LESSON PLANNING
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K-W Chart: Lesson Planning
What I Know
What I Want to
Know
What I
Learned
See ppt harmon hall.Learning Portfolio
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What is a Lesson Plan?
• A written guide for achieving the intended
learning outcomes or aims.
What?
Aims: main,
subsidiary and
personal
How?
Equipment, materials
How?
Methods of presentation
Why?
Discuss 3 important
reasons for lesson
plans
Access the forum on the moodle and participate: lesson
planning: recipe, map photo or…instruction manual
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Types of lesson plans (terminology not
included in TKT but is what every educator should know)
a) Curriculum: A description of the plan of studies of a
school, university, etc.
b) Syllabus: A description of the course contents of a
specific course.
c) Unit Plan: A description of the contents of teaching
over a unit or week.
d) Class Lesson Plan: A description of the contents of
teaching for a specific class.
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Why should I plan unit or class
lessons if I have a yearly plan?
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•
•
•
•
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Align your teaching aims with assessments
Prevent teaching from becoming haphazard.
Anticipate language problems.
Include details and reminders
Aids and supporting material.
To show:
– Where are your students going?
– How are they going to get there?
– How will you know when they've arrived?
(Aims)
(Dynamic Instruction)
(Assessment)
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Components to consider in a lesson plan
Discuss what you think they are…
• Pace
– Quick moving, or slow for reflection
• Interaction patterns
– Individual, pairs, small groups, whole group
• Level of difficulty
– From non-demanding to highly challenging, in 1 class
for differentiating your classes: what will you expect
from your different students, from the lower level to
the higher achievers under the same objectives?
• Content
– Cross curricular, relate to real life, authentic
• Skills and how to cover them
– Which skills, which tasks reflect which skills, what is
your objective???????
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BLOOM’S TAXONOMY OF LEARNING OBJECTIVES
Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
Analysing
Breaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating, finding
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognising, listing, describing, retrieving, naming, finding
See Bloom ‘s,
U18BloomTax
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Aims: Main, Subsidiary and Personal
• TASK: Identify each of these aims:
S
P
M
S
S
M
M
P
–
–
–
–
–
Phonology, to focus on intonation
Improve my organization of the whiteboard
Practice making polite requests
Differentiate when to use auxiliary verbs
Example exponent: Can you please give
me some information about hotels?
– Consolidate vocabulary for traveling
– Speak using a survey to practice a new structure
– Finish my wrap-up before class time finishes
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Factors to Consider when Planning
1 Classroom
Management
2 Learners
3 Aims
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What do they like to do?
1
How shall I arrange the chairs and tables?
3
What will they be able to do?
2
What topics interest them?
1
How long should each task take?
2
What instructions shall I give them if they
have difficulty understanding?
1
What song should I use for a warm up?
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Parts of a lesson plan
Almost all lesson plans contain;
a)
b)
c)
d)
student learning aims;
instructional procedures;
the required materials;
some written description of how the
students will be evaluated;
e) and the time each activity will take.
Look at your anthology for the lesson components exercise. Which
components are more important for you?
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Anatomy of a Daily Lesson Plan
• Materials
• Lesson description:
interaction patterns
• Warm up (interaction pattern)
• Pretask (interaction pattern)
• Task cycle (interaction pattern)
• Wrap up
• Homework
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Materials
• What will we need?
preparation time, resources
• What teaching aids (materials, books, equipment,
and resources) will I need to have ready?
• What needs to be prepared in advance?
• Focus on what students will do during the
lesson, not the teacher.
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Warm Up
• Get the students ready for English class
– PROVIDE VARIETY:
• different activity types,
• interaction patterns,
• active learning
– Anecdotes, songs, recalling, quick games,
chants
– Activate prior knowledge
– Personalize the theme
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Task Cycle
• Pretask: focusing on the lesson
• Task Cycle.
– Using language in a variety of activities, some
with outcomes, some without for practice.
– Variation of tasks.
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Wrap up: Closure
• What will you use to draw the
ideas together for students at the end?
• How will you provide feedback?
• What follow up activities can enrich and
remediate?
• How can you differentiate?
• What lessons might follow as a result of
this lesson?
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Assessment/ Evaluation
• Have your students ‘gotten’ it?
• Quiz students in a game (informal) or
formal context.
• Review and use as feedback.
• Evaluate the objectives identified at the
lesson’s beginning.
• Warm up before a testing situation, don’t
go in cold.
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TKT practice Task
Review: Stages in a Lesson Plan
• 1. The teacher asks the students to discuss
their first memories of school in pairs.
– A. to clarify the target language
– B. to personalise the target language
– C. to provide restricted practice of the target
language
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Stages in a Lesson Plan
• The lesson was after break. The teacher asked
students to move around the class asking one
question to each other students (What did you
have to eat?) Students reply and move to the next
students. The teacher did this because he wanted
to:
– Activate students’ prior knowledge before starting the
lesson
– Assess students’ fluency
– Encourage students to talk to different partners.
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Stages in a Lesson Plan
• Students study their role cards before
presenting a role play.
– Student A is the complaining customer
– Student B is the travel agent.
• To give students time to think of ideas to use in the
role play
• To develop reading comprehension
• To allow students to check with the teacher what
they have to do.
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Stages in a Lesson Plan
• Students act out the situation in pairs.
– To focus on the form of the target language
– To give less controlled practice of the target
language
– To prepare students for real communication
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Wrap up:
Lesson Plans Help Teachers
• Before the lesson:
– Write to ensure we have the best sequence, ideas
and tasks planned. Check material we need.
• During the lesson:
– Check timing, keep place, follow sequence
• After the lesson:
– Keep as record for personal feedback.
– Continuing personal growth.
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Homework Units 19, 20, 21
Write a lesson plan to summarize these three
units using the reflection questions as a guide.
Investigate Bloom’s Taxonomy on the Internet
and read about it in the anthology (113-119).
Plan a lesson and show the different levels of the
taxonomy through 5 or 6 different approaches
to the lesson. Share your lesson on your blog.
Access the Homework page in the class blog
for more specfic instructions.
– Bring in three books in English, any type, to
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class for next week.