Презентация на тему "Lesson planning"

Содержание

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  Lesson planning

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  Lesson plan components

  Brainstorm within the class what are the components of a lesson plan and fill the following scheme

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  What are they?

  Work in small groups and match the lesson plan components with the definitions. Check your answers with next slide

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  Why plan?

  Look at these comments from teachers. Which ones reflects how you feel about planning? Discuss in pairs.

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  I don’t have time to plan I think it’s important to have aims I never stick to plans The textbook is my plan Planning helps me to teach more efficiently I don’t do detailed plan, but make rough notes

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  Benefits of planning

  Brainstorm in your groups and add your ideas to the list, for example: Helps to think what learners will achieve in the lesson Helps teachers to know where they are going and how they are getting there

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  Provides the framework for organizing ideas, methodology, materials etc. Helps make the lesson coherent. Avoids over – domination of coursbooks. Demonstrates to learners that teacher knows what he/she’s doing Being prepared boosts teacher confidence Helps to identify any problems or difficulties which may arise during the lesson Helps teacher to adapt to different classes Developmental – a learning document for teachers to reflect on after the lesson. Helps to identify the kinds of activities and materials to include to achieve aims A plan can link the lesson explicitly to syllabus objectives

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  Practice exercise

  Look at the extract of the training session you are following today. Try to complete the components

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  What are lesson aims?

  Statements which describe what learners will be able to do by the end of the lesson A focus on what learners will learn rather than what teacher will teach There are 3 types of aims: Main aims Subsidiary aims Personal aims

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  Main aims – the overarching aim of the lesson. These tend to be worded very specifically. The language learners will understand or be able to use, and the context they will understand or be able to use - this language are usually stated. E.g., learners will be able to discuss leisure plans for the coming week, using the present continuous form.

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  Subsidiary aims – second in importance of main aims (usually called objectives). These tend to be worded less specifically than main aims, and are liked to the main aims of the lessons. E.g.: to enable learners to review / activate previously learnt lexis relating to leisure interests

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  Personal aims – these focus on an aspect of teaching the teacher him or herself would like to practice / experiment with / improve on e. g.: to provide learners with more efficient feedback.

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  Why are learning aims important?

  They provide a purpose and direction for teaching and learning They enable teachers to focus on what their learners need to achieve They help teachers to adapt textbooks to their learners’ needs They provide a framework for the lesson They help to the teachers to select appropriate materials and activities They help teacher to anticipate possible problems an build in solutions They can serve as a reference point for teachers to measure learners achievements

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  Writing effective aims

  Look at these two aims. Whish one do you think more efficient? Which one is less efficient? Learners will be able to use the present perfect simple to describe situations in their live which began in the past and are still true now. To teach the present perfect simple with time adverbials Now think of an effective aim. What makes it less effective? How do you check aims are effective? Brainstorm the ideas and criteria for effective aims.

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  Not effective aim: - doesn’t say what learners will be able to do It doesn’t give a context It is vague and lacking in details It would be difficult to measure if learners had achieved the aim Criteria for effective aims Learner centered, focused on what student will be able to do Say which situation, context etc the language will be used in State exactly which sub skills will be developed Ensure the aims are measurable, i.e., how will teacher know that learners can understand and perform the target language/ situation described in the aims

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  Practical exercise Identifying different learning aims

  To use strategies for dealing with unknown words in reading comprehension passages: deducing meaning from the context, using knowledge of the world, using word structure. To improve handwriting on the board To revise language for describing people To use narrative tenses simple past and past continuous to create stories on the theme of Halloween To develop learners’ ability to express opinions To give learners’ a chance to speak without correcting them every time they make a mistake To give instructions to learners in English To use imperatives to write instructions for making drinks To expand vocabulary on the topic of the environment

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  Lesson stages

  Match the lesson stage to the description, discuss with a partner.

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  Put the components of the lesson in the logical order

  Warmer Controlled practice Presentation Lead in Free practice Feedback

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  Warmer (games, brainstorming, chatting, interview, opinion sharing, writing questions and interviewing etc.) Lead in (mingling, survey, quiz, questionary, associations, mind maps, discussions etc.) Presentation (vocabulary, text, song, chant, grammar etc.) Controlled practice (exercises: matching, info gaps completing, true / false, questions, multiple choice etc.) Free practice (interview, role-play, jigsaw, project, paragraph writing) Feedback (individually / for a small group/ for the whole class, orally / written, teacher only / together with the class / nominated person – evaluator / traditional assessment / score ore points etc.)

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  Home task

  Read lecture “Lesson planing” Read article “Creating a lesson plan” Independent № 9 Creating a lesson plan Questionary “Preparing your own resources”

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  Seminar

  Divide into groups of 3 – 4 students. Choose a topic from F&F 2 (school things, feelings, outdoor activities, food, numbers, school subjects, school rooms, after school activities, special days, every day activities, places, weather, clothes, time, animals, adjectives, memories, people) Prepare a demo lesson based on the material from F&F2 (vocabulary, text, song etc.) Follow the scheme (all the stages must be shown in the given order) Every person is responsible for 1 or 2 stages of the lesson Think beforehand about teaching aids. Prepare written plan of your stage, write the aim. Remember all the stages are parts of one lesson therefore think about logical connection and time management.