Презентация на тему Lesson planning

the components of a lesson plan and fill the

following scheme

the lesson plan components with the definitions. Check your

answers with next slide

ones reflects how you feel about planning? Discuss in

pairs.

important to have aims
I never stick to plans
The textbook

is my plan

Planning helps me to teach more efficiently

I don’t do detailed plan, but make rough notes

add your ideas to the list, for example:

Helps to

think what learners will achieve in the lesson
Helps teachers to know where they are going and how they are getting there

etc.
Helps make the lesson coherent.
Avoids over – domination of

coursbooks.
Demonstrates to learners that teacher knows what he/she’s doing
Being prepared boosts teacher confidence
Helps to identify any problems or difficulties which may arise during the lesson
Helps teacher to adapt to different classes
Developmental – a learning document for teachers to reflect on after the lesson.
Helps to identify the kinds of activities and materials to include to achieve aims
A plan can link the lesson explicitly to syllabus objectives

training session you are following today. Try to complete

the components

will be able to do by the end of

the lesson
A focus on what learners will learn rather than what teacher will teach
There are 3 types of aims:
Main aims
Subsidiary aims
Personal aims

lesson. These tend to be worded very specifically. The

language learners will understand or be able to use, and the context they will understand or be able to use - this language are usually stated. E.g., learners will be able to discuss leisure plans for the coming week, using the present continuous form.

aims (usually called objectives). These tend to be worded

less specifically than main aims, and are liked to the main aims of the lessons. E.g.: to enable learners to review / activate previously learnt lexis relating to leisure interests

of teaching the teacher him or herself would like

to practice / experiment with / improve on e. g.: to provide learners with more efficient feedback.

and direction for teaching and learning
They enable teachers to

focus on what their learners need to achieve
They help teachers to adapt textbooks to their learners’ needs
They provide a framework for the lesson
They help to the teachers to select appropriate materials and activities
They help teacher to anticipate possible problems an build in solutions
They can serve as a reference point for teachers to measure learners achievements

one do you think more efficient? Which one is

less efficient?
Learners will be able to use the present perfect simple to describe situations in their live which began in the past and are still true now.
To teach the present perfect simple with time adverbials
Now think of an effective aim. What makes it less effective? How do you check aims are effective? Brainstorm the ideas and criteria for effective aims.

be able to do
It doesn’t give a context
It is

vague and lacking in details
It would be difficult to measure if learners had achieved the aim
Criteria for effective aims
Learner centered, focused on what student will be able to do
Say which situation, context etc the language will be used in
State exactly which sub skills will be developed
Ensure the aims are measurable, i.e., how will teacher know that learners can understand and perform the target language/ situation described in the aims

for dealing with unknown words in reading comprehension passages:

deducing meaning from the context, using knowledge of the world, using word structure.
To improve handwriting on the board
To revise language for describing people
To use narrative tenses simple past and past continuous to create stories on the theme of Halloween
To develop learners’ ability to express opinions
To give learners’ a chance to speak without correcting them every time they make a mistake
To give instructions to learners in English
To use imperatives to write instructions for making drinks
To expand vocabulary on the topic of the environment

discuss with a partner.

logical order
Warmer
Controlled practice
Presentation
Lead in
Free practice

Feedback

questions and interviewing etc.)
Lead in (mingling, survey, quiz, questionary,

associations, mind maps, discussions etc.)
Presentation (vocabulary, text, song, chant, grammar etc.)
Controlled practice (exercises: matching, info gaps completing, true / false, questions, multiple choice etc.)
Free practice (interview, role-play, jigsaw, project, paragraph writing)
Feedback (individually / for a small group/ for the whole class, orally / written, teacher only / together with the class / nominated person – evaluator / traditional assessment / score ore points etc.)

lesson plan”
Independent № 9 Creating a lesson plan
Questionary “Preparing

your own resources”