Lesson Planning

Alison L. Camacho English Language

Fellow

A Demonstration LessonSetting: 8th Grade Classroom, Durango,

MexicoClass Size: 40 StudentsPrevious Knowledge: The students have already

studied the vocabulary and expressions for clothing.

What are you wearing?

Back to Back ActivityDirections:1. Stand up2. Listen to the music and walk

around the room3. Look at your friends and study

what they are wearing4. When the music stops, stand back

to back with the closest person and describe what they are wearing

5. Repeat

Back to Back Expressions

A: I think you’re wearing blue jeans.

B: That’s right.

B: I think you’re wearing a red shirt and black pants.

A: No. Try again.

Example Description

What is the woman wearing?

Example Answer

The woman in this picture is wearing a tight, short, shiny, purple dress and high heel shoes. She is also carrying a silver purse. She is very beautiful.

Example Description

What is the man wearing?

Example Answer

The man in this picture is wearing a gray t-shirt under a green, long-sleeve shirt and blue jeans. He is very handsome.

Your Turn

Group Activity: 1. Get into groups (4 students per

group)2. Choose a picture3. Describe what the person in

the picture is wearing on a sheet of paper

Grouping Categories• Things you wear under your cloths• Things you wear in the winter when it’s

cold• Things you wear on your feet• Jewelry• Things you wear to exercise• Things you wear to a fancy party• Things you wear to the office• Adjectives to describe clothing patterns• Everyday clothing

Exchange Time

Now, exchange pictures and descriptions with another group. Try to guess which person that group is describing.

Lesson Planning

• Teacher Training Task #1: Work in groups and answer the questions on your handout

The Elements of a Lesson Plan

• Teacher Training Task #2: What do you think are the essential elements of a lesson plan? Look at the box on your handout. Which of the elements in the box would you use for teaching English?

Lesson Plan Format: The Essential Elements

•Goal(s)•Objectives (Terminal &

Enabling)•Materials and Equipment•Procedures•Evaluation•Extra-Class Work

Brown, H. D. (2001). Teaching by principle: An interactive approach to language pedagogy. White Plains, NY: Addison Wesley Longman, Inc.

Goal or Goals“The overall purpose or goal that you will

attempt to accomplish by the end of the class period”

• Generalized• A unifying theme• The lesson topicExamples: “understanding telephone

conversations” / “understanding clothing vocabulary and phrases”

Brown, H. D. (2001). Teaching by principle: An interactive approach to language pedagogy. White Plains, NY: Addison Wesley Longman, Inc.

Objectives

“what you want the students to gain from the lesson”

• Terminal Lesson Objectives: final learning outcomes

• Enabling Objectives: interim steps that build on each other and lead to a terminal objective

Brown, H. D. (2001). Teaching by principle: An interactive approach to language pedagogy. White Plains, NY: Addison Wesley Longman, Inc.

Example Objectives• Terminal Objective: Students will

successfully describe what people are wearing

• Enabling Objectives:1) Students will review clothing vocabulary

2) Students will produce appropriate forms for describing clothing3) Students will write descriptions of what people are wearing from magazine pictures

Materials and Equipment

Why is it important to write this down?

Example from lesson:Flashcards, CD, CD player,

handouts, magazine pictures, white board markers

Procedures

Usually a lesson consists of:• An opening statement or warm-up

activity• A set of activities or techniques in

which you have considered appropriate proportions of time for whole-class work, small-group and pair work, teacher talk, student talk

• Closure

Example Procedure1. Opening / whole class activity: T introduced

the topic to the Ss by asking them questions about what they are wearing and reviewing clothing vocabulary with flashcards (5 min.)

2. Whole class activity: T introduces expressions and directions for back to back activity (5 min.)

3. Pair work: back to back activity (10 min.)4. Whole class activity: Example descriptions (5

min.)5. Group Work: Magazine Pictures Activity (15

min.)6. Closing: Whole class activity. Asking the

groups to describe the pictures again. Asking the students if they got the answer right. (5 min.)

Evaluation

• “Every lesson does NOT need to end with a quiz or a test”

• “Evaluation can take place in the course of ‘regular’ classroom activity”

• “Some forms of evaluation may have to wait a day or two until certain abilities have had a chance to build”

Brown, H. D. (2001). Teaching by principle: An interactive approach to language pedagogy. White Plains, NY: Addison Wesley Longman, Inc.

Extra-Class Work

• Homework needs to be planned carefully

• Homework needs to be communicated clearly to the students

Brown, H. D. (2001). Teaching by principle: An interactive approach to language pedagogy. White Plains, NY: Addison Wesley Longman, Inc.

Varying Lesson Components: Some

Guidelines• Put harder tasks earlier• Have quieter activities before lively ones• Think about transitions• Pull the class together at the beginning

and at the end• End on a positive note

Ur, P. (1991). A Course in Language Teaching: Practice and Theory. Cambridge, UK: Cambridge University Press.

Hints for Lesson Management

• Prepare more than you need• Note which components of the lesson you

will sacrifice in case you run out of time• Keep a watch or clock easily visible• Explain homework early on and give a

quick reminder about it at the end• When doing group work, give instructions

and make sure these are understood before dividing up (same with handing out materials)

Ur, P. (1991). A Course in Language Teaching: Practice and Theory. Cambridge, UK: Cambridge University Press.

Different Teachers’ Opinions

• Teacher Training Task #3: Read some teachers’ opinions about lesson planning. Read them and decide whose opinion you share and which type of lesson plans you would like to make yourself. Discuss with your group members.

Share With OthersTeacher Training Task #4: Discussion Questions

(pair work):1. How long before a specific lesson do you prepare

it?2. Do you write down lesson notes to guide you? Or

do you rely on a lesson format provided by another teacher, the coursebook, or a Teacher’s Book?

3. Are your notes brief (a single page or less) or long (more than one page)?

4. What do your lesson notes consist of?5. Do you actually look at your notes during the

lesson?6. What do you do with your lesson notes after the

lesson?

Ur, P. (1991). A Course in Language Teaching: Practice and Theory. Cambridge, UK: Cambridge University Press.

Closing: A Story

• Teachable Moments