lesson 19 irma
TRANSCRIPT
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MODULE 2 Lesson 19 Identifying the
different components of a lesson plan.
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MODULE 2 Lesson 19 Identifying the
different components of a lesson plan.
A figure of speech in which a word or phrase that ordinarily designates one thing
is used to designate another, thus making
an implicit comparison, as in “a sea of
troubles” or “All the world's a stage”
(Shakespeare).
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MODULE 2 Lesson 19 Identifying the
different components of a lesson plan.
•a variety show
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MODULE 2 Lesson 19 Identifying the
different components of a lesson plan.
Which of the metaphors shown in the next box expresses
best, in your opinion, the essence of a lesson? There is of
course, no ‘right’ answer, but your choice will reflect your own
conceptions.
METAPHORS FOR A LESSON
•a variety show
•climbing a mountain
•eating a meal
•a wedding
•a menú
•a conversation
•doing the shopping list
•a football game
•a symphony
•consulting a doctor
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MODULE 2 Lesson 19 Identifying the
different components of a lesson plan.
1. planning changes of teaching ( I )
2. Connection of current lessons with previous lessons ( B )3. Grouping students in the classroom ( G )4. Predicting students levels and what they are able to do ( K )5. Extra work at home ( M )6. Secondary focus of a lesson ( H )7. It gives general characteristics of the individual students or whole group ( A )
8. The most important component of a lesson plan ( D )9. Length of tasks ( L )10. Actions to solve problems ( F )11. Brief descriptions of tasks and activities ( C )12. Different things a teacher needs to teach a lesson ( E )13. prediction of problems in language before teaching a newlesson ( J )
A. Students´ (group) profile
B. Timetable fitC. ProceduresD. aim(s)E. Teaching aidsF. Possible solutionsG. Interaction patternsH. Subsidiary aim(s)
I. Personal aimsJ. Anticipated language problemsK. AssumptionsL. TimingM. Homework
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• Timetable fit
• 1. ( D )
• Main aim(s)
• 2. ( A )
• Subsidiary aims
• 3. To listen for detail to a model story
• Personal aim(s)
• 4. ( E )
• Assumptions
• 5. Students can already form sentences accurately
• Anticipated language problems• 6. Students may use present tense
• Possible solution
• 7. ( C )
• Procedures
• 8. ( B )
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• 1. Check vocabulary from the last lesson ( )
• 2. Introduce the topic and elicit/present new words andphrases ( )
• 3. Learners reorder jumbled paragraphs of a text ( )
• 4. Learners match words in the text with possible meanings( )
• 5. Learners answer true/false questions ( )
• 6. Learners underline examples of reported speech. ( )
• 7. Learners exchange texts and give feedback. ( )
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