Procedure:

Lead in

Teacher: Good-afternoon, my favorite group-students! Glad to see you! I hope you are OK. Today’s lesson is rather unusual because we have some highly respected guests here that is why I’d like you to be more attentive, more confident and more active. I hope the workshop will be interesting for you and you will enjoy it.

Warm-up discussion

Teacher: Today we will be looking at lesson planning and speak about aims and the front page. First question is a good one and so why should we plan at all?

If you don't plan - you don’t know where you are going. So, that’s the reason to have a plan. If you know where you start, and you know where you go, then it's easier to get to the point. And to plan what problems you may have along the way. But I think it's really important to keep in mind that it is a plan… it's not set in stone. It is possible to change it.

Jim Scrivener says that you should prepare thoroughly, and I completely agree with him but teach the learners, not the plan. It's important to bear in mind. You should prepare very well.

Pre-teach vocabulary

Teacher: To prepare a good plan we should make sure that we are familiar with all the words and phrases which are used in English language teaching. You as future teachers are also expected to be familiar with the Cambridge English: Preliminary (PET) Vocabulary List.

The words and phrases included in the TKT learning are not intended to provide a full or complete list of English language teaching terminology. This vocabulary includes words and phrases for teaching knowledge connected to language, language use and the background to and practice of language teaching and learning as assessed in TKT.

So, let's revise our knowledge of TKT vocabulary. Your task is to match TKT vocabulary, we have already learned with the explanations.

Aids Anticipate problems Collocation Accuracy Assessment Procedure Lead-in Pace the things that a teacher uses in a class, e.g. handouts, pictures, flashcards. a set of actions that describes the way to do something. Teachers write lesson plans and provide details of exactly what is going to happen in each stage of a lesson to discover, judge, or form an opinion on learners’ ability, achievement, proficiency or progress either formally or informally. when teachers are planning a lesson, they think about what their learners might find difficult about the lesson so that they can help them learn more effectively at certain points in the lesson. the activity or activities used to prepare learners to work on a text, topic or task. words which are regularly used together. The ability to do something without making mistakes. It is the use of correct forms of grammar, vocabulary, spelling and pronunciation. the speed of the lesson.

Revising components of a lesson plan

Teacher: So, next question then is what's in a plan?

Let's do one more task. In this box I have papers with different components of a lesson plan. Also you may find here some words which are not used as components of a lesson plan. You have to choose one and to say whether we use these components or not while planning our lessons.

AIMS Stage Interaction Pattern Procedure Anticipated Problems Assumption Timing Aids

Feedback

Teacher: And now tell me please which of these components should be on the front page and which on the procedure?

Lead-in to reviewing the front page of Celta lesson plan

Teacher: Dear students look at the screen, please. You can see the front page of Celta lesson plan. Some of the components are familiar to you, some of them are not.

As you can see obligatory components are as follows (the teacher reads the components from the screen):

Teacher: So, the first things, of course, are the name of a class, date, week, level of a class, length of a lesson and type of lesson. They clearly are important, this is admin stuff.

The next really important item is lesson aims. The aim is probably one of the most important parts of a lesson. It is where you think you are going. Well, sometimes aims are expressed as aims in terms of what I'm teaching and sometimes they are expressed as outcomes (what the students will learn).

Aims

(what I am teaching)

or