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'TIME-TABLING AND LESSON PL-ANMNG

LESSON PI-ANNING: WHATS REOUIRED IN TEACHING PRACTICE

A lesson plan should contain notes under the following headings:

1. 2. 3. 4.

LEVEL
Beginners, Elementary, Early / Late Intermediate, Advanced.

NUMBER OF STUDENTS
plays, etc.

EXPECTED ,

lmportant when planning group /pair work, getting photocopies, organising role

TIME
The length of the lesson.

TIMETABLE FIT
Links to previous lessons, and to succeeding lessons.

5.

AIME
What you intend to teach the students. All lessons should include some input (structure/function/vocabulary) and some skills work.

'*g. i) to introduce and givg controlled or.al practice in 'going to' + infin. for 'future of present intention'. ii) to practice the functioh: 'asking/talking about future plans'. iii) to - give students practice in gist-listening via a taped dialogue. iv) to provide further practice of 'going to' via intensive listeninq to dialozue. v) to praciice/revisE countables/uncountables/holiday vocab.
(contained in dialogue). The tirst aim listed should be the main aim
6.

ASSUMPTIONS
Specify briefly what language the students must know (to whatever level) without which you could not achieve your aims.

7.

ANTTCIPATED PROBLEMS
These are specific things you expect -the all or some of the students to haveproblems meaning of new L?nguage; form (including with: concept - underftanding syntax qnd phonology); skills eg. students may still adopt a word-by-word approach to rea{ing texts; group dynamics.

8.

AIDS List any tapes, visual aids, handouts, realia you intend to use.

9.

PROCEDURE

Copyiglu

This is a step bv step but brief description of the sJagps.of thglptsoq. label each stige clearly, riat* iis aim(s), and incJlude an estim.aled tirning. ,A les-stln plan is a wo;king doiument, Set it out so that you can use it as you teach,. and also so that an ossErver can follow ihe lesson. include diagrami of your board work and master copies of any hnrtdouts. 99 Interauiorul Teaclvr Training Inrtitute

TIMETABLING AND LESSON PI^A,NMNG

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LESSON PI-ANS - some extra things to note

1.

new language I-nclude concept qBestiglLs on your lesson ptans wtle^1 presenting ^check understanding' ii;. i;;rffirur"s, tuncrio"r uni vocabulary) so you can

Write vour marker sentence on your lesson plan, marking stress and intonation patterfis, and comment on problems of form and pron.

eg.

MS = He must have been drunk Form = must have + past particiPle

Llqtil,Ht: i",:p
3.

so that write on your lesson plan how lo^ng you. intend to spend on each activiw whole tlie spend yo,l there is time for all the stages of your lesson 9g. lo .dontt take a usually stages this: about 65* a.ii"g i"ii fintiorf.O Fiu.ii.'.. be ieatistii

':ii;ffiffi3;?T1,t

>v br n t

bit longer than you exPect.

4,

Mark the stages on your lesson plan eg. when presenting new language: Getting across meaning Highlifhting forry and Pron. Controlled practice kss controiled practice Freer practice /f ersonalization f cr eative $iss out aqy

t
t

st

age

so that you,dqn't

o,f the stages, and so

that

the conlroled + lels iontrolied + freer practice stages stage on the lesson Plan too.

frl

5.

Write on your lesson plun beside each stage what kind of interaction is taking si dtoup work, so that there is change of place in the ffi;;;. f:; ilSi.J
tocus in the lesson.
students when dealing with skills, write down how you will ptgp3le 4nd intprest for these actiiities, how you will set up the role-play, etc'

6.

7.

Board work
example

Oitticuri uoiub, will write down as a written record.

sentenc;i;

- tables, word stress, Sentence stress, rules of form, headings'

.tc. In other words, anything the students

8. 9.
1.0.

Comprehension questions eg. pre-set questions for reading/listening' Instructions.

Questions to elicit contributions from students.

At the pre-lesson THINKING

IT'rHBeuQtl

srage, check on the following:

t.

What is the students' contribution at each stage?

2,
3.

What

iS

the teaeher'S role at eactr $tage

"

c0rrsctor?

;l;llff1i"t
resource?....

Can the stutlents be more involvecl at each stage?

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TIME'TABLING AND LESSON PI.J.NMNG

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SAMPLE LESSON PIAN

Aim
Aids

To introduce and give practice in the Present Perfect (indefinite time)

and to contrast its form and meaning with the Past Simple (detinite time).

Text (for reading), board, written exercises, pictures. NB: the text is not provided with this sample plan.
Elementary /Early

I-evel Time .'

Anticipated
Problems

Intermediate.

30 minutes Students' own language (eg. French/Spanish) continue to interfere with appreciation of meaning, ie. J'ai we = I have seen agd I saw.

Assumptions
PROCEDURE

The Past Simple has been introduced and extensively practised already.

A. B.

PERSONALISATION
Students to relate the most important experiences of their lives, When was it? Where was it?

GUIDE TOhEANING

i) . Set up.situation. Alfred Jones (picture). ii) Write up on boald: Alfred Jones visited Germany in 1936.
frf. : ::*,l.,&,,*$0.,,,
of meaning

*:.T l'"::TJ

: ;:: : ::' :J

fi

an, e,,,

C. D. E,

HIGHUGHTTHE FORM
Tell students the "ruIe". Write it up on the board.

INITIAL PRACTICE

l::3T3.1'r*f ih,fi:fl i"i;T',lll(l:,oot?fi'L:#gT"lT,tllPresentPerrect

SECONDARY PRACTICE
Exeroise to follow (see text, part 2). (This exercise required students to create sentences based on the text, using the appropriate tense). Students in (different) pairs

F.

INITIAL/GUIDED CREATIVITY
Elicit a dialogue OR Written exercises with gaps OR I^anguage laboratory OR
etc

CopSright International

Teacler'Iraining

Instiure

101

TIME'TABLING AND LESSON PI-ANMNG

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TASK:
Aims:

To teach 'used to' a continued habit eg. He used to work in an office To introduce the inverted question form and practise short alrswers eg. Did he use td work in an office?
Intermediate Pronunciation of 'used to' /3u 'sbf = lJse to' and lrsed to'

Irvel:

Problems:

Assumptions: Students already know the simple past

PUT THE STAGES INTO A LOGICAL SEOUENCE:

Drillinq
He used to drink champagne

/ J r,r;st+ d.

u k/

He used to eat caviar Decontract, highlight form, chorus and individual repetition, correction as above.

Encoulage studeqt to efiend vertically - their own examples about Jim eg. He usedto live in a big house etc.

nCan you think of ths question?" Teacher: 'ilnisten - Did hc use to drink chqrrnpagne?" Listen, chorus, infividual drill:

Introduction ollh.o Oucstisn

Student: Question above nYes, he

Teacher: did" Student - student question and answers and across the class in pairs.

Personqlization - Tell me about what you did at school

Concept 9ueqlions (throughout) Docs he drink champague now? Why? Did he drink it before? How oftsn?

Presentation

'

Picture Jim

tt uttifiilJl:r,

he drink now? Before he was vcry rich (elicit through mimc) What did he eat/drink?

Once or often?

Doard: Reading: Writing for reinforcement

He used

to

drink champagne
eat cavtar

live in a big house drive a Rolls Royce travel round the world but he doesn't now because he's in a prison I

Fxjefto
$g.

Hl

'hccauso' r ilpntatly link word ';l to clrink champagt ;ritt he doesn't now. lvater because he
al'

'1,
nri
te

He

drt;,,
n

prison,

h p,1r ght I nl ernqtio

I'eac her' I ra in in g I rct

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