Richard & Lockhart (1994) point out that to distinguish a lesson from other speech events, the lesson should have a recognizable structure, which starts with an evident open activity that engages the students; it moves on a series of teaching and learning activities until it reaches a conclusion.
Richard & Lockhart (1994) suggests that the teacher should do something to engage the students what was evidenced in the observed class. The Educator opened the lesson asking two questions in Spanish “¿a quién le gustan los animales?” and “¿quién tiene animales en la casa?” what allow the students to activate their prior knowledge regarding the animals.
Richard & Lockhart (1994) also argue that in the following step of the structure the facilitator
Richard & Lockhart (1994) suggests that the teacher should do something to engage the students what was evidenced in the observed class. The Educator opened the lesson asking two questions in Spanish “¿a quién le gustan los animales?” and “¿quién tiene animales en la casa?” what allow the students to activate their prior knowledge regarding the animals.
Richard & Lockhart (1994) also argue that in the following step of the structure the facilitator