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Chapter 6 Planning lessons and courses - Coggle Diagram
Chapter 6 Planning lessons and courses
Planning is a thinking skill
General areas to think about
atmosphere
the learners
the aims
the teaching point
the tasks and teaching procedures
the challenge
materials
classroom management
Important considerations
Aims : if you are clear about where the lesson is going, you can think more clearly about how you will get there
The process of planning : initial brief period of semi-chaos to own the material coalesces and becomes a linear, logical thing
How do people learn languages?
Student progress example
ignorance
exposure
noticing
understanding
practice
active use
Exposure and output
Restricted exposure : specifically designed to be accessible to learners
Authentic exposure : fairly natural use of language
Restricted output : learners use only part of what they know to concentrate on specific use of language
Authentic output : learners use full range of language at their disposal
Noticing
seeing or having one's attention drawn to the meaning, form or use of language items
Acquisition and learning
Comprehensible input : real messages communicated to the learner that are comprehensible but just a little above their current level
ideal comprehensible input = i + 1
Sequencing lesson components
present-practice
restricted exposure
clarification
restricted output
other combination
We make and choose and arrange our bricks!
ex: "Activities that promote..."
Formal lesson planning
3 distinct parts
background information
language analysis of items
detailed stage-by-stage description
requirements
aims
stages
include
essential steps of each stage
classroom management information
prospective problems/hiccups
Lesson aims
separate
the material you use
the activities that will be done
the teaching point
the topics or contexts used
the aims
Achievement aims
Why are the learners doing it? How will it help them with their English?
By the end of the lesson, the learners will be able to...
Alternatives to formal planning
A brief "running order"
Dream through the lesson
Flow chart
Focus on the "critical learning moments"
Half-plan
Where's the meat?
Plan the "critical teaching moments"
Lesson images
The jungle path
Planning a course
Timetabling
Your translation of the syllabus requirements into a balanced and interesting series of lessons
balancing of activities
variety
activities that will add a sense of moving forward
essential to consider the aims the course
task-based and topic-based workplans
Unrealistic requirements
the straight line
the parabola
:star: QUOTES :star:
Straight lines are boring! Be bold -travel by parabola!
Prepare thoroughly. But in class, teach the learners, not the plan.
How do you think people learn languages? Without some personal answer to this, the work you do in class is hit-and-miss.
If you have a clear aim for a lesson, you can bear it in mind all the way through the class. Knowing where you are going enables you to make moment-by-moment decisions about different paths or options to take en route, while keeping the main aim always clearly in front of you.
Good lesson planning does not restrict you, but in clarifying the end point you intend to reach, sets you free.
The starting point may be an activity or a piece of material, but what comes out of it will remain unknown until it happens.