1. Presented by : Nizar Najem
module 15
lesson planning
submited to:
Dr. Suzan Arafat
Presented by : Nizar Najem

3. Visual aids and software
When you hear the phrase lesson planning, which things come into your mind?
Visual aids and software
Lesson plan
activities
Lesson planning
Cassette recorder
What will I teach
Lesson evaluation
worksheets
Mental preparation

4. Give 10 irregular verbs that start with /d/
dare
draw
deal
dream
dig
drink
dive
drive do
dwell

5. What does a lesson involve?
What is a lesson?
The lesson is a type of organized social event that occurs in all cultures.
Lessons in different places may vary in:
atmosphere
topic
methodology
time
materials
place

6. But lessons are concerned with one main objective
learning
Lessons require participation of learners and teachers

7. More characteristics of a lesson
There are additional characteristics to a lesson which may be hidden or less obvious, but they are important .
The following metaphors highlight these hidden characteristics
A conversation
A variety show
Doing the shopping
Climbing a mountain
A football game
Eating a meal
A symphony
A wedding
Consulting a doctor
A menu

8. As a teacher:
Which of the above metaphors expresses best in your opinion in the essence of a lesson?
Surely there is no right answer, but your choice will reflect your own conception.

9. Aspects of the lesson: Transaction 2. Interaction
purposeful give and take that results in a product ( Shopping / a meal / wedding)
Interaction
the social relationships between learners, or between the learners and the teacher. (Conversation / variety show /Wedding / football game )
Goal-oriented effort
involving effort and hard work to achieve an objective. ( climbing a mountain / a football game)
A satisfying enjoyable experience
the main point is that participant should enjoy these activities and be motivated to attend, it may be fun, pleasure, interest, challenge or entertainment. (a variety show /a symphony/ eating a meal )

10. 5. A role-based culture
all participants know and accept the demands.( consulting a doctor / a wedding / eating a meal)
6. A conventional construct
certain set of behaviors occur every time.( a wedding / a variety show / a performance of a symphony)
7. A series of free choices
no obvious authority, participants are free to choose what to do. ( a menu / a conversation)

11. Lesson preparation How should a lesson be prepared?
Is there a best method to do so?
To answer these questions we should ask ourselves as teachers the following questions.

12. Questions on lesson preparation
How long before the lesson do you prepare it?
Do you write down lesson notes to guide you? Or use other teachers notes or a Teacher’s book?
If so are these notes brief or long?
What do they consist of?
Do you note down your objectives?
Do you look at your notes during the lesson? How often?
What do you do with your notes after the lesson?

13. Lesson components
Components of the lesson should be combined with each other and presented as a varied and effective lesson program.
Learners will find lessons with one kind of activity, difficult to concentrate and they may get bored and it may create discipline problems.
A varied lesson, is more interesting and pleasant for both teacher and learners

14. Ways of varying a lesson
Tempo
Activities may be fast like guessing games or may be slow like literature.
Organization
learners may work individually or in pairs or in groups or as a full class in interaction with the teacher.
Mode and skill
activities may be based on written or spoken language; so learners are asked to produce( speak and write) or receive ( listen and read)
Difficulty
activities may be seen as easy and non-demanding or difficult which require concentration and efforts.

15. Ways of varying a lesson
Topic
we may change from one activity to another.
6. Mood
activities vary also in mood; light and fun vs. serious and complex, happy vs. sad, tense vs. relaxed.
7. Stir-settle
some activities enliven learners and charge them with energy like the activities which involve physical movements and some activities calm them down like dictation.
8. Active – passive
learners may be active in a way that encourages their initiatives, or they just do what they are asked to

16. Guidelines for ordering components of a lesson
Put the harder tasks earlier.
The students are more energetic at the beginning of a class, so the teacher should start with activities which need more efforts and leave the easy ones later.
2. Quieter activities before lively ones
some times it is difficult for teachers to calm down the class, so it is better for him to start with quieter activities to keep the class calm then moves to lively activities which need

17. Guidelines for ordering components of a lesson
Think about transitions.
Teachers some times have sharp transition from reading and writing activities to oral works, or from fast moving ones to slow moving ones, here teacher uses summation to sum up one component in few words and introduce the next.
Pull the class together at the beginning and the end.
If you bring the class together at the beginning for general greeting, do the same at the end.

18. Guidelines for ordering components of a lesson
5. End on a positive note.
End your lesson with some thing serious like “ a summary of what we have achieved today” and don’t end the lesson with a joke or a funny activity.

19. Evaluating lesson effectiveness
It is very important for the teacher to stop and think and to ask himself whether the lesson was good or not and why. If it wasn’t so the teacher should think of how to improve this lesson.
The teacher should locate the strong points and enhance them, and to highlight the weak ones to avoid them.

20. Criteria for evaluating lesson effectiveness
Imagine that you have just come out of a lesson, and wish to assess how effective it was. Which criteria do you follow??
The class seemed to be learning the material well.
The learners were engaging in foreign language throughout.
The learners were attentive all the time.
The learners enjoyed the lesson, were motivated.
The learners were active all the time.
The lesson went according to plan.
The language was used communicatively.

21. Can you suggest Criteria for evaluating lesson effectiveness?
The lesson went according to a plan
The teacher’s instructions were clear.
Teacher checked for understanding of instructions.
Teacher kept to time limit.
Teacher objectives were clear.
Teacher used lesson plan.
Other comments…………………….

22. DESCRIPTION OF A LESSON This was a heterogeneous class of 35 fifteen-year-olds.
9.15 The teacher (T) enters, students (Ss) gradually quieten, sit, take out books.
9.20 T elicits the topic Ss had been asked to prepare for today elicits and discusses some key words, does not write them up.
9.25 T distributes cartoons, asks Ss to work in pairs and suggest captions that have to do with the topic. Some Ss work, most do not.
9.30 T elicits results: only three pairs are willing to suggest ideas. T suggests they carry on for homework.

23. DESCRIPTION OF A LESSON This was a heterogeneous class of 35 fifteen-year-olds.
9.32 T tells Ss to open books at p.35: an article on conformism. T: ‘What would you do if you wanted to get the general idea of the article?’ Suggests they read only first sentence of each paragraph.
9.35 Silent reading
9.38 T does true/false exercise from book based only on these first sentences, using volunteer responders for each item, correcting and commenting. Some questions are not yet answerable.
9.45 T gives homework: read the entire article, finish finding the answers to the T/F questions.

24. 10.00 The lesson ends, some Ss come up to talk to T.
DESCRIPTION OF A LESSON This was a heterogeneous class of 35 fifteen-year-olds.
9.47 T invites individual student to perform a prepared monologue (about Stalin) before the class. The class perform. T agree warmly, T doesn’t comment on language mistakes.
9.52 T initiates discussion on the topic of the monologue; about seven students participate, most of the rest are listening.
10.00 The lesson ends, some Ss come up to talk to T.

25. Comments on description of a lesson
Students were on task all the time
The lesson was varied.
It took 5 minutes to students to quieten- time wasted, and this can be shorten by teacher.
The fact that the teacher elicited topic and words was good, and some students know them, but what about those who didn’t know? It was better for the teacher to write them on the board, and let the students to write them down.
There was no pair work, the task given was too difficult and not defined enough. If so how can they could do it as homework if they couldn’t do it at class??

26. Comments on description of a lesson
The teacher was guiding the students towards developing reading activity.
The true /false exercise was done quickly, many students were not involved. The teacher should have given Ss more time to do the activity before checking in the full class.
It was good that the teacher gave homework at this stage not at the end of the class.
The discussion: if the objective here was oral fluency practice, then not Many students benefited from the discussion,

27. Practical lesson management
Suppose that you had finished the lesson 10 minutes before the bell rang.
What would you do if you found yourself with extra time at the end of a lesson?
What would you do if you didn’t have any thing to fill the time left with?
Surely you should make a habit of having a reserve activity, ready as a part of your regular lesson plan.

28. Some useful hints for lesson management
Prepare more than you need, it is advisable to have an activity ready in case of extra time. (see Ur and Wright, 1992).
Similarly watch which component(s) of the lesson you will sacrifice if you find yourself need more time to finish the lesson.
Keep a watch or a clock visible, make sure that the time is going relative to your programme.
Don’t leave the giving homework to the last minute! You may run out of time.
If you have papers to distribute and a large class, don’t try to give each paper yourself to every student. Give the papers to the first student, ask him to take one and pass the rest to his neighbor.
If your class are working in groups , give instructions and make sure that they are understood before dividing them into groups.