Please enable JavaScript.
Coggle requires JavaScript to display documents.
Chapter 6-Planning lessons and courses - Coggle Diagram
Chapter 6-Planning lessons and courses
What is planning?
A visualisation of the class
Imagining the lesson beforehand
A thinking skill
A written plan
Teach the learners, not the plan!
What to think through?
Materials
Classroom management
The challenge
The tasks and teaching procedures
The teaching point
The aims
The learners
Atmosphere
How do people learn languages?
3 Noticing= having one's attention drawn to the meaning, form or use of language items
4 Understanding
2 Exposure
Authentic= realistic, natural language use
recordings, radio
English films
magazines, books, articles
living where the language is used
Restricted= simplified, designed for teaching and learning purposes
clear examples
lots of specific language items
graded language
5 Practice
1 Ignorance
6 Active use
Stephen Krashen's hypothesis
learning= consciously studied language
acquisiton= subconsciously picked up language
Comprehensible input= real messages, a little above our level, restricted/ graded exposure
Output
authentic= natural interaction, wide range of knowledge is used
meetings
discussions
small talk in a café
writing a postcard
chatting in class
negotiations
restricted= deliberately controlled, students use less than they know, less deamndig
gap-filling
drills
grammar practice activities
'Repeat what I say'
Simple games e.g. 'Simon says'
Sequencing lesson components
'Building bricks'/ 'Present-practice' lesson procedure
2 Clarification= the focus is on a piece of language
3 Restricted output= learners use the language
1 Restricted exposure= examples of language being used
Other activities that promote
memory
noticing
reflection
preparation
Alternatives to present-practice
Lesson 3
activities that promote 'praparation'
authentic output
Lesson 2
activities that promote 'noticing'
clarification: guided discovery
authentic exposure
restricted output
Formal lesson planning
Formal plans
language analysis
description of the procedure of the lesson
2 practice
3 feedback
1 presentation
What needs to be included
classroom management information
possible problems or hiccups
the steps of each stage
background information
aims
stages and timing
a list of target language items
Lesson aims
Separate mentally
the teaching point
the topics
the activites
the aims
'main aim': intended student achievements
the material
Procedure aims= what students will do during the class
Achievemt aims= what the students will achieve
Same material, different aims
What can you do with a text?
focus on a particular tense
improve speed-reading
Alternatives to formal planning
Flow chart= procedure notes in sketch boxes, different possible running orders
Dream through the lesson= do not write anything, imagine the lesson before going to bed
'Running order' of activities
stand up
focus
pairs
do coursebook
recall
filler game
chat
Focus on the 'critical learning moments'= key things learners will gain from the class
Plan the 'critical teaching moments' in advance
Half-plan= focus is on skills work (reading, speaking), not on systms work (grammar, lexis)
Where is the meat?= list the main teaching point and the challenges
Lesson images= draw key moments of the lesson
The jungle path= create the lesson in class, go with the flow, listen and respond to questions as they come up, work with the people, not the plan
Planning a course
What will I teach (syllabus)?
Selecting lesson content
following a pre-set list < learner needs
The syllabus= long-term overview, lists the contents of a course in order
lexical
based on skills work
functional
mixture of work on systems and skills
grammatical
topics= gives a sense of coherence
tasks
What is the timetable/ work plan/ scheme of work?
timetabling for a teacher= how to interpret a syllabus into a series of lessons
negotiate it with the class
retrospective work plan
hand it in far ahead of time
skeleton work plan= general headings or labels
detailed work plan= more information, specification
Make a detailed work plan
Prepare a grid
Make cards
Choose the components
Select activities
Decide the aims
Arrange the cards
Review learner needs
Complete the skeleton
Consult the syllabus
Flesh out the timetable
Decide the duration
Conclusions
variety (varied topics + activities)
activities with a sense of moving forward
a balance of activities (language skills+ language systems)
aims of the course
CEF= Common European Framework= describes what learners need to do with language, not what they need to know
Unrealistic requirements
Balance between doing
what is required
what is needed and useful
straight line < parabola