W11_lesson Planning Tog

8/11/2019 W11_lesson Planning Tog

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He who every morning plans the transaction ofthe day and follows out that plan, carries a threadthat will guide him through the maze of the mostbusy life. But where no plan is laid, where thedisposal of time is surrendered merely to thechance of incidence, chaos will soon reign.

Victor HugoFrench dramatist, novelist & poet (1802-1885)


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Identifies the enabling objectives necessary to meet the

setting aims, the materials and equipment needed, andthe activities appropriate to accomplish the objective.

Enabling objectives are the basic skills and the life

skills that are necessary to accomplish the objective. Materials and equipment should be identified and

secured well before class time to ensure that activitiescan be carried out as planned.

Activities generally move from more controlled to aless structured or free format. They should be varied intype (e.g., whole group, paired, individual) andmodality (e.g., speaking, listening, writing).


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For HigherLevel:

Difficult Unknown Far Abstract

LISTENING SPEAKING READING WRITING LANGUAGESTRUCTURE

For Low

Level:

Easy Known Near Concrete

For Higher

Level:

Difficult Unknown Far Abstract

LISTENING SPEAKING READING WRITING LANGUAGESTRUCTURE

For LowLevel:

Easy Known Near Concrete

The Actual Situation


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Underline all the past verbs in the dialogue.Look at these pictures. Order them in any way youlike, then make up a story and tell it to the rest of

the class. Can they give you the correct order ofyour pictures?How many mistakes are there in the followingpassage? See if you can spot them.

Think about what you would do if you were amillionaire, then exchange ideas with your partner.


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Format:

Tr starts a lesson with a grammar presentation on the item to betaught. (For example, if the grammatical item to be presented ison nouns, the teacher would begin the lesson by saying, "Todaywe are going to learn about nouns".

Tr provides structure and examples in which the rule is applied.(Tr will outline the rules of different types of noun.)

Students complete the worksheet provided. (Ss would complete

exercises, in a number of ways, to practice using the structure(Goner, Phillips, and Walters). In this approach, the Tr is thecentre of the class and is responsible for all of the presentationand explanation of the new material.)


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Strengths Weaknesses

Direct, can be veryefficientRespects learnersintelligence

Can be dull, over-technical, anddemotivatingDoesnt cater to certain

kind of learnersIt encourages the beliefthat learning a languageis simply a case ofknowing the rules


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Truth- is the rule true?Limitation- is it clear what the rule covers and whatit doesnt?

Clarity- is it clearly expressed?Simplicity- is it uncluttered with sub-rules andexceptions?Familiarity- does it use concepts that the students

are familiar with?Relevance- is it a rule that reflects studentsspecific needs and problems?


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Integration of the four language skills (listening,speaking, reading and writing)Not practised in isolation but in a closelyinterwoven series of activities as it reflects howlanguage is used in the real world.

Appropriate and correct input of the languagestructure/content in the four language skills-

recycled and reinforced to instill confidence inusing the newly acquired language.


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Warm-up/Review encourages learners to usewhat they have been taught in previous lessonsIntroduction to a new lesson focuses thelearners attention on the objective of the newlesson and relates the objective to their livesPresentation introduces new information,checks learner comprehension of the newmaterial, and models the tasks that the learnerswill do in the practice stagePractice provides opportunities to practice andapply the new language or informationEvaluation enables the instructor and learnersto assess how well they have grasped the lesson


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Warm-up/Review encourages learners to use whatthey have been taught in previous lessons.

Eg.:

1. A student takes one adverb and one verb, and mimesthe combination (catch a ball + lovingly).

2. The others have to guess what was on the cue cards,formulated in a grammatical sentence:

You are catching a ball lovingly!3. Teacher poses some questions related to adverbs ofmanner for students to answer.


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Introduction to a new lesson focuses the learners attention on

the objective of the new lesson and relates the objective to theirlives.Eg.1. Teacher starts by asking students how often a good teacher they

have known gave homework, played games, made jokes, gavepunishments, praised, criticised, smiled, etc.

2. Questionnaire sheets beginning with How often followed by aseries of questions, are distributed for individual student tocomplete.

3. Teacher goes through the questionnaires making sure allquestions, and instructions, are understood. Then, individually,students complete the questionnaires.

4. Based on the questionnaire results, students then have to workin groups, to present their report results using full sentences:

A good teacher I/we have known always smile... A good teacher I/we have known never criticise...

5. Teacher explains the functions of adverbs of frequency by using asubstitution table.


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Practice provides opportunities to practice andapply the new language or information.

Eg.:

1. Teacher provides a cue question like What do youdo when you are bored and depressed? 2. Individually, students jot down a few ideas and

then, share ideas with each other; or try to find

other students who have similar reactions.3. Group presentations and discussions.


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Evaluation enables the instructor and learners toassess how well they have grasped the lesson

Eg.:

1. Revising/summarising what has been taught inclass (get observable/measurable feedback).2. Reminding the students to do the homework

given, or things they may need to bring for their

next lesson.


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Sequencing Do the activities move logically solearners are progressively building on what theyalready know? Do the activities flow well? Aretransitions between activities smooth?Pacing Are activities the right length andvaried so that learners remain engaged andenthused?Gauging difficulty Do the learners have enough

skill and knowledge to do the planned activities? Are the instructions clear?


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Accounting for individual differences Do the activities allowfor learners of varying proficiency levels to receive extraattention they might need, whether below or above the norm?

Are all students actively involved?

Monitoring learner versus teacher talk What is the balancebetween learner talk and teacher talk? Does the lesson allowa time for learners to interact, producing and initiatinglanguage?

Timing Was the amount of time allotted for each part of the

lesson sufficient? If the planned lesson finishes early, is therea backup activity ready? If the lesson wasnt completed asplanned, how can the next class be adjusted to finish thematerial?


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http://localhost/var/www/apps/conversion/tmp/scratch_2/sample%20lesson%20plan.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_2/sample%20lesson%20plan.docx


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a. Give maximumexploitation/practice

b. Interactive/allowmaximum learnersparticipation

c. Currentd. Relevant to topic/skill(s)

to be taughte. Interestingf. Attractive

g. Could help learnerslearning

h. Suitable to learnerslevel

i. Challenging/motivating j. Purposeful/meaningfulk. Clear/audiblel. Give maximum

language practicem. Variety


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Discuss the strengths and weaknesses ofGrammar in Isolation and Grammar inContext


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W11_lesson Planning Tog

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