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  2. K-W Chart: Lesson Planning See ppt harmon hall.Learning Portfolio

  3. What? Aims: main, subsidiary and personal How? Equipment, materials How? Methods of presentation Why? Discuss 3 important reasons for lesson plans What is a Lesson Plan? • A written guide for achieving the intended learning outcomes or aims. Access the forum on the moodle and participate: lesson planning: recipe, map photo or…instruction manual

  4. Types of lesson plans (terminology not included in TKT but is what every educator should know) • Curriculum: A description of the plan of studies of a school, university, etc. • Syllabus: A description of the course contents of a specific course. • Unit Plan: A description of the contents of teaching over a unit or week. • Class Lesson Plan: A description of the contents of teaching for a specific class.

  5. Why should I plan unit or class lessons if I have a yearly plan? • Align your teaching aims with assessments • Prevent teaching from becoming haphazard. • Anticipate language problems. • Include details and reminders • Aids and supporting material. • To show: • Where are your students going? (Aims) • How are they going to get there? (Dynamic Instruction) • How will you know when they've arrived? (Assessment)

  6. Components to consider in a lesson planDiscuss what you think they are… • Pace • Quick moving, or slow for reflection • Interaction patterns • Individual, pairs, small groups, whole group • Level of difficulty • From non-demanding to highly challenging, in 1 class for differentiating your classes: what will you expect from your different students, from the lower level to the higher achievers under the same objectives? • Content • Cross curricular, relate to real life, authentic • Skills and how to cover them • Which skills, which tasks reflect which skills, what is your objective???????

  7. BLOOM’S TAXONOMY OF LEARNING OBJECTIVESCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.EvaluatingJustifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judgingAnalysingBreaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, findingApplyingUsing information in another familiar situationImplementing, carrying out, using, executingUnderstandingExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explainingRememberingRecalling informationRecognising, listing, describing, retrieving, naming, finding See Bloom ‘s, U18BloomTax

  8. Aims: Main, Subsidiary and Personal • TASK: Identify each of these aims: • Phonology, to focus on intonation • Improve my organization of the whiteboard • Practice making polite requests • Differentiate when to use auxiliary verbs • Example exponent: Can you please give me some information about hotels? • Consolidate vocabulary for traveling • Speak using a survey to practice a new structure • Finish my wrap-up before class time finishes S P M S S M M P

  9. Factors to Consider when Planning What do they like to do? How shall I arrange the chairs and tables? What will they be able to do? What topics interest them? How long should each task take? What instructions shall I give them if they have difficulty understanding? What song should I use for a warm up? 2 1 3 2 1 2 1

  10. Parts of a lesson plan Almost all lesson plans contain; • student learning aims; • instructional procedures; • the required materials; • some written description of how the students will be evaluated; • and the time each activity will take. Look at your anthology for the lesson components exercise. Which components are more important for you?

  11. Anatomy of a Daily Lesson Plan • Materials • Lesson description: interaction patterns • Warm up (interaction pattern) • Pretask (interaction pattern) • Task cycle (interaction pattern) • Wrap up • Homework

  12. Materials • What will we need? preparation time, resources • What teaching aids (materials, books, equipment, and resources) will I need to have ready? • What needs to be prepared in advance? • Focus on what students will do during the lesson, not the teacher.

  13. Warm Up • Get the students ready for English class • PROVIDE VARIETY: • different activity types, • interaction patterns, • active learning • Anecdotes, songs, recalling, quick games, chants • Activate prior knowledge • Personalize the theme

  14. Task Cycle • Pretask: focusing on the lesson • Task Cycle. • Using language in a variety of activities, some with outcomes, some without for practice. • Variation of tasks.

  15. Wrap up: Closure • What will you use to draw the ideas together for students at the end? • How will you provide feedback? • What follow up activities can enrich and remediate? • How can you differentiate? • What lessons might follow as a result of this lesson?

  16. Assessment/ Evaluation • Have your students ‘gotten’ it? • Quiz students in a game (informal) or formal context. • Review and use as feedback. • Evaluate the objectives identified at the lesson’s beginning. • Warm up before a testing situation, don’t go in cold. TKT practice Task

  17. Review: Stages in a Lesson Plan • 1. The teacher asks the students to discuss their first memories of school in pairs. • A. to clarify the target language • B. to personalise the target language • C. to provide restricted practice of the target language

  18. Stages in a Lesson Plan • The lesson was after break. The teacher asked students to move around the class asking one question to each other students (What did you have to eat?) Students reply and move to the next students. The teacher did this because he wanted to: • Activate students’ prior knowledge before starting the lesson • Assess students’ fluency • Encourage students to talk to different partners.

  19. Stages in a Lesson Plan • Students study their role cards before presenting a role play. • Student A is the complaining customer • Student B is the travel agent. • To give students time to think of ideas to use in the role play • To develop reading comprehension • To allow students to check with the teacher what they have to do.

  20. Stages in a Lesson Plan • Students act out the situation in pairs. • To focus on the form of the target language • To give less controlled practice of the target language • To prepare students for real communication

  21. Wrap up:Lesson Plans Help Teachers • Before the lesson: • Write to ensure we have the best sequence, ideas and tasks planned. Check material we need. • During the lesson: • Check timing, keep place, follow sequence • After the lesson: • Keep as record for personal feedback. • Continuing personal growth.

  22. Homework Units 19, 20, 21 Write a lesson plan to summarize these three units using the reflection questions as a guide. Investigate Bloom’s Taxonomy on the Internet and read about it in the anthology (113-119). Plan a lesson and show the different levels of the taxonomy through 5 or 6 different approaches to the lesson. Share your lesson on your blog. Access the Homework page in the class blog for more specfic instructions. • Bring in three books in English, any type, to class for next week.