LESSON PLANNING

What is the planning paradox? PLANNING LESSONS Do you agree with Woodward 2005:25? Jim Scrievener The paradox is going to a situation without having planned. If we predetermine what can happen, there wont be evolution WOODWARD COULD NOT THINK OF A TEACHER WHO HAD NOT DONE ANYTHING BEFORE THE CLASS SCRIEVENER NO IDEA BEFORE THE CLASS WITH LEARNERS WORKING ON WHATEVER IS HAPPENING IN THE ROOM

Read the following definitions about lesson plans and identify the most important aspects in each definition LESSON PLANNING

WAYS LESSON PLANNING HELPS TEACHERS Lesson Planning Components BEFORE THE LESSON WAYS LESSON PLANNING HELPS TEACHERS Writing down the aims and the procedures for each stage of the lesson helps us to make sure that we have planned the best possible sequence to enable us to achieve those aims. DURING THE LESSON The plan can also help the teacher to check timing –the amount of time we plan for each stage –and to check that the lesson is following the sequence we decide on. AFTER THE LESSON We can keep the plan as a record of what happened, making any changes necessary to show how the lesson was different from the plan. We can then use the plan and notes to help plan the next lesson. (At this stage, the plan may be more like a photograph, a story or a summary, giving us a record of the lesson)

Lesson Planning Components Level and number of learners main aims Level and number of learners Subsidiary aims personal aims homework aims procedures timetable fit work Standard components of a lesson plan: stages interaction patterns assumptions timing anticipated problems teaching aids

Who we are planning the lesson for 1.LEVEL AND NUMBER OF LEARNERS Who we are planning the lesson for 2. TIMETABLE FIT How the lesson is connected to the last lesson and/or the next one 3. MAIN AIM(S) What we want learners to learn or to be able to do by the end of the lesson 4. SUBSIDIARY AIMS Other things we want learners to be able to do during the lesson because they lead to the main aim 5. PERSONAL AIMS Aspects of our own teaching we want to develop or improve 6. ASSUMPTIONS What we think learners already know or can already do related to the aims 7. ANTICIPATED LANGUAGE PROBLEMS Things that learners may find difficult 8. POSSIBLE SOLUTIONS Action we will take to deal with the anticipated problems 9. TEACHING AIDS Materials and equipment used in the lesson. Useful reminders of things to take to the lesson 10. PROCEDURES Tasks and activities for each stage 11. TIMING Length of time needed for each stage 12. INTERACTION PATTERNS Ways in which learners work at different stages, i.e. individually, in pairs, in groups, as a whole class 13. HOMEWORK Work developed outside the classroom to reinforce and practice the topic

Lesson Planning Aims AIMS MAIN AIM: The most important thing we want to achieve in a lesson. PERSONAL AIM: What we would like to improve or focus on in our own teaching. AIMS SUBSIDIARY AIM: The language or skills learners must be able to use well in order to achieve the main aim of the lesson.

Lesson Planning Aims MAIN AIM SUBSIDIARY AIMS PERSONAL AIMS To make polite requests in the context of making holiday arrangements. Example exponent: Could you give me some information about hotels? Grammar: To use modal auxiliary verbs to make polite requests when making holiday arrangements. Functional exponents: Could/Would you…? Vocabulary: To list expressions and words for travel accommodation Phonology: To focus on intonation of questions Speaking: To give controlled oral practice -To improve my organization of the blackboard -To give clearer examples

WHAT’S WRONG WITH THESE MAIN AIMS? To read cultural stories. To listen to instructions of how to make an origami shape. To write a letter to a family member who is abroad. To have the capabilities to introduce themselves in a correct and proper way. To use oral expressions in order to use adjectives in oral context. To use the cellphone after reading instructions. To improve the comprehension of texts. To comprehend what they listened.

Task For questions 1-7, match the stages of the lesson with the subsidiary aims listed A-H. There is one extra option which you do not need to use. Lesson stages Subsidiary aims 1 Check vocabulary from the last lesson. 2 Introduce the topic and elicit/present new words and phrases 3 Learners reorder jumbled paragraphs of a text 4 Learners match words in the text with possible meanings 5 Learners answer true/false questions 6 Learner underline examples of reported speech 7 Learners exchange texts and give feedback A focus on form B deduce meaning from context C peer correction D check detailed comprehension E contextualise and pre-teach vocabulary F check learners’ awareness of text organization (pronouns, linking, etc.) G have controlled practice of target structure H revise language already learnt

To clarify the meaning of eight verb collocations with money and provide learners with the opportunity to use these in a controlled and more authentic way. To try to keep more closely to estimated timings by quickening the pace, particularly during the language clarification stage. To do a role-play of an interview. To keep instructions clear and well-staged. By the end of the lesson learners will be better able to give a short talk about their job and what it involves. Revise the vocabulary related to clothing. To do the reading on page 98 and then have a discussion based on it.

Presentation + Feedback Lesson Shape (1) Lead-in Input CORE TASK Student Presentation + Feedback

Presentation Practice Lesson Shape (1): PPP Presentation Practice Production

Presentation + Feedback Lesson Shape (2) CORE TASK (student-centred) Lead-in Student Presentation + Feedback Input (e.g. Video)

Lesson Shape (2): Task-based Lead –in (Context) Core Task Student presentations Presentation (new information)

INPUT PRODUCTION