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TKT Unit 20: TKT Unit 20: Planning an Planning an individual individual lesson or a lesson or a sequence of sequence of lessons lessons
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TKT Unit 20

Nov 15, 2014

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Powerpoint presentations I used in the TKT training course I ran for teachers of English in Thailand
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Page 1: TKT Unit 20

TKT Unit 20:TKT Unit 20:Planning an Planning an

individual lesson individual lesson or a sequence of or a sequence of

lessonslessons

Page 2: TKT Unit 20

How to plan an individual How to plan an individual lesson or a sequence of lessonslesson or a sequence of lessons

• When we plan an individual When we plan an individual lesson, we need to think about lesson, we need to think about – its aims, its aims, – the shape of the lesson and the shape of the lesson and – the kind of techniques the kind of techniques

that are most appropriate for a that are most appropriate for a

Particular group of learners.Particular group of learners.

Page 3: TKT Unit 20

ExampleExample

• To introduce a new To introduce a new grammatical structure…grammatical structure…

We might choose a We might choose a Presentation, Practice and Presentation, Practice and Production (PPP) approach or Production (PPP) approach or a task based learning (TBL)a task based learning (TBL)

Page 4: TKT Unit 20

Examples of skills lessonExamples of skills lesson• For receptive skills, we usually For receptive skills, we usually

plan tasks or activities for learners plan tasks or activities for learners to do before, while and after to do before, while and after reading or listening.reading or listening.

• For productive skills, there is For productive skills, there is usually an introductory stage to usually an introductory stage to set the scene (i.e.to explain the set the scene (i.e.to explain the context) and a feedback stage context) and a feedback stage after the speaking or writing after the speaking or writing activity. activity.

Page 5: TKT Unit 20

We also need to think We also need to think aboutabout

• The connections between the The connections between the aims of the lesson and the aims of the lesson and the procedures we’ll use to achieve procedures we’ll use to achieve the aims.the aims.

• The available materials, length of The available materials, length of the lesson and information we the lesson and information we have about our learners will help have about our learners will help to identify possible procedures. to identify possible procedures.

Page 6: TKT Unit 20

The most important The most important thing isthing is

• To make sure that the To make sure that the materials, tasks and activities materials, tasks and activities we select are the ones that we select are the ones that will help a particular group of will help a particular group of learners to achieve the aim learners to achieve the aim we have identified. we have identified.

Page 7: TKT Unit 20

What is a sequence of What is a sequence of lessons?lessons?

•A number of related lessons A number of related lessons that develop language that develop language knowledge and/or language knowledge and/or language skills over a period of time.skills over a period of time.

•Sequences may develop a Sequences may develop a single topic or language areas single topic or language areas that are very closely that are very closely connected.connected.

Page 8: TKT Unit 20

Example: Structural Example: Structural sequencesequence1.1.Revision: past simple tenseRevision: past simple tense

2.2.Revision: present perfect Revision: present perfect tensetense

3.3.Contrast: past simple vs. Contrast: past simple vs. present perfectpresent perfect

Page 9: TKT Unit 20

Example: Integrated Example: Integrated skills sequenceskills sequence

1.1.Vocabulary development: Vocabulary development: describing places (describing places (functionfunction: : describing)describing)

2.2.Reading: choosing a holidayReading: choosing a holiday

3.3.Writing: letter to a friend Writing: letter to a friend narrating holiday experiences narrating holiday experiences ((function:function: narrating) narrating)

Page 10: TKT Unit 20

Example: Example: Project workProject work

1.1.Reading and listening about Reading and listening about free time activitiesfree time activities

2.2.Class Class surveysurvey and research: and research: sport and entertainmentsport and entertainment

3.3.Preparation of a poster display Preparation of a poster display to show results of surveyto show results of survey

Page 11: TKT Unit 20

Key conceptsKey conceptsWe have to ask ourselves:We have to ask ourselves:•Will the topic be interesting Will the topic be interesting

and motivating for my and motivating for my learners?learners?

•Are the activities and teaching Are the activities and teaching materials at the right level for materials at the right level for all the learners?all the learners?

Page 12: TKT Unit 20

More questions to askMore questions to ask•Have I planned too much for the Have I planned too much for the

time available? Are there any time available? Are there any stages I can cut if necessary?stages I can cut if necessary?

•Have I thought about exactly Have I thought about exactly how to start and end the how to start and end the lesson?lesson?

•Does each step in the lesson Does each step in the lesson help to achieve the aim?help to achieve the aim?

Page 13: TKT Unit 20

Long-term planningLong-term planning• In addition to knowing what In addition to knowing what

was covered in the previous was covered in the previous lesson and what will be lesson and what will be covered in the next lesson, it covered in the next lesson, it is useful to get a picture of is useful to get a picture of what will be covered over what will be covered over several lessons, i.e. several lessons, i.e. a scheme a scheme of workof work..

•What kinds of things should be What kinds of things should be included in included in a scheme of worka scheme of work??

Page 14: TKT Unit 20

A scheme of work A scheme of work includes…includes…• Learning outcomesLearning outcomes• Time neededTime needed• Language input and language Language input and language

reviewsreviews• Activities / tasksActivities / tasks• MaterialsMaterials• TopicTopic• Types of skillsTypes of skills• Provision for mixed levels in classProvision for mixed levels in class

Page 15: TKT Unit 20

Advantages of a scheme of Advantages of a scheme of workwork• Provide a framework of what Provide a framework of what

needs to be taughtneeds to be taught• Helps Ts to have an overall Helps Ts to have an overall

view of learningview of learning• Brings together different Brings together different

elements of the syllabus and elements of the syllabus and show how they interlockshow how they interlock

• Helps teachers to check at a Helps teachers to check at a glance that they are providing glance that they are providing balance and varietybalance and variety

Page 16: TKT Unit 20

•Help to clarify prioritiesHelp to clarify priorities• They can be done for a few They can be done for a few

lessons or manylessons or many• They help relate individual They help relate individual

aims to the course aimsaims to the course aims•Help teachers to see at a Help teachers to see at a

glance that they are glance that they are incorporating activities to incorporating activities to meet a diverse range of meet a diverse range of learning needslearning needs

Page 17: TKT Unit 20

Planning a sequence of Planning a sequence of lessonslessons

Look at the three teachers’ Look at the three teachers’ schemes of work (i.e. outline schemes of work (i.e. outline plans) for a sequence of four plans) for a sequence of four lessons. lessons.

•What do you think might be the What do you think might be the advantages and disadvantages advantages and disadvantages of each scheme?of each scheme?

Page 18: TKT Unit 20

Scheme AScheme AAdvantagesAdvantages

• Leaves teacher free to respond to learners’ needs

DisadvantagesDisadvantages

• Gives no details of Gives no details of what will happen what will happen in these lessons in these lessons and so does not and so does not remind the remind the teacher of general teacher of general aims or what aims or what materials to materials to prepareprepare

Page 19: TKT Unit 20

Scheme BScheme BAdvantagesAdvantages

• Quite Quite detailed.detailed.

• Some sense Some sense of direction.of direction.

DisadvantagesDisadvantages• Probably the most Probably the most

usefuluseful• Not too much detail Not too much detail

or too little, but the or too little, but the teacher will need to teacher will need to return to it and add return to it and add more detail more detail weekweek by by week to turn week to turn it into it into aa set of lesson set of lesson plansplans

Page 20: TKT Unit 20

Scheme CScheme CAdvantagesAdvantages

• Very Very detaileddetailed

• Gives very Gives very clear sense clear sense of of directionsdirections

DisadvantagesDisadvantages

• Difficult to predict Difficult to predict several weeks ahead several weeks ahead exactly what exactly what learners’ needs may learners’ needs may be, so the teacher be, so the teacher will need to return will need to return frequently to the frequently to the scheme of scheme of work work and and change it change it ifif necessarynecessary

Page 21: TKT Unit 20

In sum, …In sum, …

• Schemes of work are less Schemes of work are less detailed than lesson plans.detailed than lesson plans.

• A sequence of lessons should A sequence of lessons should have a logical and learning-have a logical and learning-friendly progression and a good friendly progression and a good balance of approaches and balance of approaches and activities.activities.

Page 22: TKT Unit 20

A scheme of work helps A scheme of work helps us…us…

• Plan a sequence of lessons in the Plan a sequence of lessons in the best way to cover the school best way to cover the school syllabus or the units of a syllabus or the units of a coursebook in the time available.coursebook in the time available.

• Think about what we want to Think about what we want to achieve (aims) and what achieve (aims) and what materials we might need and materials we might need and what procedures we should use.what procedures we should use.

• Include enough variety across Include enough variety across our lessonsour lessons

Page 23: TKT Unit 20

Key conceptsKey concepts

• It’s a good idea to make lesson It’s a good idea to make lesson plans look as simple as possible, no plans look as simple as possible, no need to describe every step in great need to describe every step in great detail.detail.

• Write down some important things Write down some important things in a complete form, e.g. prompts for in a complete form, e.g. prompts for drilling, questions to check learners’ drilling, questions to check learners’ understanding, instructions, etc.understanding, instructions, etc.

Page 24: TKT Unit 20

• A lesson plan should be clear and A lesson plan should be clear and easy to read during the lesson.easy to read during the lesson.

• Useful to include drawings of the Useful to include drawings of the way the blackboard will look at way the blackboard will look at different stages.different stages.

• Variety is very important both in Variety is very important both in a sequence of lessons and in a a sequence of lessons and in a single lesson. Avoid doing the single lesson. Avoid doing the same kinds of things in the same same kinds of things in the same order.order.

Page 25: TKT Unit 20

Things we can varyThings we can vary• Pace Pace

• Interaction Interaction patternpattern

• SkillSkill• Level of Level of

difficultydifficulty

• Quick and fast-Quick and fast-moving/ slow and moving/ slow and reflectivereflective

• Individual, pairs, Individual, pairs, groups, whole classgroups, whole class

• Productive / receptiveProductive / receptive• Non-demanding / Non-demanding /

requiring effort or requiring effort or concentrationconcentration

Page 26: TKT Unit 20

Things we can vary 2Things we can vary 2

• Content Content

• MoodMood

• Exciting or Exciting or calming calming activitiesactivities

• Changing from one Changing from one language point language point /subject to another/subject to another

• Light or serious; Light or serious; happy or sad; tense happy or sad; tense or relaxedor relaxed

• ‘‘Stirring’ (lively and Stirring’ (lively and active) or ‘settling’ active) or ‘settling’ (quietening down)(quietening down)

Page 27: TKT Unit 20

• Learners may require more Learners may require more frequent revision than the frequent revision than the coursebook provides. A scheme coursebook provides. A scheme of work will make sure that we of work will make sure that we recycle language and include recycle language and include regular revision activities regular revision activities during a sequence of lessons.during a sequence of lessons.

• Coursebook units are often Coursebook units are often arranged around a special topic arranged around a special topic which is useful way of linking which is useful way of linking together a sequence of lessons.together a sequence of lessons.

Page 28: TKT Unit 20

• The sequence of lessons in The sequence of lessons in coursebook units gives us the coursebook units gives us the chance to develop particular chance to develop particular areas of vocabulary, but areas of vocabulary, but learners may feel that the learners may feel that the lessons are repetitive, so we lessons are repetitive, so we need plenty of variety of texts need plenty of variety of texts and tasks.and tasks.