0 valutazioniIl 0% ha trovato utile questo documento (0 voti)
130 visualizzazioni28 pagine
This document discusses how to plan individual lessons and sequences of lessons. When planning a lesson, teachers should consider the aims, lesson structure, and appropriate techniques. A sequence of lessons develops skills or topics over multiple lessons through logical progression. Effective planning includes learning outcomes, materials, skills, and provision for different learner levels. Schemes of work provide an overview of sequences but require adjustment based on emerging needs. Variety, revision, and linking lessons by topic help make sequences engaging.
This document discusses how to plan individual lessons and sequences of lessons. When planning a lesson, teachers should consider the aims, lesson structure, and appropriate techniques. A sequence of lessons develops skills or topics over multiple lessons through logical progression. Effective planning includes learning outcomes, materials, skills, and provision for different learner levels. Schemes of work provide an overview of sequences but require adjustment based on emerging needs. Variety, revision, and linking lessons by topic help make sequences engaging.
This document discusses how to plan individual lessons and sequences of lessons. When planning a lesson, teachers should consider the aims, lesson structure, and appropriate techniques. A sequence of lessons develops skills or topics over multiple lessons through logical progression. Effective planning includes learning outcomes, materials, skills, and provision for different learner levels. Schemes of work provide an overview of sequences but require adjustment based on emerging needs. Variety, revision, and linking lessons by topic help make sequences engaging.
Planning an individual lesson or a sequence of lessons How to plan an individual lesson or a sequence of lessons
• When we plan an individual lesson,
we need to think about – its aims, – the shape of the lesson and – the kind of techniques that are most appropriate for a Particular group of learners. Example
• To introduce a new grammatical
structure… We might choose a Presentation, Practice and Production (PPP) approach or a task based learning (TBL) Examples of skills lesson • For receptive skills, we usually plan tasks or activities for learners to do before, while and after reading or listening. • For productive skills, there is usually an introductory stage to set the scene (i.e.to explain the context) and a feedback stage after the speaking or writing activity. We also need to think about • The connections between the aims of the lesson and the procedures we’ll use to achieve the aims.
• The available materials, length of the
lesson and information we have about our learners will help to identify possible procedures. The most important thing is • To make sure that the materials, tasks and activities we select are the ones that will help a particular group of learners to achieve the aim we have identified. What is a sequence of lessons? • A number of related lessons that develop language knowledge and/or language skills over a period of time. • Sequences may develop a single topic or language areas that are very closely connected. Example: Structural sequence 1.Revision: past simple tense 2.Revision: present perfect tense 3.Contrast: past simple vs. present perfect Example: Integrated skills sequence 1.Vocabulary development: describing places (function: describing) 2.Reading: choosing a holiday 3.Writing: letter to a friend narrating holiday experiences (function: narrating) Example: Project work 1.Reading and listening about free time activities 2.Class survey and research: sport and entertainment 3.Preparation of a poster display to show results of survey Key concepts We have to ask ourselves: • Will the topic be interesting and motivating for my learners? • Are the activities and teaching materials at the right level for all the learners? More questions to ask • Have I planned too much for the time available? Are there any stages I can cut if necessary? • Have I thought about exactly how to start and end the lesson? • Does each step in the lesson help to achieve the aim? Long-term planning • In addition to knowing what was covered in the previous lesson and what will be covered in the next lesson, it is useful to get a picture of what will be covered over several lessons, i.e. a scheme of work. • What kinds of things should be included in a scheme of work? A scheme of work includes… • Learning outcomes • Time needed • Language input and language reviews • Activities / tasks • Materials • Topic • Types of skills • Provision for mixed levels in class Advantages of a scheme of work • Provide a framework of what needs to be taught • Helps Ts to have an overall view of learning • Brings together different elements of the syllabus and show how they interlock • Helps teachers to check at a glance that they are providing balance and variety • Help to clarify priorities • They can be done for a few lessons or many • They help relate individual aims to the course aims • Help teachers to see at a glance that they are incorporating activities to meet a diverse range of learning needs Planning a sequence of lessons Look at the three teachers’ schemes of work (i.e. outline plans) for a sequence of four lessons.
• What do you think might be the
advantages and disadvantages of each scheme? Scheme A Advantages Disadvantages • Leaves teacher • Gives no details of free to respond what will happen in to learners’ these lessons and so does not remind the needs teacher of general aims or what materials to prepare Scheme B Advantages Disadvantages • Probably the most • Quite detailed. useful • Some sense of • Not too much detail direction. or too little, but the teacher will need to return to it and add more detail week by week to turn it into a set of lesson plans Scheme C Advantages Disadvantages
• Very detailed • Difficult to predict
several weeks ahead • Gives very exactly what learners’ clear sense of needs may be, so the directions teacher will need to return frequently to the scheme of work and change it if necessary In sum, … • Schemes of work are less detailed than lesson plans. • A sequence of lessons should have a logical and learning-friendly progression and a good balance of approaches and activities. A scheme of work helps us… • Plan a sequence of lessons in the best way to cover the school syllabus or the units of a coursebook in the time available. • Think about what we want to achieve (aims) and what materials we might need and what procedures we should use. • Include enough variety across our lessons Key concepts • It’s a good idea to make lesson plans look as simple as possible, no need to describe every step in great detail. • Write down some important things in a complete form, e.g. prompts for drilling, questions to check learners’ understanding, instructions, etc. • A lesson plan should be clear and easy to read during the lesson. • Useful to include drawings of the way the blackboard will look at different stages. • Variety is very important both in a sequence of lessons and in a single lesson. Avoid doing the same kinds of things in the same order. Things we can vary • Pace • Quick and fast-moving/ slow and reflective • Interaction • Individual, pairs, pattern groups, whole class • Skill • Productive / receptive • Level of • Non-demanding / difficulty requiring effort or concentration Things we can vary 2 • Content • Changing from one language point /subject to another • Mood • Light or serious; happy or sad; tense or relaxed • Exciting or • ‘Stirring’ (lively and calming active) or ‘settling’ activities (quietening down) • Learners may require more frequent revision than the coursebook provides. A scheme of work will make sure that we recycle language and include regular revision activities during a sequence of lessons. • Coursebook units are often arranged around a special topic which is useful way of linking together a sequence of lessons. • The sequence of lessons in coursebook units gives us the chance to develop particular areas of vocabulary, but learners may feel that the lessons are repetitive, so we need plenty of variety of texts and tasks.