Vinnitsa Pedagogical College
Faculty of Foreign Languages
Topic:
Identifying the different components of a lesson plan
Instructor:
Myroslava Yurchenko
Every teacher teachers three lessons:
the one we plan to teach
the one we actually teaches
the one we wish we had toughed.
Date – October 13 Location of Workshop – Room 26 Time and Length of Workshop- 40 minutes Level of Class- Upper Intermediate
Topic: Identifying the different components of a lesson plan.
Aims:
Main aim:
To learn how to choose and identify the standard components of a lesson plan.
Subsidiary aim:
To provide practice in completing tasks in which the components of a lesson is the testing focus;
To provide an opportunity for participants to consider factors influencing the choice of aims in lessons.
Personal aim:
To create a relaxed, non-threatening atmosphere in the classroom.
Timetable Fit: systematization and consolidation of knowledge on the topic.
Assumptions: students will be interested in the topic as it is relevant to them.
Anticipated Problems and their Solutions: pace of the lesson might be very high. I'll try to vary it.
Aids: worksheets with tasks, projector, board.
Methodological context of the lesson:
Stages/Timing |
Stage Aims |
Procedure |
Interaction Pattern |
Aids |
1.Lead in 1 minute |
to create interest in the topic |
Teacher greets the students and guests. And informs the topic of a lesson.
|
W/C |
|
2. Warm-up discussion 3 minutes |
to elicit the target language
|
Teacher describes the importance of planning lesson plans. |
W/C |
B |
3. Pre-teach vocabulary 5 minutes |
to help students understand and review TKT vocabulary
|
Elicit the TKT vocabulary. Students do matching task. |
W/C |
W/S |
4. Revising components of a lesson plan
5 minutes |
to provide practice of vocabulary, lesson plan components. |
Individual drill. Students have to choose words and to say whether we use these components or not while planning the lessons. |
S W/C |
B |
5. Feedback 2 minutes |
to allow students to share views
|
Report back and class discussion of which components should be on the
front page and which on the procedure. |
W/C
|
|
6.Lead-in to reviewing the front page of Celta lesson plan 5 minutes
|
to provide practice in reviewing the front page of Celta lesson plan
|
Teacher shows the front page of the lesson plan. Explains its structure and review aims.
|
W/C
|
B |
7.Mind map 5 minutes |
to check students knowledge of lesson aims
|
Students write aims that are used in lesson plans on the white boars.
|
W/C |
B |
8. Drilling 5 minutes |
to provide practice in distinguishing
between aims and procedures.
|
Hand out worksheet. Students get worksheets and have to
decide whether the following statements are (A) aims or (D) merely a description of activities.
|
SS=S |
W/S |
9. Reviewing assumptions on a lesson plan
5 minutes |
to provide practice in reviewing assumptions on a lesson plan. |
On the screen students see some possible assumptions on a lesson plan. They find useful ones. |
S W/C |
B |
10. Reviewing anticipate problems and solutions on a lesson plan 2 minutes |
To focus students' attention on anticipate problems and solutions on a lesson plan. |
Teacher tells students about ways how to distinguish anticipate problems and solutions on a lesson plan. |
W/C |
|
11. Feedback 1 minute
|
to allow students to share views Round up to summarize points covered. |
Report back and class discussion of work
|
W/C |
|
12. Conclusion. 1 minute
|
To review the whole lesson and to give the teacher feedback |
Students and teacher discuss what they have learned |
W/C |
|
Key to symbols:
Int = interaction pattern |
SS=S = students work in groups |
B = board |
W/C = whole class |
S = students work individually |
CD = compact disc |
S=S = student to student |
W/S = worksheet |
|