TEACHER TRAINING PROGRAM

The Structure of Language Lesson

DAY #4:
Closing a Lesson

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 Pre-Teaching Task

In your teaching, do you close your lesson? If yes, why and

how do you close?

WHY? ___________________________________________
_________________________________________________
_________________________________________________

HOW? ___________________________________________
_________________________________________________
_________________________________________________

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 Closure

Purpose Activities

(a) Highlight what has been (a) Summarizing

learned in a lesson, (b) Reviewing
(b) Integrate and review the (c) Relating the lesson to
content of a lesson, and the course
(c) Prepare the students for (d) Linking to the next
further learning. lessons
(e) Making connections
(f) Praising students

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 Reinforcing Effort and
Providing Recognition

Reinforcing Effort Recognition

(a) Students see the (a) Rewards

relationship between (b) Verbal praises
effort and achievements.
(b) They learn to believe that
effort pays off.

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 Making Connection

The Structure of a Language Lesson 5

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 Examples (Yet & Already)

Rationale

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 Examples (Imparative)

Rationale

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 Take-Home Task #4

Directions:

See the following structure of a lesson plan. Then

suggest closure strategies that might be
appropriate for this lesson.

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 Teacher Training Program
The Structure of a Language Lesson

TAKE-HOME TASK #4

Direction:

See the following structure of a lesson plan. Then suggest

closure strategies that might be appropriate for this
lesson.

1
 Your Reponses

Name: __________________ Date: __________________

LESSON PLAN

Subject : English grammar

Topic : Simple Present tense

Number of Students : 25 (15-17 years old)

Proficiency Level : Late Elementary

1 hour
Time :

By the end of the lesson, students are able to:

Statement of
:
Objectives 1. correctly form sentences in simple present tense
2. use simple present tense in the right situations

2
 Content and Procedures

Stages/Skills Teaching/ Learning Activities Objectives of Activity Materials/Resources

• To wake them up
• Teacher can save some
1. Greet the students and ask them to talk time to check
with each other about what they do in attendance
their free time. • To briefly overview the
2. Ask a few students about what their key points useful for the
friends usually do in their free time. day lesson

• To draw the students’

attention on
3. Students read a text about “Susan’s daily Short text: Susan’s
grammatical forms
1 activities” (grammar in context) and daily activities
peculiar to the use of
Preparation answer some questions about the text. (Appendix 1)
simple present tense.
00-10 mins • To get them start.

• To capture students’
interest, and thus be
much involved in the
4. Informing the students about the objective lesson (once they have
of the lesson. seen the benefits)
• To make sure they are
ready to contribute to
the lesson goal

3
 1. Presenting pattern/forms and Use

The Present Simple is used to express:

1. a habit
• To give them a clear
- I get up at 7.30.
structure of simple
- Cinda smokes too much. Textbook (New
present tense in English
2 - He is always late to school. Headway: Pre-
language
Presentation 2. a fact which is always true intermediate
• To give them the
10-20 mins - Vegetarians don't eat meat. (student’s book)
concept of a situation
- We come from Spain.
where simple present
- He is a Korean guy.
tense is used
3. a fact which is true for a long time
- I live in Kaleen.
- She studies at the University of Canberra.
- Melbourne is a big city.

• To elicit the students’

1. Focused-practice ability to use correct
simple present tense
- Presenting the students with a task form.
(filling in the blank). • To reinforce the
- Discuss the answer with the students students’ awareness on
and give them feedback - Exercise in the
3 the use of simple
student book
Practice present tense form.
2. Group work (Appendix 2)
20-35 minutes
- Dividing the students in groups and • To enable the students
ask them to work with each other on to use the present tense
analysing and correcting errors in form in their speaking
sentences and turn the sentences into and thus enhance their
correct simple present tense forms. communicative
competence.

4

• Teacher gets students to write a short
paragraph about their best friend.
4 meaning, and use.
Production
• Students exchange their work with
35-50 minutes
each other for peer editing and getting
comments from their peer.
• To see if the students
are able to use of simple
present tense correctly
in terms of its forms,
• To foster the students’
understanding and
awareness on the use of
simple present tense by
looking at each other’s
work.

• •

5
Closure/evaluation
50-60 minutes

5
Appendix 1

Susan's Daily Activites

Susan is a good student. She always starts her days by reading a book.
She thinks that reading is fun. Also, she never goes to school late. She
usually arrives at school 15 minutes before the class begins. During
the break, Susan tries to read books in the school library. She often
borrows some good books from the library. At night she usually
waches TV news program. After that she does her homework that she
gets from the school. Still, she also manages to spend some time with
her friends and family.

Questions
1. What does the text tell you about?
2. Does Susan do the activities regularly?
3. Pay attention to the all verbs typed in bold. What do they have in common?

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Appendix 2

Practice
Put the verbs in brackets () into the correct form (affirmative) of the
Simple Present.
0.Tom catches (catch) the bus to school at about 9 o' clock.
1. It often (rain) at this time of the year.
2. She usually (sleep) after lunch.
4. He (earn) much money in his job.
5. This problem (happen) very often.
6. My father (fly) to the USA regularly.
7. Train to Oxford (leave) every hour in the morning.
8. You (work) carefully enough.
9. She (read) newspaper every day.
10. We (listen) to the radio very often.
Group work
Some verbs in the sentences below are wrong. Discuss with you group
all the sentences below and correct the wrong verb into the correct one.
1. I wake up at 9 a.m. every day.
2. She usually play badminton on Sunday.
3. They always goes to school by bus.
4. We are college students.
5. She kiss her son.
6. He never eat breakfast at home.
7. He always brings his breakfast to school.
8. I usually visit my uncle on Saturday.
9. They likes playing foot ball.
10. She cry very often.