Lesson Planning

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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?

• Five guiding principles:

• Variety

• Coherence

• Balance

• Flexibility

• Challenge

Balance Flexibility Variety Challenge Coherence 7. Variety

• Why vary?

• 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?

• VAK Approach

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 ).

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• 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

10. Coherence

• 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.

11. Challenge

• 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.

12. Flexibility

• Two dimensions:

• 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.

13. Balance

• 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.

• Interaction modes.

• 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

• 2- OBJECTIVES:

• Enable learners to

Students needs Textbook Module map Official Program Objectives 17. COMPONENTS OF A LESSON PLAN

• 3- Procedure

Logicalsequencing Who does what? Howmuchtime? How to do? What todo? Procedure 18. COMPONENTS OF A LESSON PLAN

• 4- Aids

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 .

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• 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,

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• OBJECTIVES :

• 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

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• Materials & Equipment: Tape / tape recorder / poster / map /handouts /OHP

• Procedures:There is so much variation here that it is hard to give any"set recipes", but make sure your plan includes :

• a .An Oral Test

• b .An opening statement or activity as warm-up for the lesson itself

• c .A set of activities and techniques in which you have considered appropriate proportions of time for :

• --Whole class work

• --Group and / or pair work

• --Teacher Talk

• --Student Talk

• --Teacher / student Talk

• d .Closure

• e.Homework

• f .Evaluation

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