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Lesson Planning by Brewster

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  • 1. Lesson Planning. CHAPTER 17: BREWSTER, ELLIS & GIRARD(2007). THE PRIAMRY ENGLISH TEACHER’S GUIDE. PROF. ESTELA N. BRAUN (PRACTICE II, 2012)
  • 2. What is a good lesson? It is adaptable and flexible. It has clear objectives. It has a variety of activities, skills, interaction, materials. It caters for individual learning styles. It has enjoyable content.
  • 3. Are they important? Discuss these items. The level of challenge is right. It has been well-planned and well-timed. Disciplined learning environment.
  • 4. Why should we plan lessons? The teacher feels more confident and professional. What other aspects should we plan in advance?
  • 5. What is involved in the lesson planning process? Wilga Rivers (1985): “A lesson is a carefully planned and managed event which needs a framework: a beginning, a middle, and an end. (The arc of a lesson) 1. What is the syllabus? 2. What are my learners’needs? How to provide optimal conditions for children so that they are motivated, interested in learning, get plenty of exposure, understand what they are doing and why.
  • 6. PLAN-DO-REVIEW Children must be able to: Work at their own pace. Experience success. Feel confident and secure. Have plenty of opportunities to use the language. Cope with linguistic and cognitive demands. Tasks and activities should be neither too difficult nor too simple (discourage-demotivate them).
  • 7. What content areas, materials and methodology can I use? A. Define Content area. B. Are the content, materials and methodology in the coursebook culturally appropriate? C. Can you provide material for the topic which is more familiar to your pupils? D. Extra resources: In groups, Bookmark different resources for teachers and write a review for our blog.
  • 8. How can we structure a lesson, select , sequence and time activities? TYPES OF Activities: Problem solving Listening to a story Singing a song A guessing game A word puzzle A role-aply Picture dictation TPR
  • 9. TYPES OF INTERACTION Teacher with whole class Teacher with individual pupils. Pupil with pupil. Whole class working in pairs or groups.
  • 10. Language skills Listening Speaking Reading Writing
  • 11. Related issues Tempo/pace Stir/settling activities Level of difficulty Level of pupil responsibility. Classroom arrangement Materials
  • 12. How can I write a LESSON PLAN? Analyze the different models provided and choose the one you feel more comfortable with. A) AIMS/ PLAN /RECORD B) PROCEDURES.
  • 13. OTHER AIMS SOCIAL: Develop peer respect /collaborative skills/communication strategies such as listening to each other, turn-taking among others. PSYCHOLOGICAL/AFFECTIVE: development of self-confidence, self-esteem, positive attitudes and values. CULTURAL: learning about world cultures.
  • 14. Teaching the whole person EDUCATIONAL /CROSS-CURRICULAR:relate knowledge in L2 to other elements in the school curriculum. CITIZENSHIP EDUCATION:to develop pupils as future aware, responsible and tolerant citizens.
  • 15. STAGES IN THE LESSON BEGINNING THE LESSON: WARM-UP: Ritual activities: take the register, greetings, date on board, weather, song, informal chat.Transition from another subjects to English. REVIEW: Activate prior knowledge. Students reflect on what they have learnt before. INFORM: inform students about lesson aims.
  • 16. DO- ACTIVITY CYCLES I.Contextualize the lesson: Activate prior kol. Arouse their curiosity. Motivate them. Techniques: elicitation, showing pictures, playing guessing game, flashcards. Aim: students predict content of the lesson.
  • 17. Develop ACTIVITIES/TASKS Explain /demonstrate the activity yourself or with some of the students. Observe pupils’ performance to see if they understood the activity. If they have problems reinforce the language again before moving on. (Controlled practice)
  • 18. Review Activities which enable children to consolidate, extend and personalize new language. Freer practice: Working independently in pairs or groups. Concrete outcome: eg. Produce a labelled picture, complete a worksheet, act out a dialogue, etc. Review activity and children’s performance.
  • 19. ENDING THE LESSON Provide homework, explain it. Record column: state what you actually did.
  • 20. How can we evaluate a lesson? Did I achieve the aims stated in the lesson plan? Was my lesson different from my plan? Why? How did I move from one stage to the other in the class?Were transitions appropriate?Did I keep to timing? Were pupils active and involved in the lesson? Were there any problems? How can I solve them next time? What did I do better this time than before?
  • 21. REVIEW: