unit-4-Lesson-Planning

Unit4LessonPlanningUnit4LessonPlanAIMS:Whyislessonplanningimportant?Whataretheprinciplesforgoodlessonplanning?Whataremacroplanningandmicroplanning?Whatarethecomponentsofalessonplan?1.Pre-planningStage2.PlanningStage3.OperationStageHowtoPlanLessonsWhatisaplan?Aplanisaframework,anoverallshapeofalesson.Lessonplanningmeansmakingdecisionsinadvanceaboutwhattechniques,activitiesandmaterialswillbeusedintheclass.Whatshouldbeinaplan?Commoningredients:--Whoisgoingtobetaught?--Whataretheygoingtolearnortobetaught?--Howaretheygoingtolearnortobetaught?--Whataretheygoingtolearnortobetaughtwith?Whyislessonplanningnecessary?Lessonplanningmeansmakingdecisionsinadvanceaboutwhattechniques,activitiesandmaterialswillbeusedintheclass.Trueorfalse?‘Experiencedteachersdonotneedtodolessonplanning’.Althoughpreparationdoesnotguaranteesuccessfullessons,walkingintoaclassroomunpreparedismoreoftenthannotthebeginningofadisastrouslesson.Studentscanimmediatelynoticeiftheirteacherispreparedornot.Languageteachersbenefitfromlessonplanninginanumberofways.beawareoftheaimsandlanguagecontentsofthelesson.distinguishthevariousstagesofalessonandtoseetherelationshipbetweenthemsothatthelessoncanmovesmoothlyfromonestagetoanother.knowhowthestudentscanbefullyengagedinthelessonawareoftheteachingaidsthatareneeded.thinkabouttherelativevalueofdifferentactivitiesandhowmuchtimeshouldbespentonthemafterthelesson,theteachercanaddanevaluationtotheplan.Withcommentsandcorrections.Providesauseful,time-savingreferenceforthefuture.WHY?Goals/aims/content/teachingmethodsProcedures/activities/timearrangementsandcontrol/teachingaids/reflectionsPrinciplesforgoodlessonplanningVariety:planninganumberofdifferenttypesofactivities;introducingstudentstoawideselectionofmaterialssothatlearningisinteresting,motivating.Flexibility:useanumberofdifferentmethodsandtechniquesratherthanbeingaslavetoonemethodology.Teachingwillbemoreeffectiveandefficient.Learnability:thecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudentsLinkage:thestagesandthestepswithineachstageareplannedinsuchawaythattheyaresomehowlinkedwithoneanother.Languagelearningneedsrecyclingandreinforcement.Macroplanningvs.microplanningMicroplanning:planningforaspecificlessonMacroplanning:planningovertime(amonth,aterm,orthewholecourse).Donepriortothecommencementofacourse.Ageneralguidanceforlanguageteachers.Knowingabouttheinstitution:thearrangementsregardingtime,length,frequencyoflessons,physicalconditionsofclassrooms,andrequirementsKnowingaboutthelearners:acquireinformationaboutthestudents’agerange,sexratio,socialbackground,motivation,attitudes,interests,learningneedsandotherindividualfactors.Knowingaboutthesyllabus:purposes,requirementsandtargetsspecifiedinthesyllabus.ComponentsofalessonplanBackgroundinformationTeachingaimsLanguagecontentsandskillsStagesandproceduresTeachingaidsAssignmentsTeacher’safter-classreflectionAims---therealisticgoalsforthelessonWhatoutcomesareexpectedfromthelesson?Thethingsthatstudentsareabletodobytheendofthelessonthecycleinp45:fiveaspectsTeachingaims:task3,4inp561.Whatcommunicativeskillstopractice,2.LanguageKnowledge3.Affectiveobjectives4.Strategies5.CultureawarenessTask4inp57Studythecontentscarefullyandwriteafewobjectivesforthelessonlanguagecontentsandskills:task5inp58Knowexactlywhatlanguagecontentswillbetaught(structures,vocabulary,functions,topics),andwhatlanguageskillswillbepracticedinthelesson(communicativeskillssuchas4skills).Howtodealwithnewvocabulariesandnewstructures?TeachingstagesandproceduresDetailedstepsineachteachingstage.Warm-upexercises/astarterItsfunctions,methodsandprinciplesDifferentteachingmodelsPPPModel3-stagesmodelTBLTmodelThreeP’smodelPresentation:introducenewvocabularyandgrammaticalstructuresPractice:fromcontrolledpracticetoguidedpracticetotheexploitationofthetextswhennecessary.Production:usewhattheyhavelearnedandpracticedtoperformcommunicativetasks.Focusonmeaningratherthanformalaccuracyinthisstage.3-stagemodelfortheskill-orientedlessonspre-reading/listening:preparationworksuchassettingthescene,warmingup,providingkeyinformationwhile-reading/listening:activitiesortasksthatthestudentsmustperformpost-reading/listening:providesachanceforstudentstoobtainfeedback,andusethelanguagespontaneouslyTask-basedlanguageteachingmodelPre-taskstageTaskcycle;(task,plan,report)LanguagefocusTeachingprocessTeacher’sroleLearner’srolePre-taskAnorganizer.Introducingtaskstolearners,helpingsolveproblems.Understanding,participating.Task-cycle:Task,Planning,ReportMonitor,supervisorFulfillingtasksinpairworkorgroupworkAdviser,providelanguagehelpandcorrecterrorsPreparingareportonorallyorinwrittenwork.Chairperson,evaluatorcommentsReporting,exchangingideasandcomparingresults.Languagefocus:AnalysisPracticeMonitor,stimulator.StimulatestudentstofindthemainanddifficultpointsStudyingmainanddifficultlanguagepointsOrganizer,instructor.OrganizelearnerinlanguagedrillsParticipatinginallkindsoflanguagedrills.Assessment1.TBLTplacesmoree