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Lesson planning

Lesson planning. GROUPING. Lesson planning. Board Race. Board Race. Tota l 9 point s !!!. F ame 1 d I rector 2 L ights 1 ro M ance 2 actres S 3. GROUPING. Lesson planning. Why write lesson plans?.

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Lesson planning

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  1. Lesson planning

  2. GROUPING

  3. Lesson planning Board Race

  4. Board Race

  5. Total 9 points !!! Fame 1dIrector 2 Lights 1roMance 2actresS 3

  6. GROUPING

  7. Lesson planning Why write lesson plans?

  8. Acts as Makes Lesson planning Ensures Helps to

  9. You have researched language point and have enough information • You can use it again next time you teach the lesson • You have highlighted the particular language skill to be taught • The focus remains on the aim \ objective of the lesson • Appropriate timing • Substitute teachers can refer to the lesson plans • You have something for future reference Ensures

  10. Prepare, anticipate problems and come up with solutions • Achieve coherent lesson – easier to check for balance of activity, interaction and interest • Achieve clarity of purpose • Save time in lesson as you know exactly what you are doing and how long it will take • Plan materials • Plan for a range of abilities • Give a clear idea about what will take place in the lesson • Plan suitable activities Helps to

  11. Execution easier • Self –appraisal easier Makes

  12. A record of what you planned to do • An aide memoire Acts as

  13. Lesson planning Lesson plan content.

  14. What the headings and subheadings could be in the written lesson plans Do the activity… Check against your own school lesson template. Elicit differences and similarities.

  15. Lesson planning Lesson aims and learning outcomes

  16. Aims are what teachers (and learners) want to achieve in a lesson or a course. Read more at: www.teachingenglish.org.uk\knowledge-database\aims

  17. Outcomes are what learners should be able to do or have done at the end of the class or a course. Outcomes are similar to aims but are more focused on end results and often describe what actually happened rather than what the teacher intends to happen.

  18. 4.1 Decide on the aim of the task. Which is the best and why?

  19. A- is not thinking of the detailed lesson aim. Instead he \ she is seeing it as a lesson in the book that has to be taught.B- demonstrates the language aim to be taught in the lesson but doesn’t say how \ what learners will do.C- has the clearest idea of the lesson aim; it not only includes the language to be taught, but also what learners will learn to do in the lesson

  20. -May I open the window? (door, book…etc) By the end of the lesson students will be able to ask for permission to do something) Cardlanguage point learning outcome Find a partner to match learning outcomes and language points.

  21. GROUPING

  22. Lesson planning Lesson plan

  23. By the end of the lesson, learners will be able to:1. say their name and ask others for their names (Hi, my name is…What’s your name?)2. understand and produce the spoken form of five sports and the verbs that collocate with them (play cricket, swim…etc)3. ask and answer questions about what learners can do (What can you…? I can…)

  24. Lesson planning Tips for lesson planning (watch a video and make notes)

  25. Lesson planning SWOT analysis

  26. S- strongW –weakO – opportunitiesT- threats

  27. Lesson planning THANK YOU!!!! THE END

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