Lessonplanning Presentation

8/13/2019 Lessonplanning Presentation

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Lesson

PlanningLcdo. David Estrella I., MBA

Ing. Juan Carlos Delgado V., CELTA


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What is a lesson plan?

Its the framework for my lesson.

Its the map I follow during class.

Its a pain in the neck. Its the product of my thoughts about the

class to give and what I hope to achieve.


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Why planning?

Planning helps you to reduce uncertainty

or panic and gives you confidence and

clarity.

It reminds you to prepare materials

beforehand, and makes it easier for you to

organize the time and activities flow in

classes.


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Why planning?

For students, evidence of a plan shows

them the teacher has devoted time to

thinking about the class.

It is a way to help gain the respect of

your students.

It suggests professionalism and

commitment.


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Planning ensures that the class you are

teaching gets a balanced mixture of

different materials, content and interaction

types.

Planning helps you to develop a personal

style.

Why planning?


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Planning the class

1. How long before a specific lesson do you

plan it?

2. Do you write down lesson notes to guide

you?

3. Do you rely on a lesson format provided

by the Teacher's book?


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Planning the class

4. Do you write down your objectives?

5. Do you actually look at your notes during

the lesson? If so, rarely? occasionally?

frequently? Why?

6. What do you do with your

lesson notes after the

lesson?


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What to consider?

NGAGE

TUDY

CTIVATE


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What to consider?

Engage: get the students interested inthe class and hopefully enjoying what they

are doing.

Study: it is a focus of language, such asgrammar or vocabulary and pronunciation.

It does not have to be NEWlanguage input.


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What to consider?

Activate:the students do writing and orspeaking activities which require them to

use not only the language they are

studying that day, but also other language

that they have learnt.


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Aims

Think about your aim as your mission.

Your lesson plan should be aim driven.

They are why we teach. Each lesson has a main and subsidiary

aim.

Each stage in the lessonhas a specific aim.


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Weredoing unit

3A. Itsabout

Present Simple


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Weregoing to

practice

Present Simple


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Weregoing to use

Present Simple inpositive sentences

and wh- questions to

talk about daily

routines


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Weredoing unit

3A. Itsabout

Present Simple

Weregoing to

practice

Present Simple

Weregoing to use

Present Simple inpositive sentences

and wh- questions to

talk about daily

routines


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What are the aims of 3A?

Main aim: Grammar input; present simple

positive sentences and wh- Qs to talk

about daily routines.

Subsidiary aim: Reading skills; reading for

specific information or vocabulary; daily

routines.


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How do we define the aims?

Main aim

The point where you will spend the most

time during the lesson.

Subsidiary aim

The next important point in your lesson.

Both aims depend on what

is necessary for the student

to learn.


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What is the main

aim for this lesson?And the subsidiary

aim?


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When do we write the aims?

a. Immediately when we start writing the

lesson plan.

b. After youve pondered on what part of the

lesson youll dedicate more time to.

c. Only when you know youll be observed.

d. All of the above.e. None of the above.


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Are my aims correct?

Your aims should answer:

Why are we going to do the lesson?

What is the learning purpose of thislesson?


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What are the stages in a

lesson? Warmer

Contextualization

Pre-teach vocabulary Reading / listening

For gist

For specific info


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Language/Lexis input

Controlled practice

Freer practice

What are the stages in a

lesson?


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A warmer is a short activity that demands an active

involvement from the students. We use warmers at the

beginning of lessons for a variety of reasons. Firstly and

perhaps most importantly to get the students going at the

beginning of the day or the beginning of the lesson, towarm them up just like an athlete would warm up before

their big race. Also it gives the students a chance to

switch on to using English, to get their brains ready to

use a different language.

Lesson Plan,Gareth Rees

Warmer


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Warmer

A warmer is a game you play at the

beginning of your lesson.

It sets the mood for the rest of the lesson.

It helps students to relax and feel

comfortable.

It lets students have fun.


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It makes students realize everyone is in

the same boat .

Students can learn a little about you and

their classmates .

They can get a feel for how the rest of the

class will be like.

Students gain confidence.

Warmer


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Who am I?

Every S gets a paper with a character on

the stuck on the back.

Ss need to ask yes/no questions only.

When a S guesses his/her character

he/she can sit down.

Warmer


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Contextualization

Introduces the topic for the lesson.

It motivates students to be engaged in the

topic of the lesson.

You can personalize your class.

It gives students key elements for the

class.


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How would you

contextualize thislesson?


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Pre-teach vocabulary

Before the listening or reading text.

Dont teach all vocabulary.

Teach only the vocabulary required for thelistening/reading activities.


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Illustration

Mime

Synonyms/Antonyms Definition

Translation

Context



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Illustration

Very useful for more concrete words (dog,

rain, tall) and for visual learners. Not all

items can be drawn.

Mime

This lends itself particularly well to action

verbs and it can be fun andmemorable.



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Synonyms/Antonyms

Using the words a student already knows

can be effective for getting meaning

across.

Definition

Make sure it is clear. Ask questions to

check Ss understood.



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Translation

It is fast and efficient. Not every word has

a direct translation.

Context

Think of a clear context when the word is

used.



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Language input

Use the reading/listening text as the model

for the language.

Use a guided discovery.

Show meaning, form and if necessary

pronunciation


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Design tasks so Ss notice target language.

Have Ss try to figure out how language

works by looking at its use in context. (text

model).

Elicit from Ss meaning, form and

pronunciation.

Language input


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Write a guided

discovery for thislesson


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Controlled practice

After language was introduced.

They focus only on the target language.

It gives the Ss their first chance to use theacquired language.


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Why?

To allow the students to internalize the

new language so that they understand it.

They know how and when to use it and

theyve had a chance to produce it.

It helps to fix the language in

the students mind.

Controlled practice


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By its nature, controlled practice can be

very repetitive.

Ss can become bored and lose interest.

Be sure the activities dont go on for too

long.

Have a good variety in the

practice stage.

Controlled practice


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Drills

Gap-fill

Sentence completion Quizzes

Games

Tests Information search

Dictation

Controlled practice


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Freer practice

Controlled practice activities develop

students accuracy.

Less controlled activities work on fluency.

Ss need the chance to activate their

language.

Ss need to use a wide range

of language as naturally as

possible.


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The activity needs to be very carefully

explained and set up.

Ss will be working without your direct

guidance.

Ss are the stars here, not you.

Ss will make lots of mistakes.

Dont interfere.

Freer practice


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Let your Ss make mistakes.Thats the

idea.

Your job at this stage is to monitor.

Move around.

Listen to your Ss.

Particular errors can bepointed out during

feedback stage.

Freer practice


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What would be a

good freer practicefor this lesson?


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Procedure

What the teacher and the students will be

doing during any specific stage of the

class.


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Procedure

Each and every activityno matter what

type!!!is always divided into three parts:

Set-up.

Student engagement.

Reportback / Feedback.


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Procedure

Include these three pieces of information

at all times:

Activity instruction.

Interaction pattern.

Teachers behaviour

.


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Activity Instruction

It tells you what the activitys instruction to

be followed is - thesame one as the

books rubric.

The function of this part is

to let you know what the

students are expectedand supposed to be

doing.


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Interaction Pattern

This means the way in which the students

will be working during the activity.

The interaction patterns can be

individually, in pairsand in

groups of three, fouror

more.


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Interaction Pattern

Another interaction pattern is TWC,

which stands for when the teacher talks to

the whole class.

This interaction pattern is mostly used

when the teacher gives the

instructions to thestudents.


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Teachers Behaviour

What the teacher has done before, is

doing during and will do after the students

do, are doing and have done the activity.

Here is where you use phrases like: T

helps when needed,

T monitors, T drills properpronunciation, etc.


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Learning Aim

Tells you why you do an activity and what

the student gets out of it, in an academic

language.

A lesson is divided into different stagesand each of these stages more often

than not has one specific

aim, but they can alsohave many specific

aims.


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Learning Aim

Contextualization

To get ss. attention.

To activate ss. passive knowledge.

To motivate engagement.


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Learning Aim

CLOSURE

T charms ss.

Keeps job.

Ensures good evaluation.

Makes Emma andPaulina happy


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Bibliography

Ur, Penny; A course in language teaching:

Prcatice and theory. CUP; 1999

Woodward, Tessa; Planning lessons and

courses; CUP; 2009. Robertson, C.; Acklam, R.; Action plan for

teachers; BBC world service, 2000

Harmer, Jeremy; How to teach

English; Longman 2001.


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Spratt, M.; Pulverness, A.; Williams, M.;

The TKT Course; Cambridge ESOL; 2003

Heath ORyan, Jem; The CELTA Course

handouts; 2007

http://www.teachingenglish.org.uk

Bibliography

Lessonplanning Presentation

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