Synopsis from the British Council workshops for SED's program LINGUAVENTURAS.

1. British Council Resources III
The following resources are designed by members of the British Council
and are meant to be implemented thorughout LINGUAVENTURAS, ESL
Project from SED

2. AIMS
• By the end of this session you will
• …have had a hands on experience on lesson planning
according to one of the techniques or methodologies you
just heard a presentation about.

3. GUIDELINES TO COMPLETE THE LESSON PLAN
TEMPLATE
• Decide on a target population and topic.
Complete the header accordingly.
• Include the class aim (s) in the lines.
• Include the period of time you expect students to
spend in each activity in the first column (time).

4. GUIDELINES TO COMPLETE THE LESSON PLAN
TEMPLATE
• The name of each stage must be according to the
technique or methodology you were assigned.
• The column aim is meant to be completed with the
specific aim of each stage, one that will be related
and point at the general aim (s) of the class.
• The procedure refers to the step to step that will be
followed to develop each of the activities.

5. GUIDELINES TO COMPLETE THE LESSON PLAN
TEMPLATE
• The interaction column corresponds to the type of
interaction (T-SS, S-S, etc.) and the size of the groups
if any.
• In the comments column you may include things to
keep in mind or things you notice you could improve
as you execute the lesson plan.

6. LESSON PLAN ASSESSMENT
20%
20%
20%
20%
20%
USE OF THE FORMAT
AIMS
APPROACH USE
ACTIVITIES
COHERENCE

7. AIMS
• By the end of this session you will…
• … have recognized what planning and carrying out
communicative activities and games involves.

8. GUIDELINES TO PLAN YOUR COMMUNICATIVE ACTIVITIES
 Define the type of population you will address this
activity to.
 Plan the way you will display instructions.
 Remember you must include lots of student-student
interaction during the development of the activity.
 Keep in mind the recommendations given in the
“Ingredients” and “Creative games for the language
class” texts.
 Demonstrations must last 7 minutes only.

9. SESSION AIM
• By the end of the session you will have practised
identifying types of errors students could make during
spoken interaction, and suitable responses to them.

10. WHAT IS INVOLVED IN EFFECTIVE
COMMUNICATION?
1. Phonological features of speech.
2. Following rules of language.
3. Communicative functions of the language.
4. Social meaning.
5. Paralinguistic devices.

11. ERROR CORRECTION TECHNIQUES
Peer correction: Correction is done by other members of the class.
Gestures and mime: A gesture (for example a wobbling hand), may be enough to indicate that something does not
quite work.
Facial expression: The teacher’s facial expression shows that something is wrong.
Non-verbal sounds: a simple Humm… or any other noises to point the error.
Simple phrases: We simply say That’s not quite right, Almost, Nearly.
Finger correction: Fingers are used to represent words or syllables to help students’ keep track of their error.
Echoing: We repeat what the student has said emphasising the part of the utterance that was wrong. Ex: *Flight
309 GO to Paris? (said with a questioning intonation).
Reformulation: the teacher to repeat what the student has said correctly, reformulating the sentence, but without
making a big issue of it.
Post activity correction: Correction is given after the activity.
Hinting: a quick way of helping students to activate rules they already know (but which they have temporarily
‘disobeyed’) is to give a quiet hint. We might just say the word ‘tense’ to make them think that perhaps they should
have used the past simple rather than the present perfect.

12. SESSION AIM
•
• By the end of this session you will be clear about the
guidelines you will follow to plan your micro teaching
assignment.

13. STEPS TO PLAN YOUR MICRO TEACHING
Before you Begin
1. Determine your target population (age, gender,
background knowledge they may have, etc.)
2. Identify the topic and skills you will include.
3. Determine which approach (out of the ones studied
during the first day) you will use.
4. Define the session aim(s).

14. STEPS TO PLAN YOUR MICRO TEACHING
As you Write your Lesson Plan
• 4. Plan activities:
• State an aim for each activity.
• Determine timing for each stage in your class or
activity.
• Make a list of materials you will need.
• Consider what you will say and how you will
convey instructions.
• 5. Reread your session plan and check for coherence
and cohesion!

15. STEPS TO PLAN YOUR MICRO TEACHING
ELEMENTS YOUR MICROTEACHING
SHOULD INCLUDE
• A WARM UP to allow your students switch from a Spanish
speaking environment to an English class.
• AIMS to guide the activities and to let students know what
they are expected to do and achieve by the end of the lesson.
• One of THE APPROACHES studied last week during the second
session.

16. AIM
• By the end of this session you will…
•
• …be ready to plan listening activities considering your
students´ skills and needs.
•
•

17. THE IMPORTANCE OF LISTENING ACTIVITIES
• It is an ESSENTIAL SKILL to develop for
effective COMMUNICATION.
• It is a way for students to become FAMILIAR
with AUTHENTIC LANGUAGE USE without
being immersed in a context where the target
language is spoken.

18. CHOOSING LISTENING ACTIVITIES:
CONTENT
• Will this be
interesting for
my students?
INTEREST
• Will my students
understand the
context and
ideas?
CULTURAL
ACCESIBILITY
• Does it discuss
abstract contents
or is it based in
everyday
transactions?
DISCOURSE
STRUCTURE
• Does the
information come
thick and fast or are
there moments in
which the listener
can relax?
DENSITY
• Is the majority of
grammar and
vocabulary
appropriate for my
students?
LANGUAGE
LEVEL

19. CHOOSING LISTENING ACTIVITIES:
DELIVERY
• Is the
recording
long enough?
LENGTH
• Is the recording
clear? Does
background
noise affect?
QUALITY
• Do speakers talk
too fast or too slow
for my students´
level?
SPEED
• Are there many
voices
potentially
causing
confusion?
NUMBER OF
SPEAKERS
• Is the accent
familiar and
comprehensible for
my students?
LANGUAGE
LEVEL

20. LISTENING SUBSKILLS/PURPOSES
• Ability to understand the general idea or gist of what is
said.
• Ability to understand specific information (words).
• Ability to understand details (phrases and sentences).
• Ability to understand speakers´ intention (Why
something is said).
• Ability to understand speakers´attitude (How the person
feels).
• Ability to understand and confirm predictions.
• Ability to compare previously known information to what
is said.

21. LISTENING STRATEGIES
• Listening for the main idea.
• Predicting
• Drawing inferences
• Summarizing
Top-down
(Background
knowledge)
• Listening for specific details
• Recognizing cognates
• Recognizing word-order patterns
Bottom-up
(Text-based)
• Planning
• Monitoring
• Evaluating
Metacognitive

22. SESSION AIM
•By the end of this session you will…
• …have gotten familiar with different ways
to set your students for different types of
interaction and activities.

23. SEATING ARRANGEMENT

24. PATTERNS OF INTERACTION
 OPEN PAIR.
GROUP WORK.
CLOSED PAIR.
MINGLE.
TEACHER
FRONTED
PLENARY.
STUDENT
WORKING ALONE.
ONION RING.

25. PATTERNS OF INTERACTION: TEACHER
ROLES AND ACTIVITIES