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Summary Lesson Plan Harmer. How to Teach

Summary Lesson Plan Harmer. How to Teach

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Published by Gii Gamarra

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Published by: Gii Gamarra on Jul 06, 2013
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11/29/2013

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PLANNING LESSONS

REASONS FOR PLANNING For students: • A plan shows that the teacher has devoted time to think about the class. • It suggests a level of professionalism and a commitment to the kind of research they might reasonably expect. For teachers: • A plan gives the lesson a framework, an overall shape. • It has a destination which teachers want their students to reach, and some idea of how they are going to get there. In the classroom: • A plan helps to remind teachers what they intended to do. • Planning is important when a teacher is to be observed as part of an assessment or performance review.

doubts etc. Coherence means that the students can see a logical pattern to the lesson even when there are several activities. LESSON SHAPES A good lesson plan needs to contain a judicious blend of coherence and variety. On the other hand. . The ideal compromise. A lesson plan should be adapted when magic moments (unexpected language problems. good teachers need to be flexible enough to cope with unforeseen events since they should know that a lesson plan is not fixed in stone.) happen in order to avoid bypassing the moments and waste them because they weren´t expected to happen. is to plan a lesson that should has an internal coherence but which nevertheless encourage students to try different things. then.A PROPOSAL FOR ACTION Whatever lesson plans look like. variety allows the students to do different things as the lesson plan progresses. On the other hand. they should be used as proposals for action in order to teach the students what has been planned.

skills and language. we need to know how we and our students are going to do it. level. How does it work? • When we plan an activity. cultural background and individual characteristics and individual differences in learning style. 2. How long will it take? • We should at least try to estimate how long each activity will take (based on our experience and knowledge of the class. Who exactly are the students for this activity? • The students’ age. What do we want to do and why? • We have to decide what we want to do in the lesson in terms of both activities. 1. 4. . 3.PLANNING QUESTIONS Teachers will be answering seven fundamental questions when they decide what activities to take to a lesson. • We also need to know why we want to do it.

The format of a lesson plan can vary according to the teacher and the activities he or she is going to . • It is also important to consider the physical environment of the classroom.5. a CD or tape player. What might go wrong? • If teachers try to identify problems that might arise in the lesson. How will it fit in with what comes before and after it? • The point of answering this question for ourselves is to ensure that we have some reasonable vision of the overall shape of our lesson and that it is not composed of unrelated scraps. an overhead projector. What will be needed? • Teacher have to decide whether they are going to use the board. a data projector. PLAN FORMATS. they are in a much better position to deal with them if and when they occur. etc. 6. 7.

such as “students look through the pictures and match them with phrases”. We will also include the actual procedures. 6. 3. Material to be used in the lesson: especially when they are to be observed. the following elements are usually included: 1. Extra activities/material (just in case): many teachers make a note of extra activities they could include if things go quicker than anticipated. 4. frequently we include the time as well. Procedure: this section can include patterns of interaction. 5.do. However. Anticipated problems: teachers frequently make some kind of a list of potential difficulties and suggestions about what to do if they arise. teachers attach . Description of the students: this includes from a general picture of the group to detailed descriptions of individual students. Aims and objectives: we generally say what we hope to achieve and the more specific we are the easier it will be for us to see whether or not we have achieved those aims. like students-students. etc. in some form or other. 2.

PLANNING A SEQUENCE OF LESSONS We have stressed the need for variety in classroom activities and teacher behavior as an antidote to student (and teacher) boredom. they are likely to be less motivated than if their curiosity is aroused. students may feel less enthusiastic about today’s lesson if it starts with exactly the same kind of activity as yesterday’s lesson.examples of the material they are to use with the students to their plan. Students will want to see a coherent pattern of progress and topic – linking so that there is a transparent connection between lessons. Sameness. Two dangers may prejudice the success of a sequence of lessons: Predictably. . The purpose of a plan is to be useful as possible to the people who are going to use it. if students know exactly what to expect. This is what should guide the form in which teachers put their thoughts down on paper.

Perhaps the most important thing to remember. When we evaluate lessons or activities we need to ask ourselves questions such as. The need for both coherence and variety is just as necessary in multi – lesson sequences as it is in single lessons. Over a period of lessons students should be able to see some interconnectivity. an ideal multi – lesson sequence has threads running through it. These might be topic threads.According to Tessa Woodward in her book on planning. is that a long teaching sequence is made of shorter sequences which are themselves made up of smaller sequences. in other words. rather than a random collection of activities. however. Was the activity successful? Did the students enjoy it? Did they learn anything from it? How could the activity be changed to make it more effective next time? . AFTER THE LESSON (AND BEFORE THE NEXT) Evaluation of how well things have gone is vital is our lesson are to develop in response to our student’s progress. language threads or skill threads.

Another thing that teacher do is keeping journals in which they record their thoughts about what happened as soon as possible after the lesson has finished. Good teachers also need to assess how well their students are progressing.One kind of data which will help us evaluate lessons and activities is feedback from students. . You can ask them simple questions such as. Did you like that exercise? Did you find it useful? And see what they say.

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