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Learning English in School


             The lesson:.
             Introduction.
             My instructional goals for the lesson was for the pupils to recognize a particular text type (a programme) and observe and identify the components of the text type. I achieved this objective by first checking their prior knowledge then providing concrete examples from real life. I then used concrete materials to further enhance their learning. .
             After the customary greetings, I wrote down the word "programme" on the board and after getting the pupils attention, I asked the pupils if they knew what a programme was. This is to check their prior knowledge on which they can build the schema for the new knowledge upon. They admitted that they knew. I asked for examples. They responded with "TV programme", "Computer programme"; all of which I wrote on the board. I gave them positive reinforcements by telling them the examples were good but it wasn't the responses I was looking for. I asked the pupils again if they have ever seen a play. Only a three responded. I asked the three pupils to briefly tell the class the play they saw and where they saw it; after which I explained what a play and a musical was. Subsequently, I asked them if they bought any sort of booklet related to the play before they watched it. They said yes. I told them that what they bought was actually a programme.
             The pupils had assembly that day during which incidentally, a skit by a local drama group was put up. Before the skit, flyers about the skit were given out to all the pupils. I reminded the pupils of this and pointed out that the flyers they received were actually the programme. Referring to a concrete example in real life will allow pupils to construct their own schema for this new knowledge. I asked the pupils to tell me what was on the flyer and wrote the responses on the board. They responded with what they saw on the flyer.
             I then displayed another programme of a locally produced musical on the visualizer and showed the pupils its contents; highlighting parts in it which could also be found on the flyer (which the pupils and I read but didn't retain in our long-term memories) as well as the structure a programme would have.


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