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Lesson Planning

This document outlines the importance of lesson planning for teachers and provides guidance on how to structure a lesson plan. It discusses that without planning, teachers would not have control over the class and lessons would be boring without students actually learning. It then provides a template for an effective lesson plan, including a warm-up activity, vocabulary presentation, main presentation on a grammar point or skill, and a follow-up activity for consolidation. Key aspects emphasized are keeping each section short, including mechanical drills and visual aids, and motivating students to apply the language. The goal is to prepare engaging classes where students learn through a communicative approach.

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Gerson Cisneros
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36 views9 pages

Lesson Planning

This document outlines the importance of lesson planning for teachers and provides guidance on how to structure a lesson plan. It discusses that without planning, teachers would not have control over the class and lessons would be boring without students actually learning. It then provides a template for an effective lesson plan, including a warm-up activity, vocabulary presentation, main presentation on a grammar point or skill, and a follow-up activity for consolidation. Key aspects emphasized are keeping each section short, including mechanical drills and visual aids, and motivating students to apply the language. The goal is to prepare engaging classes where students learn through a communicative approach.

Uploaded by

Gerson Cisneros
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Lesson Planning

Teacher’s Training
Course
Why is planning so important?
•We wouldn’t have control over the group
•Boring classes
•Successful classes
•Students actually learning

Objective
•Recognize the importance of
lesson planning
•How to lesson plan?
Warm-up

Vocabulary

Main presentation

Follow – up
or
Consolidation
Warm-up

Is it important? Why?

a) Although it’s “short”, it’s very important Activities


since it motives your students to learn a) Eliciting
b) It “changes” their mind from Spanish to b) Watch a part or a movie and then a
brainstorm
English. c) Making a dialogue to a movie
c) In case of verbs recycle conjugations d) _______________________
d) No more than 8 minutes e) _______________________
f) _______________________
e) With not much vocabulary g) Activities to motive your students to
f) Recycle past topics. English
Vocabulary

Our students need to learn new


words!
a) Shouldn’t be less than 5 but no more
than 7
b) It should be presented with mechanical
drills
a) Oral repetition for pronunciation
b) Semi Mechanical. (Game, Activity)
c) Critical. When do they use them in
their lives?
c) No more than 8 minutes
d) It should remain visible to your students
e) VISUAL AIDS
Main Presentation

This is the strongest part of our


class
a) Grammar presentation
b) Video class
a) Warm – up. A warm-up about the Communicative
c) Listening class Function for the presentation. Example: If your
d) Reading class point in Present Perfect you may use “Hobbies and
e) Having always an objective in mind Habits”. When are they going to use it in life?
b) Vocabulary. Specific vocabulary for it. Example: “A
f) About 25 minutes habit is…”, “A hobbies is…”
c) Main Presentation. (Grammar point, etc)
a) With Mechanical drills, Semi Mechanical Drills,
Critical.
d) Consolidation. To avoid language conflicts between
L1 and L2. (Game, role play, etc)
Follow – up
Consolidation

Here is where our students apply


whatever we have taught them!

a) Role play
b) Game
c) Interview Motive your students to apply
d) Class presentation their language!
e) __________________
f) No more than 10 minutes
Final Activity

Let’s prepare a class!

Keep these suggestions in mind!


BIBLIOGRAPHY
 Littlewood, W. T. (1983). "Communicative approach to language teaching
methodology (CLCS Occasional Paper No. 7)." Dublin: Dublin University, Trinity
College, Centre for Language and Communication Studies. (EDRS No. ED 235 690, 23
pages)
 Dolle, D., & Willems, G. M. (1984). The communicative approach to foreign language
teaching: The teacher's case. "European Journal of Teacher Education," 7(2), 145-54.
 Terrell, T. D. (1991). The role of grammar instruction in a communicative approach.
"Modern Language Journal," 75(1), 52-63.

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