Lesson planning

Module 3 – Lesson planning

THE PLANNING CONTINUUM

“Jungle path” lesson

At some point the teacher selects particular items of language and invent instant exercises that help students work on them.

THE PLANNING CONTINUUM

“Super ready” lesson

Used by teachers who produce and elaborate plans full of details They do their best to keep every single eventuality in mind.

THE PLANNING CONTINUUM

“Stick to the book” lesson

In this kind of lesson the teacher takes in the lessons and teach them exactly as they are offered in the book.

THE PLANNING CONTINUUM

“Shopping list” lesson

It consists of a few notes in a folder or piece of paper.

THE PLANNING CONTINUUM

“Corridor planning” lesson

Used by teachers who do some vague plan in their heads as they walk towards the class or wait for the class to start.

LESSON PLANNING STAGES

-Elicits background knowledge related to topic or language point

-Provides background and situation – activates schema

-Introduces vocabulary/language structures inductively or deductively when appropriate

-Gives students time to write and reflect on new language structures or vocabulary and ask questions.

PRESENTATION

-Activates schema through use of visuals, topic-related discussion, or prediction.

-Provides background and situation related to the text in an interactive way.

-Pre-teaches or introduces key vocabulary and language structures related to the text.

PRE-STAGE

-Provides a variety of types of activities that focus on the target material/language.

-Teacher’s involvement gradually decreases as students take more control and move from controlled to freer practice.

Ø-Teacher involvement in pair/groupwork is limited to error correction related to target language and clarification of instructions as needed.

-Allows students to demonstrate their understanding

PRACTICE-Provides multiple opportunities for students to hear/read the text.

-Each listening/reading has an interactive task requiring some kind of response from the students.

-Tasks move from general to specific understanding. From getting the main idea to looking for specific,.

-Allows time for students to check comprehension, as questions, clarify vocabulary and move toward deeper understanding of the text.

DURING-STAGE

-Personalizes the material so that students use the language they have learned to talk about themselves, their lives, etc.

-Requires students to be creative with and expand on the target language in a real context.

-Allows students to demonstrate their independent control or learning of the new language/material.

-Teacher involvement is limited to monitoring and checking on progress toward achievement of student learning objectives

PRODUCTION

-Requires students to be creative and to expand on the text or personalize the topic using other skills.

-Allows students to reinforce the new vocabulary words/language structures using other skills.

POST-STAGE

WRITING OBJECTIVES

What are instructional objectives?

-Instructional objectives are specific, measurable, short-term, observable student behaviors.

-An objective is a description of a performance you want students to be able to exhibit.

- An objective describes an intended result of instruction, rather than the process of instruction itself.

Why

- To provide direction to instruction.

- To provide guidelines for assessment.

- To convey instructional intent to others.

TIPS FOR WRITING OBJECTIVES

-Don't make writing objectives tedious, trivial, time-consuming, or mechanical. Keep them simple, unambiguous, and clearly focused as a guide to learning.

-The purpose of objectives is not to restrict spontaneity or constrain the vision of education in the discipline; but to ensure that learning is focused clearly enough that both students and teacher know what is going on.

-Express them in terms of student performance, behavior, and achievement, not teacher activity.

TIPS FOR WRITING OBJECTIVES

Words or phrases such as know, think, appreciate, learn, comprehend, remember, perceive, understand, be aware of, be familiar with, have knowledge of, grasp the significance, are NOT measurable and should be avoided.

THE COURSE BOOKCourse book or no course

book?CHANGE

a. Add

b. Re-write

c. Replace activities

d. Re-order

e. Reduce

NO CHANGE