Links comentados en el segundo encuentro,
http://www.youtube.com/watch?v=5dVek-Te_j0 (In a dark, dark room)
http://www.youtube.com/watch?v=i0CqvLMHTzQ (London, my destiny)
Suggested link for the Project work above: http://www.countryreports.org
http://www.bbc.co.uk/cbeebies/#
http://www.magickeys.com/books/
http://www.agendaweb.org/
http://www.youtube.com/watch?v=MXjNElYmDMo ( The ghost with the one black eye)
Priscilla Howe
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Material del Primer encuentro de capacitación en servicio 2012
Handout
2012 In-Service Training
The Importance of Lesson Planning
Why plan?
Lesson planning is a vital component of the teaching-learning process. Proper
classroom planning will keep teachers organized and on track while teaching, thus allowing them to teach more,
help students reach objectives more easily and manage less. The better prepared
the teacher is, the more likely she/he will be able to handle whatever
unexpectedly happens in the lesson.
Lesson planning:
-
provides a coherent framework for smooth efficient teaching.
-
helps the teacher to be more organized.
-
gives a sense of direction in relation to the syllabus.
-
helps the teacher to be more confident when delivering the lesson.
-
provides a useful basis for future planning.
-
helps the teacher to plan lessons which cater for different students.
-
Is a proof that the teacher has taken a considerable amount of effort in
his/her teaching.
Decisions involved in planning lessons:
Planning
is imagining the lesson before it happens. This involves prediction, anticipation,
sequencing, organising and simplifying. When teachers plan a lesson, they have
to make different types of decisions which are related to the following items:
- the aims to be achieved;
- the content to be taught;
- the group to be taught: their background,
previous knowledge, age, interests, etc.
- the lessons in the book to be included or
skipped;
- the tasks to be presented;
- the resources needed, etc.
The
decisions and final results depend on the teaching situation, the learners´
level, needs, interests and the teacher’s understanding of how learners learn
best, the time and resources available.
Lesson Plan Part 1– What to teach (refer
to group task in session)
Background
info (sts age – no of sts – time limit)
Objectives
Language
skills
Language
Content: (structures, vocabulary, functions, etc)
Resources
Attitude
Lesson Plan Part 2 –
Lesson Procedures (how we are going to teach)
§ Warm-up
§ Core lesson: teaching new language,
recycling, project work, written and oral production.
§ Tasks (which sequence to follow)
§ Rounding off.
Hints for effective lesson planning:
Ø
When planning, think about your students and your
teaching context first.
Ø Prepare
more than you may need: It is advisable to have an easily presented, light
“reserve” activity ready in case of extra time .Similarly, it is important to
think in advance which component(s) of the lesson may be skipped. if you find
yourself with too little time to do everything you have planned.
Ø Keep
an eye on your time. Include timing in the plan itself. The smooth running of
your lesson depends to some extent on proper timing.
Ø Think
about transitions (from speaking to writing or from a slow task to a more
active one).
Ø Include
variety if things are not working the way you have planned.
Ø Pull
the class together at the beginning and at the end.
Ø End
your lessons on a positive note.
Planning enables you to think about your teaching in a systematic way
before you enter the classroom. The outcome of your planning is a coherent
framework which contains a logical sequence of tasks to prepare the field for
more effective teaching and learning.
Plans only express your intentions. Plans are projects which need to be
implemented in a real classroom with real students. Many things may happen
which you had not anticipated. In the end you need to adapt your plans in order
to respond to your pupils´ actual needs. It is important to bear in mind Jim
Scrivener’s words: Prepare thoroughly. But in class, teach the learners not the plan.
BIBLIOGRAPHY
-
Moon, J. (2005) Children Learning English. Macmillan.
-
Scrivener, J. (2011) Learning Teaching. Macmillan
-
Ur, P. (1996) A Course in Language Teaching.
Cambridge: CUP
Story 1
Story 2
Task 1
LESSON PLANNING
Part A - Why
plan?
·
What
are you main reasons for planning? Think, pair and share.
Part B - Teachers´ reasons for planning
·
Compare
your list of reasons with the list below. Which of them do you think are the
most important and why?
Lesson planning
a) helps the teacher to be more confident in teaching.
b) provides a useful systematic outline/guide/reference
for smooth efficient teaching.
c) helps the teacher to prepare for the lesson.
d) helps to provide a useful basis for future planning.
e) helps the teacher to be more organized.
f) helps the teacher to plan lessons which cater for
different pupils.
g) helps the teacher to know whether she /he has achieved
his/her teaching objectives.
h) enables the teacher to judge his/her own performance.
i) is proof that the teacher has taken a considerable
amount of effort in his/her teaching.
j) gives a sense of direction in relation to the
syllabus.
k) helps the teacher to identify which areas/parts did
not go well in his/her teaching.
l)
is
an administrative requirement.
Task 2 Plan Outline
Task 3 Sequence of Events
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Primer encuentro de capacitación en servicio 2012
Docentes
citados
|
Fecha
|
Hora
|
Lugar
|
Capacitador
(CePA)
|
Tema
|
Docentes
Turno
Mañana
|
08/06
|
De 08:45
a 12:00
|
Esc. N° 20
D.E. 2
Pringles
1165
|
Prof. Ana Barragán
|
Why is
lesson planning important?
|
Docentes citados
|
Fecha
|
Hora
|
Lugar
|
Capacitador
(CePA)
|
Tema
|
Docentes
Turno Tarde
|
12/06
|
De 13:30
a 16:20
|
Esc. N° 19
D.E. 2
Fco.
Acuña de Figueroa 850
|
Prof. Esther Vázquez
|
Why is
lesson planning important?
|
