Practice: Give student photocopied pages of information for

(10 - 15 mins) International Students to read through and ask him/her

to highlight anything he/she doesn't understand or

items of particular interest.

[Teacher's note: try to anticipate problem areas and

prepare remedial materials - keep note of key vocabulary

needed].

Teacher: Whilst student is reading, put the kettle on

and make a drink.

B R E A K: Coffee and a chat. Once again let the student lead the

(10 mins) way unless you have something specific you wish to discuss but keep it light. Possibly look more closely at the tourist material to give the student an idea of what is available in the vicinity of the university.

SAMPLE LESSON PLAN TWO (continued)

Practice: Go through the reading material and test

(20 mins) understanding. At this stage you can address any

problems encountered

Production: Introduce the idea of formulating a chart to enable

(20 mins) the student to compare the pros and cons of several

universities.

Using the pre-prepared grid, extract information to complete a comparison table. Get the student to suggest suitable column headings.

Suggestion for comparison table:

	Situation City/Town/Rural	No of foreign students	Type(s) of accommodation	English language lessons/assistance
Manchester
York
East Anglia

Homework: Read through other prospectuses and enter information

onto grid. Bring list of 10 key words or phrases to the lesson

next week.

Now before you complete the Tutor-assessed task, read the Appendix entitled ‘Lesson Planning’; this is an extract from The Practice of English Language Teaching, 3^rd Edition, Jeremy Harmer, Longman.

Lesson planning appendix

Lesson planning is the art of combining a number of different elements into a coherent whole so that a lesson has an identity which students can recognise, work within, and react to -whatever metaphor teachers may use to visualise and create that identity. But plans -which help teachers identify aims and anticipate potential problems -are proposals for action rather than scripts to be followed slavishly, whether they are detailed documents or hastily scribbled notes.

Pre-planning

Before we start to make a lesson plan we need to consider a number of crucial factors such as the language level of our students, their educational and cultural background, their likely levels of motivation, and their different learning styles. Such knowledge is, of course, more easily available when we have spent time with a group than it is at the beginning of a course. When we are not yet familiar with the character of a group, we need to do our best to gain as much understanding of them as we can before starting to make decisions about what to teach.

We also need knowledge of the content and organisation of the syllabus or curriculum we are working with, and the requirements of any exams which the students are working towards.

Armed now with our knowledge of the students and of the syllabus we can go on to consider the four main planning elements: