. For example: I had a wonderful time on Sunday. And what about you?

Before studying a new paragraph or section, I actively use problem situations in high school. So, for example, in 11th grade, when introducing the topic “City versus Countryside,” I start the lesson with a problem: “Yesterday, a friend of mine told me by phone that her children suggested that she move to live in the city. She lived her entire adult life in the countryside. She asked me for advice on what to do. What would you advise her in this situation?
Students give advice and ask questions in order to obtain more information.
Here, having connected the conversation started as part of the speech exercise with the topic of the lesson, I logically move on to the topic of the lesson and its teaching stage. This corresponds to the practical orientation of this stage of the lesson.

6. Good morning everyone! The memory of any person is unlimited. Do you know it? But we should train our brains. So, I suggest continuing statements of famous people. Condition: you don’t know these ones.

-“Success doesn’t come to you…you … … … (go to it). Martha Collins.

-“Those who cannot change their minds cannot … … (change anything) Bernard Show.

7. Now, let’s repeat what you know. I’ll begin different statements, or proverbs you should continue.

The more you know the larger the world is.

To every man there is a taste. (“To each his own”)

Early to bed and early to rise makes a man healthy, wealthy and wise. (“Whoever goes to bed early and gets up early will gain health, wealth and intelligence”)

Good clothes open all doors. (“They meet you by their clothes”)

Judge not of men and things at first sight.

An apple a day keeps the doctor away. (“Eat an apple a day and you won’t need a doctor”)

Choose provers which are appropriate to the topic of our lesson.

8. A variety of English phrases at any stage of the lesson expands and consolidates the student’s vocabulary. I suggest phrases for teachers at the beginning of an English lesson:

1. Greeting

Welcome, everybody!

Welcome to all of you.

I’d like to welcome you all to this course.

Good morning, everybody.

Good afternoon, everybody.

Hello, everyone!

Hello there, (Denis).

How are you getting on?

How are things with you, (Katya)?

Are you feeling better today, (Semyon)?

And what about you, Masha? How are you today?

Good morning, Andrey. How are you feeling today?

How are you getting on?

How are we all doing this morning?

How's everyone feeling today?

How's it going?

That's nice to hear.

I’m glad/ pleased/ happy/ sorry to hear that.

I hope you all had a good/ enjoyable/ relaxing holiday/ break.

I hope you are all feeling well/ fit.

I hope you’ve had/ you’re having a nice/ good day so far.

2. Start lesson

Let's begin our lesson now.

So we can begin today’s lesson.

Is everyone ready to start?

I hope you are all ready for your English lesson.

I think we can start our lesson.

What if the student is late? The whole idea and line of the organizational moment down the drain? You can use elements of theatricality in your practice. For example, even if 3-4 people were late at once. The main thing is to create a positive attitude. “Oh, it’s so kind of you to attend English lesson!” Please...” I assign a “fine” - remember and tell any English proverb, even better a proverb on the topic, continue the phrase, or say the standard words of a late student. The main thing is not what you say, but how you do it and how quickly you resolve the situation. Usually, it is not the most successful students who are late, and such “execution” is less pleasant for them than the standard indignation of the teacher. The student copes on his own or with the help of other students and takes his workplace. As a result, you have already paid attention to the not-so-strong student and worked with him, created a positive attitude towards the lesson, and at the same time you yourself remained calm and able to organize the children’s work.

What other non-traditional types of speech warm-up can be used to develop children’s motivation in learning English:

Interjections help make such communication real:

Wow (cool), Oops (oh), Yuppie (hurray), Yuk (ugh), Ouch (oh, it hurts).

Using quotes at the beginning of a lesson, in my opinion, is another interesting motivational technique. For example, you can cheer up children and increase their self-esteem with the following quote: “One famous teacher, Susan Norman, said: “If you ever say the phrase “I don’t speak English,” be sure to add “bye.”

In high school, these can be epigraphs for the lesson, statements of prominent people related to the topic of the lesson, etc.

In elementary grades and middle school, these can be rhymes, proverbs and sayings, as well as question-and-answer conversations: yes-no, true-false;

Here are a few rules for determining the content and choosing forms of speech exercise.

Rule 1. Develop a beginning to the lesson that makes students want to speak English.
Rule 2. Connect speech exercises with lesson objectives.
Rule 3. Connect speech exercises with all other stages of the lesson. Remember that speech exercises not supported by the subsequent course of the lesson, loses its meaning. It is necessary to ensure that speech exercises are not a “foreign body”, but become an introduction to the lesson.
Rule 4. Prepare (preferably, but not necessarily) several options for speech exercises. Choose the right option depending on the specific situation and the atmosphere you will encounter when entering the classroom. Students may be tired, passive, or, conversely, overly excited.

No English textbook can reflect current events. So the latest news, local and intra-school topics are excellent material for speech exercises. Such topics motivate students to active speech activity and independent statements, which, depending on the stage of learning, may include not only the opinions and judgments of students, but also reflect their moral value guidelines. It is important to help build a conversation using already studied lexical units and grammatical structures.

So, for a lesson to be effective, it is important to start it right. The power of motivation or involuntary attention is priceless. It is precisely this that contributes to the assimilation of the lesson material and its active use in the next stages of learning a foreign language. You need to learn to surprise and interest. It is useful to reinforce the beginning of the lesson with unexpected or absurd objects or actions, phrases or tasks. Try to reveal new aspects of their personality in children, which can be useful both in the work of the teacher and for the child himself.

In conclusion, I would like to add that everything I have talked about is only part of this problem. Much still needs to be studied and put into practice, but I really like this topic of self-education, it allows me to improve myself and help children master oral speech.

MBOU Chesme Secondary School

named after M.V. Gavrilov

Methodological seminar

“My original beginning of the lesson”

English teacher

MBOU CHSOSH No. 2

Pecheritsa Natalya Nikolaevna

Seminar “English lesson in the modern educational environment”

Plan

Preface “Modern mobile lesson”

Traditional lesson (pros and cons)

Practical part

Reflection

Subject methodological seminar - “English lesson in the modern educational space.”

The purpose of the seminar is updating knowledge about the structure and requirements put forward for a modern English lesson, about the ways of its construction in accordance with the implementation of the requirements of the second generation federal state standards.

“If we teach today like this,

as we taught yesterday, we will steal from the children of tomorrow.”

John Dewey

Dear friends! I have a surprise for you! Please close your eyes and imagine that you have an orange in your hands. Orange, bright, like the sun on a hot day. How do you feel? (Teachers answer.) Remember this feeling.

A modern lesson is completely new, mobile and does not lose touch with the past, in a word – relevant. Current[from lat. actualis – active] means important, essential for the present time. And also - effective, modern, directly related to the interests of people living today, urgent, existing, manifested in reality. In addition, if the lesson is modern, then it certainly lays the foundation for the future.

Pros and cons of a traditional lesson (work in groups)

Currently, most teachers still gravitate towards the traditional lesson. This is due to many reasons: the habit of traditional forms of learning and fear of the new. Let's try together to understand the pros and cons of a traditional lesson (teachers are divided into two teams, some talk about the pros, others about the cons)

Pros

Cons

Changing times cannot change the best in a lesson. What has been accumulated over centuries remains valuable forever. It is impossible to do without solid, systematic, deep knowledge. It is impossible to do without the habit of discipline and order in the head, brought up by a traditional lesson.

With traditional education, students who successfully complete school find it much more difficult to find themselves in the surrounding reality. It is no coincidence that in recent years a joke has arisen among teachers. To the question: “Who will live well in Rus': an excellent student or a C student,” there is always the same answer - a C student, because he is adapted to life, knows how to adapt, choose a non-standard solution, take risks, etc.

Youth, work, interesting with a measured confidence in its necessity and benefits, an interesting life.

I get tired of the same thing, the endless “repetition of the past”; I feel sorry for the “strong” students, who are fewer and fewer every year (“we are raising the low” level to “average”, but there is no time to work with the “strong” ones).

It is easy to work in a traditional lesson: its organization is simple, familiar, well known and worked out to the smallest detail.

A constant feeling of dissatisfaction due to lack of interest, reluctance to learn, due to growing misunderstanding on the part of students and parents regarding the requirements made by the teacher.

A traditional lesson allows you to pay equal attention to both excellent and average students; working with “average” students is easier and less headaches.

Most teachers note a sharp decline in the intellectual level of students in specific classes, an increase in students, at best, with an “average” and low level of development.

All norms are clearly written, easy to follow, no one needs to prove anything, everything is clear to everyone: everything is correct from the point of view of the inspectors, and if it is correct, it cannot be bad.

Dissatisfaction with the administration, interested in the new, inconsistency of programs, textbooks, manuals with regulatory documents.

Conclusions: what new appears in the lesson when implementing the second generation Federal State Educational Standards? What are the advantages? (teachers' answers)

The teacher's desire to plan lessons independently.

Accurate and at the same time creative implementation of program and methodological requirements for the lesson.

Reliance on interdisciplinary connections with the aim of using them to form in students a holistic view of the knowledge system.

Knowledge of various developmental learning technologies.

Implementing a differentiated approach to students only on the basis of diagnosing their real educational achievements.

Work on motivating educational activities - the formation of motivation for cognition.

Rational use of teaching aids (textbooks, manuals, technical means.

Knowledge and application of health-preserving and health-developing technologies.

Let's together leave a table of differences between modern and traditional lessons (teachers fill out the table in groups). Answer options.

Differences between a modern lesson and a traditional one

Modern lesson

Traditional lesson

Structure:

Self-determination of activities

Updating of reference knowledge

Creating a problem situation (problem formulation)

Discovery of new knowledge

Initial check of understanding of what has been learned

Independent work with self-test according to the sample

Incorporating new knowledge into the knowledge system

Reflection of activity

Structure:

Organizational moment

Checking homework

Updating of reference knowledge

Explanation of new material

Primary consolidation

Independent work

Lesson summary

How to prepare a modern English lesson

How to build a modern lesson? How to make sure that the lesson not only equips students with knowledge and skills, the significance of which cannot be disputed, but that everything that happens in the lesson arouses sincere interest in children, genuine passion, and shapes their creative consciousness?

Teachers often use so-called “non-standard lessons”, which include “court lessons”, “forum lessons”, “debate lessons”, “dialogue lessons”, “press conference lessons”, “concert lessons”, "master class" and the like.

Let’s take, for example, one of the options for a “court lesson” in 9th grade. At a court hearing, the participants of which are students of the class with predetermined roles (defendant, prosecutor, lawyer, witnesses, public), the case of the Mass Media is considered. The role of the judge is played by the teacher. This role gives him the opportunity to direct the course of the lesson in the right direction. Participants, according to their roles, justify or condemn specific media actions. The court sums up the results of the hearing.

In the end, the court makes a decision: the media have firmly entered our lives, but we need to teach a person to use this great achievement wisely, and not turn into a dependent listener and user.

The birth of any lesson begins with the awareness and correct, clear definition of its ultimate goal - what the teacher wants to achieve; then establishing the means - what will help the teacher achieve the goal, and then determining the method - how the teacher will act so that the goal is achieved.

The goal of a lesson in a modern school should be specific, indicating the means of achieving it and translating it into specific didactic tasks.

When modeling a lesson, you must adhere to the following rules:

Specifically determine the topic, goals, type of lesson and its place in the curriculum.

Select educational material (determine its content, volume, establish a connection with previously studied, control system, additional material for differentiated work and homework).

Select the most effective methods and techniques of teaching in a given class, various types of activities of students and teachers at all stages of the lesson.

Determine the forms of control over the educational activities of schoolchildren.

Think over the optimal pace of the lesson, that is, calculate the time for each stage.

Consider a form for summing up the lesson.

Think over the content, volume and form of homework.

A modern lesson is based on the use of technical means, using both traditional and innovative pedagogical technologies. Using modern technologies, working in modeling technology, schoolchildren develop the ability to independently acquire new knowledge, collect the necessary information, draw conclusions and conclusions.

To prepare the lesson, a reference table is provided for constructing a modern English lesson (see appendix)

Practical part

Here is a fragment of a lesson on the topic “Emotions during the 22 Olympic Games in Sochi”, 7th grade. Do you need to put the lesson steps in the correct order and determine whether the lesson is traditional or modern?

Lesson steps

What does a teacher do

What students do

1.

Statement of the problem. Brainstorming.

The teacher helps to summarize and highlight ways to solve the problem by showing slides of relevant content: learn languages, understand sign language, understand the feelings and mood of the interlocutor.

They suggest possible solutions to the problem: Why do barriers between people collapse during the Olympics?

Front work.

2.

Development of listening skills for micro statements with general understanding.

1. The teacher starts recording the text and waits for the end of listening.

2. The teacher checks the accuracy of the completed task using a slide.

Aggressive, nervous

Surprised, happy

3. Summarizing the completed task, the teacher poses the following problematic question: What personality traits help a person to be open to communication during the Olympic Games?

1. Students listen to the microtext, trying to understand the mood and emotions of the speaker.

Students work individually.

3. Students express their point of view.

3.

Organizational moment. Welcome Introduction to the topic.

The teacher invites students to look at the slides and determine the topic of the lesson “Emotions during the 22nd Olympic Games in Sochi.”

They look at the screen and try to determine the topic of the lesson.

Students work individually.

4.

Working with new vocabulary.

The teacher offers students international words.

emotional - emotional

nervous- nervous

optimistic - optimistic

aggressive

in shock - shocked

depressed

surprised - surprised

relaxed – relaxed

The teacher gives the instruction: to divide all emotions into those that help you get closer to people during the Olympics and those that push people away from communication. The teacher will check that the assignment is completed correctly.

1. Students try to guess the meaning of new words based on their background knowledge and associations.

Group work.

2. Students classify these emotions into positive and negative and express their assumptions.

Group work.

Keys: 3, 1, 4, 2

Conclusion

So what is the modern lesson for us? This is a lesson-cognition, discovery, activity, contradiction, development, growth, step to knowledge, self-knowledge, self-realization, motivation., interest, professionalism, choice, initiative, confidence, need

What is the main thing in the lesson?

Each teacher has his own opinion on this matter. For some, success is ensured by a spectacular start that literally captivates students immediately upon the appearance of the teacher. For others, on the contrary, it is much more important to summarize and discuss what has been achieved. For others - an explanation, for others - a survey, etc. The time for “ready-made” lessons is gradually moving away.

Modern lessons arouse keen interest among students, and interest, as is known, is a stimulus for cognition, motivates the learning process, and turns school into "school of cramming" into "school of joy."

Now, please close your eyes and imagine that you have the same orange in your hands. Orange, bright like the sun. Smell it... Now share it! Juice splashed! How do you feel? (Teachers answer.) Remember this feeling and try to maintain it throughout the day.

Reflection

Trace the oranges on a piece of paper

It has been proven that the more interesting the lesson, the higher the motivation and effectiveness of learning English. In this regard, there are three general types of classes: frontal, group and individual.

Frontal exercises

Frontal lessons are those in which the teacher gives new information to the students, the students listen, and then ask questions at the end of the lesson. The whole process is based on a monologue and a visual presentation of information. Usually this is not the most exciting type of lesson, but there is a frontal lesson option that can be considered an exception: an excursion.

For example, an English lesson on animals could be taught at a local zoo; The teacher can name each animal and give a brief description of it, depending on the level of knowledge of the class. To keep children more interested, the teacher can assign group assignments. For example, at the end of the excursion, each group should talk about their favorite animal ().

You can also use an interesting book as a basis for the lesson. Such, for example, as the popular book “Funny English Errors and Insights: Illustrated”. This book contains 301 examples of funny English mistakes made by schoolchildren, journalists, parents and even teachers.

You can read the mistakes to the class, and if someone doesn't understand what the humor is, you or one of the students can explain it to them. A child will learn a lesson much better if it is presented in the form of a joke.

Group classes

Group activities usually involve competition or teamwork. This type of class is recommended for advanced levels. An example of an interesting lesson in this case would be a theater competition, where each group chooses a play or a fragment of it.

Each group must make their own costumes and be as creative as possible in the decorations and implementation of the plot. You can suggest a specific theme, such as Halloween, the works of Shakespeare, or even a television series.

Another example is gaming litigation. Here the characters in the book can serve as a basis. One group of students may defend the character's actions, while another may condemn them; another may be the jury, and the teacher may be the judge. Have groups of “defenders” and “prosecutors” discuss their arguments, and then one or two speak and argue the group’s point of view.

The jury must listen to the parties and reach a verdict, and the judge will direct everything that happens. You can use classics like Charles Dickens's Great Expectations as a basis (and consider, say, whether Miss Havisham's actions are fair), as well as films or television series.

Individual lessons

Individual lessons depend on the level of each student. It is important not to impose anything, but only to give advice and offer interesting material for work so that it stimulates the child - for example, homework, structured in a playful way, or analysis of an interesting text for advanced levels.

Interesting English lessons are easy to teach; the only requirement is that they be creative and stimulate language learning.

What interesting English lessons do you know or have practiced?

Every person who has at least once attended a language course or individual lessons with a teacher asks himself the questions: “How effective are my lessons? Is the teacher organizing the course of the lesson correctly?

We will try to answer these questions and approximately recreate the structure of an ideal lesson. I would like to immediately note that the sequence of blocks that we will indicate may change depending on the wishes of the teacher.

1 . Let's start with the fact that an effective lesson cannot last less than an hour and a half. 1 hour 30 minutes is the time during which the teacher will be able to explain all the new material, check your homework, play a small vocabulary or grammar game with you, and give you audio materials to listen to or watch a video.

2 . In addition, the number of people in the group should be limited. If there are more than 8 students in the classroom, then the lesson is considered ineffective. The teacher cannot devote time to everyone and interview everyone, check homework, etc. So it’s better to choose mini-groups with 4-7 people.

3 . Each lesson must begin with checking homework. “Why didn’t we do it at school? Why homework? - your indignation can be heard. The fact is that homework, sad as it may sound, plays one of the main roles in learning English.

Many people who come to language courses do not even suspect that they will be assigned work at home, and some simply declare out of the gate that they will not do anything at home. But this is not correct! Homework is necessary to ensure that you constantly maintain a normal level of knowledge and consolidate the material you have covered. Therefore, you cannot refuse homework!

4 . Next in the lesson plan there should be a new topic. Here the teacher plans new vocabulary and grammar. To consolidate lexical material, you can watch a thematic film or other video materials; to consolidate grammar, you can do several exercises, play a grammar game, etc.

5 . A good lesson must have time devoted to listening. The teacher gives you a dialogue, monologue or audiobook, you must catch the spoken language, and then recreate it yourself in English (retell). For groups where the language level is not very high, listening is often practiced as homework. Students first listen to the material in class, the teacher explains unclear points, and then the students independently listen to the same material several times at home and retell it at the next lesson.

7 . At the end of a good lesson there should be a relaxing part. You can watch a short piece of a film in English, tell the latest news or a funny joke, etc.

If a teacher pays attention to only one student in a lesson or doesn’t have time to interview everyone, don’t be too happy about it (like, hurray, they got rid of me!). If you do not participate in the dialogue, you will not be able to consolidate the acquired knowledge. Besides, you will never be able to overcome the notorious language barrier because you will not have the speaking skills.

In general, a good English lesson is a lesson in which the teacher puts his soul into it. If you feel that something in a lesson does not suit you, it is better to change teachers, because such lessons will definitely not be of any use.