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1 октября отправила на проверку первое задание, до сих пор не проверено, по этой причине не могу пройти последующие тесты. |
Опубликован: 18.11.2015 | Доступ: свободный | Студентов: 2678 / 0 | Длительность: 22:20:00
Специальности: Преподаватель
Лекция 11:
Parts and stages of a lesson
PLANNING REVIEW
Good planning means:
- Being aware of the time you, the teacher, have to deliver your lesson and to achieve your aims.
- Specifying your aims and learning outcomes for the lesson, how you intend to put over your teaching point(s) in a coherent manner, and how you will facilitate the learners achieving the declared learning outcomes.
- Dividing your lesson up into stages.
- Being aware of what the students will be doing at each stage (reading, taking part in group/pair work, listening to a tape etc.)
- Choosing suitable situations and activities to exploit the teaching point(s).
- Being aware of which lexical items are likely to be used by the students in these situations. (prediction)
Teachers may present the same teaching point in different ways. One teacher may make more use of a textbook than another who might only include textbook material as a last resort. Planning inevitably involves rejection of ideas whatever the source may be as well as acceptance of them. See Unit 3 Module 4.
Lesson planning is not easy. Take it seriously right from the beginning and you will gradually understand its importance and it will become easier. Start off as a lazy planner and you are cheating your students out of the chance to feel secure and succeed.
Look at the following lesson plans as reference for producing your own.
SAMPLE LESSON PLAN ONE - GROUP/CLASS TEACHING
Study the lesson plans which follow, then completeTASK 1.
| Level | Intermediate Adults |
| Lesson Duration | 1 1/4 hours |
| Aims | To practise the language used in recipes, following instructions, sequencing and talking about favourite dishes. |
| Learning Outcomes | Learners will have demonstrated their ability:
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| Assumptions |
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| Expected Problems | Use of 'you must' rather than imperative form Confusion of articles [Take a carrot , peel the carrot] |
| Warm Up | Bring a carrot or potato into the lesson. Ask students to suggest how you could eat it. Then ask students about their favourite meat or vegetable. Put details on the board in 3 columns. |
| Input | Tell the class that your favourite meal is Shepherd's Pie or another food that you know how to prepare. Explain the process, putting the stages on the board using cue cards to help explain vocabulary [ie chop] or realia, and using sequences [first, next ...] Limit to a maximum of 10 stages. Check that the group have understood and can reproduce the instructions orally. |
SAMPLE LESSON PLAN ONE (continued)
| Practice 1 Pair work | Hand out worksheets with pictures of various actions used when cooking [ie fry, mix, add]. Students match the verbs
given to the pictures. They then complete a short passage
below, putting the correct verb into the correct space to
complete the recipe. Teacher monitors. ie "Take two large potatoes. First ......... the potatoes, then ........ them thinly and ........ gently in hot oil." |
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| Practice 2 Individual work | Listening Students listen to someone giving instructions on making a Victoria Sandwich. The steps are given on a worksheet but in the wrong order. Students listen and put stages into the correct order. Students check in pairs. Teacher monitors | |
| Production | Students in groups prepare the recipe for a simple dish, possibly from one of their own countries. They discuss,
then write down, the ingredients, and the steps involved,
but also make a copy with details in the wrong order.
These are then collected and handed out to different
groups, who must rearrange the instructions into the
correct order and produce their own version, finally
comparing it with the correct original.
Teacher sets up the groups and possibly appoints group leaders. Teacher then monitors, noting errors for future revision work and helping with unknown vocabulary. |
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| Plenary | Some ingredients/recipes read out to the class. Question and answer on foods and ingredients. Revision of aims and key terms plus mistakes/strong points from group work. | |
| Homework | Students write down the recipe for a typical or favourite dish from their own country and bring it to the next lesson for wall display or for small leaflet of recipes (with samples of course, if possible!) |
