Lesson Planning I
29
Lesson Planning I Aims and the front page For a free, voiced over video presentation of this, visit www.elt-training.com
-
Upload
jo-gakonga -
Category
Education
-
view
1.472 -
download
2
description
Part 1 of a 3part series on lesson planning for CELTA -for a voiced over presentation and more useful training videos for English language teachers, visit www.elt-training.com
Transcript of Lesson Planning I
Lesson Planning I Aims and the front page
For a free, voiced over video presentation of this, visit www.elt-training.com
Why plan?!
But remember it’s a plan…
..it’s not set in stone.
Prepare thoroughly…
…but teach the learners, not the plan. Jim Scrivener
What’s in a plan?
Aims
Personal aim
Materials
Assumptions/ previous learning
Stage aim
TimingInteraction pattern
Activity
Front Page Procedure
Anticipated problems
Stage
Aims
Aims (what I’m teaching)
or
Outcomes(what the students will learn)
Which is better?
Different kinds of aims
Main aim Sub-aim
Stage aim Personal aim
Aims answer the question…
‘Why?’(the linguistic purpose)
NOT ‘What?’ (the activity)
The learners will do a role play about finding a flatmate.
To practise using ‘have to’ and ‘can’ to ask about permission and obligation
Needs to be specific
• to present and give students practice of the second conditional.
• to practise speaking in pairs.
• to help students improve their listening skills by giving practice
in listening for gist and specific information.
• to teach some grammar.• to enable students to talk about learning to drive by presenting
and providing practice of the following phrasal verbs: get in, put on, put into (gear), pull off, set off.
• to give freer practice of the new vocabulary listed above.
• to get to the coffee break.
Good aims or not?
For grammar & lexis:To teach….To introduce…To revise….
…the present perfect for experience
…phrasal verbs associated with relationships
…functional exponents for making suggestions
For grammar & lexis:
To give controlled/ freer oral/ written practice
…of the language taught
For receptive skills:To give practice in…
..listening/ reading for gist
..reading/ listening for specific information…skimming and scanning…guessing meaning from context
For productive skills:
To give controlled oral/ written practice of…
To give oral/ written fluency practice.
Which of the following assumptions are useful ones on a lesson plan? • The students may know most of this already.
• The students are familiar with the form of the present perfect and regular past participles.
• The students have practised the target language in controlled practice (i.e. a drill) already so should be relatively accurate in freer practice (i.e. a roleplay)
• Students know the present simple, present perfect simple and continuous, modal auxiliaries, vocabulary connected with crime, vocabulary connected with personality, how to write business letters, how to interrupt politely.
To give clear instructions using a demonstration of each activity
To increase student talking time
To try using delayed correction techniques in the speaking activity
Lesson Planning II- ProcedureLesson Planning III- Anticipating
problems
