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Lesson
      Planning
Empowerment program
What is a lesson plan?
 It’s the framework for my lesson.
 It’s the map I follow during class.
 It’s a pain in the neck.
 It’s the product of my thoughts
 about the class to give and what I
 hope to achieve.
Why planning?

 Planning helps you to reduce
  uncertainty or panic and gives you
  confidence and clarity.
 It reminds you to prepare materials
  beforehand, and makes it easier for
  you to organize the time and
  activities flow in classes.
W hy planning?

• For students, evidence of a plan
  shows them the teacher has
  devoted time to thinking about
  the class.
• It is a way to help gain the
  respect of your students.
• It suggests professionalism and
  commitment.
W hy planning?

 Planning ensures that the class you
  are teaching gets a balanced
  mixture of different materials,
  content and interaction types.
 Planning helps you to develop a
  personal style.
Planning the class

1. How long before a specific lesson
   do you plan it?
2. Do you write down lesson notes to
   guide you?
3. Do you rely on a lesson format
   provided by the Teacher's book?
Planning the class

1. Do you write down your
   objectives?
2. Do you actually look at your notes
   during the lesson? If so, rarely?
   occasionally? frequently? Why?
3. What do you do with your
   lesson notes after the
     lesson?
What to consider?

    NGAGE



    TUDY


    CTIVATE
W hat to consider?

 Engage: get the students interested
  in the class and hopefully enjoying
  what they are doing.
 Study: it is a focus of language, such
  as grammar or vocabulary and
  pronunciation. It does not have to
  be NEW           language input.
W hat to consider?

Activate: the students do
 writing and or speaking
 activities which require them
 to use not only the language
 they are studying that day,
 but also other language that
 they have learnt.
Aims
 Think about your aim as your mission.
 Your lesson plan should be aim driven.
 They are “why” we teach.
 Each lesson has a main and subsidiary
  aim.
 Each stage in the lesson
   has a specific aim.
We’re doing unit
 3A. It’s about
Present Simple
We’re going to
   practice
Present Simple
We’re going to use
 Present Simple in
 positive sentences
and wh- questions to
  talk about daily
       routines
We’re doing unit
      3A. It’s about
     Present Simple      We’re going to use
                         Present Simple in
                         positive sentences
                        and wh- questions to
                          talk about daily
                               routines




We’re going to
   practice
Present Simple
What are the aims of 3A?
 Main aim: Grammar input;
  present simple positive
  sentences and wh- Qs to talk
  about daily routines.
 Subsidiary aim: Reading skills;
  reading for specific information
  or vocabulary; daily routines.
How do we define the aims?
 Main aim
  The point where you will spend the
  most time during the lesson.
 Subsidiary aim
  The next important point in your lesson.

 Both aims depend on what
      is necessary for the student
          to learn.
What is the main
aim for this lesson?
             And the
   subsidiary aim?
When do we write the aims?
a. Immediately when we start writing the lesson
     plan.
b.   After you’ve pondered on what part of the
     lesson you’ll dedicate more time to.
c.   Only when you know you’ll be observed.
d.   All of the above.
e.   None of the above.
Are my aims correct?

Your aims should answer:
 Why are we going to do
  the lesson?
 What is the learning
  purpose of this lesson?
What are the stages in a
           lesson?
 Warmer
 Contextualization
 Pre-teach vocabulary
 Reading / listening
 For gist
 For specific info
W hat ar e the sta ges in a
           lesson?

Language/Lexis input
Controlled practice
Freer practice
Warmer
A warmer is a short activity that demands an active
involvement from the students. We use warmers at the
beginning of lessons for a variety of reasons. Firstly and
perhaps most importantly to get the students going at
the beginning of the day or the beginning of the
lesson, to warm them up just like an athlete would
warm up before their big race. Also it gives the
students a chance to switch on to using English, to get
their brains ready to use a different language.

Lesson Plan,Gareth Rees
Warmer
 A warmer is a game you play at
  the beginning of your lesson.
 It sets the mood for the rest of
  the lesson.
 It helps students to relax and feel
  comfortable.
 It lets students have fun.
Warmer
 It makes students realize “everyone
  is in             the same boat” .
 Students can learn a little about you
  and their classmates .
 They can get a feel for how the rest
  of the class will be like.
 Students gain confidence.
War mer

Who am I?
 Every S gets a paper with a
  character on the stuck on the back.
 Ss need to ask yes/no questions
  only.
 When a S guesses his/her character
  he/she can sit down.
Contextualization
 Introduces the topic for the lesson.
 It motivates students to be
  engaged in the topic of the
  lesson.
 You can personalize your class.
 It gives students key elements for
  the class.
How would you
contextualize this
         lesson?
What could the teacher say to introduce each new
     stage of the lesson? Introducing each stage:

1. Do you remember last week’s lessons? We learned some words for
   clothes. Can you remember them?


2. Now, let’s learn some new words. Here are some clothes. What are
   they made of? . . .

3. Let’s practice talking about clothes. Look at the picture on page
    93.

4. Now, I want you to write about yourselves, about your own clothes.
    What were you wearing last weekend? Do you remember?


5. Now, we’re going to read about other countries. First, look – here
   are three countries (writing on board). Where are they? . . . *
Pre-teach vocabulary
 Before the listening or reading
  text.
 Don’t teach all vocabulary.
 Teach only the vocabulary
  required for the listening/reading
  activities.
Pre-teach vocabulary
 Illustration
 Mime
 Synonyms/Antonyms
 Definition
 Translation
 Context
Pre-teach vocabulary
 Illustration
  Very useful for more concrete words
  (dog, rain, tall) and for visual learners.
  Not all items can be drawn.
 Mime
  This lends itself particularly well to action
  verbs and it can be fun and
  memorable.
Pre-teach vocabulary
 Synonyms/Antonyms
  Using the words a student already
  knows can be effective for getting
  meaning across.
 Definition
  Make sure it is clear. Ask questions to
  check Ss understood.
Pre-teach vocabulary
Translation
 It is fast and efficient. Not
 every word has a direct
 translation.
Context
 Think of a clear context when
 the word is used.
Language input
Use the reading/listening
 text as the model for the
 language.
Use a guided discovery.
Show meaning, form and if
 necessary pronunciation
Language input
 Design tasks so Ss notice target
  language.
 Have Ss try to figure out how
  language works by looking at its
  use in context. (text model).
 Elicit from Ss meaning, form and
  pronunciation.
Write a guided
discovery for this
           lesson
Controlled practice
 After language was introduced.
 They focus only on the target
  language.
 It gives the Ss their first chance
  to use the acquired language.
Controlled practice
Why?
 To allow the students to internalize the
  new language so that they
  understand it.
 They know how and when to use it
  and they’ve had a chance to
  produce it.
 It helps to fix the language in
  the students’ mind.
Controlled practice
 By it’s nature, controlled practice
  can be very repetitive.
 Ss can become bored and lose
  interest.
 Be sure the activities don’t go on for
  too long.
 Have a good variety in the
  practice stage.
Controlled practice
 Drills
 Gap-fill
 Sentence completion
 Quizzes
 Games
 Tests
 Information search
 Dictation
Freer practice
 Controlled practice activities develop
  students’ accuracy.
 Less controlled activities work on fluency.
 Ss need the chance to activate their
  language.
 Ss need to use a wide range
  of language as naturally as
  possible.
Freer practice
 The activity needs to be very
  carefully explained and set up.
 Ss will be working without your
  direct guidance.
 Ss are the stars here, not you.
 Ss will make lots of mistakes.
 Don’t interfere.
Freer practice
 Let your Ss make mistakes.That’s the
  idea.
 Your job at this stage is to monitor.
 Move around.
 Listen to your Ss.
 Particular errors can be
     pointed out during
     feedback stage.
What would be a
      good freer
 practice for this
         lesson?
Procedure
What the teacher and the

 students will be doing during any

 specific stage of the class.
Procedure
 Each and every activity – no
 matter what type!!! – is always
 divided into three parts:

 Set-up.
 Student engagement.
 Reportback / Feedback.
Learning Aim
 Tells you why you do an activity and
  what the student gets out of it, in an
  academic language.
 A lesson is divided into different
  stages and each of these stages
  more often than not has one
  specific aim, but they can also
          have many specific aims.
Learning Aim
Contextualization


To get ss. attention.
To activate ss. passive
 knowledge.
To motivate engagement.
Learning Aim
 CLOSURE


T charms ss.
Keeps job.
Ensures good evaluation.
Makes Emma and
 Paulina happy ☺
Bibliogr aphy

 Ur, Penny; A course in language teaching: Prcatice
  and theory. CUP; 1999
 Woodward, Tessa; Planning lessons and courses;
  CUP; 2009.
 Robertson, C.; Acklam, R.; Action plan for
  teachers; BBC world service, 2000
 Harmer, Jeremy; How to teach
  English; Longman 2001.
Bibliogr aphy

 Spratt, M.; Pulverness, A.; Williams, M.; The TKT
  Course; Cambridge ESOL; 2003
 Heath O’Ryan, Jáem; The CELTA Course
  handouts; 2007
 http://www.teachingenglish.org.uk
John 3,16
John 3,16

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Lesson planning

  • 1. Lesson Planning Empowerment program
  • 2. What is a lesson plan?  It’s the framework for my lesson.  It’s the map I follow during class.  It’s a pain in the neck.  It’s the product of my thoughts about the class to give and what I hope to achieve.
  • 3. Why planning?  Planning helps you to reduce uncertainty or panic and gives you confidence and clarity.  It reminds you to prepare materials beforehand, and makes it easier for you to organize the time and activities flow in classes.
  • 4. W hy planning? • For students, evidence of a plan shows them the teacher has devoted time to thinking about the class. • It is a way to help gain the respect of your students. • It suggests professionalism and commitment.
  • 5. W hy planning?  Planning ensures that the class you are teaching gets a balanced mixture of different materials, content and interaction types.  Planning helps you to develop a personal style.
  • 6. Planning the class 1. How long before a specific lesson do you plan it? 2. Do you write down lesson notes to guide you? 3. Do you rely on a lesson format provided by the Teacher's book?
  • 7. Planning the class 1. Do you write down your objectives? 2. Do you actually look at your notes during the lesson? If so, rarely? occasionally? frequently? Why? 3. What do you do with your lesson notes after the lesson?
  • 8. What to consider? NGAGE TUDY CTIVATE
  • 9. W hat to consider?  Engage: get the students interested in the class and hopefully enjoying what they are doing.  Study: it is a focus of language, such as grammar or vocabulary and pronunciation. It does not have to be NEW language input.
  • 10. W hat to consider? Activate: the students do writing and or speaking activities which require them to use not only the language they are studying that day, but also other language that they have learnt.
  • 11. Aims  Think about your aim as your mission.  Your lesson plan should be aim driven.  They are “why” we teach.  Each lesson has a main and subsidiary aim.  Each stage in the lesson has a specific aim.
  • 12.
  • 13. We’re doing unit 3A. It’s about Present Simple
  • 14. We’re going to practice Present Simple
  • 15. We’re going to use Present Simple in positive sentences and wh- questions to talk about daily routines
  • 16. We’re doing unit 3A. It’s about Present Simple We’re going to use Present Simple in positive sentences and wh- questions to talk about daily routines We’re going to practice Present Simple
  • 17. What are the aims of 3A?  Main aim: Grammar input; present simple positive sentences and wh- Qs to talk about daily routines.  Subsidiary aim: Reading skills; reading for specific information or vocabulary; daily routines.
  • 18. How do we define the aims?  Main aim  The point where you will spend the most time during the lesson.  Subsidiary aim  The next important point in your lesson. Both aims depend on what is necessary for the student to learn.
  • 19. What is the main aim for this lesson? And the subsidiary aim?
  • 20. When do we write the aims? a. Immediately when we start writing the lesson plan. b. After you’ve pondered on what part of the lesson you’ll dedicate more time to. c. Only when you know you’ll be observed. d. All of the above. e. None of the above.
  • 21. Are my aims correct? Your aims should answer: Why are we going to do the lesson? What is the learning purpose of this lesson?
  • 22. What are the stages in a lesson?  Warmer  Contextualization  Pre-teach vocabulary  Reading / listening For gist For specific info
  • 23. W hat ar e the sta ges in a lesson? Language/Lexis input Controlled practice Freer practice
  • 24. Warmer A warmer is a short activity that demands an active involvement from the students. We use warmers at the beginning of lessons for a variety of reasons. Firstly and perhaps most importantly to get the students going at the beginning of the day or the beginning of the lesson, to warm them up just like an athlete would warm up before their big race. Also it gives the students a chance to switch on to using English, to get their brains ready to use a different language. Lesson Plan,Gareth Rees
  • 25. Warmer  A warmer is a game you play at the beginning of your lesson.  It sets the mood for the rest of the lesson.  It helps students to relax and feel comfortable.  It lets students have fun.
  • 26. Warmer  It makes students realize “everyone is in the same boat” .  Students can learn a little about you and their classmates .  They can get a feel for how the rest of the class will be like.  Students gain confidence.
  • 27. War mer Who am I?  Every S gets a paper with a character on the stuck on the back.  Ss need to ask yes/no questions only.  When a S guesses his/her character he/she can sit down.
  • 28. Contextualization  Introduces the topic for the lesson.  It motivates students to be engaged in the topic of the lesson.  You can personalize your class.  It gives students key elements for the class.
  • 30. What could the teacher say to introduce each new stage of the lesson? Introducing each stage: 1. Do you remember last week’s lessons? We learned some words for clothes. Can you remember them? 2. Now, let’s learn some new words. Here are some clothes. What are they made of? . . . 3. Let’s practice talking about clothes. Look at the picture on page 93. 4. Now, I want you to write about yourselves, about your own clothes. What were you wearing last weekend? Do you remember? 5. Now, we’re going to read about other countries. First, look – here are three countries (writing on board). Where are they? . . . *
  • 31. Pre-teach vocabulary  Before the listening or reading text.  Don’t teach all vocabulary.  Teach only the vocabulary required for the listening/reading activities.
  • 32. Pre-teach vocabulary  Illustration  Mime  Synonyms/Antonyms  Definition  Translation  Context
  • 33. Pre-teach vocabulary  Illustration Very useful for more concrete words (dog, rain, tall) and for visual learners. Not all items can be drawn.  Mime This lends itself particularly well to action verbs and it can be fun and memorable.
  • 34. Pre-teach vocabulary  Synonyms/Antonyms Using the words a student already knows can be effective for getting meaning across.  Definition Make sure it is clear. Ask questions to check Ss understood.
  • 35. Pre-teach vocabulary Translation It is fast and efficient. Not every word has a direct translation. Context Think of a clear context when the word is used.
  • 36. Language input Use the reading/listening text as the model for the language. Use a guided discovery. Show meaning, form and if necessary pronunciation
  • 37. Language input  Design tasks so Ss notice target language.  Have Ss try to figure out how language works by looking at its use in context. (text model).  Elicit from Ss meaning, form and pronunciation.
  • 38. Write a guided discovery for this lesson
  • 39. Controlled practice  After language was introduced.  They focus only on the target language.  It gives the Ss their first chance to use the acquired language.
  • 40. Controlled practice Why?  To allow the students to internalize the new language so that they understand it.  They know how and when to use it and they’ve had a chance to produce it.  It helps to fix the language in the students’ mind.
  • 41. Controlled practice  By it’s nature, controlled practice can be very repetitive.  Ss can become bored and lose interest.  Be sure the activities don’t go on for too long.  Have a good variety in the practice stage.
  • 42. Controlled practice  Drills  Gap-fill  Sentence completion  Quizzes  Games  Tests  Information search  Dictation
  • 43. Freer practice  Controlled practice activities develop students’ accuracy.  Less controlled activities work on fluency.  Ss need the chance to activate their language.  Ss need to use a wide range of language as naturally as possible.
  • 44. Freer practice  The activity needs to be very carefully explained and set up.  Ss will be working without your direct guidance.  Ss are the stars here, not you.  Ss will make lots of mistakes.  Don’t interfere.
  • 45. Freer practice  Let your Ss make mistakes.That’s the idea.  Your job at this stage is to monitor.  Move around.  Listen to your Ss.  Particular errors can be pointed out during feedback stage.
  • 46. What would be a good freer practice for this lesson?
  • 47. Procedure What the teacher and the students will be doing during any specific stage of the class.
  • 48. Procedure  Each and every activity – no matter what type!!! – is always divided into three parts:  Set-up.  Student engagement.  Reportback / Feedback.
  • 49. Learning Aim  Tells you why you do an activity and what the student gets out of it, in an academic language.  A lesson is divided into different stages and each of these stages more often than not has one specific aim, but they can also have many specific aims.
  • 50. Learning Aim Contextualization To get ss. attention. To activate ss. passive knowledge. To motivate engagement.
  • 51. Learning Aim  CLOSURE T charms ss. Keeps job. Ensures good evaluation. Makes Emma and Paulina happy ☺
  • 52.
  • 53. Bibliogr aphy  Ur, Penny; A course in language teaching: Prcatice and theory. CUP; 1999  Woodward, Tessa; Planning lessons and courses; CUP; 2009.  Robertson, C.; Acklam, R.; Action plan for teachers; BBC world service, 2000  Harmer, Jeremy; How to teach English; Longman 2001.
  • 54. Bibliogr aphy  Spratt, M.; Pulverness, A.; Williams, M.; The TKT Course; Cambridge ESOL; 2003  Heath O’Ryan, Jáem; The CELTA Course handouts; 2007  http://www.teachingenglish.org.uk

Editor's Notes

  1. * 07/16/96 * ##