Word Choice and Lesson Planning

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Word Choice and Lesson Planning
How important are words?
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• Writing a good lesson plan is not an easy
  task. But after the necessary instruction it
  becomes an acquired skill, not very different
  from the one required for the writing of any
  other formal text.

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• According to Byrne (in Özbek, 199543-46),
  writing means transforming our thoughts into
  language.
• In order to make sure that communication is
  effective and that the receiver understands the
  message, several aspects must be considered

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• Raimes (1983) has categorized the components
  of any good piece of writing as content,
  organization, grammar, syntax, mechanics, word
  choice, purpose, audience and the writers
  process. The interrelatedness among them is shown
  in the figure above.
• Let's try to analyze the requirements needed
  to produce a well-written lesson plan.

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Outline

• After generating ideas about how your class
  will be organized, probably through a process of
  brainstorming, you should write an outline of
  your lesson plan. To do so, you must also know
  the objectives of your class (which should be
  written using the to infinitive form in the
  plan) and the activities that you will do in
  order to develop them.

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Knowledge 
Useful Verbs Sample Question Stems Potential activities and products
telllistdescriberelatelocatewritefindstatename What happened after...?How many...?Who was it that...?Can you name the...?Describe what happened at...?Who spoke to...?Can you tell why...?Find the meaning of...?What is...?Which is true or false...? Make a list of the main events..Make a timeline of events.Make a facts chart.Write a list of any pieces of information you can remember. List all the .... in the story.Make a chart showing...Make an acrostic.Recite a poem.
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Comprehension
Useful Verbs Sample Question Stems Potential activities and products
explaininterpretoutlinediscussdistinguishpredictrestatetranslatecomparedescribe Can you write in your own words...?Can you write a brief outline...?What do you think could of happened next...?Who do you think...?What was the main idea...?Who was the key character...?Can you distinguish between...?What differences exist between...?Can you provide an example of what you mean...?Can you provide a definition for...? Cut out or draw pictures to show a particular event.Illustrate what you think the main idea was.Make a cartoon strip showing the sequence of events.Write and perform a play based on the story.Retell the story in your words.Paint a picture of some aspect you like.Write a summary report of an event.Prepare a flow chart to illustrate the sequence of events.Make a colouring book.
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Application
Useful Verbs Sample Question Stems Potential activities and products
solveshowuseillustrateconstructcompleteexamineclassify Do you know another instance where...?Could this have happened in...?Can you group by characteristics such as...?What factors would you change if...?Can you apply the method used to some experience of your own...?What questions would you ask of...?From the information given, can you develop a set of instructions about...?Would this information be useful if you had a ...? Make a scrapbook about the areas of study.Make a paper-mache map to include relevant information about an event.Take a collection of photographs to demonstrate a particular point.Make up a puzzle game suing the ideas from the study area.Make a clay model of an item in the material.Design a market strategy for your product using a known strategy as a model.Write a textbook about... for others.
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Analysis
Useful Verbs Sample Question Stems Potential activities and products
analysedistinguishexaminecomparecontrastinvestigatecategoriseidentifyexplainseparateadvertise Which events could have happened...?I ... happened, what might the ending have been?How was this similar to...?What was the underlying theme of...?What do you see as other possible outcomes?Why did ... changes occur?Can you compare your ... with that presented in...?Can you explain what must have happened when...?How is ... similar to ...?What are some of the problems of...?Can you distinguish between...?What were some of the motives behind...?What was the turning point in the game?What was the problem with...? Design a questionnaire to gather information.Write a commercial to sell a new product.Conduct an investigation to produce information to support a view.Make a flow chart to show the critical stages.Construct a graph to illustrate selected information.Make a family tree showing relationships.Put on a play about the study area.Write a biography of the study person.Prepare a report about the area of study.Review a work of art in terms of form, colour and texture.
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Synthesis
Useful Verbs Sample Question Stems Potential activities and products
createinventcomposepredictplanconstructdesignimagineproposedeviseformulate Can you design a ... to ...?Why not compose a song about...?Can you see a possible solution to...?If you had access to all resources how would you deal with...?Why don't you devise your own way to deal with...?What would happen if...?How many ways can you...?Can you create new and unusual uses for...?Can you write a new recipe for a tasty dish?can you develop a proposal which would... Create a new product. Give it a name and plan a marketing campaign.Write about your feelings in relation to...Write a TV show, play, puppet show, role play, song or pantomime about...?Design a record, book, or magazine cover for...?Sell an idea.Devise a way to...Compose a rhythm or put new words to a known melody.
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Evaluation
Useful Verbs Sample Question Stems Potential activities and products
judgeselectchoosedecidejustifydebateverifyarguerecommendassessdiscussrateprioritisedetermine Is there a better solution to...Judge the value of...Can you defend your position about...?Do you think ... is a good or a bad thing?How would you have handled...?What changes to ... would you recommend?Do you believe?Are you a ... person?How would you feel if...?How effective are...?What do you think about...? Prepare a list of criteria to judge a ... show. Indicate priority and ratings.Conduct a debate about an issue of special interest.Make a booklet about 5 rules you see as important. Convince others.Form a panel to discuss views, eg "Learning at School."Write a letter to ... advising on changes needed at...Write a half yearly report.Prepare a case to present your view about...
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Audience

• Remember that a lesson plan is written to be
  presented to an authority in the subject, either
  a teacher educator or the director of an
  institution who acts as an observer of the class,
  so it must fulfill all the expectations required
  for a formal piece of writing.
• In addition, a lesson plan shows much more
  than the organization of a lesson it shows the
  writers clarity of mind and inner beliefs about
  teaching and learning. Therefore, you must make
  sure that your ideas are transmitted in the
  clearest and most effective way.

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Vocabulary

• In order to achieve clarity in the expression
  of the language, it is important to select
  suitable vocabulary connected to the methodology
  of teaching a foreign language. Thus, instead of
  writing the teacher will ask the students to
  make sentences related to their daily routine,
  you should write the teacher will elicit
  sentences about the students daily routine.

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• Another means of achieving clarity and
  preciseness is through the detailed description
  of the activities to be done in the class. Take
  this statement we will do exercise 5 from page
  22, without any other specification as to the
  type of exercise is not an appropriate way of
  stating an activity. A more precise way of
  expressing this can be students will do a
  completion exercise in which they have to
  complete the sentences with the correct form of
  the verbs in brackets.
• You should also try to obviate general terms
  like Students will discuss about pollution and
  replace them by more specific ones like
  students will analyze the effects of pollution
  on the ground, water and air of our planet.

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Organization

• Paragraphs must be coherently and cohesively
  linked to each other. Adverbial phrases of time
  and effect like first, second, next, so that, in
  case that should be used in order to achieve
  cohesion. Examples can be introduced by
  transitional words or phrases like for
  instance, for example or to illustrate.
  Coherence may be attained through parallel
  structures repeated throughout the plan like the
  teacher will construction.
• In order to organize the information in the
  paragraphs, the ideas can be described following
  a pattern that goes from a general description of
  an activity to a more specific one, related to
  the tasks required to be performed in it, for
  example Students will listen to a reporter
  speaking about the dangers of global warming.
  First the students will listen to the excerpt and
  the teacher will check general comprehension
  through oral questions. Then, students will
  listen to the tape again will choose the correct
  answer related to specific information given in
  the extract.

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Other aspects to take into consideration

• Punctuation and spelling must be carefully
  observed, and for this purpose, dictionaries
  should be consulted frequently.
• Formal language is mainly impersonal, so avoid
  personal subjects like I or we and use more
  detached ones like the teacher.
• The use of the passive voice combined with the
  active voice gives also a sense of formality. Say
  Students will be shown some pictures rather
  than I will show some pictures to the students.
  Moreover, passive voice, emphasizes concern for
  the object of your actions (the students), or the
  actions themselves, and not the teacher who is
  the subject performing the action.
• Contractions must be avoided.
• To write your lesson plan use simple future
  (will) to show your intention to develop a
  course of action.

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Conclusion
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Bibliography

• Harmer, J. (2007) How to teach English. Pearson
  Education.
• Murphy, R. (1998) English Grammar in Use.
  Cambidge University Press.
• Özbek, N. (1995) Integrating Grammar into the
  Teaching of Paragraph Level Composition in
  Forum, volume 33, number 1 (p.43-46)
• Sellen, D. (2000) Grammar World. S.B.S
  Publishing.

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Assignment 2

•  Lesson Planning
•  
• For this assignment you will get in groups of 5
  and you will develop a lesson plan based on your
  notes in the booklet and what we discussed in
  class. Since we have been discussing cultural
  differences, this is the topic you are going to
  base your class on. Culture is the fifth skill
  present in an language class, so choose anything
  related to it and create the lesson plan to be
  presented next Tuesday.

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• You will present and explain your plan on
  Tuesday, August 27th. You will have no more than
  20 minutes to deliver the presentation.
• Good luck!
• Your lesson plan must be typed using Times New
  Roman font, size 12, double spaced and should
  include the following sections

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• Captivation technique
• Incidental presentation of the topic
• Study
• Controlled practice
• Production
• Evaluation