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Welcome

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In-service training seminarLESSON PLANNING

Bechar – 15/03/2016

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What is lesson planning

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The process of thinking through and writing down a .......... for the teaching of, and learning within, a lesson that I will be teaching to a specific group of students in a specific place at a specific ……….

(Jonathan Savage: 2015)

plan

time

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What is a lesson plan

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A lesson plan is a ….…… that maps out the teacher’s intentions about the lesson. It reflects the teacher’s planning decisions and …………………. of the principles of lesson design.

design

understanding

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Why a lesson plan

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ClarityLesson plans help to be clear about what you want to teach. teachers need to make wise decisions about the strategies and methods they will employ to help students move systematically toward learner goals.

Unpredictable EventsLesson plans may also include a room for unpredictable events. This helps teachers to be ready to cope with whatever happens.

FrameworkLesson plans give your teaching a framework, an overall shape.

ReminderLesson plans may also play the role of a reminder for teachers when they get distracted. Commitment

It suggests a level of professionalism and real commitment .

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For the teacher o They don’t have to think on their feet. They don’t lose face in front of their learners.o They are clear on the procedure to follow.o They build on previous teaching and prepare for coming lessons

For the learner o They realize that the teacher cares for their learning.o They attend a structured lesson: easier to assimilateo They appreciate their teacher’s work as a model of well-organized work to imitate.

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What are the components of

a lesson plan

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Objective & aims (specific)

Targeted competencyProcedure & TimingAids & activities

CommentsPenny Ur : 2015

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Lesson plans must involve a unifying theme, an overall general …………. to accomplish by the end of the lesson period. They must include clear statements of what learners will be able to do by the end of the lesson. These derive from the ………… that gives a general direction for planning our teaching.

purpose

syllabus

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Objectives are supposed to be

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Objectives take the following form:Students Will be able to write a questionnaire.

Or

Students will be able to discuss likes and dislikesIn groups.

SWBAT

SWBAT

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Aims

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Aims (stage aims): What is to be taught?

Decide on the main teaching point. This may be a new structure(pattern). If so, isolate the use (or uses) to be focused on. list the forms thatare to be included. Which stage of practice is to be attempted with the patterns you isolated ?

Choose a suitable situation or situations for the activities you have in mind. If the situation is already determined by your textbook, think of ways of setting or introducing this situation.

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Aims of stages may take The following forms:

To present and provide practice of the use of 'for' and 'since' with the present perfect.

To check that learners understand the concept and form of the new item.

Or

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Let’s write s.m.a.r.t objectives &

stage aims

Worksheets 1 & 2

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Activities: What to do in the lesson?Plan the stages to be followed in introducing and practicing the main teaching point(s), bearing in mind what you have decided in 'Aims'.Calculate the timing of these stages. Is there too much for your lesson? Is there time left over?

Logical sequencing

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Procedures & (interaction/focus) who does what?T = teacherS = an individual studentT – C = the teacher working with the whole classS,S,S = students working on their ownS-S = students working in pairsSS-SS = pairs of students in discussion with other pairsGG = students working in groups

Worksheet N° 3

Jeremy Harmer, 2015

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Aids: What aids are you going to use?

Which are likely to be most …………....?

Are they varied or ……………... enough?

Are you making full ……… of them?

Do not forget that the ……….. is an aid.

effective

attractive

use

board

23CommentsNo need to comment on every single activity.

Mention things that went well or didn’t.

Write what to do or not (next time)

Changes

Self-evaluation

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Competencies define the applied ……… and knowledge that enable students to successfully perform their work over a long period of time , while learning objectives are specific to a certain course of instruction and they are “time bound” – 45 /60 minutes.

skills

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Why a variety Of

components

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Prolong energy levels

Engaging & enjoyable

Avoid boredom & discipline problems

Penny Ur, 2015

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How to vary these

components

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Planning paradoxesPlanning is good, but what if a zealous conversation comes out of the blue ?

Problems we hadn’t anticipated. e.g: vocabulary input .

No lesson, even if prepared carefully, works exactlyAs planned.

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A proposal for action rather than a rigid procedure.

Jeremy Harmer, 2015

A lesson plan ,thus, becomes……

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Tea-break

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Do all lesson planslook the same

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PPU

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A framework for designing “speaking” lessons for example. It helps create lessons that are organized, coherent, and lead to a clear lesson objective.

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The stages of a framework in this way are:

• Present - During this phase, Ss understand the context being used, the form, meaning and use of the vocabulary, function(s), pronunciation point or grammar, and/or the speaking skills (stating an opinion, pausing while speaking, interrupting, etc.), which are the focus of the lesson. (Awareness)

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• Practice - Ss practice the speaking skills and/or the language component of the lesson by doing tasks which are designed to help Ss increase their accuracy or correctness move from Ss’ having no choice of what to say (repetition or drills) to more, but still limited, choice of the form, meaning, or use of the skill or language they use in the activity. (Accuracy)

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Use - Students use the language or skill to complete a communicative task similar to an activity they will or may do outside the classroom. (Fluency)

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PDP

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The PDP Framework Delivers effective listening, video and reading lessons. Motivates, engages and makes active before, while and after listening to, watching or reading a text.

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The stages of the framework are:

Pre Ss prepare to listen:

Ø they understand what they will listen or read for in the text before they begin working with it

Ø they can make predictions about what the text will be about.

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During Ss focus their attention on the listening or reading text and complete tasks which develop and deepen their understanding of the text progressively (i.e., from simpler and more general to more complex and more specific). They can also do tasks that help them develop specific listening and reading skills.

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Post Ss extend and integrate the understanding and knowledge they gained from working with the listening or reading text into other skills areas or contexts.

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THANK YOU