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5 advanced lesson planning

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5 advanced lesson planning

  1. 1.             1   ©  International  House  World  Organisation  written by Diana England                             IH  CAM     INTERNATIONAL HOUSE CERTIFICATE IN ADVANCED METHODOLOGY Module 5: Advanced Lesson Planning Pre-session tasks: 1. Read the statements about lesson planning and lesson plans in section 5.1 and complete the set task. 2. Read the lesson plan procedure in section 5.2 alongside Inside Out Advanced (Heinemann, 2001), Unit 8, pp 69-72. What are the good points? What doubts do you have? Why? What might you change or include instead / as well? 5.1 Task: Statements about lesson planning and lesson plans Write a cross on the line to show how true each statement is for you. a) I spend about the same time preparing a lesson as I do teaching it. |_________________________________________________________| Absolutely true! Not true at all! b) I write down concept questions on my plan. |_________________________________________________________| Absolutely true! Not true at all! c) I write down instructions for activities and exercises. |_________________________________________________________| Absolutely true! Not true at all! d) It’s enough for me to note down the different exercises and activities I’m going to cover. |_________________________________________________________| Absolutely true! Not true at all! e) I have no problems estimating timings of activities. |_________________________________________________________| Absolutely true! Not true at all!
  2. 2.             2   ©  International  House  World  Organisation  written by Diana England                             IH  CAM     f) I sometimes find I’ve run out of time for the final speaking activity or more creative work in a lesson. |_________________________________________________________| Absolutely true! Not true at all! g) My approach to planning hasn’t changed much since I started teaching. |_________________________________________________________| Absolutely true! Not true at all! h) I’m quite happy with the way I plan my lessons and write my lesson plans. |_________________________________________________________| Absolutely true! Not true at all! i) My DOS / other teachers have commented on the style and level of detail in my plans. |_________________________________________________________| Absolutely true! Not true at all! j) I write more detailed plans when I’m being observed because that’s what’s expected. |_________________________________________________________| Absolutely true! Not true at all! 5.2 Lesson plan using Inside Out Advanced Unit 8 (Heinemann, 2001). What are the good points? What doubts do you have? Why? What might you change or include instead / as well? Lesson Aims: a) Clarification and contextualised practice of ways of making predictions and assumptions using ‘will’. b) Clarification and practice of adverbs used with ‘will’ structures for predictions and assumptions. c) Remedial practice of weak forms, contractions and sentence stress with ‘will’ structures for predictions and assumptions. d) Development of speaking skills – agreeing and disagreeing.
  3. 3.             3   ©  International  House  World  Organisation  written by Diana England                             IH  CAM     Stage/Time Procedure 1. Recap from last lesson 5 mins 1. Pairs remind each other about the newspaper article on Prof Stephen Hawking’s predictions from last lesson. 2. Monitor and then conduct open-class summary 2. Clarification of uses of ‘will’ from the text. 10 mins 1. Hand out sentence slips of paper of predictions (taken from p.70 Close up ex.1) to pairs and get sts to read through them. 2. Hand out the five verb patterns on separate slips to each pair and get them to match them to the seven predictions. NB: there will be two predictions for some verb patterns. 3. Provide open-class feedback e.g.: T: will + infinitive St: We won’t colonise Mars … Focus on pron e.g.: we’ll have / won’t / will have been 4. Ask sts when we use will + infinitive (personal prediction about future, not necessarily based on present evidence). 5. Pairs continue deciding on meanings for each verb form, referring to example predictions. 6. Open-class feedback using OHT 1. 7. Hand out table from OHT 1 and get sts to complete the missing verb forms in the sentences. 8. Refer sts to sentences on p.70 Close up ex.1 to check. Direct them to p.72 Language Reference which they should read at home.
  4. 4.             4   ©  International  House  World  Organisation  written by Diana England                             IH  CAM     3. Clarification of word order of ‘probably’ and other adverbs with will / won’t 5 mins 1. Board: probably 2. Sts add in ‘probably’ to each prediction in the most appropriate place. 3. Provide open-class feedback will + probably - affirmative sentences probably + won’t - negative sentences NB ‘He’ll have probably eaten already’ is also possible. 4. Elicit what part of speech ‘probably’ is (adverb) Elicit other adverbs that could be used in place of ‘probably’ here? (definitely, certainly, possibly, surely) 4. Controlled practice - relating form to meaning 15 mins 1. Get sts to read instructions for p.71 ex 4. 2. Do (a) open-class as an example: By this time next week I’ll have taken five exams. (Prediction that will be accomplished before or at a specific future point) 3. Pairs continue, discussing form and use of ‘will’ for each sentence. NB: in some cases, more than one answer may be possible. You’ll need to be able to say what is the difference in meaning / perspective between each one. 4. Go through answers with whole group, checking concept and drilling pronunciation.
  5. 5.             5   ©  International  House  World  Organisation  written by Diana England                             IH  CAM     5. Get sts to read through the sentences again and change them so they are true for them. 6. As each st finishes, get them to say their sentences sotto voce to practise pronunciation. 7. Get sts to compare their sentences, not just reading, but speaking and listening as exchanges, e.g.: A: By this time next week I won’t have taken any exams. What about you? B: Me neither. I haven’t got any exams until June – thank God! As they work through the sentences, they should consider how similar or different their predictions are. 8. Monitor and then provide feedback on a) interesting points; b) good use of language; c) errors to clarify / correct. 5. Intensive reading for language use - Clarification and practice in making assumptions and predictions using ‘will’. 20 mins 1. Sts read through the text p.71 ex.6 and decide which assumptions about their English are true (mark with ) and which are false (mark with X). 2. Put sts into new pairs and get them to compare their answers. 3. Board: past present future combination of times. 4. Elicit / decide which ‘will’ forms refer to which times open-class. 5. Tell sts that in a minute they’re going to write some assumptions and predictions about someone else in the class. I’ll tell you who to write about, but it’s a secret. 6. Ask sts to look at the verb phrases and time expressions in the boxes in ex.8 which they can use in their sentences.
  6. 6.             6   ©  International  House  World  Organisation  written by Diana England                             IH  CAM     7. Get sts to look at the way these have been used to make example sentences about Maria. 8. Hand out slips of paper with a st’s name on to each st. Allow 7 mins to write their sentences using You’ll / You probably / definitely (etc) won’t instead of he / she. Monitor and provide help as necessary. 9. Tell sts to go and sit next to the person they have been writing about. Get them to read out their sentences, if necessary justifying opinions and saying if the assumptions and predictions are correct or not. 10. Conduct open-class feedback: how correct were you? Was your partner happy about your predictions? Why? Why not? 6. Setting up homework 5 mins 1. Direct sts to the Language Reference box p.72 to re-read, plus workbook pp.41-42 Grammar exercises 1, 2 and 3. 2. Do an example of each exercise in class to ensure everyone understands what to do.

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