Lesson Planning at The Anglo

Dirección Académica 1
 Agenda

1. Approach at The Anglo

2. Setting objectives

3. Paradigms in ELT

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 Approach at The Anglo

The suggested approach at the Anglo

should aim to providing a learner-driven
interactive environment focused on an
integrated and balanced development of
the language systems and 4 skills, within
a cultural framework of the UK and world
English.

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 Lesson Planning

• What is the importance of lesson planning?

• What’s our teachers’ current situation

regarding lesson planning?

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 Bloom’s Taxonomy
• Bloom – 1956
• Revised by Anderson and Krathwohl - 2000
• Names changed but ideas remained.
• Evaluation & Synthesis were swapped.
• Each English Level take different cognitive
domains.

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 November 2014

Low Order Thinking Skills High Order Thinking Skills

Knowledge/ Comprehension/ Application/ Analysis/ Evaluation/ Synthesis/
Remembering Understanding Applying Analysing Evaluating Creating

Useful stems to state expected outcomes:

By the end of the lesson, students will… In this part of the lesson, learners will… Throughout the lesson, students will…
For learners to… By means of… By …(-ing)
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After Bloom’s (1956) and Anderson & Krathwold (2000)
A.C.L. (2014)
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Taken from: Jeffery, P. Lloyd, M. & Goldstein, B. (2009)New Framework 4 Student’s book. Santillana Education, S.L./ Richmond Pubishing
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 Expected Outcome

By the end of the lesson students will be able to

role-play (simulate) a conversation in which
they will have to deal with communicative
problems and report on the experience.
Students are expected to use some vocabulary
related to body language in conversation.
 Other aims?

Students will (independently) have to test their

strategies to infer and associate meaning from
context and make use of this knowledge.
Sequences (Paradigms)

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 Presentation Practice Production - Advantages

• Immediate production
• Easier for less experienced teachers
• It is predictable / learners feel secure
• It is good for lower levels
• It has clear staging for learners
• Learners can see the purpose of practice and presentation
and how it relates to their needs
• The teacher can respond to their learners emerging needs
• It makes teachers feel more confident
• It has a clear accuracy stage which meets expectations

PPP 15
Presentation Practice Production - Disadvantages

• Teacher-centred
• Restricted to sentence-
based production
• Structural-situational in
nature
• It ensures accuracy over
fluency
• Learning is linear
• Shallow-end to deep-end
approach.

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Teaching Receptive Skills

Pre, while, post

Top-down approach

Bottom-up approach

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 Teaching Productive Skills

Input -> Output

Writing: Process vs. Product

Speaking: Controlled vs. Free

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 Suggested Sequence of Unit 10 (pages 90 & 91)

Lead in Focused Comprehension Feedback Outcome Feedback

Listening 1 & 2 Task Speaking 1 & 2
Listening Listening 4 & 5
Task
Listening 3
Link to
Vocabulary
Task
Option: Use the
transcript

Vocabulary
Tasks
Learning Vocabulary 2 & 3
to Learn
Zoom In
Monitor
and
Feedback

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Adapted from: Harmer, J (2007) The Practice of English Language Teaching. Pearson Education Limited
 Task-based Learning - Advantages

• Promotes purposeful communication

• It creates a genuine desire to communicate
• Some learners may find it quite motivating
• It allows integration of skills
• Promotes fluency and accuracy in different stages
• Provides learner with plenty of opportunities to use the
language
• Appropriate for higher levels
• The process of task completion is seen as beneficial for
language, personal and intellectual development

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 Task-based Learning - Disadvantages

• Task completion depends upon the learners’ language ability

(or the teacher’s ability to set tasks)

• The procedure may be time-consuming

• The range of motivating tasks may be limited for lower levels

• Probably not suitable for all learning styles

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New Formats!
 Your turn!

Using the the following lesson in

Unit 10, pages 92 – 93, plan the
class using the Anglo Lesson Plan
format, taxonomy and materials.
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