Unit 20 Identifying the different components of a lesson plan 李婉慈 4a1c0003 黃奕銨 4A1C0029 陳季欣 4A1C0032 梁懷文 4A080184

A lesson plan: A note helps us to think through 1. what are we going to teach and 2. how are we going to teach. Guide us during and after then lesson. Identifying the most important components (parts) of a lesson plan by thinking carefully about our learners. Like a road map or a series of road signs.

Key concept Before the lesson During After Write down the aims the procedures for each stage of the lesson plan. Help to make sure we planned the most logical sequence to enable us to achieve those aims. During Help us to check timing(the time we plan for each stage) Check the lesson is following the sequence we decided . 3. Remind us what to do next. After Keep plan as record( what happened, changes, show the lesson different from plan) Note to help plan the next lesson.

Lesson plan components Class Profile Timetable fit Main aim Subsidiary aims Stage aims Personal aims Assumptions Anticipated problems Possible solutions Teaching aids, materials, equipment Procedures Timing Interaction patterns Homework

Lesson plan components For example, we might plan a mingle as a way of practicing specific question forms, anticipate that students may find 1. a quick way of completing the task without 2. practicing the target language, 3. work out some extra instructions to remind them what they have to do .

Key concepts and the language teaching classroom Lesson plan components Level and number of learners/ class profile 24 students at Intermediate level Timetable fit Students have already worked on simple descriptions of people Main aim(s) To extend range of vocabulary for describing people Oral fluency practice Subsidiary aims Students use appropriate language for basic physical descriptions Assumptions Students can use present simple & past simple to describe habits and past events Anticipated problem Students may be unwilling to repeat the same task in the last stage of the lesson Possible solution If necessary, suggest that students report description from their original partner rather than repeating their own

Timing Procedure Stage aims Aids and materials Interaction pattern 5 minutes Students talk about their family Warmer\lead-in : to get student talking and introduce the topic Family photographs brought in by students Pairwork 10 minutes Students select appropriate adjective to complete descriptions of family members in transcripts of mini-dialogues To introduction new vocabulary Intensive listening Short gapped transcripts Recorded dialogues CD player Individual work→ Teacher→ Whole class Students exchange information about their own family members To give students fluency practice: Pairwork (teacher monitors) Teacher gives feedback on language used To highlight need for new language To introduce new language To focus on accuracy Teacher’s notes Whiteboard Worksheet Teacher→whole class Students repeat family description task To provide an opportunity for students to improve their spoken performance Pairwork (new partners)

1. When we are making a lesson plan, we need to be sure about the learning rational( reasons) for the plan. 2. We need to build in variety. how can we different activity types, language skills and interaction patterns. 3. We can include stages which we can leave out (not include something) if necessary. Include some different possibilities in a lesson plan. (1)extra activity: learns take less time than expected to complete a task. (2)we are not sure how well parts of the plan will work .

4. DO Keep lesson plan as simple as possible Don’t Use full sentences. Don’t Describe every steps in detail. But we may want to write down some important things in a complete for like prompts for drilling, questions to check Ss’ understanding, instruction. 5. A lesson plan should be clear and easy to read (1) different colours (2) boxes (3) underline (4) drawings of the way the board will look at different stages.

2. Procedure 1.Backgrond thinking carefully about 6.Lesson plan (1) who our students are (2)what they need (3) what our aims are provide a context that helps us to write 2. Procedure

Personal aim to improve the timing of the lesson. to include all the learners in feedback. to check understanding of new lexical items.

Personal aim to improve the timing of the lesson. to include all the learners in feedback. to check understanding of new lexical items.

2. Assumptions Learners may come from China, Spain and Thailand. B. The text will be a useful challenge for his group. C. Learners are familiar with the topic.

2. Assumptions Learners may come from China, Spain and Thailand. B. The text will be a useful challenge for his group. C. Learners are familiar with the topic.

3. Procedure A. Learners mingle to do a survey. B. The teacher prepares a PowerPoint presentation. C. The teacher checks the answers.

3. Procedure A. Learners mingle to do a survey. B. The teacher prepares a PowerPoint presentation. C. The teacher checks the answers.

4. Class profile A. The learners are at pre-intermediate level. B. Most of the learners have a visual learning style. C. The learners are all reliable.

4. Class profile A. The learners are at pre-intermediate level. B. Most of the learners have a visual learning style. C. The learners are all reliable.

5. Anticipated problems A. Learners may find the text too long. B. The accents could be difficult to understand. C. Learners can deduce meaning from context.

5. Anticipated problems A. Learners may find the text too long. B. The accents could be difficult to understand. C. Learners can deduce meaning from context.

6. Interaction patterns A. Pairwork. B. Self-access. C. Teacher/whole class.

6. Interaction patterns A. Pairwork. B. Self-access. C. Teacher/whole class.

7. Timetable fit A. To prepare for project work. B 7. Timetable fit A. To prepare for project work. B. To consolidate revision of tenses. C. To introduce new language.

7. Timetable fit A. To prepare for project work. B 7. Timetable fit A. To prepare for project work. B. To consolidate revision of tenses. C. To introduce new language.