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Planning III - Anticipating problems
The document focuses on lesson planning, emphasizing the anticipation of potential problems and the importance of having solutions in place. It discusses linguistic and non-linguistic issues that may arise during instruction, along with examples and strategies for addressing them effectively. Additionally, it covers concept checking and provides solutions for common language difficulties to enhance teaching efficiency.
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Focuses on identifying and planning for potential issues during lessons, emphasizing solutions.
Focuses on identifying and planning for potential issues during lessons, emphasizing solutions.
Focuses on identifying and planning for potential issues during lessons, emphasizing solutions.
Discusses linguistic vs. non-linguistic problems that can arise in lessons, and their impacts.
Examines specific linguistic challenges, using 'spinster' as an example of nuanced vocabulary.
Examines specific linguistic challenges, using 'spinster' as an example of nuanced vocabulary.
Explores the structure and meaning of question tags, providing examples and clarification techniques.
Explores the structure and meaning of question tags, providing examples and clarification techniques.
Suggests strategies for overcoming linguistic issues through analysis, drilling, and practice.
Suggests strategies for overcoming linguistic issues through analysis, drilling, and practice.
Suggests strategies for overcoming linguistic issues through analysis, drilling, and practice.
Suggests strategies for overcoming linguistic issues through analysis, drilling, and practice.
Suggests strategies for overcoming linguistic issues through analysis, drilling, and practice.
Conclusion on lesson planning, setting aims, and the importance of structured procedures.
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Planning III - Anticipating problems
- 1. Lesson Planning III Anticipatingproblems
- 3. I don’t anticipate anyproblems…
- 5. ..don’t forget the solutions… Whatare you going to do?! (these need to be on your lesson plan, too!)
- 6. Whatisn’t an anticipatedproblem? I might forget my board pens
- 7. Whatisn’t an anticipatedproblem? They might not understand my instructions These are within your control
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- 10. My YouTube videomight notplay ..with the classroom
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- 17. Vocabulary Looking for whatmight be difficult….
- 18. An example… S pi n s t e r Meaning
- 19. Spinster = unmarriedwoman But also… ..negative connotations ..rather archaic
- 20. Is this awoman or a man? Is she married? Is it polite? Is it used very often now? What do we usually say now? CCQs
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- 25. An example…. It’s alovely day, isn’t it? You went to Ibiza, didn’t you? Question tags
- 26. An example…. It’s alovely day, isn’t it? You went to Ibiza, didn’t you? Meaning Real question?
- 27. An example…. It’s alovely day, isn’t it? You went to Ibiza, didn’t you? Meaning
- 28. An example…. It’s alovely day, isn’t it? You went to Ibiza, didn’t you? Form
- 29. An example…. It’s alovely day, isn’t it? You don’t have a dog, do you? Form
- 30. An example…. It’s alovely day, isn’t it? You don’t have a dog, do you? You can swim, can’t you? You went to Ibiza, didn’t you?
- 31. Solution… Analyse the languageyourself first – do your research! Clear explanation Clear examples on board Opportunities for controlled and freer practice
- 32. An example…. You wentto Ibiza, didn’t you? It’s a lovely day, isn’t it? Pronunciation
- 33. Solution… Lots of drilling Opportunityto practice Correction
- 34. Another example…. I’ve beenon a safari Present perfect for experience
- 35. Meaning I’ve been ona safari I went on a safari
- 36. Solution Solution Concept checking Time lines Opportunityfor contrastive practice
- 37. I’ve been ona safari Form have + past participle
- 38. Solution Solution Teach/test irregular pastparticiples Opportunity for practice
- 39. I’ve been ona safari Pronunciation I have = I’ve been = /bɪn/
- 40. Solution Solution Drill and correct Raiseawareness of weak forms
- 43. Lesson Planning I Aims& the front page Lesson Planning II Procedure