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LESSON PLANNING

LESSON PLANNING. Tatiana Mykhailenko Editor-in-chief English language and culture. Don't teach "English", teach your learners! The trouble with the old methodologies was that they started from a deep study of the English language and very little understanding of the learners.

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LESSON PLANNING

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  1. LESSON PLANNING Tatiana Mykhailenko Editor-in-chief English language and culture

  2. Don't teach "English", teach your learners! • The trouble with the old methodologies was that they started from a deep study of the English language and very little understanding of the learners. • Dear colleagues, become experts on the English language! Fall in love with the language. Learn to crawl, walk, run, climb, swim and fly in English. Nick Dawson

  3. Let’s brainstorm • What do we need the lesson plan for? It’s a proposal for action. It gives an idea of what the learning outcome should be. It is flexible, includes magic moments. It contains a blend of coherence (logical pattern) and variety.

  4. Must have of the lesson • Description of the students • Aims and objectives • Procedures • Timing • Anticipated problems (difficulties to arise, e.g. computer fails, activity is difficult…) • Extra activities/material (just in case) • Material to be used in the lesson • Language of the lesson

  5. Lesson planning • We need to think about: LESSON STAGES AIMS: SMART Specific, Measurable Achievable, Realistic Timed. • CLASS PROFILE

  6. What are aims, objectives and goals • Goal - something that you hope to achieve in the future; • Aim - something you hope to achieve by doing something; • Objective - something that you are trying hard to achieve, especially in business or politics.” (Dictionary of Contemporary English, Longman, 2009)

  7. AIMS • Long-term can refer to whole course or series of lessons • 1 To allow students to practise speaking spontaneously and fluently about something that may provoke the use of words and phrases they have been learning recently. • 2 To give students practice in reading both for gist and for detail. • 3 To enable students to talk about what people have 'done wrong' in the past, using the should (not) have + done construction. • 4 To have students think of the interview genre and list the kinds of questions which are asked in such a situation.

  8. Objectives • For lessons (steps to achieve) Main objectives best formulated in terms of learner performance: By the end of the lesson, Ss, Ls… • will be able to… • will be more aware of… • will have developed their ability to… • will have revised…

  9. Class profile • A class description tells us who the students are; • what can be expected of them. • It can give information about how the group and the individuals in it behave.

  10. PROCEDURES • PPP - Presentation, Practice and Production • CLT - Communicative Language Teaching • TBL – task-based learning • ESA - Engage, Study, Activate

  11. LESSON PLANNING • PPP LESSONS: • Presentation, Practice and Production • The PPP procedure for teaching simple language at lower levels: • for presenting the context and situation for the language (describing someone’s holiday plan) • for learning the meaning and form of the new language (for example, 'going to' future) • for teaching students functions, such as how to invite people, or for teaching vocabulary • for teaching pronunciation

  12. Communicative Language Teaching • CLT has two main guiding principles: • the language is not just patterns of grammar with vocabulary items, but also involves language functions such as inviting, agreeing and disagreeing, suggesting • the students get enough opportunities for language use - and if they are motivated - then language learning will take care of itself.

  13. TBL – task-based learning • Pre-task – students are introduced to the topic and told what the task will be. • Task cycle – the students plan the task, gathering the language and information to do it, and then produce a piece of writing or oral presentation that the task demands. • Language focus – analise the language they used for the task, making improvements and practising the language.

  14. ESA: Engage, Study, Activate • ESA straight arrows sequence – Engage Study Activate • Boomerang sequence – Engage Activate Study • Patchwork lesson Engage - activate Activate - study Study- engage Activate - engage

  15. STAGES TOPIC OR THEME OF THE LESSON From the History of Kyiv Class profile: Level: B1- intermediate Goals, aims, objectives: Learning objectives: Learn + practise usingvocabulary for the description of the city, adjectives and adverbs referring to the topic.

  16. PROCEDURE I. INTRODUCTION II. WARMING-UP Ask students to bring in pictures of different cities they have visited or find some pictures in a magazine or on the internet. What about magic moment?

  17. III. MAIN PART • Listening Pre-listening (before listening) There are many ancient towns in Ukraine. One of them is Kyiv, the capital. What ancient towns do you know? Are there any interesting facts in the history of your town? What do you know about the history of Kyiv?

  18. While listening Listen to the text and fill in the grid.

  19. After (post) listening 1. Compare your answers with your partner’s. 2. In the following summary there are some factual mistakes and some gaps. Correct the mistakes and complete the gaps. Key: 3. Tell your partner your favourite legend or fairy tale.

  20. IV. Summing-up • 1. Evaluation – comments, feedback from students - asking questions, asking to write the answers and hand them in, giving a special evaluation form – success indicators • 2. Homework or home assignment

  21. Let’s sum up • In this seminar we have: discussed reasons for planning; talked about the need for a blend of both coherence and variety in a lesson plan; discussed different plan formats; suggested that most formal plans should include:

  22. a description of the students, a statement of aims and objectives, a description of procedures (including who will be interacting with whom, and how long each activity will take), anticipated problems, extra materials, the material to be used in the lesson.

  23. talked about planning a sequence of lessons where topic-linking is important; • said that it is important to plan future lessons on the basis of what has gone before, using students’ feedback and our own observation

  24. References Dictionary of Contemporary English, Longman, 2009 The Practice of English Language Teaching, Jeremy Harmer, 2007, Pearson Longman How to teach English, Jeremy Harmer, 2007, Pearson Longman One-month in-service training course for English language teachers, The British Council, Ukraine

  25. Thank you for coming

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