Professional Documents
Culture Documents
Planning
Lcdo. David Estrella I., MBA
Ing. Juan Carlos Delgado V., CELTA
What is a lesson plan?
• It’s the framework for my lesson.
• It’s the map I follow during class.
• It’s a pain in the neck.
• It’s the product of my thoughts about the
class to give and what I hope to achieve.
Why planning?
• Planning helps you to reduce uncertainty
or panic and gives you confidence and
clarity.
• It reminds you to prepare materials
beforehand, and makes it easier for you to
organize the time and activities flow in
classes.
Why planning?
• For students, evidence of a plan shows
them the teacher has devoted time to
thinking about the class.
• It is a way to help gain the respect of
your students.
• It suggests professionalism and
commitment.
Why planning?
• Planning ensures that the class you are
teaching gets a balanced mixture of
different materials, content and interaction
types.
• Planning helps you to develop a personal
style.
Planning the class
1. How long before a specific lesson do you
plan it?
2. Do you write down lesson notes to guide
you?
3. Do you rely on a lesson format provided
by the Teacher's book?
Planning the class
1. Do you write down your objectives?
2. Do you actually look at your notes during
the lesson? If so, rarely? occasionally?
frequently? Why?
3. What do you do with your
lesson notes after the
lesson?
What to consider?
NGAGE
TUDY
CTIVATE
What to consider?
• Engage: get the students interested in
the class and hopefully enjoying what they
are doing.
• Study: it is a focus of language, such as
grammar or vocabulary and pronunciation.
It does not have to be NEW
language input.
What to consider?
• Activate: the students do writing and or
speaking activities which require them to
use not only the language they are
studying that day, but also other language
that they have learnt.
Aims
• Think about your aim as your mission.
• Your lesson plan should be aim driven.
• They are “why” we teach.
• Each lesson has a main and subsidiary
aim.
• Each stage in the lesson
has a specific aim.
We’re doing unit
3A. It’s about
Present Simple
We’re going to
practice
Present Simple
We’re going to use
Present Simple in
positive sentences
and wh- questions to
talk about daily
routines
We’re doing unit
3A. It’s about
Present Simple We’re going to use
Present Simple in
positive sentences
and wh- questions to
talk about daily
routines
We’re going to
practice
Present Simple
What are the aims of 3A?
• Main aim: Grammar input; present simple
positive sentences and wh- Qs to talk
about daily routines.
• Subsidiary aim: Reading skills; reading for
specific information or vocabulary; daily
routines.
How do we define the aims?
• Main aim
– The point where you will spend the most
time during the lesson.
• Subsidiary aim
– The next important point in your lesson.
Both aims depend on what
is necessary for the student
to learn.
What is the main
aim for this lesson?
And the
subsidiary aim?
When do we write the aims?
a. Immediately when we start writing the
lesson plan.
b. After you’ve pondered on what part of the
lesson you’ll dedicate more time to.
c. Only when you know you’ll be observed.
d. All of the above.
e. None of the above.
Are my aims correct?
• Your aims should answer:
– Why are we going to do the lesson?
– What is the learning purpose of this
lesson?
What are the stages in a
lesson?
• Warmer
• Contextualization
• Pre-teach vocabulary
• Reading / listening
– For gist
– For specific info
What are the stages in a
lesson?
• Language/Lexis input
• Controlled practice
• Freer practice
Warmer
• A warmer is a short activity that demands an active
involvement from the students. We use warmers at the
beginning of lessons for a variety of reasons. Firstly and
perhaps most importantly to get the students going at the
beginning of the day or the beginning of the lesson, to
warm them up just like an athlete would warm up before
their big race. Also it gives the students a chance to
switch on to using English, to get their brains ready to
use a different language.
class.
Procedure
• Each and every activity – no matter what
type!!! – is always divided into three parts:
• Set-up.
• Student engagement.
• Reportback / Feedback.
Procedure
• Include these three pieces of information
at all times:
– Activity instruction.
– Interaction pattern.
– Teacher’s behaviour.
Activity Instruction
• It tells you what the activity’s instruction to
be followed is - the same one as the
book’s rubric.
T charms ss.
Keeps job.
Ensures good evaluation.
Makes Emma and Paulina
happy ☺
Bibliography
• Ur, Penny; A course in language teaching:
Prcatice and theory. CUP; 1999
• Woodward, Tessa; Planning lessons and
courses; CUP; 2009.
• Robertson, C.; Acklam, R.; Action plan for
teachers; BBC world service, 2000
• Harmer, Jeremy; How to teach
English; Longman 2001.
Bibliography
• Spratt, M.; Pulverness, A.; Williams, M.;
The TKT Course; Cambridge ESOL; 2003
• Heath O’Ryan, Jáem; The CELTA Course
handouts; 2007
• http://www.teachingenglish.org.uk