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In this unit we will look at

- Aims in lesson planning

- Form and meaning in grammar

- Teaching grammar

- Teaching lexis

Lesson 1: Aims in lesson planning In Units 1 and 2 we looked at aspects of planning and delivering lessons. You may remember that

in Unit 1 we looked at different past lesson plans (Resources 1.3-1.5)

I’d like you to go over Resources 1.3-1.5 again and pay attention to the aims included in

each lesson plan. What do you think about them?

Do they make sense?

Are the communicative?

Do they refer to both linguistic and cognitive processes?

Now, go over the lesson plans completely. Are the aims achieved by the end of the lesson?

Read Resource 3.3 (Chapter 6, Scrivener). As you read it, think about how you’d complete these

statements:

- A lesson plan should help me to…

- A lesson plan should include…

- Aims are important in lesson planning because…

Read Resources 3.4 and 3.5. Pay attention to the aims. Do you find them communicative enough?

Are they really achieved after completing the activity? How can we ensure that we have

communicative aims which are possible to achieve?

Based on the reading, you can watch the following “mini-lecture” (See also Resource 3.6).

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FORUM ON CAMPUS

Let’s imagine that with a group of teenage learners

you have the following lesson aim:

“To describe actions in progress” using these videos:

VIDEO 1 and VIDEO 2

Design one specific and clear activity that can help you

achieve this aim and share it with us.

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Lesson 2: Form and meaning in

grammar

We usually say that we when we teach grammar in context we need to focus on meaning and form

with a communicative purpose. This is sometimes represented in the aims we have. For example,

if we write an aim such as “To understand the simple past”, we’re only focusing on form. However,

if we say instead “To retell past events in my town” we’re focusing on meaning and function of the

form (to retell). Of course, form is important, but it’s just as important as meaning and the

communicative function of that form.

- Resource 3.7: Chapter 5 from Scrivener.

- Resource 3.8: Language awareness 2012 (pdf file)

- Resource 3.9: Teaching grammar in context (pdf)

As you read, think about these questions:

- How can I help my students notice the communicative function of a form?

- How can I help them notice the form of a certain structure?

- What forms could I teach to introduce the function of “describing a house”?

- What form could I teach to introduce the function of “expressing ability”?

- What context can I think of to introduce quantifiers such as a few, a little, some, any?

- Using my own words, what’s language awareness?

- Could I ask them to choose some of the contexts for planning my lesson?

Read the following slides and think about how they are aligned with Resource 3.8:

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Lesson 3: Teaching grammar PRE-WATCHING

According to your knowledge and experience, what’s grammar?

WHILE-WATCHING

As you watch the video, which aspects the speaker mentions are already known to you?

POST-WATCHING

Read the extract below. How is it related to Stranks’ ideas?

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Read Resource 3.10, Chapter 7 by Scrivener.

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a. Download Resource 3.11, Grammar presentation techniques. Do you find these ideas useful or adaptable to your context?

b. Look at the four approaches below and fill out the following table.

Approach Main ideas in the approach?

Does it illustrate inductive or deductive teaching?

My opinion?

1

2

3

4

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This assignment can be done in pairs/groups max 4.

1. Download Resource 3.12 (Unit 6, Optimise, Macmillan) and focus on the grammar sections

of the unit (pages 60 and 63). According to what we have read, what approaches to

teaching and learning grammar are evidenced in both sections? Please, justify your

answer. Your answer should be no longer than a page.

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Lesson 4: Teaching lexis What does it mean to know a word?

In this part of the unit, we’ll be looking at how to deal with vocabulary. Let’s watch this video:

a. Read Resource 3.13 (Chapter 8 from Scrivener).

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Under the light of the video and your reading, how is vocabulary teaching and

learning treated in Resource 3.12?

This assignment can be done in pairs or groups of four students max.

1. Imagine that you’ve been asked to teach a lesson using pages 58-60 from Resource 3.12 as

just a resource. You can adapt, skip, or add activities and materials. Write a lesson plan

following the template provided in Unit 1 or below having a mind a target group in

particular and of your choice. Also, use lesson plans we’ve seen in the past as a guide to

work on this lesson plan. Remember that you’ll be teaching something new (lexis,

grammar, function) rather than mere revision, but you need to think about what learners’

prior knowledge you may count on. Make sure you reflect language awareness strategies

and ideas about vocabulary teaching in the plan.

Lesson Plan

Class/ year:

Linguistic level:

Type of plan: Class

Duration: 90 minutes

Teaching points:

Lesson aims:

Language focus

LEXIS FUNCTION STRUCTURE

REVISION

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NEW

Materials: ….

IMPORTANT!!

Before you submit the lesson plan, check you’ve done the following. Only send it, once you’ve

ticked every single box.

I have included language for revision and new language

My lesson reflects what we’ve read and learnt in the unit(s) so far.

My aims are clear and communicative.

My aims are met by the end of the lesson plan.

I have developed pre-, while-, and post- reading/listening/watching activities (if applicable).

I have included a moment where more explicit language teaching is done through language awareness so that it is the students who discover rules by themselves.

I have ordered the activities from less (LOTS) to more demanding (HOTS) in terms of cognitive load.

All the activities are linked and the completion of one activity serves to understand the following activity.

There are clear transitions.

I have included how activities are checked.

There is a proper closure.

There is homework specifically related to what the students did in the lesson.

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This is the end of UNIT THREE