CHAPTER 17 : BREWSTER, ELLIS & GIRARD (2007) . THE PRIAMRY ENGLISH

TEACHER’S GUIDE.PROF. ESTELA N. BRAUN (PRACTICE I I ,

2012)

Lesson Planning.

What is a good lesson?

It is adaptable and flexible.

It has clear objectives.

It has a variety of activities, skills, interaction, materials.

It caters for individual learning styles.

It has enjoyable content.

Are they important? Discuss these items.

The level of challenge is right.

It has been well-planned and well-timed.

Disciplined learning environment.

Why should we plan lessons?

The teacher feels more confident and professional.

What other aspects should we plan in advance?

What is involved in the lesson planning process?

Wilga Rivers (1985): “A lesson is a carefully planned and managed event which needs a framework: a beginning, a middle, and an end. (The arc of a lesson)

1. What is the syllabus?

2. What are my learners’needs? How to provide optimal conditions for children

so that they are motivated, interested in learning, get plenty of exposure, understand what they are doing and why.

PLAN-DO-REVIEW

Children must be able to:Work at their own pace.Experience success.Feel confident and secure.Have plenty of opportunities to use the

language.Cope with linguistic and cognitive demands.Tasks and activities should be neither too

difficult nor too simple (discourage-demotivate them).

What content areas, materials and methodology can I use?

A. Define Content area.B. Are the content, materials and

methodology in the coursebook culturally appropriate?

C. Can you provide material for the topic which is more familiar to your pupils?

D. Extra resources: In groups, Bookmark different resources for teachers and write a review for our blog.

How can we structure a lesson, select , sequence and time activities?

TYPES OF Activities:Problem solvingListening to a storySinging a songA guessing gameA word puzzleA role-aplyPicture dictationTPR

TYPES OF INTERACTION

Teacher with whole class

Teacher with individual pupils.

Pupil with pupil.

Whole class working in pairs or groups.

Language skills

Listening

Speaking

Reading

Writing

Related issues

Tempo/pace

Stir/settling activities

Level of difficulty

Level of pupil responsibility.Classroom arrangementMaterials

How can I write a LESSON PLAN?

Analyze the different models provided and choose the one you feel more comfortable with.

A) AIMS/ PLAN /RECORD

B) PROCEDURES.

OTHER AIMS

SOCIAL: Develop peer respect /collaborative skills/communication strategies such as listening to each other, turn-taking among others.

PSYCHOLOGICAL/AFFECTIVE: development of self-confidence, self-esteem, positive attitudes and values.

CULTURAL: learning about world cultures.

Teaching the whole person

EDUCATIONAL /CROSS-CURRICULAR:relate knowledge in L2 to other elements in the school curriculum.

CITIZENSHIP EDUCATION:to develop pupils as future aware, responsible and tolerant citizens.

STAGES IN THE LESSON

BEGINNING THE LESSON:

WARM-UP:Ritual activities: take the register, greetings, date on

board, weather, song, informal chat.Transition from another subjects to English.

REVIEW:Activate prior knowledge.Students reflect on what they have learnt before.

INFORM: inform students about lesson aims.

DO- ACTIVITY CYCLES

I.Contextualize the lesson:Activate prior kol.Arouse their curiosity.Motivate them.Techniques: elicitation, showing pictures,

playing guessing game, flashcards.

Aim: students predict content of the lesson.

Develop ACTIVITIES/TASKS

Explain /demonstrate the activity yourself or with some of the students.

Observe pupils’ performance to see if they understood the activity.

If they have problems reinforce the language again before moving on.

(Controlled practice)

Review

Activities which enable children to consolidate, extend and personalize new language.

Freer practice: Working independently in pairs or groups.Concrete outcome: eg. Produce a labelled

picture, complete a worksheet, act out a dialogue, etc.

Review activity and children’s performance.

ENDING THE LESSON

Provide homework, explain it.

Record column: state what you actually did.

How can we evaluate a lesson?

Did I achieve the aims stated in the lesson plan?

Was my lesson different from my plan? Why?How did I move from one stage to the other

in the class?Were transitions appropriate?Did I keep to timing?

Were pupils active and involved in the lesson?Were there any problems? How can I solve

them next time? What did I do better this time than before?

REVIEW: