Planning the lesson with a learner in mind.

Anna Voronina

Pearson teacher trainer and ELT consultant

Seminar plan• State Standard Requirements

• Lesson plan

• Parts of lesson plan

• Class observation and analysis

• Questions for a lesson plan analysis

• Classroom observation questions

http://standart.edu.ru

ФГОС

• ФГОС – совокупность требований, обязательных при реализации основной образовательной программы

• ФГОС устанавливает требования к результатам освоения

- личностным

- метапредметным

- предметным

4

Who do we teach?

A wise teacher once said: ‘If I have twenty students in my classroom, I have twenty different levels of instruction.’

Who do we teach?

Who do we teach?

Who do we teach?

Who do we teach?

Who do we teach?

Who do we teach?5-7 year olds

• Developing motor skills: Learn to draw, to trace, to colour and to write;• Learn to read: Recognise sounds, spelling, multiple meanings;• Enjoy singing, chanting and moving;• Like games and physical activities;• Have short attention span: -need activities varied often;• Very open and curious;• Learn to work in groups

Who do we teach?8-11 year olds

• Have developed motor skills• Have developed reading skills, enjoy reading;• Handwriting?• Differentiate between fact and fiction;• Enjoy singing, chanting, role-plays;• Take pleasure in sports, games and physical activities;• Like video and computer games;• Attention span?• Ask less questions. Why?

Who do we teach?Teens

• a period of transition from childhood to adulthood• Intellectual Development• Are in transition from concrete to abstract thinking.• Are intensely curious in a wide range of fields, few of which

are sustained.• Prefer active over passive learning activities. • Prefer interaction with peers during learning activities.• Respond positively to opportunities to participate in real life

situations. • Are often preoccupied with self.

Who do we teach?Teens

• Have a strong need for approval and may be easily discouraged.

• Develop an increased understanding of personal abilities.

• Are inquisitive about adults, often challenging their authority, and always observing them.

• May show disinterest in conventional academic subjects but are intellectually curious about the world and themselves.

• Are developing a capacity to understand high level or sophisticated humor.

Who do we teach?Young adults - adults

• Are people with established values, beliefs and opinions;

• Have accumulated a foundation of life experience and knowledge;

• Are autonomous and self-directed;• Are goal-oriented;• Are relevancy-oriented;• Are practical.

Who do we teach?

A wise teacher once said: ‘If I have twenty students in my classroom, I have twenty different levels of instruction.’

Students generally differ in:• their amount of previous education;

• their exposure to English outside the classroom;

• personality factors;

• styles of learning;

• level of motivation;

• age;

• gender;

• linguistic ability in mother tongue.

•

The Three Modalities:

Students may prefer:

• Visual (seeing);

• Auditory (hearing);

• Kinaesthetic (moving/doing)

Visual Preference

• are neat and orderly;

• are good long-range planners and organisers ;

• are observant of environmental detail;

• are appearance-oriented in both dress and presentation;

• are good spellers and can actually see the words in their minds ;

Visual Preference

• remember what was seen, rather than heard, memorise by visual association;

• usually are not distracted by noise;

• may forget verbal instructions unless they're written down;

• are strong, fast readers, not listeners;

Visual Preference

• need an overall view and purpose and are cautious until mentally clear about an issue or project;

• doodle during phone conversations and meetings;

• forget to relay verbal messages to others;

• often know what to say but can't think of the right words.

Auditory Preference

• learn by listening, and remember what was discussed rather than seen;

• talk to themselves while working;

• are easily distracted by noise;

• move their lips and pronounce the words as they read;

• enjoy reading aloud and listening;

Auditory Preference

• find writing difficult, but are better at telling;

• are frequently eloquent speakers;

• are talkative, love discussion, and go into lengthy descriptions;

• have problems with projects that involve visualisation;

• can spell better out loud than in writing.

Kinaesthetic Preference

• learn by manipulating and doing; • want to act things out; • speak slowly; • touch people to get their attention; • stand close when talking to someone;• are physically oriented and move a lot, gesture

a lot; • memorise by walking and seeing; •

Kinaesthetic Preference

• can't sit still for long periods of time;

• can't remember geography unless they've actually been there;

• use action words;

• like plot-oriented books;

• may have messy handwriting;

• like involved games.

What methods and activities suit different learning styles?

1. Visual:• Use many visuals in the classroom. For

example, wall displays, posters, realia, flash cards, graphic organizers etc.

2. Auditory:• Use audio tapes and videos, storytelling,

songs, jazz chants, memorization and drills;• Allow learners to work in pairs and small

groups regularly.

What methods and activities suit different learning styles?

3. Kinaesthetic:• Use physical activities, competitions, board

games, role play etc.• Intersperse activities which require students to

sit quietly with activities that allow them to move around and be active;

• Use while listening and reading activities.

Lesson

Motivation and interest

Language knowledge

Skillsdevelopment

Learner autonomy

development

Critical thinking

development

Planning a lesson

What is a lesson plan?

• a lesson plan is the heart of effective teaching in which the teacher:

• indicates the objective of the lesson,

• the materials to be taught and

• the effective methods to be applied in order to achieve the objectives.

One of the mainprinciples of lesson planning is flexibility.

“Flexibility comes into play when dealing with the plan in the classroom; for any number of reasons what the teacher has planned may not be appropriate for that class on that particular day. The flexible teacher will be able to change the plan in such a situation.”, J. Harmer

The contents of a lesson plan Key questions in planning:

• 1. what kinds of things do you want the students to learn?

• 2. what are your precise instructional objectives?• 3. what is the most appropriate sequence of the

topics and task (procedure)?• 4. what are the most appropriate methods?• 5. how should the teaching and learning be

evaluated?

Douglas Brown

Lesson Objectives:

" If you don't know where you are going, any road will take you there. “

By the end of this class I want my students:

• to know…

• to be able to…

The ProcedureIntroduction

• The role of introduction,

• Materials / methods to be used for an it.

• Lessons can be introduced by:

• reviewing the previous lesson(as the basis for new knowledge),

• raising odd questions that may stimulate the learners,

• using diagrams, pictures, films and other attention getting aids.

The Procedure

Presentation

• Activities, methods and timing to be used for presenting new material;

• A good teacher may classify his/ her students according to their needs to decide which methods better help which students;

• Main principles of method choosing.

Grammar. Warm-up.

Learner autonomy skills;

• Organising ideas

Read the profiles and answer the questions:

• What would you do first and why?

1.Read questions;

2.Read the profiles.

Grammar

• From sentence analysis to a grammar rule;

• Finding more sentences with PP in the text;

• Inductive grammar teaching or deductive grammar teaching?

The Procedure

Practice

• Activities and methods to be used for practicing new material?

• A good teacher may classify his/ her students according to their needs to decide which methods better help which students.

• Main principles of method choosing?

Grammar practice

Grammar translation

Why do we use this technique here?

The Procedure

Production / personalization

• Activities and methods to be used for producing new language material freely and communicatively?

• A good teacher may classify his/ her students according to their needs to decide which methods better help which students.

• Main principles of method choosing?

Lesson objectives and home task

• What is the relationship between these two?

In groups plan a lesson based on teaching material

• Think of the aim of the lesson;

• Plan the procedure

Questions for a lesson plan analysis:

• formulation of the instructional objectives;

• the indication of content;

• the organization of procedure, timing;

• type of communication (pair / group work);

• the selection of instruction materials;

• the selection of assessment techniques.

Classroom observation questions:

• The teacher prepared and used a lesson plan;• The learners were informed about the objectives of

the lesson;• The teacher used openers to gain the learners’

attention and rise motivation;• The teacher used instructional materials with

different learning modalities in mind;• The previous home task was checked;

Classroom observation questions:

• The instructional process was conducted as planned;

• The teacher used variety of appropriate methods of teaching;

• Pair and group work activities were well organized;• Home task was logically connected to the lesson

objectives, clearly stated and explained.

Thank you!