PLANNING

By PresenterMedia.com

Agenda 1. Video: A Terrible Experience

2. Planning: Concept and Benefits

3. Planning: Main questions

4. Planning: Elements

5. The Teacher

6. Grouping Students

7. Seating Arrangements

7. Working Time!

•SITUATION!

• WHAT DO YOU DO?

Students

Interests

Number of Classes

Context

Time

Resources

Variables

TIME and ENERGY

ACHIEVING YOUR OBJECTIVES

A MIND MAP

CLEAR EXPECTATIONS

SELF CONFIDENCE AND PROFESIONALISM

•BENEFITS OF PLANNING

•PLANNING - QUESTIONS

•PLANNING ELEMENTS

WHAT’S THE

POINT?

•PLANNING ELEMENTSTHE STUDENTS

AGE

LEVEL OF

ENGLISH

PREVIOUS

KNOWLEDG

E

CULTURAL BACKGROUND

LEARNING STYLES

BEHAVIOUR

•PLANNING ELEMENTSOBJECTIVES and REASONS

•PLANNING ELEMENTS

•PLANNING ELEMENTS - TIME

•PLANNING ELEMENTS - PROCESS

•PLANNING ELEMENTS - RESOURCES

•PLANNING ELEMENTS

•PLANNING ELEMENTS – POTENTIAL PROBLEMS

•PLANNING ELEMENTS – FEEDBACK

•THE TEACHER

THE TEACHER’S VOICE

A GOOD TEACHER DOESN’T NEED TO SHOUT

• Introduce a new item • Deal with some

controlled practice• Work with the

projector• Watch a video

• Discuss• Role-play • Look for information

on their netbooks• Make a video or

poster• Solve a problem• Invent a song.

• Present results• Speak about a text• Give a point of view• Summarize a text• Generate solutions.

• GROUPING

SEATING ARRANGEMENTS

Orderly rowsCircles/ horseshoes

Separate tables

Watching a video with all the students

Making a debate

Working with problem-solving situations

ADVANTAGES DISADVANTAGES

orderly rows

circle, horseshoe

separate tables

SEATING ARRANGEMENTSThink of two Advantages and two Disadvantages for the seating arrangements.

ADVANTAGES DISADVANTAGES

orderly rows -the teacher can see all students

- the teacher can easily gain the attention of all the students.

-there is very little scope for student interaction.

- sts always sit next to the same person and work with the same classmate.

circle,

horseshoe

-the students are less aware of their teacher

-it is easy for the sts to communicate and work together with other students

- it takes up a lot of space

-it could be more difficult for a teacher to get attention

separate tables

-the teacher can walk around the classroom and monitor all the students.

-students can work together and independently. They can help each other and motivate each other

-Disciplinary problems can arise from students

-If there are many students in the classroom, it may also be too noisy to use this arrangement.

SEATING ARRANGEMENTS - Answers

•TASK 1

What do you think is the best seating arrangement for the following situations?

a. A team game with a class of forty.

b. A class discussion with fifteen students.

c. Pair work in a group of thirty students.

d. A reading task in a group of ten.

e. Students design an advertisement in groups.

f. Students all listen to an audio track.

g. The teacher explains a grammar point.

•Answers

a. A team game with a class of forty. (orderly rows with the aisle dividing the

teams, or two sides of a horseshoe; in smaller groups, each team could be at a

separate table)

b. A class discussion with fifteen students. (sitting in a circle or horseshoe)

c. Pairwork in a group of thirty students. (orderly rows, or two or three pairs at a

separate table)

d. A reading task in a group of ten. (separate tables)

e. Students design an advertisement in groups. (separate tables)

f. Students all listen to an audio track. (any seating arrangement)

g. The teacher explains a grammar point. (orderly rows)

• What’s the best grouping for these activities? Put W= whole class, P= pairwork, G= groupwork or S= solowork in the boxes.

•TASK 2

a. Students choose one of three alternatives when faced with an imaginary moral dilemma.

b. Students design a website for a school or a special interest group. c. Students listen to an audio recording of a conversation. d. Students practice saying sentences with the present perfect (‘I’ve lived here for six

years’, ‘He’s studied here for six months’). e. Students prepare a talk/presentation on a subject of their choice. f. Students repeat words and phrases to make sure they can say them correctly. g. Students work out the answers to a reading comprehension. h. Students write a dialogue between a traveller and an immigration official. i. Students write a paragraph about themselves. j. The teacher explains the rule for the pronunciation of ‘s’ plurals (‘pins’, ‘cups’,

‘brushes’).

•Answers

G a. Students choose one of three alternatives when faced with an imaginary moral dilemma.

G b. Students design a website for a school or a special interest group.W/S c. Students listen to an audio recording of a conversation.W/P d. Students practice saying sentences with the present perfect (‘I’ve lived here for

six years’, ‘He’s studied here for six months’).S e. Students prepare a talk/presentation on a subject of their choice.W f. Students repeat words and phrases to make sure they can say them correctly.P g. Students work out the answers to a reading comprehension.P h. Students write a dialogue between a traveller and an immigration official.S i. Students write a paragraph about themselves.W j. The teacher explains the rule for the pronunciation of ‘s’ plurals (‘pins’, ‘cups’,

‘brushes’).

•Lesson PLan

Instituto de Música Prof. Carmelo H. De Biasi4th yearMondays from 7:45 to 9:05.Book: What’s Up? 1 Unit 1: Holidays – Simple Past Regular and Irregular Verbs

Objetivos EspecíficosQue el alumno:

• Utilice el tiempo pasado simple en forma correcta.• Logre narrar historias y anécdotas.• Utilice los recursos provistos por las netbooks para la elaboración de un cortometraje. • Desarrolle habilidades y estrategias que les permitan procesar y producir textos orales

y escritos correctos y adecuados a las situaciones comunicativas propuestas.

Identify the elements mentioned in the following lesson plan.

Class 1: 80’

1. Brainstorming vocab. Pair work. Anagram about holidays 1’. Report. One st writes on bb

2. Interaction: Whole class. Move around asking: What do you usually do on holidays? Report comparing your classmates’ answers. 5’

3. Group work. Situation: Last holiday we travelled to Australia and we saw….. 5’ to complete in groups orally.

4. In groups sts read Jenny’s diary about “Our trip to Australia” and underline the things they have mentioned that appear in the text. 10’

5. Systematization: Whole class: when did Jenny travel to Australia? Is the text about sth that happened in the present, past or future? How do you know? 5’

The text is full of verbs in the past. In groups of 4 circle all the verbs in the past, then classify them in two columns and discover the rule to make verbs in the simple past tense. You can use books, netbooks and cellphones. 20’

6. Pair work: verb-tennis. 5’7. Sts complete ss about Jenny with verbs in the past. (10’)8. Solo work. Sts write 5 ss about their last holidays. (5’)9. Pair work. St A tells St B about his/her holidays. St B. retells what he/she

remembers. 10’10. Closing: What have you learned today? 4’

Class 2 – 80’

1. Revision Whole-class: What do you remember about Jenny’s diary “Our trip to Australia?” Sts mention what they remember about the text. 5’

2. Energetic True/False. 5’3. Solo-work: sts read the text about Jenny and work with comprehension

activities. Report. 10’4. In groups of 4: sts find negative ss in the text and make a poster using

netbooks explaining how to form affirmative and negative ss in the past. 20’

5. Pair work: Sts complete exercises from book. 15’6. Pair work: Sts play an interactive game with irregular verbs from

http://www.eslgamesplus.com/past-simple-irregular-verbs-esl-grammar-interactive-activity-online/ - 10’

7. Group work: Sts play 1’ minute talk using the topics on the cards. 15’8. Homework: Sts make a diary about their week writing 3 ss about what

they did/didn’t do each day for a week.

Class 3 – 80’

1. Pair work. Sts retell their classmates what they’ve written about their week. 5’ 2. Classmates report orally. 5’3. Solo-work: Sts read an e-mail about Leonie’s weekend and answer comprehension

questions. 15’4. Pair work: Sts compare their weekend with Leonie’s. 5’5. Solo-work: Sts answer Leonie´s e-mail telling her about their weekend. (80-100 words) They

can use what they’ve written in their diaries. 60’Follow steps: -text organization – sandwich

-writing- -editing

Class 4 – 80’

1. In groups of 4, sts describe pics of people on holidays. What happened to the people in the pics? Did they have a fantastic or terrible experience? 10’

2. Telling anecdotes. In groups of 4 sts choose a day to talk about from the list. (ex 1 p.67) Sts describe what happened in their anecdote. They can use the ideas in exercise 2 + the connectors provided by the teacher. 15’

3. Each group retells the anecdote to the whole class. 15’4. Project: Sts have to make a photo story with the anecdote. They can use Photo story for

Windows 3. They can improve it by making all the necessary changes. The rest of the groups can help. 40’

The photo story must have sound and subtitles. Sts must bring the photos taken for next class.

Class 4 – 80’

1. In groups of 4, sts describe pics of people on holidays. What happened to the people in the pics? Did they have a fantastic or terrible experience? 10’

2. Telling anecdotes. In groups of 4 sts choose a day to talk about from the list. (ex 1 p.67)

Sts describe what happened in their anecdote. They can use the ideas in exercise 2 + the connectors provided by the teacher. 15’

3. Each group retells the anecdote to the whole class. 15’4. Project: Sts have to make a photo story with the anecdote. They can use Photo

story for Windows 3. They can improve it by making all the necessary changes. The rest of the groups can help. 40’

The photo story must have sound and subtitles. Sts must bring the photos taken for next class.

Class 5 - 80’

1. In groups of 4 sts work with the photo story in class.

Class 6 – 80’

1. The whole class watches the photo stories and chooses the best one.