—_ ~~ 8 Lesson planning 1 Different jobs - different plans ‘1a_ Order the following jobs according to the proportion ofthe job which s given over to planning (most planing 5 least planing). doctor i ‘armechanie - psychologist ‘company manager English anguage teacher ; ‘1b Spend a minute thinking about how the planning oad might change for English language teachers overtime. Share your ideas with others. _l lfT EFT E HFT __FEFT 2 Some pointers about planning 2a_ Ben has just begun a teacher traning course. Look at his notes below from his traning session on planning, Has he noted everything down correcty? Make any necessary changes LEED DER AARADAAAAMAS YE Pekeeeeeeereretes 4 Decide whether the learners wil be weking alone, in pars or in F ps fer each teak 2 Estimate how long each tase wl take, 3 Be clear about what 5 Think about what learners have done in previus lessens and, whet they do in future ones, asks in a 3. Some teachers’ views '3a__Match the opinions about planning 1-8 with the rationals 2-8 1 drit nays doa detailed plan, but always keto write ‘own my aims and objectives 2 My lesson plans are ike rough sketches ofthe lesson 3 only ever plan half my lesson 4 ust write down key things that know willbe fc for example, vocabulary conceot checking questions 5 |justfollow what’ inthe coursebook 6 {try tomake sre have the right amount of material or thelesson 7 Lowite down the lesson stages on stcky notes and Sometimes move them around ring the lesson 8 Lite up the steps ofthe lesson onthe boat for learners. ‘3b Which ideas are closest to your own opinions bout lesson planing ona daly basis? 2 Each of Ben's noes relates toa component ina formal lesson plan. Match the notes from 2a with the components below. 2 Main an subsea lesson aims Timetable Antipated problems and solutions 4 Materials and resources Language anaysis 1 Class roe Procedure fy nteracion F Timing 2e Discuss these questions: 41 Wy is itusefl to write foma lesson Plans when you ae larring tobe a teacher 2 Inwhat other contexts can they be elu? indicat think of hose things 0 my feet. “They usualy nit reassuring to know where the lessons heading "ike to have a car idea of where im heading inthe {never know what’ going to happen with the learners and ike tobe able to respond them. "ike to be flexible about the cre of asin a lesson, Its notealstic wo plan in alot of detail when teaching fulttme "hate the feng that might un out of tings todo, | dont se the needto reinvent te whee! 32 Teacher Training Essentials QUERIED © Cambridge University Press 20108 Lesson planning 4 Getting it in the right order 4a. Answers D in small groups, learners discuss extreme sports they would keto try. Operas feedback G Teacher explains that learners are going to read a text about an extreme spor B Teacher shows a picture to elit, check and dil harness and rip cord E Teacher sets comprehension task on writers oveal feeling about his extreme spor experience. Learners read and check answers in pairs. Teacher conducts feedback. ‘€ Teacher hands out ten TRUE/FALSE questions. Learners read, answer questions and then check in pairs, Teacher conducts fedback [A Teacher asks learners to take tuns imagining they are the writer and explaining the ump to their friend, Teacher monitors and notes down key errors F Teacher writes up erors onthe board and corecs examples of eamer language from the ole play. ‘Al For the lesson plan above, choose the best wording forthe aim ofthe lesson rom the choices low. 41 To provide gist and close reading practice: to provide spoken fluency practice 2. By the end of te lesson leames wil have had alook ata ‘exon parachuting. They wil have also done aoe play Using information fom the article 1 Learners wil rea a text about a parachute ump which ‘wilthen be flioned bya role pay anda ite bio! ‘orectionofiish 4 To provide git ana close reading practice ofa rarative {ex to provide spoken fuency practice inthe context of ‘dscusion anda role play. By the end ofthe lesson learners will ave done some reading and abit speaking. ‘4€_Whatis the problem with the wording of the other aims in 4b? The list below shows typical problems wit the ‘wording of aims. Mate them to the incorrect ams above {8 The sim describes the task but doesnt stat the aim, 'b Theis not enough nfrmation about the context ofthe language. {© Theaim is vaguely worded and doesnt contain enough deta, 4. The aim does include enough linguistic information. ‘Some more aims Decide whichis the best aim ofthe thre options in 1-5, 1 2 To provide eames with the opportunity of taking about their childhoods and ter past habits 'b Tofocs leamers onthe structure used to and to give them contol practice ofthis target language forthe as. To-day and provide controled practice of wed toto talk abou past cldhood habits. 5a 2 By the end of he lesson leamers wil ead a newspaper atc andthe wll ues the meaning of new words in ‘context. bb By the end of he lesson eamers will have practised and Geveloped awareness of reading to infer the meaning ot Lnfamiar vocabulary in newspaper artls, «By the endf the lesson earmers wil have understood ‘aespaper article anda the wors nana became ‘are of how to do 3 Forleamers to understand the meaning and pronunciation oes assacated with chen utensis land o practise the target vocabulary ina cooking ole ly 1b Forleamers to do a cooking role pay and use words to a with kitchen uteni € Forleamers to use a picture chart focus on lexis used totalk about hitchen utensis and practise it 2 To-ary out some tur‘akng silsn spoken language in the context ofa business meeting, 'b To aly turstaking and speakngin a meting To ighighttur-taking sls sed inte context of the spoken interaction ofa business meeting. By the end ofthe esson eames wl have developed ‘avareness of and practised intonation used to indcate Suprise when responding to unexpected news 'b By the end af the lesson lamers wll have leant surprise «By the end ofthe lesion lamers wil steno etonation to show surprise and they wil have responded to some Supising news themselves, What three diferent ways are use to word aims? What way do you prefer? Why? Teacher Taning Essentiats QUERIED © Cambridge University Press 2010