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Lesson planning

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Lesson planning

  1. 1. Lesson Planning AEDB- 4thYear – Letras Teacher: Andréia Macambira
  2. 2. Planning a lesson ► Look at these metaphors. Choose one that best expresses your opinion as a teacher and the essence of a lesson.There is, of course, no right answer, but your choice will reflect your own conception. If you can find no metaphor here which suits you, invent your own.
  3. 3. Planning a lesson ►How can a lesson plan help the teacher in the classroom? ►What information should a lesson plan contain? Why?
  4. 4. Planning a lesson ►How can a lesson plan help the teacher in the classroom? ►What information should a lesson plan contain? Why?
  5. 5. Lesson Preparation ► How long before a specific lesson should you prepare it? ► Do you write down lesson notes to guide you? Or do you rely on a lesson format provided by another teacher, the coursebook, or a Teacher’s book? ► If so, are these notes brief (a single page or less) or long (more than one page)?
  6. 6. Lesson Preparation ►What do they consist of? ►Do you note down your own objectives? ►Do you actually look at your notes during the lesson? If so, rarely? Occasionally? Frenquently? ►What do you do with your lesson notes after the lesson?
  7. 7. Presenting and Practising Language ► Aspects to bear in mind: ► Form: written / spoken ► Meaning ► Use ► Potential problems ► Sts’ age / Sts’ level / Sts’ expectations ► Learner’s styles ► Group attitude
  8. 8. Stages when presenting and practising language ►Creating context; ►Isolating target language; ►Concept work; ►Checking understanding; ►Provide practice ►Debriefing; ►Production
  9. 9. Effective presentation ► Attention - learners alert/ attetion on the teacher / material / aware sth is coming they need to take in. Make sure learners are attending! ► Perception – learners see /hear target language clearly, make sts repeat to reinforce, to perceive. Get some response from sts – check if they have perceived the material accurately – repetition / writing
  10. 10. Effective presentation ► Understanding: Learners understand and link with other things they already know. T. needs to illustrate, make links with previoulsy learnt material. Feedback: a restatement of concepts in sts’ own words. ► Short-term memory: Sts need to take the material into short-term memory. More impact the original presentation has – colourful, dramatic, unsual the better. Don’t forget the learner’s style though!
  11. 11. THE ENGLISH LANGUAGE SCHOOL – YOUNG GROUP – LESSON 9 – UNIT 2 AIMS: Grammar Lexis Phonology Skills •To enable Sts to discuss and write about ways of improving schools and schooling, thinking about learning alternatives •In order to and So that to introduce a reason or purpose to do sth (recycling) •Should / shouldn’t & ought to (recycling) •Related to schooling: examination; grades; vocational school, field trip; continuing education •Word stress: vo’cational / con’tinuing education / exami’nation / inde’pedent •Pronunciation: schedule •Reading: an article on technology in schools; •Speaking: Discussion and problem solving activity - how to improve schools •Writing: A text – School magazine article about education in Brazil (giving opinion about schooling)
  12. 12. Procedures 1. (T-Sts) Correct HW 2. (T-Sts) Show slide 1 and do the matching. Show slides 2 &3 and elicit the meaning of the verb collocations, pointing out the pictures. •(T-Sts) Elicit from Sts the appropriate collocations; •As a follow up, use some of the expressions/ pictures in the last part of the PPT presentation and ask Sts to form sentences orally. ( As Sts produce sentences, T encourages them to use so that / in order to eg: I have to follow a schedule so that I don’t miss extra lessons) Monitor their production Materials Timing WB p.11 ex.3;4 PPT presentation 5’ 10’
  13. 13. Lesson Plan ► AIMS / General aim(s) / Specific aim(s) ► Syllabus: Grammar / Lexis / Phonology / skill work( reading / listening / writing / speaking) ► Procedures / methodology ► Resources ► Debriefing / feedback / evaluation

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