Lesson plan1

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Module 1
Communicative language

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teaching
& learning
Module 1
Communicative language teaching & learning
Régimen: Prerrequisito
Evaluación: Cualitativa
LESSON PLANNING
Lesson planning is a decision making and a self-analysis process
1. Objectives are well balanced (function and form)
2. Based upon previous knowledge.
3. Caters to the age level of students.
4. Uses motivational techniques
5. Includes necessary materials
6. Is student centered, flexible, complete, interesting & activity/task based
7. Has proportionate time allocation
8. Includes evaluation process
9. Includes all the essential elements of a lesson plan
10. Presents information clearly and in an organized manner
11. Uses learner centered activities
12. Use losts of tasks, activities that favor interaction (group and pair work).
13. Gives Ss opportunities to rehearse the new language ((group and pair work,
acting out, role-plays)
14. Gives Ss the opportunity for hands on activities so that Ss learn based on the
experiences (proyects, manipulation of real objects, etc.)
15. Gives Ss the chance to personalize new topics (Ss talk about themselves and
others)
16. Uses time effectively
17. Displays objectives

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18. Includes activities do contribute effectively to the lesson objective
19. Plans lessons based on learner goals and needs assessment
20. Promotes an environment comfortable for learning
 Makes the work regular & organized  Induces confidence.
 Saves time
 Promotes learning.
 Makes conscious for the achievement of objectives.
 Improves results
 Identifies what you expect the students to be able to do by the end of the
lesson
 Defines what you intend to do to make that possible  Keeps you focused on
target.
 Acts as a record of what the class has done.
 Helps supervisors to follow and assess your lesson.
 Prerequisites: What do you need for the class? Make sure you are aware of the
prior conditions for the class to happen or exist.
 Instructional Objective (*): What will Ss be able to do with the new language?
 Instructional procedures (**): How will you teach the new language? What skills
will be involved? Will you use TBL or PPP? What will be the warm-up or lead-in?
 Materials and equipment: Do you need photocopies, flashcards, realia, CD,
board, paper, markers, etc.?
 Timing: How much time will you use in each activity? Is the class time to cover
all the activities? If not, what will you do?
 Assessment/Evaluation (***): What and how will you evaluate
(formative/summative)?
 Follow-up activities: Will there be a transfer activity? Will there be extra
practice to reinforce a weak point?
 Self-assessment (****): Did the class work? How did Ss react to each planned
activity?

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(*) (**) (***) (****) developed in the next sections.
 Setting objectives: Before writing a lesson plan you should:
 Questions you need to ask to set an objective:
1. What are the inputs?(What you give in terms of communication, functions,
grammar)
2. What is the output? (What Ss produce)
3. What do I expect the student to be able to do by the end of the time
available? (What SS can do with the language)
4. What will I do in order to make that possible? (What procedure)
5. How will I break up the time into main stages? (Time management)
6. What will be the main stages be linked? (Transitions)
7. What materials/aids will I need to achieve these aims? (Resources)
8. What do I need to do to scaffold instruction for those who are below level?
(Facilitate learning for everybody)
9. How do I meet the needs of the student who may already have the skill?
(Facilitate learning for everybody).
 Educational Objectives
1. Specify the new skills/competencies that the students will gain as a result
of the lesson.
2. Focus on student’s (not teacher’s) attainment.
3. Determine the degree or criterion for satisfactory attainment of the
objectives.

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4. Remember: A good teaching objective balances what the student will be
able to do with the language, in terms of communication, the number of
skills involved and the structures used for communicative purposes.
Remember: Objectives should be SMART:
Use Blooms taxonomy to write both objectives and to determine evaluation
aspects. The following figure “Bloom’s Taxonomy Verbs Wheel”, proposed by Ferlazzo
(2009, in Díaz, 2014) provides an illustration of what students need to produce at each
level of thinking.
Ferlazzo’s Bloom’s TaxonomyVerbs Wheel (Díaz, 2014)
Using Bloom’s Taxonomy you can write what you want your student to be able to
do after the learning sesión. Díaz (2014), proposed to identify the level, the competence
that the sesión is attempting to develop and the assessment involved. However, this
models fails to make explicit the language and the skills involved. Therefore, the
following is chart proposed. It includes the language and skills involved:

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Adaptatedfrom Díaz (2014)
 Teaching alternatives:
Before writing down a lesson plan, you should decide whether you are going to
use the procedures involved by a PPP lesson or a TBL lesson.
Teacher alternatives
 Role of Tasks/Activities/Exercises They are:
- Tools to develop language skills
- Source of motivation
- Making learning interesting

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- Decrease the anxiety of learner
- Concrete base for abstract learning
- Develop confidence (individually, group work)
- Develop creativity
- Flexible and friendly environment
- Provides students an approach towards learning
- Capture the attention and involve the students in learning situation
 Strategies
Production of the Teaching items involves:
- Role play
- Games / dialogue etc.
- Repetition/ drilling
- Dialogue / discussion
- Worksheets
- Practicing the item
- Assessment
 Motivation
Make sure you use warmers (warm-up) and lead-ins, at the beginning of the
lesson to create a positive atmosphere for learning.
- Warm-up: They are not necessarily related to the topic of the lesson. Used
to switch students to English and and motivated them to learn,
- Lead-ins: They introduce the theme of the lesson and are used to activate
vocabulary, student’s prior knowledge or experience of the topic, or even
to check knowledge, preview or pre-teach some language points.
 Weekly Evaluation
Intrinsic feedback (self-analysis) based on:
- How do I plan a lesson?
- How do I follow a curriculum?
- How can I become an excellent classroommanager?
- How do I make the best use of the text book and other audio-visual aids?
- What do I do when things go wrong?
- How do I know if my lesson is successful? What is the evidence? under
planned / over planned, realistic targets % of student achievement?

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 Self-Evaluation
- Through Student’s output: Are Ss developing their communicative
competence? Are they motivated?
- Intrinsic feedback (self-analysis): AmI committed to teaching? Am I
preparing my lessons? AmI using the methodology as instructed?
- Extrinsic feedback (head /seniors): What do observers say? Am I using
feedback to improve my teaching practice?
- Informal (parents): What do parents say about their children’s opinions
about the English class?
 Student evaluation
For student evaluation use Bloom’s Taxonomy (Figure “Bloom’s Taxonomy
Verbs Wheel”).
To help assess these abilities, a rubric should be created. Items for a rubric
might include the following:
1 2 3
Did the S complete the
task?
Task eas completed
accurately
The tas kwas almost
completed
The tas kwas not
completed correctly
Did the S include(all)
ítems from the checklist?
Items were properly
used.
Some ítems were not
included
Many itemas were not
included.
Did s/he express fluently
or accurately according
to what s/he had
learned?
Fluent/ accurateoral
presentation.
Almost fluent/ accurate
oral presentation.
A not so fluent or
accurate oral
presentation.
Did s/he write (all) ítems
included in speech
correctly?
All items included were
well used.
Almost all items included
were well used. Some
lack of confidence
It was not well written.
Lack of mechanics.
(Díaz, 2014)
 Lesson plan template
Remember that a lesson should, at least, include, the following components:

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The following is a task-based lesson plan. Participants will design and present
a lesson plan.
Can you identify all the basic components?
Some recommendations:

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Content:
Prerequisite:
Duration of activity Materials
required:
Assessment:
Follow-up activity:
Self-assessment:
OBJECTIVE Make surethe learningobjectiveis well balanced.Itincludes whatthe S will learn,and
what is he gpoing to be ableto do with that language.
For example: Ss will talk abouttheir childhood,usingsimplepastand used to.
TIME PROCEDURE
MATERIAL/TEXT
REFERENCE
Write the warm-up
USE: T (Teacher), Ss (Students), B (board), Hmk
(Homework), Gr(s) (Group(s)), Pair(s) (Ps),Pt(Partner),
Vs (Volunteers), w/ (with), w/o (without) , W(Work),Q
(questions),Class (Cl),Conversation (C),Pictures (Pic(s))
Make sureyou write the kind of interaction expected. For
example.
• Ss W in Ps to describethe Pics.
• T asks the whole Cl.
• Ss W in Grs to invent a Cv or a story.
• Ss practicethe Cv in Ps. T. asks Qs
Describewhat you will do on the board (T. sticks 3 pics of
famous people/ T writes an example on the B “Peru has
largestnumber of potato kinds in the world.”)
 Template
Use this template to plan your Learning session:
Content:
Prerequisite:
Duration of activity
Materials required:
Assessment:
Follow-up activity:
Self-assessment:
OBJECTIVE
TIME PROCEDURE
MATERIAL/TEXT
REFERENCE

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 Lessons plans are both, a thinking and decision a making process.
 Lesson plans help new or inexperienced teachers-an even experienced
teachers- organize content, materials, and methods.
 Developing your own lesson plans also helps you "own" the subject matter
content you are teaching, and that is central to everything good teachers do.
 Effective lesson plans communicate (other teachers & supervisors).
 “Doing a lesson plan, is rehearsing your class.”
 Almost all lesson plans developed by teachers contain student learning
objectives, instructional procedures, the required materials, and some written
description of how the students will be evaluated.
 Lesson plans are an effective tool in your teaching practice.
Israr, A. (s.f). Lesson Planning.
Díaz, M. (2014). Working with Competences in the ESL/EFL Classroom.
Recuperado de:
http://www.mextesol.net/journal/index.php?page=journal&id_article=52