Review: Weeks 1-6  Materials design and development principles  Foundation for everything we do in this course  Applied to textbook lesson(s)  Multiple intelligences (*learning styles/different strengths)  Variety of activities and ways to present materials  Describing learners  Age (uniqueness of children to adults), levels, motivation, goodlanguage learner characteristics  Defining learning objectives ( “ The Teaching Game ” )  Aims (learning outcomes) vs. objectives, SWBAT, action verbs

Evidence of a plan  Shows students that the teacher has devoted time to thinkingabout the class  Strongly suggests a level of professionalism and acommitment to the kind of preparation students expect

What a plan does for teachers  Gives the lesson a framework – an overall shape  Helps teachers think ahead  Provides a destination they want to reach  Lays out a map which shows how they are going to get there

A good lesson contains A blend of coherence (logical pattern/connection betweenactivities) and variety

What should be in a plan  Identify who the students are – How many? Ages? Gender?Likes/Dislikes? Easy/Hard to manage?  Identify what students want to do (e.g. grammar, games,read a passage, etc.)  Identify how students and teacher are going to do it –Groupings? Sequence of activities? Time? Aids?  Identify what might go wrong and how it might be dealtwith, and how the lesson fits in with other lessons before andafter it

Questions teachers need to ask  Who exactly are the students for this activity? (i.e. age, level,cultural background, and individual characteristics)  Why do you want to do the activity?  What will the activity achieve (i.e. what will the learningoutcome be)?  How long will it take?  What might go wrong?  What aids will be needed?  How does the activity work (i.e. procedures)?  How does the activity fit in with what comes before and after it?

Form of a lesson plan Should be useful for the teacher and for anyone who isobserving him or her

Principles for a sequence of lessons Variety and sequencing (coherent pattern of progress;connections between activities and lessons)

8 components of a well-written lesson  Objectives and goals (SWBAT)  Anticipatory set (tap into background knowledge and give objectives a context)  Direct instruction (how to present lesson information to students – e.g. reading a book, playing a game, etc.)  Guided practice (determine how your students will demonstrate that they have grasped the skills, concepts, and modeling youhave presented in direct instruction; circulate andfacilitate/manage)

8 components of a well-written lesson  Closure (wrap up a lesson plan and help students organize the information into a meaningful context in their minds – e.g.summary/overview, discussion about learning, etc.)  Independent practice (reinforce skills and synthesize new knowledge by completing a task on their own)  Required materials and equipment  Assessment and follow-up (assess final outcome of the lesson and to what extent the learning objectives were achieved)

Common mistakes in writing lesson plans  The objective of the lesson does not specify what the studentswill actually do that can be observed  The lesson assessment is disconnected from the behaviorindicated in the objective  The prerequisites are not specified or are inconsistent with whatis actually required to succeed with the lesson  The materials in the lesson are extraneous to the actualdescribed learning activities  The instruction in which the teacher will engage is not efficientfor the level of intended student learning  The student activities described in the lesson plan do notcontribute in a direct and effective way to the lesson objective

Ways of varying a lesson  Tempo (fast-moving or slow and reflective)  Organization (individually, pairs, groups, whole class)  Mode and skill (speak, listen, read, write)  Difficulty (non-demanding or challenging)  Topic  Mood (light/fun, serious, etc.)  Stir > settle (enliven/excite > calm down)  Active > passive (own initiative > do as told)

Ordering components of a lesson  Put the harder tasks earlier (when students are fresher andmore energetic)  Have quieter activities before lively ones (as it is difficult tocalm down a class)  Think about (smooth) transitions between activities  Pull the class together at the beginning (greetings,organization, and introduction to the lesson) and the end(round off lesson)  End on a positive note (fun activity, summary, task that ’ s easy to succeed in, etc.)

Lesson plans  Evidence of a plan (devotion, professionalism, commitment)  Plan : Framework, think ahead, destination, map and directions  Good lesson : Blend of coherence and variety  In a plan : Who Ss are, want to do, going to do it, possible problems  Questions teachers need to ask : Why do activity, achieve, time, etc.  Sequence principles : Variety and coherent pattern of progress  8 components of a well-written lesson : Objectives > Assessment  Common mistakes : Objective does not specify what Ss will do, etc.  Ways of varying a lesson : Tempo, organization, topic, mood, etc.  Ordering components : Harder tasks earlier, quieter before lively, etc.