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What goes into a lesson

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by

Bárbara Porto

on 20 January 2015

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Transcript of What goes into a lesson

What goes into a lesson?
Britannia
In-service 2015.1
What to include
What to consider when planning a lesson
Basic Questions
What do I expect my students to be able to do
by the end of the lesson?
Students’ age & level of proficiency
Aims
Assumptions
Stages + stage aims
Procedures
Materials
Timing
Interaction patterns
Anticipated difficulties and solutions
What am I going to teach?
How am I going to do that?
Aspects to consider
Students’ needs and interests/ profile
Students’ previous knowledge
Classroom circumstances
Length of the event
Time of the day
Materials and resources available
Hands on!
Why plan?
Is it a language or a skills lesson?
framework /suggested procedures / material
Lesson aims
By the end of the lesson students will have developed their reading sub-skills and reading strategies in relation to coherence and text structure.

To enable learners to understand and be able to use simple words containing the following prefixes: un- (meaning 'not'), re - (meaning 'again') and over- (meaning ‘too much’).

By the end of the lesson learners will be better able to describe their homes.

To have students develop better listening strategies.

To enable students to talk about past experiences using the present perfect.

By the end of the lesson, learners will be better able to recognise when it is appropriate to use the written passive and to do so accurately in their own writing.

Assumptions
Students can use the past simple in written and spoken form.

Learners are familiar with the concept of passive voice in L1.

Learners are able to use confidently the present perfect for experience.

Students are familiar with airport routine.

Students will have little trouble with the form of “should have done” as they have already been presented to the third conditional.

Learners will be able to list a number of vocabulary items related to holidays.

Patterns of Interaction
PW - pair work
GW - group work
T-Sts - teacher-students
S-S - student-student
I - individual work
mingle

Stages
Lead-in
While-reading
Contextualisation
Practice
Language presentation
Post-listening

Stage aims
Students ask questions about each other`s daily routine using the interrogative form of the present simple.

To provide learners with more written practice on the comparative form of short adjectives.

Students will practice reading for gist.

Learners will practice asking for and giving information by replicating the model dialogue with their partners.

To get students to practice the pronunciation of minimal pair /i:/ x /I/

To have students listen for specific information.

Procedures
Learners stand up and ask each other questions on the handout.

Ask students to talk in pairs and decide whether the speakers on a telephone conversation agree or not.

Books closed. Students describe the pictures in pairs. Teacher monitors.

Teacher models activity with a student.

Show presentation and elicit vocabulary items from whole class.

Learners have 1 minute to read the text on SB p. 45.

Lesson aims
Assumptions
Interaction patterns
Stages
Stage aims
Procedures
Thank

you...

and happy planning!
Full transcript