Professional Documents
Culture Documents
time
topic
atmospher e
methodolog y
material s
LEARNE R
LEARNING involving
TEACH ER
WHY PLANNING?
to have a clear idea of where we are going to help us focus on specific student needs to have time to make decisions to be prepared to overcome potential difficulties to show respect to our students
Transaction Interaction Goal-oriented effort A satisfying enjoyable experience A role-based culture A conventional construct A series of free choices
The learners The aims The teaching point The teaching procedures Materials Classroom management Indicators of achievement
Varying activities
Organizing components
tempo Active/passive Stir/settle Ways of varying a lesson organization Mode and skill
mood topic
difficulty
Pull the class together at the beginning and at the end End on a positive note
EVALUATING LESSON EFFECTIVENESS a) b) c) d) e) f) g) h) i) j) the learners were active all the time the learners were attentive all the time the learners enjoyed the lesson, were motivated the class seemed to be learning the lesson went according to plan the language was used communicatively throughout the learners were engaged with the language throughout
?
When you sit down to draft a plan, think about
AIMS MATERIALS ASSUMPTIONS ANTICIPATED PROBLEMS TIMING STAGES SPECIFIC AIMS At each stage you may ask yourself:
How does this task relate to the aims of the lesson? Why am I proposing this task before and after others? Is this activity congruent with the time suggested? Will my students derive benefits from doing this? Is this activity methodologically sound? Is this activity realistic for my group?
COMMENTS
INTERACTION TIME T L 5 L 10 L L L L L
ACTIVITIES
AIMS
COMMENTS