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Lesson Planning I
 

Lesson Planning I

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Part 1 of a 3part series on lesson planning for CELTA -for a voiced over presentation and more useful training videos for English language teachers, visit www.elt-training.com

Part 1 of a 3part series on lesson planning for CELTA -for a voiced over presentation and more useful training videos for English language teachers, visit www.elt-training.com

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    Lesson Planning I Lesson Planning I Presentation Transcript

    • Lesson Planning IAims and the front pageFor a free, voiced over video presentation of this, visitwww.elt-training.com
    • Why plan?!
    • But remember it’s a plan…..it’s not set in stone.
    • Prepare thoroughly……but teach the learners, not the plan.Jim Scrivener
    • What’s ina plan?
    • AimsPersonal aimMaterialsAssumptions/previous learningStage aimTimingInteraction patternActivityFront Page ProcedureAnticipated problemsStage
    • Aims
    • Aims(what I’m teaching)orOutcomes(what the students will learn)Which is better?
    • Different kindsof aimsMain aim Sub-aimStage aim Personal aim
    • Aims answer the question…‘Why?’(the linguistic purpose)NOT ‘What?’ (the activity)
    • The learners will do a role playabout finding a flatmate.To practise using ‘have to’ and‘can’ to ask about permissionand obligation
    • Needs to be specific
    • • to present and give students practice of the second conditional.• to practise speaking in pairs.• to help students improve their listening skills by giving practicein listening for gist and specific information.• to teach some grammar.• to enable students to talk about learning to drive by presentingand providing practice of the following phrasal verbs: get in, puton, put into (gear), pull off, set off.• to give freer practice of the new vocabulary listed above.• to get to the coffee break.Good aims or not?
    • For grammar & lexis:To teach….To introduce…To revise….…the present perfect for experience…phrasal verbs associated with relationships…functional exponents for makingsuggestions
    • For grammar & lexis:To give controlled/ freeroral/ written practice…of the language taught
    • For receptive skills:To give practice in…..listening/ reading for gist..reading/ listening for specific information…skimming and scanning…guessing meaning from context
    • For productive skills:To give controlled oral/ written practice of…To give oral/ written fluency practice.
    • Which of the following assumptions are useful ones on a lessonplan?• The students may know most of this already.• The students are familiar with the form of the present perfectand regular past participles.• The students have practised the target language in controlledpractice (i.e. a drill) already so should be relatively accurate infreer practice (i.e. a roleplay)• Students know the present simple, present perfect simple andcontinuous, modal auxiliaries, vocabulary connected withcrime, vocabulary connected with personality, how to writebusiness letters, how to interrupt politely.
    • To give clear instructions usinga demonstration of eachactivityTo increase student talkingtimeTo try using delayed correctiontechniques in the speakingactivity
    • Lesson Planning II- ProcedureLesson Planning III- Anticipatingproblems