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PLANNING LESSONS AND COURSES - Coggle Diagram
PLANNING LESSONS AND COURSES
What to plan?
The teaching point
The tasks and teaching procedures
The aims
achivment aims
lesson aim and content
procedure aims
The challange
The learners
Materials
same material, different aims -->
same text can be used in many different ways in class, in different activites, with different aims
matching materials to aims
Atmosphere
Classroom management
student's progress when learning a new item
ignorance
EXPOSURE
resticred exposure
exposure to texts specially crafted to be acccessible to learners - and to probably draw attention to specific lang. points
authentic exposure
this is exposure to language when it is being used fairly naturally (
e.g. reading magazines, listening to audios, hearing incidental lang. used in class etc.
)
noticing
meaning
form
use
understand
practice
OUTPUT
authentic outpit
speaking or writing using the full range of lang. learners have at their disposal
restricted output
speaking of writing that requires learners to use less than the full quantitty of lang. they know
learners get a chance
to practise
using lang. in a ways that are controlled or deliberately simplified
actiive use
Planing a Lesson
formal lesson plan
background information about the class, the teacher, the materials and the overall aims of the lesson
language analysis o fitems that will be work on in class (
clear statment of appropriate aims for the whole lesson
)
a detaled chronological stage-by-stage description of intended procedure for the lesson (
clear list of stages in the lesson, with a description of activities, their aims and estimated timing
)
alternatives to formal planning
focus on the 'critical learnning moments'
half-plan
dream trhough the lesson
flow chart
'running order'
jungle path
'BULDING BRICKS'
LESSON PROCEDURE
first stage:
restriced exposure
learners get to see or hear an exmaple of lang being used
"second" stage:
clarifiation
in which the learners focus in on a piece of lang, to see it, think about it, understand it, to become more clearer on
its form, meaning and use
"third" stage:
restricted output
the learners try using the lang. for themselves in relatively unthreatening ways
Planing a Course
syllabus
provieds a long-term overview
-
lists the contents of a course and puts separate items in an order
(e.g. coursebook)
can be be mainly grammatical of functional or lexical
it may be based on skills or contain a mixture of work on systems and skills
work plans
skeleton plan
general headings or labes or perhaps coursebook page niumbers
planing the overall shape of the week or course
ensure the balance an the variaty inn the cousre
detailed work plan
contains more infromation, specifying what is to be done
is for your own planning, for keeping an accurate record of the coure and for informing others aboout what you are doing in class