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Lesson Planning Training

A lesson plan is a structured guide that outlines teaching objectives, activities, and materials for a lesson. Effective teaching involves careful planning, setting clear goals, and adapting to students' needs through feedback and needs analysis. The document emphasizes the importance of pre-planning, lesson staging, and the use of various syllabi to enhance the learning experience.

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msitchinava1
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7 views25 pages

Lesson Planning Training

A lesson plan is a structured guide that outlines teaching objectives, activities, and materials for a lesson. Effective teaching involves careful planning, setting clear goals, and adapting to students' needs through feedback and needs analysis. The document emphasizes the importance of pre-planning, lesson staging, and the use of various syllabi to enhance the learning experience.

Uploaded by

msitchinava1
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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What makes a good

teacher?
What part does a lesson
plan play in teaching
process?
Why is it important?
What is a lesson plan?
 A lesson plan is a detailed step-by-step
guide that outlines the teacher's objectives
for what the students will accomplish during
the course of the lesson and how they will
learn it.
 Creating a lesson plan involves setting

goals, developing activities, and


determining the materials that we will use.
Planning continuum VS
Corridor planning and Jungle
path lesson
1. Every teacher is supposed to have an outline of what and how
they are going to teach.
 Making notes, running order, or a plan
 Clear evidence of the objectives
 Sense of confidence

2. “Corridor planning”
 No notes
 Just ideas in your head what to do

3. “Jungle path” lesson (Jim Scrivener)


 No pre-planning
 Sense of carelessness and negligence
 On the spot creativity
Using plans in class
 Magic moments – falling out of plan (Ss take
unexpected interest toward the topic)

 Sensible diversion – we teach something that


we had not intended to teach (Ss start trying to
use some new gr, or voc which we had not
planned to introduce).

 Unforeseen problems – something we thought


was fairly easy, appeared to be difficult; we found
interesting, appeared to be boring; lesson
finishes earlier than we anticipated;
What might a pre-
planning stage involve?
Pre-planning stage
 At this stage we gather ideas, material and
possible starting-off points.

Questions to consider:
 Who are we teaching?
 What are we teaching?
 How are we teaching?
Syllabus types:
 Grammatical syllabus (list of items such as
present cont, countable and uncount. Nouns,
comparative adj, etc)
 Lexical syllabus (sequence of topics e.g.
weather, sport, music, etc)
 Functional syllabus (apologising, inviting,
complaining, etc)
 Situational syllabus (at the bank, at the travel
agent, at the supermarket), etc.

It will be difficult to sequence language if we focus


is just on any of them. It should be seen as a
complex process including all the components.
Needs analysis
The purpose is to find out what students want and need?

How to go about it?


 Hold an interview getting oral feedback and

recommendations.
 Give students lists of possible activities or topics and get

them rate them in order of preference.


 Ask students to write what they need.
 Administer questionnaires in the middle of the course in

order to evaluate the course, materials and learning


activities (good for both – summative and formative
assessment)
 Ss write a journal where they express how they feel about

their lessons base on which T modifies the program.


Making a class profile

 It describes who the students are and what


can be expected of them. It can give
information about how the group and how
the individuals in it behave.
Setting goals and objectives
Goal/Main aim is a way of putting into
words the main purpose and intended
outcome of your course. If we use the
analogy of a journey, the destination is
the goal. The journey is the
lesson/course.
 By the end of the course/lesson students
will have become more aware of their
writing in general.
 By the end of the lesson SS will have
developed their reading ability.
Objectives/Subsidiary aims are the
different points SS pass through on the
journey to the destination.
 By the end of the lesson SS will be able

predict content, use guessing strategies to


overcome lexical problems, or to develop an
imaginative response to what they
encounter.
 By the end of the lesson SS will be able to

talk about what they have done wrong in


the past using should (not) have + done
construction.
SMART
Aims/objectives should be:

S – specific
M – measurable
A – achievable
R – realistic
T - timed
Setting personal aim
It is a way of provoking some kind of
development and reflection.

 Personal aims help us to seek to try


something out that we have never done
before, or
 Decide to try to do better at something

which has eluded us before.


Timetable fit

 We need to say where the lesson fits in a


sequence of classes – What happens before
and after. T thinks about the role of this
lesson within a longer programme.
Potential problems/pitfalls and
possible solutions
 Anticipated problem:
Students may not be able to generate the
ideas of the items to take to a space station
with them for speaking practice.
 Possible solution:

T may monitor and prompt any individuals


who look “vacant”, or puzzled with
questions about what music, books,
pictures, etc, they might want to take, or
ask their peers to help.
 Anticipated problem:
The lesson finished earlier than expected, or
SS didn’t take interest in the activities.
 Possible solution:

Ask SS to discuss what three things from


home they would most miss in a space.
T could show any video about Future of
Space Exploration programme, etc.
Lesson staging

 What stages a lesson will go though and


how we will get from one stage to another
to ensure coherence (the quality of being
logical and consistent) and cohesion (the
quality of forming a united whole).
 The process has to be smooth.
Describe procedure and
materials
 The main body of a formal plan lists the stage and
its aim, activities and procedures in the lesson,
also interaction and timing.
The symbols to describe interaction:
 T teacher
 S an individual student
 T-C teacher working with the class
 T-S teacher working with the ind. student.
 S, S, S students working on their own
 S-S students working in pairs
 SS-SS pairs in discussion with other pairs
 GG students working in groups, etc.
Feedback
 Why is it important?

 How can it be given?

 How much time could be devoted to it?

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