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E T R C E AS T E R S C H O O L
EFFECTIVE LESSON
PLANNING
PRESENTER: STELLA GRAMA
“PROMETEU-PRIM” LYCEUM
CHISINAU, 2018
A LESSON IS...
2
3
A LESSON PLAN IS...
 a teacher’s detailed description of the course of
instruction for one class;
 a step-by-step guide that outlines the teacher's
objectives for what the students will accomplish that
day;
 a framework and a road map, which each teacher
will create using an individual style;
4
WHY PLANNING A LESSON?
For the Learner
A structured
lesson is easier
to assimilate.
Ss see teacher’s devotion
and well-organized work,
and have a model to
imitate.
For the Teacher
It provides record.
It helps keep a
good classroom
management.
It shows commitment
and professionalism.
It helps develop a
personal style.
5
WHAT MAKES A GOOD PLAN?
A judicious blend of:
COHERENCE – logical connection between separate
activities, smooth transition.
VARIETY – alternating activities (for a common
purpose) to meet various learning styles.
CHALLENGE – activities adjusted to learners’ needs.
FLEXIBILITY – the plan is not set in stone.
BALANCE – the lesson is a mixture of ingredients (right
dosage of techniques, activities,
interaction patterns, contents, etc.)
6
THE LEARNING PYRAMID
Activity
#2
Audio-
Visual
Practise
by
doing
Watch a
demo
Lecture Teach
others
Read
alone
Discussio
n group
How do
you
learn
best?
7
TELL ME AND I FORGET, TEACH ME AND I MAY
REMEMBER, INVOLVE ME AND I LEARN. /B. FRANKLIN/
8
Challenge is fun when... Challenge is Not fun when...
1.
2.
3.
1.
2.
3.
9
WHAT TO TAKE INTO ACCOUNT WHEN
DESIGNING A LESSON PLAN?
• age, learning preferences,
• prior knowledge, ability to work in
groups, special needs (if any).
Learners’
background
• CEFRL, National Curriculum,
• school standards, textbooks, etc.
The content to be
taught
• Audio-visual aids, web 2.00 tools,
class equipment,
school/library/community resources.
Teaching
aids/resources
10
WHAT DOES A LESSON PLAN
TRADITIONALLY INCLUDE?
11
THE KEY COMPONENTS OF A LESSON
PLAN
Front Page
Profile
Competence/s
Sub-competences
Learning Objectives
Methods and Techniques
Resources
Equipment
Lesson Development
Learning Objectives
Stages (Time)
Teaching-Learning
Activity
Resources
Methods and Techniques
Interaction Patterns
Evaluation
12
SUB-COMPETENCES VS LEARNING
OBJECTIVES
Competences
Listening
Speaking
Reading
Writing
Sub-
competences
Long-term
acquisitions
Learning
Objectives
45-60 min
13
SMART OBJECTIVES
Specific
Measurable
AttainableRelevant
Timely
14
BLOOM’S TAXONOMY
15
BLOOM’S TAXONOMY WHEEL
16
LEARNING OBJECTIVES. EXAMPLES.
17
1. Ss will practise the new vocabulary.
2. Ss will be able to make up a dialogue.
3. Ss will create their own dialogue according to the
model provided, using at least 5-6 key phrases.
4. Ss will make up sentences using Present Simple.
5. Ss will be able to use Present Simple.
6. Ss will apply their knowledge to make up their own
sentences (at least 3), using Present Simple.
7. Ss will practise the new grammar structure.
8. Ss will identify differences and similarities between
two places of interest.
WHAT IS THE FORMAT OF
A LESSON PLAN?
18
SAMPLE LESSON PLAN
19
1. ANTICIPATORY SET
• WARM UP. This is where you will introduce your
topic to the class. Audio-visual aids such as a music
video or games are excellent lead-in tools.
• It sets the mood for the rest of the lesson.
• It creates a relaxing and comfortable atmosphere for
students.
• It gives students time to “warm up” their brains
before switching to another language.
20
1. ANTICIPATORY SET
• ELICITATION. It basically means ‘extracting’
information. You can invent something unordinary to
grab students’ attention, e.g. simulating, role-playing,
etc. A good way to elicit information from the students
is to show them pictures, flashcards or a PowerPoint
presentation.
• It tests students’ current knowledge on the topic.
• It creates a lighter atmosphere in the classroom as it
draws the student in and builds greater engagement.
21
2. PRESENTATION
• This is the stage when you should use students’
current knowledge and introduce the class to new
vocabulary and key phrases or new grammar structures.
You can use presentations, pictures, flashcards, songs,
short movies, etc.
• It will help students learn the appropriate use of key
terms and phrases and how to use them in the proper
context.
• It will also broaden their current knowledge on the topic.
22
3. PRACTICE
• Students put into practice everything they have studied. The
best way to test their knowledge on the day's lesson is through a
worksheet. Another great tool is doing a role-play in which the
students can act out different social situations while using the key
phrases and vocabulary taught for the day.
• The activities done at this stage should be able to help sharpen the
four basic language learning skills.
• Get all the students involved and assist them where necessary.
• The more opportunities you provide, the better chance they have
to master the expected outcomes.
23
4. PRODUCTION
• The students will use the language in context, in an
activity/activities set up by the teacher who will be
giving minimal assistance.
• These assignments are meant to give teachers the chance
to determine whether students have truly mastered the
expected outcomes.
• Plan for tasks that you believe students can accomplish
without your guidance.
• Accommodations - differentiating instruction according
to students' needs. 24
*5. EXTENSION
• Students need to be provided the opportunity to extend what
they know (project, interview, writing a diary entry, vocabulary
journal, Power Point Presentation, survey, etc.).
• Extensive activities should increase the level of difficulty.
• This allows students to organize and reinforce what they have
learned.
• They are able to transfer their knowledge to new areas that are
still within the scope of the topic.
• The extension phase is a critical step that is often left out of
traditional instruction.
25
6. WRAP UP
• This can include summarizing the most important
concepts that were covered in the lesson.
• The key is to leave your students with an imprint of what
you hoped to achieve in any given lesson.
• The best way to end a lesson is to give students some
kind of review activity, so that they may see the progress
they have made in just one lesson. One of the most
common and easiest to implement is simply taking the
last 5 minutes of class to ask your students, “What have
you learned today?” 26
HINTS FOR LESSON MANAGEMENT
• Prepare more than you need.
• Decide which components of the lesson you will
sacrifice in case you run out of time.
• Keep track of time.
• Include timing in the lesson plan itself.
• When doing group work, give instructions and check
these are understood before dividing up or handing
out materials.
• Explain homework early on and give a quick
reminder about it at the end. Do not leave it to the last
minute! 27
RESOURCES
• https://busyteacher.org/16873-effective-lesson-planning-101-
6-easy-steps.html
• https://ep.jhu.edu/files/ep-blooms-wheel.pdf
• http://www.teach-nology.com/teachers/lesson_plans/
• https://www.tes.com/teaching-resources
• https://www.futurelearn.com/partners/british-council
• https://www.teachingenglish.org.uk/teaching-teens/resources
• http://www.cambridgeenglish.org/in/teaching-english/
28
29
stellagrama9@gmail.com

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Effective Lesson Planning

  • 1. E T R C E AS T E R S C H O O L EFFECTIVE LESSON PLANNING PRESENTER: STELLA GRAMA “PROMETEU-PRIM” LYCEUM CHISINAU, 2018
  • 3. 3
  • 4. A LESSON PLAN IS...  a teacher’s detailed description of the course of instruction for one class;  a step-by-step guide that outlines the teacher's objectives for what the students will accomplish that day;  a framework and a road map, which each teacher will create using an individual style; 4
  • 5. WHY PLANNING A LESSON? For the Learner A structured lesson is easier to assimilate. Ss see teacher’s devotion and well-organized work, and have a model to imitate. For the Teacher It provides record. It helps keep a good classroom management. It shows commitment and professionalism. It helps develop a personal style. 5
  • 6. WHAT MAKES A GOOD PLAN? A judicious blend of: COHERENCE – logical connection between separate activities, smooth transition. VARIETY – alternating activities (for a common purpose) to meet various learning styles. CHALLENGE – activities adjusted to learners’ needs. FLEXIBILITY – the plan is not set in stone. BALANCE – the lesson is a mixture of ingredients (right dosage of techniques, activities, interaction patterns, contents, etc.) 6
  • 7. THE LEARNING PYRAMID Activity #2 Audio- Visual Practise by doing Watch a demo Lecture Teach others Read alone Discussio n group How do you learn best? 7
  • 8. TELL ME AND I FORGET, TEACH ME AND I MAY REMEMBER, INVOLVE ME AND I LEARN. /B. FRANKLIN/ 8
  • 9. Challenge is fun when... Challenge is Not fun when... 1. 2. 3. 1. 2. 3. 9
  • 10. WHAT TO TAKE INTO ACCOUNT WHEN DESIGNING A LESSON PLAN? • age, learning preferences, • prior knowledge, ability to work in groups, special needs (if any). Learners’ background • CEFRL, National Curriculum, • school standards, textbooks, etc. The content to be taught • Audio-visual aids, web 2.00 tools, class equipment, school/library/community resources. Teaching aids/resources 10
  • 11. WHAT DOES A LESSON PLAN TRADITIONALLY INCLUDE? 11
  • 12. THE KEY COMPONENTS OF A LESSON PLAN Front Page Profile Competence/s Sub-competences Learning Objectives Methods and Techniques Resources Equipment Lesson Development Learning Objectives Stages (Time) Teaching-Learning Activity Resources Methods and Techniques Interaction Patterns Evaluation 12
  • 17. LEARNING OBJECTIVES. EXAMPLES. 17 1. Ss will practise the new vocabulary. 2. Ss will be able to make up a dialogue. 3. Ss will create their own dialogue according to the model provided, using at least 5-6 key phrases. 4. Ss will make up sentences using Present Simple. 5. Ss will be able to use Present Simple. 6. Ss will apply their knowledge to make up their own sentences (at least 3), using Present Simple. 7. Ss will practise the new grammar structure. 8. Ss will identify differences and similarities between two places of interest.
  • 18. WHAT IS THE FORMAT OF A LESSON PLAN? 18
  • 20. 1. ANTICIPATORY SET • WARM UP. This is where you will introduce your topic to the class. Audio-visual aids such as a music video or games are excellent lead-in tools. • It sets the mood for the rest of the lesson. • It creates a relaxing and comfortable atmosphere for students. • It gives students time to “warm up” their brains before switching to another language. 20
  • 21. 1. ANTICIPATORY SET • ELICITATION. It basically means ‘extracting’ information. You can invent something unordinary to grab students’ attention, e.g. simulating, role-playing, etc. A good way to elicit information from the students is to show them pictures, flashcards or a PowerPoint presentation. • It tests students’ current knowledge on the topic. • It creates a lighter atmosphere in the classroom as it draws the student in and builds greater engagement. 21
  • 22. 2. PRESENTATION • This is the stage when you should use students’ current knowledge and introduce the class to new vocabulary and key phrases or new grammar structures. You can use presentations, pictures, flashcards, songs, short movies, etc. • It will help students learn the appropriate use of key terms and phrases and how to use them in the proper context. • It will also broaden their current knowledge on the topic. 22
  • 23. 3. PRACTICE • Students put into practice everything they have studied. The best way to test their knowledge on the day's lesson is through a worksheet. Another great tool is doing a role-play in which the students can act out different social situations while using the key phrases and vocabulary taught for the day. • The activities done at this stage should be able to help sharpen the four basic language learning skills. • Get all the students involved and assist them where necessary. • The more opportunities you provide, the better chance they have to master the expected outcomes. 23
  • 24. 4. PRODUCTION • The students will use the language in context, in an activity/activities set up by the teacher who will be giving minimal assistance. • These assignments are meant to give teachers the chance to determine whether students have truly mastered the expected outcomes. • Plan for tasks that you believe students can accomplish without your guidance. • Accommodations - differentiating instruction according to students' needs. 24
  • 25. *5. EXTENSION • Students need to be provided the opportunity to extend what they know (project, interview, writing a diary entry, vocabulary journal, Power Point Presentation, survey, etc.). • Extensive activities should increase the level of difficulty. • This allows students to organize and reinforce what they have learned. • They are able to transfer their knowledge to new areas that are still within the scope of the topic. • The extension phase is a critical step that is often left out of traditional instruction. 25
  • 26. 6. WRAP UP • This can include summarizing the most important concepts that were covered in the lesson. • The key is to leave your students with an imprint of what you hoped to achieve in any given lesson. • The best way to end a lesson is to give students some kind of review activity, so that they may see the progress they have made in just one lesson. One of the most common and easiest to implement is simply taking the last 5 minutes of class to ask your students, “What have you learned today?” 26
  • 27. HINTS FOR LESSON MANAGEMENT • Prepare more than you need. • Decide which components of the lesson you will sacrifice in case you run out of time. • Keep track of time. • Include timing in the lesson plan itself. • When doing group work, give instructions and check these are understood before dividing up or handing out materials. • Explain homework early on and give a quick reminder about it at the end. Do not leave it to the last minute! 27
  • 28. RESOURCES • https://busyteacher.org/16873-effective-lesson-planning-101- 6-easy-steps.html • https://ep.jhu.edu/files/ep-blooms-wheel.pdf • http://www.teach-nology.com/teachers/lesson_plans/ • https://www.tes.com/teaching-resources • https://www.futurelearn.com/partners/british-council • https://www.teachingenglish.org.uk/teaching-teens/resources • http://www.cambridgeenglish.org/in/teaching-english/ 28