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

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

3. 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

4. Stages:
Lead-in
Presentation
Practice
Production
Reflection

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

6. 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

7. Key components of a lesson plan
Aim
Eliciting
Resourse
Procedure
Assessment

8. 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

9. Basic- structured plan
Free – structured plan

10. 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.

12. 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

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