2. Main Principles of Communicative Teaching Suitablematerial Mistakes / Natural Use of targetLanguage Positivereinforcement Involving Enjoyable Meaningful Interactive CommunicativeTeaching 3. Answer the 4 questions. Discuss your answers with your peer. Report to the group
Why is lesson planning important?
How is lesson planning important for the teacher? For the learners?
What do you take into account when you design a lesson plan?
What constant components are there in your lesson plan?
4. Why is lesson planning important?
Being clear on what you want to teach.
Being ready to cope with whatever happens.
Give your teaching a framework, an overall shape.
A reminder for the teacher when they get distracted.
It suggests a level of professionalism and real commitment .
5. How is lesson planning important for the teacher and the learners?
For the teacher
They dont have to think on their feet.
They dont lose face in front of their learners.
They are clear on the procedure to follow.
They build on previous teaching and prepare for coming lessons
For the learner
They realize that the teacher cares for their learning.
They attend a structured lesson: easier to assimilate
They appreciate their teachers work as a model of well-organized work to imitate.
6. What do you take into account when you design a lesson plan?
a -to meet different learning styles:theorist Activist Pragmatic Reflector
b - to consider different intelligence types.
c-to keep them interested and avoid monotony.
What to vary?
Contents Activities Interaction modes Materials Aids
How to vary?
8. Ways of Varying these different components
Tempo/Pace : Activitiesmay be brisk and fast-moving, such as guessinggames; or slow and reflective,such as reading or responding in writing.
Organization: The learners may work on their own at individualized tasks, or in pairs or groups, or as a full class in interaction with the teacher.
Mode and Skill :Activities may be based on the written or the spoken language; and within these, they may vary as to whether the learners are asked to produce (speak/ write) or receive (listen / read ).
Difficulty : Activities may be seen as easy and non demanding; or difficult , requiring concentration and effort.
Mood : Activities vary also in mood: light and fun -based versus serious and profound; happy versus sad; tense versus relaxed.
Stir - Settle :Some activities enliven and excite learners ( such as controversial discussionsfor advanced levels), or activities which involve physical movement(such as the race dictation) for the lower levels. Others, like dictation, have the effect of calming them down
Active - Passive :Learners may be activated in a way that encourages their own initiative ; or they may only be required to do as they are told
Observe a logical pattern to the lesson: there has to be connection between the different activities in the lesson.
Smooth transition is one of the pillars that ensures success of the lesson plan during implementation in the classroom.
An activity in a lesson builds on a previous one and prepares for the next.
Learners are intelligent human beings and come to class with knowledge previously acquired.
The new lesson should add to that knowledge without excess.
The lesson that does not challenge is a lesson that does not motivate.
No learning happens if the lesson doesnt present new items beyond students prior knowledge.
a -ability to use a number of different techniques and not be a slave to one methodology Principled eclecticism.
b - ability to change the plan if it shows inappropriacy to the classroom real situation for one reason or the other.
The lesson isa mixtureof a number of ingredients: techniques, activities, contents . Thesuccessfulteacher is the one who is able to observethe rightdosage and makes the learnersenjoya savoury lesson.
14. What do you take into account when you design a lesson plan?
Objectives set out to be achieved.
Prior knowledge of learners.
Materials and didactic auxiliaries to be used.
Tasks and activities to select and sttsgrouping patterns.
Timing and time management
15. COMPONENTS OF A LESSON PLAN
1- Information about the learners :
Howmany? Cooperative? Quiet/ Agitated? How old? Who? Students 16. COMPONENTS OF A LESSON PLAN
Enable learners to
Students needs Textbook Module map Official Program Objectives 17. COMPONENTS OF A LESSON PLAN
Logicalsequencing Who does what? Howmuchtime? How to do? What todo? Procedure 18. COMPONENTS OF A LESSON PLAN
Realia OHP Lap top Data show Audio-visual aids Board Wall paper Maps Textbook + Worksheets Aids 19. Anticipated difficulties and reserve tasks
What might go wrong?
How to deal with it?
20. HINTS FOR LESSON MANAGEMENT
Prepare more than you need : It is advisable to have an easily presented, lightreserve activity ready in case of extra time .
Similarly , note in advance whichcomponent(s) of the lesson you will sacrificeif you find yourself with too little time to do everything you have planned.
Keep an eye on your time, make sure you are aware during the lesson how time is going relative to your plan.Include timing in the plan itself . It is difficult to judge intuitively how time is going when you are busy, and the smooth running of your lesson depends to some extent on propertiming .
Do not leave the giving ofhomework to the last minute !
At the end of the lesson learners' attention is at a low ebb, and you may run out of time before you finishexplaining .
V.If you are doing group work,give instructions and make sure these are understoodbeforedividing the class into groups and even, ifpracticable, before handing out materials.
If you do it the other way around , people will be looking ateach other and at the materials you have given them, and they are less likely to attend to what you have to say
22. Suggested formatof a lesson plan
Goals :A unifying theme,an overall general purpose to accomplish by the end of the lessonperiod.
e.g. Students will increase their familiarity with the conventions of telephone conversations
Objectives: Explicitly state what you want students to gain from the lesson.
What students willdo:
a.Be sure you know what it is you want to accomplish
b.Preserve the unity of your lesson
c.Predetermine whether or not you are trying to accomplish too much
d.Evaluate students' success at the end of, or after,
Final learning outcomes that you will need to measure and evaluate
e.g. [ 1 ] Students willdevelopinner expectancy rules that enable them topredict andanticipatewhat someone else will say on the telephone.
[ 2 ] Students willsolicitandreceiveinformation byrequestingit over the phone