1. LESSON PLANNING

2. What is the planning paradox?
PLANNING LESSONS
Do you agree with Woodward 2005:25?
Jim Scrievener
The paradox is going to a situation without having planned. If we predetermine what can happen, there wont be evolution
WOODWARD COULD NOT THINK OF A TEACHER WHO HAD NOT DONE ANYTHING BEFORE THE CLASS
SCRIEVENER NO IDEA BEFORE THE CLASS WITH LEARNERS WORKING ON WHATEVER IS HAPPENING IN THE ROOM

3. Read the following definitions about lesson plans and identify the most important aspects in each definition
LESSON PLANNING

4. WAYS LESSON PLANNING HELPS TEACHERS
Lesson Planning Components
BEFORE THE LESSON
WAYS LESSON PLANNING HELPS TEACHERS
Writing down the aims and the procedures for each stage of the lesson helps us to make sure that we have planned the best possible sequence to enable us to achieve those aims.
DURING THE LESSON
The plan can also help the teacher to check timing –the amount of time we plan for each stage –and to check that the lesson is following the sequence we decide on.
AFTER THE LESSON
We can keep the plan as a record of what happened, making any changes necessary to show how the lesson was different from the plan. We can then use the plan and notes to help plan the next lesson. (At this stage, the plan may be more like a photograph, a story or a summary, giving us a record of the lesson)

5. Lesson Planning Components Level and number of learners
main aims
Level and number of learners
Subsidiary aims
personal aims
homework
aims
procedures
timetable fit
work
Standard components of a lesson plan:
stages
interaction patterns
assumptions
timing
anticipated
problems
teaching aids

6. Who we are planning the lesson for
1.LEVEL AND NUMBER OF LEARNERS
Who we are planning the lesson for
2. TIMETABLE FIT
How the lesson is connected to the last lesson and/or the next one
3. MAIN AIM(S)
What we want learners to learn or to be able to do by the end of the lesson
4. SUBSIDIARY AIMS
Other things we want learners to be able to do during the lesson because they lead to the main aim
5. PERSONAL AIMS
Aspects of our own teaching we want to develop or improve
6. ASSUMPTIONS
What we think learners already know or can already do related to the aims
7. ANTICIPATED
LANGUAGE PROBLEMS
Things that learners may find difficult
8. POSSIBLE SOLUTIONS
Action we will take to deal with the anticipated problems
9. TEACHING AIDS
Materials and equipment used in the lesson. Useful reminders of things to take to the lesson
10. PROCEDURES
Tasks and activities for each stage
11. TIMING
Length of time needed for each stage
12. INTERACTION
PATTERNS
Ways in which learners work at different stages, i.e. individually, in pairs, in groups, as a whole class
13. HOMEWORK
Work developed outside the classroom to reinforce and practice the topic

7. Lesson Planning Aims AIMS MAIN AIM:
The most important thing we want to achieve in a lesson.
PERSONAL AIM:
What we would like to improve or focus on in our own teaching.
AIMS
SUBSIDIARY AIM:
The language or skills learners must be able to use well in order to achieve the main aim of the lesson.

8. Lesson Planning Aims MAIN AIM SUBSIDIARY AIMS PERSONAL AIMS
To make polite requests in the context of making holiday arrangements.
Example exponent:
Could you give me some information about hotels?
Grammar:
To use modal auxiliary verbs to make polite requests when making holiday arrangements.
Functional exponents:
Could/Would you…?
Vocabulary:
To list expressions and words for travel accommodation
Phonology:
To focus on intonation of questions
Speaking:
To give controlled oral practice
-To improve my organization of the blackboard
-To give clearer examples

9. WHAT’S WRONG WITH THESE MAIN AIMS?
To read cultural stories.
To listen to instructions of how to make an origami shape.
To write a letter to a family member who is abroad.
To have the capabilities to introduce themselves in a correct and proper way.
To use oral expressions in order to use adjectives in oral context.
To use the cellphone after reading instructions.
To improve the comprehension of texts.
To comprehend what they listened.

10. Task
For questions 1-7, match the stages of the lesson with the subsidiary aims listed A-H. There is one extra option which you do not need to use.
Lesson stages
Subsidiary aims
1 Check vocabulary from the last lesson.
2 Introduce the topic and elicit/present new words and phrases
3 Learners reorder jumbled paragraphs of a text
4 Learners match words in the text with possible meanings
5 Learners answer true/false questions
6 Learner underline examples of reported speech
7 Learners exchange texts and give feedback
A focus on form
B deduce meaning from context
C peer correction
D check detailed comprehension
E contextualise and pre-teach vocabulary
F check learners’ awareness of text organization (pronouns, linking, etc.)
G have controlled practice of target structure
H revise language already learnt

11. To clarify the meaning of eight verb collocations with money and provide learners with the opportunity to use these in a controlled and more authentic way.
To try to keep more closely to estimated timings by quickening the pace, particularly during the language clarification stage.
To do a role-play of an interview.
To keep instructions clear and well-staged.
By the end of the lesson learners will be better able to give a short talk about their job and what it involves.
Revise the vocabulary related to clothing.
To do the reading on page 98 and then have a discussion based on it.

12. Presentation + Feedback
Lesson Shape (1)
Lead-in
Input
CORE
TASK
Student
Presentation + Feedback

13. Presentation Practice
Lesson Shape (1): PPP
Presentation
Practice
Production

14. Presentation + Feedback
Lesson Shape (2)
CORE
TASK
(student-centred)
Lead-in
Student
Presentation + Feedback
Input
(e.g. Video)

15. Lesson Shape (2): Task-based
Lead –in (Context)
Core Task
Student presentations
Presentation (new information)

16. INPUT
PRODUCTION