LESSON PLANNING

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LESSON PLANNING

• Tatiana Mykhailenko
• Editor-in-chief
• English language and culture

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• Don't teach "English", teach your learners!
• The trouble with the old methodologies was that
  they started from a deep study of the English
  language and very little understanding of the
  learners.
• Dear colleagues, become experts on the English
  language! Fall in love with the language. Learn
  to crawl, walk, run, climb, swim and fly in
  English.
• Nick Dawson

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Lets brainstorm

• What do we need the lesson plan for?
• Its a proposal for action.
• It gives an idea of what the learning outcome
  should be.
• It is flexible, includes magic moments.
• It contains a blend of coherence (logical
  pattern) and variety.

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Must have of the lesson

• Description of the students
• Aims and objectives
• Procedures
• Timing
• Anticipated problems (difficulties to arise,
  e.g. computer fails, activity is difficult)
• Extra activities/material (just in case)
• Material to be used in the lesson
• Language of the lesson

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Lesson planning

• We need to think about
• LESSON STAGES
• AIMS SMART
• Specific,
• Measurable
• Achievable,
• Realistic
• Timed.
• CLASS PROFILE

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What are aims, objectives and goals

• Goal - something that you hope to achieve in the
  future
• Aim - something you hope to achieve by doing
  something
• Objective - something that you are trying hard to
  achieve, especially in business or politics.
• (Dictionary of Contemporary English, Longman,
  2009)

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AIMS

• Long-term can refer to whole course or series of
  lessons
• 1 To allow students to practise speaking
  spontaneously and fluently about something that
  may provoke the use of words and phrases they
  have been learning recently.
• 2 To give students practice in reading both for
  gist and for detail.
• 3 To enable students to talk about what people
  have 'done wrong' in the past, using the should
  (not) have done construction.
• 4 To have students think of the interview genre
  and list the kinds of questions which are asked
  in such a situation.

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Objectives

• For lessons (steps to achieve)
• Main objectives best formulated in terms of
  learner performance
• By the end of the lesson, Ss, Ls
• will be able to
• will be more aware of
• will have developed their ability to
• will have revised

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Class profile

• A class description tells us who the students
  are
• what can be expected of them.
• It can give information about how the group and
  the individuals in it behave.

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PROCEDURES

• PPP - Presentation, Practice and Production
• CLT - Communicative Language Teaching
• TBL task-based learning
• ESA - Engage, Study, Activate

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LESSON PLANNING

• PPP LESSONS
• Presentation, Practice and Production
• The PPP procedure for teaching simple language at
  lower levels
• for presenting the context and situation for the
  language (describing someones holiday plan)
• for learning the meaning and form of the new
  language (for example, 'going to' future)
• for teaching students functions, such as how to
  invite people, or for teaching vocabulary
• for teaching pronunciation

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Communicative Language Teaching

• CLT has two main guiding principles
• the language is not just patterns of grammar with
  vocabulary items, but also involves language
  functions such as inviting, agreeing and
  disagreeing, suggesting
• the students get enough opportunities for
  language use - and if they are motivated - then
  language learning will take care of itself.

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TBL task-based learning

• Pre-task students are introduced to the topic
  and told what the task will be.
• Task cycle the students plan the task,
  gathering the language and information to do it,
  and then produce a piece of writing or oral
  presentation that the task demands.
• Language focus analise the language they used
  for the task, making improvements and practising
  the language.

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ESA Engage, Study, Activate

• ESA straight arrows sequence Engage Study
  Activate
• Boomerang sequence Engage Activate Study
• Patchwork lesson
• Engage - activate
• Activate - study
• Study- engage
• Activate - engage

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STAGES

• TOPIC OR THEME OF THE LESSON From the History of
  Kyiv
• Class profile
• Level B1- intermediate
• Goals, aims, objectives
• Learning objectives
• Learn practise using vocabulary for the
  description of the city, adjectives and adverbs
  referring to the topic.

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PROCEDURE

• I. INTRODUCTION
• II. WARMING-UP
• Ask students to bring in pictures of different
  cities they have visited or find some pictures in
  a magazine or on the internet.
• What about magic moment?

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III. MAIN PART

• Listening
• Pre-listening (before listening)
• There are many ancient towns in Ukraine. One of
  them is Kyiv, the capital. What ancient towns do
  you know? Are there any interesting facts in the
  history of your town?
• What do you know about the history of Kyiv?

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• While listening
• Listen to the text and fill in the grid.

Name Appearance Profession
tall A fine boatman
Shchek red hair
Made wonderful silver things
Lybid pretty
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• After (post) listening
• 1. Compare your answers with your partners.
• 2. In the following summary there are some
  factual mistakes and some gaps. Correct the
  mistakes and complete the gaps.
• Key
• 3. Tell your partner your favourite legend or
  fairy tale.

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IV. Summing-up

• 1. Evaluation comments, feedback from students
  - asking questions, asking to write the answers
  and hand them in, giving a special evaluation
  form success indicators
• 2. Homework or home assignment

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Lets sum up

• In this seminar we have
• discussed reasons for planning
• talked about the need for a blend of both
  coherence and variety in a lesson plan
• discussed different plan formats
• suggested that most formal plans should include

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• a description of the students,
• a statement of aims and objectives,
• a description of procedures (including who will
  be interacting with whom, and how long each
  activity will take),
• anticipated problems,
• extra materials,
• the material to be used in the lesson.

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• talked about planning a sequence of lessons where
  topic-linking is important
• said that it is important to plan future lessons
  on the basis of what has gone before, using
  students feedback and our own observation

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References

• Dictionary of Contemporary English, Longman, 2009
• The Practice of English Language Teaching, Jeremy
  Harmer, 2007, Pearson Longman
• How to teach English, Jeremy Harmer, 2007,
  Pearson Longman
• One-month in-service training course for English
  language teachers, The British Council, Ukraine

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• Thank you for coming