Page 42 - Demo

exchanges of simple information inside and outside of the classroom. Other general goals aimed in this design are to help the students to become independent and self-sufficient, and to become familiar with foreign cultures as well as to develop a respectful attitude towards other cultures.
The teaching units of my teaching programme are divided into six lessons, with duration of fifty minutes. In each lesson and also throughout the lessons, the activities are sequenced in such a way that the learning of contents and the communicative exchanges are learned gradually. Scaffolding and sequencing of contents are central to my methodology.
As mentioned before, the teaching unit is organised in six sessions: the objective of the first two sessions is the “presentation” of the language, the following three give students a lot of “practice” to learn the language, and the last two sessions give students the opportunity to “use” what they have learnt in a more authentic context. That is, the sequencing of the contents of the teaching unit go from more input based lessons to more output focussed lessons.
In each lesson, there is a short warm-up at the beginning, in which students will be introduced into the lesson, with the objective of activating prior knowledge, reminding the class the language and contents learned in previous sessions, also used for contextualising the session. At the end of the lessons, there is a wrap up activity that helps students reflect on what they have learnt in the lesson.
The sequencing of contents and skills throughout the unit are organised so more controlled and guided activities are included in Sessions 1 and 2 (presentation stage), semi- guided activities are included in Sessions 3 and 4 (practice stage) and freer activities are included in Sessions 5 and 6 (production stage).
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