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Introduction to Effective Lesson Planning - Coggle Diagram
Introduction to Effective Lesson Planning
Basic concepts
Effective
Has the desired effect or produces the wanted result.
Plan
It is an orderly arrangement of parts of an overall design or objective
Refers to a strategy, a method, a program or an arrangement.
Lesson planning
It is the process of selecting and organizing a coherent set of activities that cover a period of classroom time.
Theyt require the teacher not only to set learning and teaching routines but also to visualize the lesson before it is actually delivered.
Effective Lesson Planning
involves taking the most appropriate decisions about:
Why: Objectives and approach
Methods and theory
What: Content and materials
Before designing a plan the teacher must know the group's: level of proficiency, learning styles, ages and genders
Lesson
Something that can be learned from experience and by studying.
Books, the internet and myriads can teach us lessons.
In the context of language teaching: A unified set of activities that cover a period of classroom time.
How are you going to teach?
Language teachers teach:
the language system: the grammar and lexis
the language skills: the receptive skills, the productive skills
the selection and organization of the lesson activities are dictated by the approach the teacher adheres to
Textbooks as a resource:
Relying on a single textbook may not serve the emotional, social, and cognitive needs of the learners.
Textbooks are sometimes used blindly as the only teaching tool.
Teachers must go beyond the textbook in various ways:
removing unsuitable content
reordering content
adapting the content
Components of a lesson plan:
Date, class, type of lesson, title, duration and materials
Objectives
A learning objective is what students should know or be able to do by the end of the lesson that they weren't able to do previously
What students can expect to learn and what is expected of them by the end of the lesson.
Provide the teacher with a goal to achieve during the lesson delivery
Activities
Determined by:
The stage of the lesson
The resources and meterials available
Students' age, gender, and needs
Some activities try to mobilize learners' low order thinking while others necessitate more thoughtful decision. Examples:
Matching
Gap filling
Closing a deal on the phone
Chart completion
Comprehension questions
Procedures
Lessons have an opening, a middle, and a closing
opening includes:
a warm up: motivating acttivity
a lead-in: short activity that prepares learnners on the topic of the lesson by relating prior knowledge with new one
the lesson (middle):
presentation stage: new knowledge is presented
practice stage: learners are invited to appropriate the new knowledge
a production stage: learners use the target language in suitable conditions
the closing:
includes a follow-up activity that aims at reviewing, summarizing, or expanding the newly learned knowledge
Language Teaching Procedure
Procedures that teach the different aspects of the language system
PPP procedure:
Present
Practice
Produce
Discovery Learning procedure:
Noticing
Guided discovery
Skill getting
Skill using
Task- based procedure
Pre-task (preparing learners for task)
Task (learners perform the task)
Post task
Receptive skills procedure
Pre-reading/listening
While-reading/listening
Post-reading/listening
KISS (Keep It Short and Simple) priciple
Teachers should avoid:
Avoid long explanations
Avoid providing too many details
Talking too much
Mode of work:
There are three models of work that can generate a number of interactions in a classroom
Individual
Pair work
Group work
Interactions:
People work together to construct knowledge
By working together and taking the initiative, learners are more motivated and create learning opportunities.
there are three possible types of classroom interactions:
Teacher - student
Student - teacher
Student - student