Lesson Lesson planningplanning

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Lesson Lesson planningplanningBoard RaceBoard Race

LESSON

PLANNING

Fame 1 dIrector 2 Lights 1 roMance 2 actresS 3

Totall9 point9 points

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Lesson Lesson planningplanningWhy write lesson Why write lesson plans?plans?

Lesson planning

Makes Acts as

Ensures

Helps to

Ensures• You have researched language point

and have enough information• You can use it again next time you

teach the lesson• You have highlighted the particular

language skill to be taught• The focus remains on the aim \

objective of the lesson• Appropriate timing• Substitute teachers can refer to the

lesson plans• You have something for future

reference

Helps to• Prepare, anticipate problems and come up

with solutions

• Achieve coherent lesson – easier to check for balance of activity, interaction and interest

• Achieve clarity of purpose

• Save time in lesson as you know exactly what you are doing and how long it will take

• Plan materials

• Plan for a range of abilities

• Give a clear idea about what will take place in the lesson

• Plan suitable activities

Makes• Execution easier

• Self –appraisal easier

Acts as• A record of what you planned to do

• An aide memoire

Lesson Lesson planningplanningLesson plan content.Lesson plan content.

What the headings and subheadings could be in the written

lesson plansDo the activity…

Check against your own school lesson template. Elicit differences and similarities.

Lesson Lesson planningplanningLesson aims and Lesson aims and learning outcomeslearning outcomes

Aims are what teachers (and learners) want to achieve in a lesson or a

course.Read more at: www.teachingenglish.org.uk\knowledge-database\aims

Outcomes are what learners should be able to do or have done at the end of the class or a course.

Outcomes are similar to aims but are more focused on end results and often describe what actually happened rather than what the teacher intends to happen.

4.1 Decide on the aim of the

task.

Which is the best and why?

A- is not thinking of the detailed lesson aim. Instead he \ she is seeing it as a lesson in the book that has to be taught.

B- demonstrates the language aim to be taught in the lesson but doesn’t say how \ what learners will do.

C- has the clearest idea of the lesson aim; it not only includes the language to be taught, but also what learners will learn to do in the lesson

Card

language point learning outcome

Find a partner to match learning outcomes and language points.

-May I open the window? (door, book…etc)By the end of the lesson students will be

able to ask for permission to do something)

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Lesson Lesson planningplanningLesson planLesson plan

By the end of the lesson, learners will be able to:1. say their name and ask others for their names (Hi, my name is…What’s your name?)2. understand and produce the spoken form of five sports and the verbs that collocate with them (play cricket, swim…etc)3. ask and answer questions about what learners can do (What can you…? I can…)

Lesson Lesson planningplanningTips for lesson Tips for lesson planningplanning(watch a video and make notes)(watch a video and make notes)

Lesson Lesson planningplanningSWOT analysisSWOT analysis

S- strongW –weakO – opportunitiesT- threats

Lesson Lesson planningplanningTHANK YOU!!!! THANK YOU!!!! THE ENDTHE END