Lesson Planning
Lesson Planning
What does a lesson involves?
1. Transaction: The actual learning which takes place in the lesson (an acquisition or a purposeful give-and-take)
2. Interaction: The social relationships between learners themselves or between teachers (T-S).
3. Goal-oriented effort: awareness of a clear, worthwhile objective, the necessity of effort to attain it in a resulting sense of satisfaction and triumph if it is achieved, or of failure and disappointment if it is not.
A satisfying, enjoyable experience: Deals with aesthetic pleasure, fun, interest, change or entertainment. The main point is that students enjoy (be motivated)
5. A role-based culture: The roles (T-S) should take certain responsibility, (S) responsiveness and receptivity. (behaviors)
6. A conventional construct: Certain set behaviors occur every time (certain kind of introduction or ending)
7. A series of free choices: Participants are free to “do their own thing” with a fairly loose structure, and construct the event as it progresses. (not obvious autority figure who imposes choices)
Lesson Preparation:
Three stages of lesson planning:
Stage 1 : Pre-lesson preparation.
1. Goals
2. Content
3. Student entry level
Stage 2: Lesson planning and implementation.
1. Unit tatle
2. Instructional goals
3. Objectives
4. Rationale
5. Content
6. Instructional procedures
7. Evaluation procedures
8. Materials
Stage three: Post Lesson activities.
1. Lesson evaluation and revision.
Varying Lesson Components
The “packaging” (preparation of new material, practice activities or tests; accurate reception or production of the language’s pronunciation, vocabulary, grammar, etc)
More interesting and pleasant for both teacher and learners, is also likely to cater for a wider range of learning styles and stragedies.
Ways of varying a lesson
1. Tempo: Activities may be brisk and fast-moving (question games) or slow and reflective (reading literature)
2. Organization: Learners
What does a lesson involves?
1. Transaction: The actual learning which takes place in the lesson (an acquisition or a purposeful give-and-take)
2. Interaction: The social relationships between learners themselves or between teachers (T-S).
3. Goal-oriented effort: awareness of a clear, worthwhile objective, the necessity of effort to attain it in a resulting sense of satisfaction and triumph if it is achieved, or of failure and disappointment if it is not.
A satisfying, enjoyable experience: Deals with aesthetic pleasure, fun, interest, change or entertainment. The main point is that students enjoy (be motivated)
5. A role-based culture: The roles (T-S) should take certain responsibility, (S) responsiveness and receptivity. (behaviors)
6. A conventional construct: Certain set behaviors occur every time (certain kind of introduction or ending)
7. A series of free choices: Participants are free to “do their own thing” with a fairly loose structure, and construct the event as it progresses. (not obvious autority figure who imposes choices)
Lesson Preparation:
Three stages of lesson planning:
Stage 1 : Pre-lesson preparation.
1. Goals
2. Content
3. Student entry level
Stage 2: Lesson planning and implementation.
1. Unit tatle
2. Instructional goals
3. Objectives
4. Rationale
5. Content
6. Instructional procedures
7. Evaluation procedures
8. Materials
Stage three: Post Lesson activities.
1. Lesson evaluation and revision.
Varying Lesson Components
The “packaging” (preparation of new material, practice activities or tests; accurate reception or production of the language’s pronunciation, vocabulary, grammar, etc)
More interesting and pleasant for both teacher and learners, is also likely to cater for a wider range of learning styles and stragedies.
Ways of varying a lesson
1. Tempo: Activities may be brisk and fast-moving (question games) or slow and reflective (reading literature)
2. Organization: Learners