Lesson Planning Week 5

How to Plan a Lesson  Format of a lesson plan (one way to go about it) Goals Objectives Materials and equipment Procedures Evaluations (pre-assessment, ongoing assessment, summative assessment) Extra class work Providing for individualized learning and special needs

Guidelines for lesson planning  Lesson plan format Introduction to activities Directions for a task Statements or rules of generalizations Anticipated interchanges Oral testing techniques Conclusions Sample lesson plan on page 156

A Cautionary Word on Lesson Planning  The format of your lesson plan may vary according to your institution, the type of philosophy or approach you take to teaching ESL  You should always reflect after class in order to determine if your lesson plan was effective. You could do a brief reflection on what your students learned, what went right, and what needs to be modified or improved next time you teach this lesson.

The Physical Environment of the Classroom  Seating arrangement  Sound  Chalkboard use and equipment  Your voice and body language  Unplanned teaching: midstream lesson changes

Voice and Body Language  Use facial expressions and gestures to enhance meanings of words and sentences  Make frequent eye contact with all students in the class  Do not “burry yourself in your notes”  Move around the classroom, but not to distraction  Dress appropriately, considering the expectations of your students, the culture, and the institution in some cases

Unplanned teaching: midstream lesson changes  Your students digress and throw off the plan for the day  You digress and throw off the plan for the day  And unexpected but pertinent question comes up  Some technicality prevents you from doing and activity (your computer breaks down, the overhead projector doesn’t work, you forgot your hand outs that were necessary for the activity you planned or you forgot the quiz you prepared for that day)

Teaching under adverse circumstances  Teaching large classes  Teaching multiple proficiency levels in the same class  Compromising with the institution  Discipline  cheating

Activity  What are some of the institutional constraints that you are currently facing or have faced in the past or expect to face in your teaching context?  How do you deal with these issues? For instance, you are teaching a coordinated course or you have a very rigid syllabus using a very structural approach to teaching and you would prefer a more communicative approach or maybe it is the opposite.  How do you adjust your lesson planning or your approach to teaching without compromising your position?  Exchange your ideas with your group.

Create a lesson plan  Choose a textbook.  Determine what the level of the textbook is. They are all ESL textbooks.  Imagine a context for this book (you could imagine using it in your current context, if appropriate)  Write a lesson plan sketch based on marked section of the textbook. Use the outline on page  Be prepared to present your lesson plan to the class.