Planning
- 2. What is a lesson? It is a type of organised social event that occurs in virtually all cultures. Lessons in different places may vary in topic, time, place, atmosphere, methodology and materials but, they all, essentially: are concerned with learning as their main objective, involve the participation of learners and teachers, are limited and pre-scheduled as regards time, place and membership.
- 3. I always plan my lesson because it compels me to think through my aims and objectives and the various steps in the lesson. I never teach according to my plan, so what’s the use of having one? If I don’t have a plan I have no basis for lesson valuation. I always have a plan because I think it’s important for the teacher as well as the learners that everyone involved in the process knows where they’re heading. I think there’s a place for broad planning but not every single step of the lesson. A B C D E
- 4. Types of plans a) Curriculum: A description of the plan of studies of a school, university, etc. b) Syllabus: A description of the course contents of a specific course. c) Unit Plan: A description of the contents of teaching over a unit or week. d) Lesson Plan: A description of the contents of teaching for a specific class.
- 5. Lesson planning ... why bother?Lesson planning ... why bother? A lesson plan is important because it is the teacher’sA lesson plan is important because it is the teacher’s organiser, his/her scheme of action to:organiser, his/her scheme of action to: ensure that time is taken to consider ss’ needsensure that time is taken to consider ss’ needs set and achieve certain aims and objectives moreset and achieve certain aims and objectives more efficientlyefficiently think of the practicalities of activitiesthink of the practicalities of activities take time and materials available into considerationtake time and materials available into consideration ensure appropriate balance and variety of activitiesensure appropriate balance and variety of activities anticipate problems and offer possible solutionsanticipate problems and offer possible solutions reflect on the T’s own knowledge of what is to bereflect on the T’s own knowledge of what is to be taughttaught cut down on improvisationcut down on improvisation serve as a record for post lesson evaluationserve as a record for post lesson evaluation
- 6. GENERALGENERAL class profileclass profile previous knowledgeprevious knowledge main aimmain aim FOR EACH ACTIVITYFOR EACH ACTIVITY objectiveobjective procedureprocedure timetime materialmaterial patterns of interactionpatterns of interaction anticipated problemsanticipated problems possible solutionspossible solutions appendixappendix Parts of a formal lesson planParts of a formal lesson plan
- 7. CLASS PROFILECLASS PROFILE Who am I teaching this lesson to? Level, ages,Who am I teaching this lesson to? Level, ages, sexes, rapport, needs.sexes, rapport, needs. PREVIOUS KNOWLEDGEPREVIOUS KNOWLEDGE What do/should ss know at this level? Are they readyWhat do/should ss know at this level? Are they ready for what I want/have to teach next?for what I want/have to teach next? MAIN AIMMAIN AIM What is it that ss will be able to do by the end of theWhat is it that ss will be able to do by the end of the lesson that they couldn’t do at the beginning? Oncelesson that they couldn’t do at the beginning? Once the aim has been well defined and clearly stated, wethe aim has been well defined and clearly stated, we may start organising each of the activities which willmay start organising each of the activities which will help to achieve this aim.help to achieve this aim.
- 8. OBJECTIVEOBJECTIVE The very specific purpose of each and every activity in the lesson. PROCEDUREPROCEDURE A detailed enough description of how each activity has to be handled. i.e. What will the T do? What will the ss do? When will materials be given out?, etc. TIMETIME The approximate length of activities considering: learning value, relevance to teaching point, approximate “average length”, ss age.
- 9. MATERIALMATERIAL All the aids that are needed for every activity, including handouts. PATTERNS OF INTERACTIONPATTERNS OF INTERACTION Whether ss will be working in lockstep, pairs, groups, class as a whole. Is there enough variety? ANTICIPATED PROBLEMSANTICIPATED PROBLEMS Very much related to objectives... What specific problems could an activity involve? Grammar, skills, interaction, instructions...
- 10. POSSIBLE SOLUTIONSPOSSIBLE SOLUTIONS The different ways in which the teacher should be prepared to handle potential problems. APPENDIXAPPENDIX Generally at the end of the plan, where a copy of every handout or any other material used should be included.
- 11. LESSON PLAN ACTIVITY OBJECTIVE INTERACTION & TIME MATERIAL PROCEDURE A letter at a first glance To introduce the context of the lesson and to make predictions about the text. Lockstep 5 min. Letter from Sally to her parents Have students look at the letter, ask them what is it (a letter), how do they know so (because it has a greeting, it is on a piece of paper, it looks like a letter…), why letters are written. What is the letter about? To identify the overall message and some details (preferences). Individual work and lockstep 5 min. Letter Give a text to each student and get them to answer: -Who is Sally with? -Who is the letter for? -What does the letter say? What they like Complete a chart and talk about other’s likes Pair work 10 min. Table Ss fill in the table with the information about the Riveras and compare answers asking each other: What does “x” like? He/She likes… Reflection To notice the use of do as an auxiliary verb in questions (e.g. Do you like football?) and in negative statements (e.g. She doesn’t like going to the cinema). Groups of 4 10 min. Board Ask students to look at the completed table. Elicit the following sentences: 1. They like different sports 2. Mr. Rivera likes tennis and swimming 3. Miguel doesn’t like tennis 4. He likes swimming 5. He likes soccer 6. Mrs. Rivera doesn’t like soccer 7. She loves volleyball Ask ss to work in groups of four and discuss: - which 3 sentences are similar (2, 4 and 5). - what is the form of the verb of those 3 sentences (s at the end of the verb). - which sentences include an auxiliary verb (3 and 6), why (to form the negative form) and in which form (third person singular). Continue the letter To complete a gapped text. Pair work 10 min. Gapped text Get ss in pairs. Ask them to continue writing the letter using the gaped text and the information from the table. Homework To write a letter describing likes and dislikes Individual None Ask ss to write a letter similar to Sally’s in which they describe what sports do people in their family do. Ask them to address it to a friend. Subsecretaría de Educación Básica Dirección General de Desarrollo Curricular Main aim: By the end of the session students should be able to express what sports people like/dislike. Group: Teacher: Date: 1 st grade F Montserrat Flores 11 January, 2005
- 12. Where do elements of the plan comeWhere do elements of the plan come from?from? Main aimMain aim ActivityActivity ObjectiveObjective InteractionInteraction TimeTime MaterialMaterial ProcedureProcedure