1. Lesson Planning and Classroom Management Jitka Urbanová

2. Why plan? 2 To ensure you: –...have a clear idea about the objective / outcome

3. Why plan? To ensure you: –...have a clear idea about the objective / outcome – …include a logical sequence of activities that build on each other – …have a balance of activities – …have more time to work with the students in class – …are considering learners needs, abilities and interests – …(if you need to) plan your instructions and classroom language 3

4. Routines Concentration Discipline Motivation Coherence Challenge Context 4

5. Types of activities 5

6. 6

7. How to start planning Teaching YL - communicative / activity-based approach 3 lesson stages: Presentation -------Practice -------Production Meeting ----- Manipulating ----Making it your own 7

8. 8

9. 9

10. Planning from the end – from the KEY activity Revise vocabulary (including spelling) Present the target structure Have you got..? context to make the MEANING clear focus on FORM 10

11. 11

12. Camping 12

13. ‘Pass the pen’ game torch sleeping bag cards sunglasses guitar pyjamas toothbrush towel pillow 13

14. Camping 14

15. Camping 15

16. Have you got..? Have you got a torch? Have you got any cards? 16

17. Have you got..? Have you got a torch? Have you got any cards? 17

18. Have you got..? Have you got a torch? Have you got any cards? 18

19. Have you got..? Have you got a torch? sleeping bag guitar toothbrush towel pillow Have you got any cards? sunglasses pyjamas 19

20. 20

21. 21

22. Have you got..? Have you got a..? Have you got any..? 22

23. Planning checklist: Does each stage actively engage all of the learners? (Adapt?) Do the activities and timings reflect the needs and requirements for the age group intended? Is the plan coherent and logically staged? Are routines included in the plan? Does the plan demonstrate that learners are challenged? Is the context and target language suitable for the age group? Has the teacher thought about classroom management and instructions, ‘how’ they are going to get the learners to do something rather than ‘what’ they are going to do? 23

24. Ways to get silence in the classroom Don’t raise your voice Tap on the board / use a bell / use a routine Stand in a prominent place and whisper Point to a SILENCE notice / picture on the wall Use a routine of instructions (hands on heads, imitate an elephant) Clap out a rhythm & students must copy. (Keep changing it.) 24 The class is so terribly noisy ; how do I get them to pay attention to what I am saying?

25. Critical moments When students enter the classroom When we begin activities and give instructions When the teacher addresses the class When the teacher asks questions and the students answer When the students are easily distracted When we end the class Be firm, have rules for the class and latecomers, give students jobs to do.. Get every student’s attention, wait for silence, give instructions before materials Lower your voice, your position in the class, movement / routine Don’t always respond to the fast ones, get them put their hands up, nominate Remove distracters (things from desks) End in an orderly way, routines, tidying up