PRE-TEACHING AND EVALUATION Lesson 3

Aims of the class: Main aim: To identify the different components of a lesson plan Subsidiary aims:

To review types of aims

To match lesson summaries with lesson aims To match headings with procedures To complete information on teacher notes To match stages of a lesson with subsidiary aims.

REVIEW: IDENTIFY THE AIM FOR EACH LESSON SUMMARY

1 Learners put jumbled sections of a text in order. The teacher focuses on conjunctions, time expressions, pronouns, etc. Learners make notes on a similar topic, and then they produce a similar text. A To raise awareness of how to join sentences and paragraphs. B To train learners to learn autonomously. C To revise and consolidate vocabulary 2. Learners look at a town map and discuss the best route from the station to the hotel, then they listen to a conversation on a cd and compare their route with the one from the recording. A. To give learners oral fluency practice. B. To review and consolidate vocabulary. C. To practice listening for detail.

3. In pairs, learners read different texts about soldiers duties , and then they exchange information about them. Pairs work together to complete lists of rules for soldiers, using must, should, doesnt/dont have to. A. To review and consolidate vocabulary. B. To revise and practice modal auxiliary verbs. C. To practice writing for a communicative purpose

4. Learners brainstorm vocabulary and ideas on the topic, and then in groups they draft the text for a leaflet to advertise their town to tourism. Groups then exchange texts to make corrections and/or suggest improvements.

A. To revise and consolidate vocabulary. B. To give learners oral fluency practice. C. To practice writing for a communicative purpose.

5. Learners listen to a dialogue and identify the tense the speakers use to talk about future arrangements. The teacher checks understanding. Learners do repetition drills, and then they practice using the structure in a guided role-play.

A. To practice listening for detail. B. To present and provide controlled practice of the present progressive.

C. To give learners oral fluency practice.

6. Learners work in large groups to brainstorm ideas on different roles, and then they form new groups for a role-based discussion. The teacher monitors the discussion. A. To give learners oral fluency practice. B. To revice and consolidate vocabulary. C. To train learners to learn autonomously.

COMPONENTS OF A LESSON PLAN

A lesson plan is a set of notes that helps us to think through what we are going to teach and how we are going to teach it.

It also guides us during and after the lesson.

We can identify the most important components of a lesson plan by thinking carefully about WHAT we want our learners to do and HOW we want them to do it. The main components of a lesson plan show us what the lesson is for (the aims) and what the teacher and the learners will do during the lesson and how they will do it (the procedures). Other components help us to think about possible problems and remind us of things we need to remember about the learners. So, a lesson plan is like a road map or a series of road signs, i.e. Something that shows us where we are going and how we are going to get there although we may sometimes find that during the journey we have to take a different route.

Here are some ways a lesson plan helps the teacher.

Writing down the aims and the procedures for each stage of the lesson helps us to make sure that we have planned the best possible sequence to enable us to achive the aims. The plan can also help the teacher to check timing the amount of time we plan for each stage and to check that the lesson is following the sequence we decided on. We can keep the plan as a record of what happened. Making any changes necessary to show how the lesson was different from the plan. We can then use the plan and notes to help plan the next lesson. (At this stage, the plan may be more like a photograph, a story or a summary, giving us a record of the lesson.)

Before the lesson

During the lesson

After the lesson

KEY CONCEPTS A lesson plan can include the following headings. LESSON PLAN HEADING

Level and number of learners Who we are planning the lesson for

Timetable fit
Main aim(s) Subsidiary aims

How the lesson is connected to the last lesson and/or the next one.
What we want learners to learn or to be able to doby the end of the lesson. Other things we wwnt learners to be able to do during the lesson because they lead to the main aim. Aspects of our own teaching we want to develop or improve.

Personal aims

Assumptions Anticipated language problems Possible solutions

What we think learners already know or can already do related to the aims. Things that learners might find difficult. Action we will take to deal with the anticipated problems. Useful reminders of things to take to the lesson Tasks and activities for each stage

Teaching aids, materials, equipment Procedures

Timing Interaction patterns

Length of time needed for each stage. Ways in which learners work at different stages, i.e individually, in pairs, in groups, as a whole class. Task the teacher assings learners to be done at home

Homework

It is always a good idea to anticipate possible problems and solutions, but in a revision lesson we may not need these headings. Also, we may not have personal aims for every lesson, and we may not always give learners homework.

It is always a good idea to anticipate possible problems and solutions, but in a revision lesson we may not need these headings.
Also, we may not have personal aims for every lesson, and we may not always give learners homework.

Decide which heading fits the description

Things that learners might find difficult.

A. Anticipated language problems B. Timetable fit C. Interaction patterns

Aspects of our own teaching we want to develop or improve.

A. Main aim(s) B. Personal aims C. Possible solutions

Useful reminders of things to take to the lesson A. Possible solutions B. Teaching aids, materials, equipment C. Subsidiary aims How the lesson is connected to the last lesson and/or the next one. A. Timetable fit B. Interaction patterns C. Teaching aids, materials, equipment Action we will take to deal with the anticipated problems. A. Anticipated language problems B. Possible solutions C. Homework What we want learners to learn or to be able to do by the end of the lesson. A. Main aim(s) B. Subsidiary aims C. Anticipated language problems Other things we want learners to be able to do during the lesson because they lead to the main aim. A. Subsidiary aims B. Main aim C. Possible solutions

KEY CONCEPTS

When we make a lesson plan, we need to ask ourselves how the procedures we have planned will help to achieve our aims and to make sure there are strong connections between the different stages. We also need to consider variety, i.e. how we can use different activity types, language skills and interactions patterns. Learners of all ages need different activities in a lesson, but this is especially important for younger learners. During the lesson we should teach the learners, not the lesson plan! We must be prepared, if necessary, to change our plan while we are teaching. If we have a clear plan, we will be more aware of what we are changing and why. We can introduce different possibilities in our plan, e.g. an extra activity to use if learners take less time than expected to complete a task, and this can help if we are not sure how well parts of the plan will work.

Aims of the class: Main aim: To identify the different components of a lesson plan Subsidiary aims: To identify and review types of aims To match lesson summaries with lesson aims To match headings with procedures To complete information on teacher notes To match stages of a lesson with subsidiary aims.

Lesson plan headings Timetable fit Main aim(s) Subsidiary aim(s)

Teachers notes 1D To follow on from work on past tenses and to prepare for the story telling project. 2 A To enable sts to use past tenses accurately and put events in order in simple narratives. 3 To listen to detail to a model story

Personal aim(s)
Assumptions Anticipated learning problems Possible solutions

4 E To make sure that board writing is clear and readable.

5 Sts can already form tenses accurately 6 Sts may use present tenses 7 C Use gestures to remind sts to use past tenses.

Procedures

8B Sts listen to the model story then in groups, plan and write their own stories.