Teachers-training workshop «Lesson planning» Made by a teacher of English Harko Oksana Vladimirovna

Target teacher group The teachers of school №3,5 Four experienced English teachers (total experience – 20-36 years ); One young teacher (total experience – 2 years); One inexperienced teacher

Aims: Learning Outcomes: to teach students how to plan structured lessons to develop the ability of planning up to date lesson Learning Outcomes: by the end of this workshop , participants will be able to: to write a lesson plan

Stages: Lead-in Presentation Practice Production Reflection

Lead-in Study Engagement activity Warm-up Presentation Practice Testing Assessment Clarification Produce The Silent Approach The Lexical Approach

Know the instructional materials Presentation What to consider when writing a lesson plan: Ability & interest levels Backgrounds Ability to work together in groups Prior knowledge and learning experiences Special needs or accommodations Learning preferences Know your students Subject matter that you will be teaching State/school district curriculum guides National/state curriculum standards Know the content Technology, software, audio/visuals, teacher mentors, community resources, equipment, library resources, local guest speakers, etc. Know the instructional materials

Key components of a lesson plan Aim Eliciting Resourse Procedure Assessment

Match the following phrases: What you wish to teach in the lesson How you will check that students have learned what you wish them to What activities you will need to help you to teach What materials you will need to help you to teach What your students already know 1. Assessment 2. Resourse 3. Eliciting 4. Aim 5. Procedure

Basic- structured plan Free – structured plan

Present-Practice-Produce (PPP) Methodology Comments Present-Practice-Produce (PPP) A deductive approach is when the rule is presented and the language is produced based on the rule. An inductive approach is when the rule is inferred through some form of guided discovery. Test-Teach-Test (TTT) Test, teach, test (TTT) is an approach to teaching where learners first complete a task or activity without help from the teacher. Then, based on the problems seen, the teacher plans and presents the target language. Then the learners do another task to practise the new language. Task Based Learning (TBL) In task-based learning, the central focus of the lesson is the task itself, not a grammar point or a lexical area, and the objective is not to ‘learn the structure’ but to ‘complete the task’. Of course, to complete the task successfully students have to use the right language and communicate their ideas.  the ARC approach Clarification & Focus stage- T. demonstrates, explains,pre-teaches the necessary new vocabulary, grammar etc. Restrictive Exercise stage- S. do an exercise to practice grammar structure and form. Authentic Exercise stage-S. do an exercise that involves communication with language fluency practice Project-Based Learning (PBL) The PBL approach takes learner-centredness to a higher level. It shares many aspects with TBL, but if anything, it is even more ambitious. Whereas TBL makes a task the central focus of a lesson, PBL often makes a task the focus of a whole term or academic year.

Identify strengths and weaknesses of your plan Production Write a lesson plan using PPP, TTT, TBL,the ARC approach or PBL methodologies. Identify strengths and weaknesses of your plan

Present your project and give feedbacks to your partners Reflection Present your project and give feedbacks to your partners