wk 17 introduction to lesson planning.ppt

7/27/2019 Wk 17 Introduction to Lesson Planning.ppt

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Introduction to

Lesson Planning



Purpose of lesson planning

►Why Is lesson Planning Important?

• Planning before the lesson gives the teacherthe opportunity to make choices before thelesson is done in the class.

• A lesson plan allows a teacher to think throughand get materials for the lesson. It acts as aroute map and serves as a reminder on the

sequence of the activities and what materialsare needed.



.......Why Is lesson Planning Important?

►Early planning enables the teacher to get the

software and hardware necessary forimplementing the lesson in classroom.

►Lesson plans act as a record of work done. Although a teacher may never repeat a lesson,the notes in the lesson plan (has taught earlier)helps him/her to improve teachingperformance as well as getting insights on

activities that can be conducted based on thestudents proficiency and ability.



Factors to Bear In Mind WhenPlanning A Lesson

1. The General and Specific Objectives It SetsOut To Achieve

• Decide on the general aim of the lessonExample:

To enable ss to use contextual clues inguessing the meaning of an unknown word.

• To enable ss to use the clues learnt in Activity3 to process a paragraph containingunfamiliar words



.....Factors to Bear In Mind WhenPlanning A Lesson

• Behavioural Objectives

- students will be able to get at least 15 outof the 20 items correct on the contextualclue exercise given at the end of the lesson.

- students will be able to get at least 70%on the comprehension items set on theparagraphs in Activity 3




2. Student Characteristics

• Take note of your students preferred mode of learning.

• Take note of students interests, theirmotivation to learn, and their languageproficiency.

• This will have to be considered when a teacherdeciding on specific materials, and learningstyles to be used during the lesson.




3. Previous Knowledge of the Students

• A lesson usually involves a topic, sometasks, related language, a genre and asituation.

• Therefore a teacher must know what thestds already know about the topic.




4. Tasks

• Are based on what a teacher is going toteach

• What ss seem to be interested in

• What the ss already know

• Choose a task that would allow ss to getpractice in all relevant skills.

• Combination of tasks to create a useful and

enjoyable lesson




5. Materials

• A teacher would have to decide on the typesof materials that will be used and how theywill be exploited once a task ischosen/planned.




6. Language Requirements of Task/Activity

• Stage 1: When a task is being selected and thefocus should be:

- would this task generate and giveopportunities for practising the kind of language the student needs to learn.

- what kind of focussed language teaching maybe required before the ss can do this task

- at which point should this language be taught



6. Language Requirements of Task/Activity

• Stage 2 – After materials for the tasks have

been assembled- is there any language that is unplanned for

in the material assembled?

- is it likely to pose any problem for the ss?- how should I solve this problem?

- would it be useful for the pupil to be taught

this language?- If not, should I simplify or adapt the text?

- Should I modify the task?




7. Time

• Time is important from a number of perspectives:

1. When the lesson will take place

- it can affect the quality of attention expected fromss

- the last period of the day is not the best time to

have a grammar lesson- listening lesson cannot be conducted if it is noisyoutside-eg: another class having a PE lesson outsidethe class




.....Time

2. How much time is available

- right amount of time should be allotted foreach activity. If too little or too much time isgiven for a particular activity, the lesson willnot achieve its desired aim.

- age is also a factor in time management. Young children have short attention spans andtherefore requires a variety of short activities

rather than a single long activity.




.....Time

3. Timing of activities

•

A question set before a ss reads or listens to atext is likely to enable him to learn predictionskills.

•

The same question posed after the ss has readthe text is more likely to nurture other skills, forexample; understanding the literal or inferentialmeaning of a text.




8. Amount and Type of Pupil-TeacherParticipation

• In different kinds of lessons and differentphases of a lesson, the proportion of teachervs. stds contribution would vary.

• For example, in presenting a new languageitem- teacher talk is more compared to std talk.

• Discussion stage of an oral interaction task-there should be more std talk. It is obviously

wrong if there is more teacher talk.




9. Balance in Allocation of Time

• It is not possible or even desirable to have abalance of all four skills at the same time in alesson.

• Is the time allocated for each skill isappropriate to the lesson aims.

• At times, ss spend reading instructions orthinking about the task in an oral interactionactivity may be more than he actually gets to

speak.




10. Sequence and Grading of Activities

• The way a lesson begins and proceeds depends on what isbeing taught, what view of language and language learning andwhat approach the teacher takes into consideration.

• A few questions to bear in mind in preparing a lesson plan:1. Should I begin with easy activities first and difficult oneslater?

2. Should earlier activities prepare for later activities?

3. Should each activity address different aspects of what needsto be learnt?

Eg: Activity 1 – for

Activity 2 – function

Activity 3 –

Context of use



Possible Procedure for Planning A Lesson

►Different teachers have different ways in theplanning of a lesson plan.

►Grading, sequencing, providing feedback,timing, etc are all universal and need to beaddresses by every teacher.

►The following are the possible procedure inpreparing a lesson:

1. Deciding on what to teach

2. Deciding on the general aims of your lesson



Possible Procedure for Planning A Lesson

3. Interpreting the chart (if any)

4. Deciding on specific aims or levels of achievement

5. Taking stock of circumstances under whichlearning will take place.

6. Deciding on the staging of the lesson7. Deciding on activities

8. Checking for balance and variety

9. Making a final copy of the lesson plan



Basic format of a lesson plan

► A lesson plan should be in a format thatmakes filing and reference easy.

► A sample of a lesson plan is given to you.

► You can also refer to sample lesson plan onpage 35-36 (ELT Methodology:Principlesand Practice; Nesamalar Chitravelu,SS,TSC)



THE END

wk 17 introduction to lesson planning.ppt

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