Following the recommendations made by Farrell (2002) about how to elaborate appropriately a lesson plan, the aim of the present paper is that of presenting a sample of a lesson plan for the teaching of a particular speech act (i.e. refusals). The rationale behind this selection is based on the idea this type of speech act is seen as one of the most face-threatening acts, and consequently learners need to obtain a particular expertise to outperform them appropriately (Eslami, 2010). Audiovisual material (i.e. films) will be used for the elaboration of the activities within the lesson plan. We have selected this type of material since many authors have suggested that this type of material appears to be very beneficial for providing learners with contextualised examples of language (Alcón, 2005; Rylander, 2005; Martínez-Flor, 2007; Martínez-Flor & Usó-Juan, 2010; Beltrán-Palanques, 2011). The present paper is divided into three main parts: the first part will be deal with the main components of lesson plan, the second part will provide an overview of different type of materials that might be used for the teaching of language classroom, and finally, a sample of a daily lesson plan for the teaching of the speech act of refusals will be provided.
Table of Contents
1. State of the art
2. Structuring the language lesson
3. Language materials and pragmatic competence
4. A Suggested lesson plan for the teaching of refusals
5. Conclusion
Objectives & Research Topics
This work aims to provide a pedagogical framework for teaching refusal strategies in English as a Foreign Language (EFL) classrooms. It addresses the complexity of face-threatening speech acts and explores how educators can utilize authentic audiovisual materials to enhance learners' pragmatic competence and sociopragmatic awareness.
- The role and structure of effective lesson planning in language instruction.
- The importance of pragmatic competence in communicative language teaching.
- Integration of audiovisual materials (films) to provide contextualized language input.
- Development of pedagogical activities focusing on refusal strategies.
- Evaluation criteria for language lessons and teaching practices.
Excerpt from the Book
1. STATE OF THE ART
The teaching of any particular course implies the elaboration of specific lesson plans in which teachers may reflect the aim of the course, the procedure and the activities, the materials as well as assessment. In relation this, concerning language teaching, Brown (1995) advances some of the major aspects that should be taken into account when developing a language curriculum, specifically, needs analysis, objectives, testing, materials and teaching which are all interrelated and connected to the evaluation.
Yinger (1980) suggests that lesson planning might be elaborated yearly, term, unit, weekly, and daily. As a matter of fact, teachers usually elaborate a sort of lesson plan before entering into the language classroom in order to organise the main ideas about the forthcoming lesson (Richards & Lockhart, 1994; Jensen, 2001; Farrell, 2002). In creating lesson plans, teachers need to decide which are the main objectives and the distribution of time to achieve them.
Summary of Chapters
1. State of the art: Provides an overview of the importance of lesson planning, its advantages for teachers, and the distinction between macro and micro plans.
2. Structuring the language lesson: Examines theoretical models of lesson planning, the role of objectives, and practical components like sequencing, pacing, and evaluation criteria.
3. Language materials and pragmatic competence: Discusses the necessity of integrating pragmatic competence into language teaching and the effectiveness of authentic materials over standard textbooks.
4. A Suggested lesson plan for the teaching of refusals: Presents a practical, 50-minute lesson plan focused on analyzing refusal strategies using film transcripts and student-centered activities.
5. Conclusion: Summarizes the pedagogical insights offered and emphasizes the need for continued focus on contextualized pragmatic instruction in foreign language settings.
Keywords
Lesson planning, Refusal strategies, Pragmatic competence, Communicative language teaching, Speech acts, Audiovisual materials, Language classroom, Pedagogical activities, Sociopragmatics, Pragmalinguistics, Foreign language learning, Input, Student interaction, Teacher roles, Evaluation.
Frequently Asked Questions
What is the core focus of this work?
The work focuses on the pedagogical implementation of lesson plans specifically designed for teaching refusal strategies in English as a Foreign Language (EFL) settings.
What are the primary themes covered?
Central themes include lesson planning theory, the development of pragmatic competence, the use of audiovisual materials (films) for language input, and the evaluation of teaching practices.
What is the primary goal of the suggested lesson plan?
The goal is to increase learners' awareness of pragmatic rules and help them analyze both pragmalinguistic and sociopragmatic features of refusal speech acts.
Which methodology is employed in the study?
The work adopts a communicative approach, emphasizing learner-centered tasks, pair work, whole-class discussion, and the use of authentic film transcripts as contextualized input.
What does the main body address?
The main body details the theoretical foundations of lesson planning, describes methods for selecting and using materials, and outlines a specific, actionable lesson plan for teaching refusals.
Which keywords define this research?
Key terms include lesson planning, pragmatic competence, speech acts, refusal strategies, and communicative language teaching.
Why are refusals considered a difficult speech act to teach?
Refusals are classified as face-threatening acts because they often contradict the listener's expectations, requiring high levels of pragmatic expertise to perform appropriately.
How are film transcripts used in the proposed lesson?
Transcripts are used as authentic, contextualized samples of language to help students observe how refusal strategies are employed in natural social interactions and to discuss the factors affecting these choices.
- Arbeit zitieren
- Ph.D. Student Vicente Beltrán-Palanques (Autor:in), 2013, A suggested lesson plan for the teaching of refusal strategies in the language classroom, München, GRIN Verlag, https://www.grin.com/document/214173
