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Lesson planning


Lesson planning Before we teach a lesson we need to decide

-what the goals or aims of the lesson are -what resources to use: a coursebook or textbook, handouts or worksheets, posters, recorded material, etc. -which types of activities the learners will do -how the learners will interact with you and each other -the sequence of activities -the timing and pacing -how best to use the classroom Aims depend on –the learner’s level, the class profile, their needs, What types of learners are they,their interests, their motivation, the number of learners, attendance, assumed knowledge, anticipated problems. Language aims, skills aims, subsidiary aims Activities : dancing, moving hands or legs, moving around the classroom,choosing items, colouring items, cutting things up , making something , matching items, ordering items. Interaction patterns: teacher to whole class, teacher to individual learner in open class, Teacher to individual learner, learner to learner in open class, pair work, group work, melee Types of questions: open questions(when, where), closed questions(yes or no). A lesson in three stages: the opening, -what the aims of the lesson are -how the lesson links to previous ones -what activities they are going to do? the middle , input-noticing-recognizing patterns and rule making-use and rule modification-automating the end. -recap the main points of the lesson -relate the lesson to the goals or aims you stated at the beginning -show how the lesson links to work done before -go over any homework instructions or preparation learners must do for the next lesson -praise learners for what they have achieved in the lesson -get learners to evaluate the lesson A sample lesson plan Class profile Time

Classroom Tables are arranged in groups of four. Chairs can be moved around. Learners will work with the teacher, in pairs, and in groups. Resources pictures, board, paper and pens for each learner, larger sheet of plain paper for each group , reading text, exercise books. Aims To give learners more exposure to and an opportunity to use animal vocabulary , prepositions of place, and comparative adjectives To practice giving reasons Subsidiary aims To develop negotiation strategies in English. To revise the alphabet Activity sequence 1.2.3.4. Evaluating a lesson Lesson aims, activity sequence -It took more time than planned; it took less time than planned ; it went as planned;it went as planned. -Learners enjoyed it -learners found it easy/OK/difficult -I would change…if I did the activity again. Overall comments: -How did you feel about the lesson in general? -what was the best part of the lesson? Why? -Did learners have any particular difficulties? -can you think of ways in which you could address the difficulties you have mentioned? -Give some brief ideas of follow-up work you would do for this lesson. A tip on working with lesson plans- be prepared for change No matter how well planned a lesson is, it can always go differently in the classroom –Sometimes learners will take more time or less time for an activity than you thought, because it’s more interesting, difficult, etc. -You or the learners may come up with a new idea for an activity. -The learners might know more about the language than you anticipated so you have to move on to the middle stage more quickly. -the learners ask lots of questions which are related to the lesson and are enjoying interacting with you. -the learners struggle with the skills activity, for example, the listening text is more difficult than you thought and you have to replay the tape several times.


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