Lesson planning 2

Lesson planning 2

1. contents of a lesson

   • planning
     • length/duration varies
     • planning so as not to waste time
     • right equipment
     • variety of activities
     • more learner participation
   • format
     • name of teacher
     • name of class
     • date
     • level of learners
     • number of learners
     • time of lesson
     • aim
     • assumptions made
     • anticipated problems
     • materials needed
     • stages
       • PPP
         • 1. Presentation
           • more teacher led
           • structure or language given
           • learners more passive
         • 2. Practise
           • guided activities
           • drilling/dialogue practise
           • encourage accuracy in target language
           • learner more active
         • 3. Production
           • set up to use target language
           • more free activities
           • teacher less active
       • ARC
         • A= authentic use
           • genuine communication
           • includes activities for fluency
         • R= Restricted use
           • practise of form
           • geared toward accuracy
           • testing
         • C= clarification
           • learners are helped to discover language themselves
           • rules can be given by teacher
     • classroom management
     • timing of each stage
     • interaction

2. Task based Learning (TBL)

   • 1.Pre Task/Input/Notice stage
     • Introduction and instructions
     • recall useful language for task
     • Students prepare for task
   • 2. Task (Intake)
     • Learners complete task in pairs
     • use language they already have
     • teacher monitors and encourage
   • 3. Practise (structure/re-structure
     • series of structured tasks
     • task are guided
     • practised based on needs of learner
   • 4. Report/Automation
     • use content in context naturally
     • teacher chooses order and gives feedback
     • students compare task with others
   • Advantages of TBL
     • learners are free of language control
       • use all their resources rather than practising one pre-selected
     • language is relevant and personal to learners
     • More varied exposure to language
     • arises from students needs
     • strong communication approach
       • learner more active
     • enjoyable and motivating

3. Feedback

   • T must improve lessons constantly
   • from learner
     • questionnaire to complete
   • self-assesment
     • look for positive and challenges
     • record lesson
   • from colleagues