LESSON PLANNING
Tatiana Mykhailenko
Editor-in-chief
English language and
culture
• Don't teach "English", teach your
learners!
• The trouble with the old methodologies
was that they started from a deep study
of the English language and very little
understanding of the learners.
• Dear colleagues, become experts on
the English language! Fall in love with
the language. Learn to crawl, walk, run,
climb, swim and fly in English.
Nick Dawson
Let’s brainstorm
• What do we need the lesson plan
for?
It’s a proposal for action.
It gives an idea of what the learning
outcome should be.
It is flexible, includes magic
moments.
It contains a blend of coherence
(logical pattern) and variety.
Must have of the lesson
•
•
•
•
•
Description of the students
Aims and objectives
Procedures
Timing
Anticipated problems (difficulties to
arise, e.g. computer fails, activity is
difficult…)
• Extra activities/material (just in case)
• Material to be used in the lesson
• Language of the lesson
Lesson planning
• We need to think about:
LESSON STAGES
AIMS: SMART
Specific,
Measurable
Achievable,
Realistic
Timed.
• CLASS PROFILE
What are aims, objectives and
goals
• Goal - something that you hope to achieve
in the future;
• Aim - something you hope to achieve by
doing something;
• Objective - something that you are trying
hard to achieve, especially in business or
politics.”
(Dictionary of Contemporary English,
Longman, 2009)
AIMS
• Long-term can refer to whole course or
series of lessons
• 1 To allow students to practise speaking
spontaneously and fluently about something that
may provoke the use of words and phrases they
have been learning recently.
• 2 To give students practice in reading both for
gist and for detail.
• 3 To enable students to talk about what people
have 'done wrong' in the past, using the should
(not) have + done construction.
• 4 To have students think of the interview genre
and list the kinds of questions which are asked
in such a situation.
Objectives
• For lessons (steps to achieve)
Main objectives best formulated in terms
of learner performance:
By the end of the lesson, Ss, Ls…
- will be able to…
- will be more aware of…
- will have developed their ability to…
- will have revised…
Class profile
• A class description tells us who
the students are;
• what can be expected of them.
• It can give information about how
the group and the individuals in it
behave.
PROCEDURES
• PPP - Presentation, Practice and
Production
• CLT - Communicative Language
Teaching
• TBL – task-based learning
• ESA - Engage, Study, Activate
LESSON PLANNING
• PPP LESSONS:
• Presentation, Practice and Production
• The PPP procedure for teaching simple
language at lower levels:
• for presenting the context and situation for
the language (describing someone’s holiday
plan)
• for learning the meaning and form of the new
language (for example, 'going to' future)
• for teaching students functions, such as how
to invite people, or for teaching vocabulary
• for teaching pronunciation
Communicative Language Teaching
• CLT has two main guiding principles:
• the language is not just patterns of
grammar with vocabulary items, but
also involves language functions such
as inviting, agreeing and disagreeing,
suggesting
• the students get enough opportunities
for language use - and if they are
motivated - then language learning will
take care of itself.
TBL – task-based learning
• Pre-task – students are introduced to the topic
and told what the task will be.
• Task cycle – the students plan the task,
gathering the language and information to do it,
and then produce a piece of writing or oral
presentation that the task demands.
• Language focus – analise the language they
used for the task, making improvements and
practising the language.
ESA: Engage, Study, Activate
• ESA straight arrows sequence – Engage
Study Activate
• Boomerang sequence – Engage Activate
Study
• Patchwork lesson
Engage - activate
Activate - study
Study- engage
Activate - engage
STAGES
TOPIC OR THEME OF THE LESSON
From the History of Kyiv
Class profile:
Level: B1- intermediate
Goals, aims, objectives:
Learning objectives:
Learn + practise using vocabulary for the
description of the city, adjectives and
adverbs referring to the topic.
PROCEDURE
I. INTRODUCTION
II. WARMING-UP
Ask students to bring in pictures of
different cities they have visited or
find some pictures in a magazine
or on the internet.
What about magic moment?
III. MAIN PART
• Listening
Pre-listening (before listening)
There are many ancient towns in Ukraine.
One of them is Kyiv, the capital. What
ancient towns do you know? Are there
any interesting facts in the history of
your town?
What do you know about the history of
Kyiv?
• While listening
Listen to the text and fill in the grid.
Name
Appearance
Profession
A fine boatman
Shchek
tall
red hair
Made wonderful silver
things
Lybid
pretty
• After (post) listening
1. Compare your answers with your
partner’s.
2. In the following summary there are
some factual mistakes and some
gaps. Correct the mistakes and
complete the gaps.
Key:
3. Tell your partner your favourite
legend or fairy tale.
IV. Summing-up
• 1. Evaluation – comments,
feedback from students - asking
questions, asking to write the
answers and hand them in, giving
a special evaluation form –
success indicators
• 2. Homework or home assignment
Let’s sum up
• In this seminar we have:
discussed reasons for planning;
talked about the need for a blend of
both coherence and variety in a
lesson plan;
discussed different plan formats;
suggested that most formal plans
should include:
a description of the students,
a statement of aims and objectives,
a description of procedures
(including who will be interacting
with whom, and how long each
activity will take),
anticipated problems,
extra materials,
the material to be used in the lesson.
• talked about planning a
sequence of lessons where
topic-linking is important;
• said that it is important to plan
future lessons on the basis of
what has gone before, using
students’ feedback and our
own observation
References
Dictionary of Contemporary English,
Longman, 2009
The Practice of English Language
Teaching, Jeremy Harmer, 2007, Pearson
Longman
How to teach English, Jeremy Harmer,
2007, Pearson Longman
One-month in-service training course for
English language teachers, The British
Council, Ukraine
Thank you for coming