1. Viviana Césped Pardo Agosto , 2011
INSTITUTO PROFESIONAL VALLE CENTRAL PEDAGOGÌA EN INGLÈS VESPERTINO 800 METODOLOGÍA DE LA INVESTIGACIÓN
Viviana Césped Pardo
Agosto , 2011

2. UNIT 1

3. THE CLASS PHASES /COMPONENTS LESSON PLANNING
PHASES /COMPONENTS
LESSON PLANNING
LESSON PLANS/ DAILY- MONTHLY
MICROTEACHINGS

4. PHASES/COMPONENTS

6. LESSON PLANNING

10. Lesson plans are systematic records of a teachers` thoughts about what will be covered during a lesson.
According to Richards (1998), lesson plans help the teacher think about the lesson in advance to resolve “resolve problems and difficulties, to provide a structure for a lesson, to provide “map” for the teacher to follow, and to provide a record of what has been taught (p.103)

15. BEFORE PLANNING A LESSON

17. Firstly, have appropiate and clearly written Objetives.
Then, select appropiate activities.
Finally, evaluate what students have learned.

18. An objetive is a description of a learning outcome
It describes the destination (not the journey) we want our students to reach.
It helps state precisely what we want aour students to learn.

21. ACTIVITIES

25. WHEN EVALUATING YOU SHOULD ANSWER

28. LESSON PLANS / DAILY-MONTHLY

30. What kinds of Lesson plans should English Language teachers write?

40. BIBLIOGRAPHY
 Doff, Adrian. Teach English. A training course for teachers. Cambridge University Press, Cambridge, 1989.
Ur, Penny. A Course in Language Teaching. Practice and Theory. Cambridge Teacher Training and development, Cambridge University Press, 1995.
Ur, Penny. Grammar Practice Activities. A Practical Guide for Teachers. Cambridge University Press, 1989.
Richards, J.C, Rodgers, Theodore S., Approaches and Methods in Language Teaching. Cambridge University Press, 2001.
 Complementary
Harmer, J. Teaching English.
Ur, Penny.