Harmer , Chapter 21

 Craig Thaine (1996) vs.

Rinvolicri (1996)
 “Whatever our reaction to the planning paradox, however, the fact remains
that most teachers do think about what they are going to teach before they
go into the lesson.” (Harmer, p. 365)
 Unprepared teacher ~ jungle path lesson/teacher
 Magic moments: unexpected interests ~ golden opportunity for real
communication
 Sensible diversion: ideal moment to work on arisen language
 Unforeseen problems: the plan become boring?

Careful preparation
Every minute of
leads to student
the school day is
and teacher
vital for students to
success.
progress and grow!
 Student needs
 Chapter 7: describing learners
 Need analysis

 Making the plan

 Syllabus type (check some EFL textbooks’ table of content):
 grammatical syllabus
 functional syllabus
 situational syllabus
 lexical syllabus
 Lesson stages
 AIMS
 CLASS PROFILE
 ASSUMPTIONS
 What students know and can do? What would they have done? What should be
done?...
 PERSONAL AIMS
 In this lesson I’m going to try to give clearer instructions
 In this lesson I’m going to try to use a powerpoint presentation to instroduce a
grammar point.
 SKILL AND LANGUAGE FOCUS
 What structures/pronunciation items/vocab items/functions?

 TIMETABLE FIT
 What happens before and after the lesson? (see example below)

 POTENTIAL LEARNER PROBLEMS AND POSSIBLE SOLUTIONS

 SUCCESS INDICATORS
 As you plan, what materials will you need?
 Can the school provide the materials?
 Can you provide the materials?
 Can students provide materials?

Have materials available that everyone needs: pencils sharpened, paper,

colored paper, scissors, glue, markers, sticky notes, etc.
 Modeling
 Running through an example yourself in front of the group, before asking
them to try it themselves
 Worked examples
 Providing samples of pre-completed tasks for them to compare their own
work against
 Scaffolding
 Giving structured steps for students to complete – breaking a task down into
manageable chunks
Are all students able to demonstrate that they have mastered the objectives?

 Formative assessment:
 group presentations, students practicing math problems, students following lab
procedures, students putting together components of the whole…during the class
period.
 Summative assessment:
 By the end of the period or time allowed, have students learned the objectives?
 How do you know?
 Provide a rubric so students know the expectations.
 Modify assessments to meet student needs.
 Evaluations can be holistic or specific.
Warm Up and Motivation should take up about

15%
of your class time.

The teacher and students both talk in this segment.

12/25/21 18
Presentation of new materials should take up about

15%
of your class time.

The teacher does most of the talking in this segment.

12/25/21 19
Controlled practice of the new material should take up about

25 - 35%
of your class time
The students do almost all of the talking in this segment.

12/25/21 20
Application real-life practice of the new material should take up about

25 – 35 %
of your class time.
The students do all of the talking in this segment. Assignment of
homework and a wrap-up should follow.

12/25/21 21
 Maslow’s Hierarchy of Needs must be met for learning to occur.
Center for Teacher Certification at ACC
1. Sit in a group of #. This is your home group. Your home group’s task is
to compare 2 EFL lesson plans.
2. Break your home group into half. Form a new group with the half of
another group. This is your expat group. Compare your results of
discussion from (1).
3. Come back to your home group and share what you have learned from the
expat groups.
4. Which lesson plan do you like more? Why?

Training Guide Session III 12/25/21 25