WARNING:
JavaScript is turned OFF. None of the links on this concept map will
work until it is reactivated.
If you need help turning JavaScript On, click here.
Este Cmap, tiene informaciĆ³n relacionada con: TEMA 79, What are lessons like? so We need to have an idea of what we hope the students will achieve in a lesson. We need to think of the best ways to help them do this. When we start to clunk what ilie AIMS of a lesson are and how we will help the students to achieve those aims, we are already planning, whether we write the plan down or not., What are lessons like? so When we think of a lesson as a journey, it is just one METAPHOR (21) we can use. We might also think of a lesson as a film or a novel or a meal - and use those metaphors to help us put the pieces together to make, for example, a narrative or a fantastic dining experience., What are lessons like? so Lesson ideas can come from many different places. They can be inspired by films we see or something we read. They can come from the idea of our colleagues or from something we have read about in a teachers' magazine or heard from an online community. They can come from the SYLLABUS we are following or the COURSEBOOK we are using - or they can simply arise because we think our students need some extra work on something. They may be part of a SEQUENCE OF LESSONS (80), perhaps planned around a central TOPIC or THEME (100)., Different schools and institutions (and exam boards) have different plan forms and formats. But they all have several things in common: so We need to have (or write) a good CLASS DESCRIPTION. This needs to say who the students are in as much detail as we can give. We can say what they find easy and difficult, how well they participate in lessons, etc. When we know who our students are, we can plan especially for them - and plan activities that DIFFERENTIATE between different students (42), Different schools and institutions (and exam boards) have different plan forms and formats. But they all have several things in common: so We will say what ACTIVITIES we are going to include in our lesson and what TEACHING AIDS we need to achieve them., What goes into a plan? as Different schools and institutions (and exam boards) have different plan forms and formats. But they all have several things in common:, 79. PLANNING LESSONS so To plan or not to plan?, Different schools and institutions (and exam boards) have different plan forms and formats. But they all have several things in common: so It helps to ANTICIPATE PROBLEMS that our students might have with the lesson we are preparing. If we do this, we can then imagine POSSIBLE SOLUTIONS to these problems., To plan or not to plan? when teachers We need to be ready for MAGIC MOMENTS (when students do or say something really interesting) and be prepared to change our plan to take advantage of them. We also need to be ready for UNFORESEEN PROBLEMS (when something happens which we had not anticipated) and be prepared to change our plan to deal with them., Different schools and institutions (and exam boards) have different plan forms and formats. But they all have several things in common: so We will describe the PROCEDURES that will happen in our lesson and what INTERACTIONS will be taking place - in other words, who is working with whom. For example, perhaps the teacher is talking to the whole class. Or perhaps the students are working in PAIRS or GROUPS (67)., What are lessons like? so Lesson plans are like maps. They tell us where we are going and help us to take the best route to get there. But we still have to make decisions as we travel. Should we take a detour? Do we prefer the motorway or a country road, for example?, To plan or not to plan? when teachers Don't plan - and leave everything to chance - they sometimes have wonderful lessons, full of creativity and fun. But it's a big risk. Sometimes the lesson is just chaotic and no one learns very much. If this happens too often, the students may start to think that the teacher is unprofessional and this is bad for teacher-student RAPPORT (66), Different schools and institutions (and exam boards) have different plan forms and formats. But they all have several things in common: so It helps to estimate the TIMING of each lesson stage. If we include this in our plan, when we are teaching we will know if we can slow down or if we need to speed up., Different schools and institutions (and exam boards) have different plan forms and formats. But they all have several things in common: so We need to consider TIMETABLE FIT. In other words, we will say what the students have been learning recently and what they will be doing in the next lesson(s) after this one., We discuss planning for CUL lessons in (109) f.e. For examples of LESSON PLANS, see Appendix C on pages 250-256., 79. PLANNING LESSONS so What goes into a plan?, What goes into a plan? as We discuss planning for CUL lessons in (109), Different schools and institutions (and exam boards) have different plan forms and formats. But they all have several things in common: so The most important part of the planning process is to decide what our precise learning aims are. In other words, we need to consider the learning OUTCOMES. We can think of a learning outcome as the answer to the question What will my students know or be able to do at the end of a lesson (or lesson stage) that they could not do or didn't know at the beginning?, Different schools and institutions (and exam boards) have different plan forms and formats. But they all have several things in common: so We need to list the LANGUAGE EXPONENTS (GRAMMAR, VOCABULARY or PRONUNCIATION items) that we are going to teach or the LANGUAGE SKILLS (reacting, writing, speaking and listening) we will focus on., 79. PLANNING LESSONS so What are lessons like?