leasson planning in English language learning

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1. Week 3
•Observing lessons
•Planning the language Lesson
EDF6233
Theory and Practice of TESOL

2. Pre-planning
Lesson plans are “proposals for
action”
Harmer (2001 p. 308)

3. Considerations for planning
a lesson
Students’
language levels
educational and cultural
backgrounds
levels of motivation
learning styles

4. The four main elements of planning
•Activities
•Skills
•Language
•Content

5. The four main elements of planning
Activities
Choose a variety for the best possible chance of
engaging and motivating Ss
Skills
Which skills and sub-skills to practise?
-Dependent on content and activities
Language
What language will Ss learn, practise, research or use?
Content
Should arouse interest and involvement

6. The Plan
The planning continuum
Jungle path / Vague plan / Formal plan
0% / Follow book exactly/ Planning
notes

7. Making a plan
Example: Reading a text about a space station
1.Oral fluency activity with 'changing groups’
2.Read for prediction and gist
3.Make an ending for the story
4.Introduce new language-elicit 'should have..‘
5.Language practice with 'should have‘
6.Role play - a space job interview

8. Further possibilities for
'space station' tasks
7.Write a news item based on what happened
8.Watch a short video on space exploration
9.Discuss three things you would miss most if
you were on a space station

9. The formal plan
Class description (add information about Ss)
Where lesson fits in a sequence of classes
Lesson aims (specific, with measurable
outcomes)
Activities, procedures, and timing
Possible problems / solutions and additional
possibilities

10. Planning a sequence of lessons
Special attention to
Continual modification of plans
Short and long-term goals - both are
necessary for motivation
Thematic strands - different content; related
themes
Language planning-progression of syllabus
elements
Activity balance - try to mix the familiar and
the new

11. Using lesson plans
Action and reaction
T's 'proposal for action' (plan) will
evoke students' reactions. How do we
cope with the following?
•the 'magic moment'
•the 'sensible diversion'
•the 'unforeseen problem'

12. Further uses of lesson plans
•Records of lessons
(may need to modify after the lesson)
•Allows reflection on successful and less
successful activities
•Tools for researching your own
teaching and development