Unit 21: Planning An Individual Lesson or A Sequence or Lessons
Unit 21: Planning An Individual Lesson or A Sequence or Lessons
Unit 21: Planning An Individual Lesson or A Sequence or Lessons
INDIVIDUAL LESSON OR A
SEQUENCE OR LESSONS
HOW DO WE PLAN AN INDIVIDUAL LESSON
OR A SEQUENCE OF LESSONS?
Aims, the ‘shape’ of the lesson (Bloom’s Taxonomy), most appropiate
techniques for learners.
Connections between aims and procedures, answers to the other
background components.
Available materials, length of lesson and the information about
learners.
Materials, tasks and activities (important to select them well)
Bloom Benjamin (1956)
A sequence of lessons is a number of related lessons that develop language knowledge
and/or language skills over a period of time.
Sequences may develop a single topic or language area, or topics or language areas that
are very close connected. Examples:
• Learnersmay well require more frequent revision tan the coursebook provides. A
scheme of work is a good way to make sure that we recycle language (i.e. use if again)
and include regular revisión activities during a sequence of lessons.
•Coursebook units are often arranged around a specific topic (such as sport or
relationships), which may be a useful way of linking together a sequence of lessons.
This kind of sequence gives us the chance to develop particular áreas of vocabulary, but
learners may feel that the lessons are repetitive, so we need variety of texts and tasks.
•When planning lessons we may need to think about the needs of individual learners or
groups of learners, e.g. those that always finish first, those that can’t concéntrate for
long, etc. A coursebook can’t provide material and activities for needs that are specific
to our groups of learners. This means we may need to plan parts of the lesson that
adapt the coursebook or work with supplementary materials or activities.
Homework
Work in pairs. Complete the following:
- Follow-up activities
- Reflection (answer the questions)
- TKT Practice Task 21