Curso de Preparación

para Certificación TKT

 TKT

MODULE 2
XÓCHITL SÁNCHEZ AGUILAR
Academic Consultant

[email protected]
 TKT MODULE 2

• Lesson Planning and use of

resources for language
teaching
5
Planning and preparing a lesson or sequence of
lessons
 TKT

Module 2: PART 1

Planning and preparing a lesson or sequence of lessons

In this session

1. Lesson plans

2. Lesson aims

3. Different components of a lesson plan

4. Planning an individual lesson or

sequence of lessons
1. Lesson plans
 What is a lesson plan?
 A working document aimed at helping
the teacher achieve the objectives in an
organised way considering students’ needs
and their characteristics and the aspects to
be covered during a lesson.

 It is a list of objectives, procedures and

resources.
Preparing a lesson helps us to:

consider students’ needs

achieve aims/objectives more efficiently
think of practicality of activities
consider time and material
appropriate balance/variety of activities
anticipate problems and offer possible solutions
reflect on the teacher’s own knowledge
have a record for post-lesson evaluation
reduce improvisation
Who is a lesson plan for?

Yourself The coordinator

Another teacher An external assessor

2. Lesson aims
 Aims are what we want learners to learn or be able to do at the end of a lesson or a
whole course.

 Aims may focus on a function or a gramatical structure, on the vocabulary of a particular

topic, or on developing a language skill.

 To identify and select the most appropriate aims, we need to ask ourselves two
questions:

The answer to these questions will help us to

• - What do my learners already know? make sure that the aims are the right ones for
• - What do they need to know? a particular group of learners at a particular
time
 AIMS
 A main aim describes the most important thing we want to achieve in a
lesson

 A stage aim is the purpose of an individual stage of a lesson

 A subsidiary aim shows the language or skills learners must be able to use
well in order to achieve the main aim.

 A personal aim shows what we would like to improve or focus on in our

teaching
Main aim Subsidiary aim Personal aim

To practice making Grammar: To revise To improve my

polite requests in the modal auxiliary verbs. organization of the
context of making Funtional exponents: whiteboard, to give
holiday arrangements. would/could you…? clearer examples
Example: Vocabulary: To
Could you give me consolidate lexis for
some information traveling.
about hotels? Speaking:To give
controlled oral
practice

17
 Kinds of aims a) is the secondary focus of the lesson,
less important than the main aim. It
could be language or skills learners
need to achieve the main aim.
b) is the aim or purpose of a stage,
1. Main aim step or short section of a lesson,
e.g. to provide controlled practice
2. Subsidiary aim of the present perfect or listening
forwhat
c) is gist.the teacher would like to
3. Personal aim improve in his/her teaching, e.g.
to reduce the time I spend writing
on the whiteboard
4. Stage aim d) is the most important aim, e.g. the
teacher’s main aim in a lesson
could be to teach the present
perfect or develop listening skills.
 Teaching Aims
A. to practice deducing the Learner activities
meaning of words from 1.E Learners complete a gap-
context. fill grammar exercise in a
/
B. to develop the skills of peer workbook.
correction. 2.C Learners have a group
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C. to give practice in oral discussion a topic of their
fluency. choice.
D. to give practice in 3.B Learners exchange
extensive reading. workbooks and check their
/
E. to give controlled practice partner’s work.
of structures 4. Learners play a word game
/
F. to recycle vocabulary F based on words studied
G. to focus on pronunciation last term.
H. to give practice in using
new vocabulary.
 Teaching Aims
/
A. to practice deducing the Learner activities
meaning of words from
5.H Learners write a story using
context. words the teacher has just
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B. to develop the skills of peer presented.
correction.
6.G Learners mark the stress on
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C. to give practice in oral
recently taught words.
fluency.
D. to give practice in 7.A Learners find words in a
reading text and match
extensive reading.
them with definitions given
/
E. to give controlled practice by the teacher.
of structures
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F. to recycle vocabulary
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G. to focus on pronunciation
/
H. to give practice in using
new vocabulary.
B

C
3. Different components of a lesson
plan
The main components of a lesson plan show us what the lesson is for
(the aims) and what the teacher and the learners will do during the
lesson and how they will do it (the procedures).

What ‘things’ should you include in a lesson plan?

 A lesson plan can include the following headings:
Level and number of learners (class profile) Who we are planning the lesson for

Main aim What we want learners to learn by the end of the lesson.
Subsidiary aim Other things we want learners to be able to do during the lesson

Personal aim Aspects of our own teaching we want to develop or improve

Assumptions What we think learners already know or can already do related to

the aims.

Teaching aids Useful reminders of things to take to the lesson.

Procedures Task and activities for each stage
Timing Length of time needed for each stage
Interaction patterns Ways in which learners work at different stages. Ie. Individually. In
pairs, in groups, as a whole class
Homework Work learners will need to do before the next lesson
 At the beginning of the class
a) Increases energy
levels/relax the students
1. Ice-breaker
b) Students get to know
2. Lead-in each other.
c) Allows students to bring
3. Warmer their own experience to a
text/topic. Create
interest in a topic/text.
 stage

Aim / objective Procedures Materials

InteractionTime
patterns
Possible
Problems &
Solutions
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Planning and preparing a lesson or sequence of lessons
In this session

1. Planning individual lessons

2. Planning a sequence of lessons

3. Choosing assessment activities

4. Questions
Planning an individual lesson
or sequence of lessons
When we plan an indvidual lesson, we need to think about its
aims, the techniques that are more appropriate, etc..
i.e if we´re introducing a new gramatical structure, we might
choose a PPP Presentation, Practice and Production approach or a
TBL Task-based Learning approach.

We also need to think about the connections between the aims of
the lesson and the procedures we will use, the materials, the length
of the lesson, the task, activities and the information we have about
our learners.

Professional Development 37
 KEY CONCEPTS

When we plan an individual lesson, we have to ask

ourselves a number of questions:

 Will the topic be interesting and motivating for my

learners?
 Are the activities and materials at the right level for all the
learners?
 Have I planned enough for the time available? Do I need
any extra material?
 Have I planned too much?
 Have I thought about how to start and end the lesson
 Does each step in the lesson help to achieve the aim?
 WHAT IS A SEQUENCE OF LESSONS?
 A sequence of lessons is a number of related lessons that
develop language knowledge or skills over a period of
time.

 Sequences may develop a single topic or language area, or

may involve areas that are very closely connected.
 KEY CONCEPTS
 It is a good idea to make lesson plans look as simple as posible, so
notes are better than full sentences, and there´s no need to describe
every step in great detail. However, we may want to write down some
important things in a complete form. i.e. prompts for drilling,
questions to check learners’ understanding, instructions, etc.

 A lesson plan should be clear and easy to read, different colours,

boxes, underlining, etc. It is always helpful to include drawings.

 Variety is very important, we should avoid always doing the same

things. Here is a list of things we can vary:
pace quick &fast - slow & reflective

Interaction pattern Individual, pairs, groups

skill productive or receptive

Level of difficulty easy or requiring effort

content changing subjects

mood light, serious, happy, relaxed

Exciting or calming activities lively, active, quietening down

A SEQUENCE OF ACTIVITIES
TASK take a screenshot of the following activity and
then match the activities with the instructions on the
next slide
4
3
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4
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TASK 7
9
Put the following
6
activities in order from
1 to 11 1
11
3
5

10

2
8
3. Choosing assessment activities
 ASSESSMENT

Assessment means collecting information about learners’ performance in order

to make judgements about their learning. We may choose to asses formally or
informally.

Informal assessment is carried out during a lesson by monitoring learners while

they’re doing ordinary classroom activities.

Formal assessment requires a class test.

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5. Questions
Selection and use for resources
In this session

1. Reference resources for lesson preparation

2. The selection and use of teaching aids

3. Selection and use of coursebook materials

4. Selection and use of supplementary materials

Using reference resources for
lesson preparation
 Reference resources
Reference resources are all the sourcers of information about language and
teaching that we can refer to for help in lesson preparation.
 There are many reasons for using reference resources
 Checking the form and use of gramatical
structures
 Checking the Spelling, pronunciation and use of
lexical items
 Developing your own understanding of language.
 Anticipating learners’ difficulties
 Looking for new approaches and classroom
activities.
 Finding out how to use the material in your
coursebook.
 Getting advice about particular lessons or
teaching materials
 KEY CONCEPTS
Language changes, as new words appear, as well as gramatical usage,
one way to keep up to date is to use the most recently- published
grammar books and dictionaries.
Some grammar books may contain clearer explanations or examples, so
we should try to look at more than one reference resource.
We can learn a great deal from other teachers’ experiences.
It may be easier to visit websites than to find the books we need, there
are many sites on the internet where we can find free resources.
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The selection and use of teaching aids
 Aids are the resources and
equipment available, as well as the
resources we can bring into the
classroom.
Common dictionary abbreviations
1. n, v, adj and adv
noun, verb, adjective and adverb sleep [I]
I sleep in the
2. [T] and [I] afternoon.
Transitive verb and Intransitive verb
make [T]
3. [C] and [U] I make pizza.
Countable noun and Uncountable noun
4. sb and sth cook [T], [I]
I cook.
somebody and something
I cook chicken.
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In this session

1.Selection and use of course book materials

2. Selection and use of supplementary materials

3. Questions
Selection and use of coursebook
materials
  Coursebook materials are all the materials in a
coursebook package that we use in the classroom to
develop learners’ language skills.

The coursebook will normally provide the main content

for a lesson, while material that needs to be more
personalised, will come from the teacher.
When planning, think about what the course gives you,
and what you need to add.

We should think about how to make material more

attractive and interesting for learners.
Examples: and, but, so,
because, however, etc.

The degree of
formality (informal /
formal)

Reading a text to
make sure there
are no grammar,
spelling or
punctuation
mistakes
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 TASK
For questions 1-7 match the coursebook
instruction with the activity aims listed A-H
Coursebook instructions
1. Look at the text and choose the picture that
matches the situation. c Activity aims
2. Complete the sentences using one of the A. Accurate use of specific structure.
following modal verbs.
A B. Finding collocations
3. Play the recording and answer the C. reading for gist
F
True/false questions. D. oral fluency practice
4. Underline all the pronouns and draw E E. Finding connections in a text
arrows to show the nouns they refer to. F. Listening for detailed information
5. Choose the words that go together. B G. Writing a short story
6. In groups, discuss the problem and H. Listening for gist
D
decide on the best solution.
7. Look at the photos and decide who you thinkH
is speaking. 98
Selection and use of supplementary
materials
 magazines
Supplementary materials are books and other materials we can use in addition
to the coursebook.
There are various reasons why we might use supplementary materials
 to replace unsuitable material in the coursebook
To fill gaps in the coursebook
To provide suitable material for specific learners
To give learners extra language or skills practice
To add variety to our teaching

crosswords
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Overhead projector Overhead transparencies

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3. Questions