TKT_Unit 12_LessonPlanning

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tkt

unit 12

teacher training

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Creada por

Jessica Tito

Estados Unidos

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Relacionar Columnas TKT_Unit 12_LessonPlanningVersión en línea Lesson PLanning por Jessica Tito 1 ASSUMPTIONS 2 TIMETABLE FIT 3 MAIN AIM 4 ANTICIPATED PROBLEMS AND SOLUTIONS 5 INTERACTION PATTERN 6 SUBSIDIARY AIM 7 PERSONAL AIM 8 PROCEDURE 9 STAGE 10 TIMING 11 AIDS The different ways students and the teacher work together in class, e.g. student to student, in pairs or groups or teacher to student, in open class. The secondary focus of the lesson, less important then the main aim. It could be the language or skills learners must be able to use in order to achieve the main aim. A section of a lesson. Lessons work through different steps such as lead-in, presentation, controlled practice, etc. The details of exactly what is going to happen in each stage of a lesson, e.g. students practise the language of complaints in a role-play in pairs. The most important aim, e.g. the teacher’s main aim could be to teach the present perfect or develop listening skills. The things that a teacher uses in a class, e.g. handouts, pictures, flashcards. When teachers plan lessons they think about what things they will need. What the teacher would like to improve on in his/her teaching, e.g. To reduce the time I spend writing on the whiteboard. When teachers think about what they believe their students will know or how they will behave in a particular lesson. When teachers are planning a lesson, they think about what their students might find difficult about the language or skills in the lesson so that they can help them learn more effectively at certain points in the lesson. When teachers plan lessons, they think about how long each activity will take and they usually write this on their plan. How a lesson fits logically into a sequence of lessons; what goes before a particular lesson, how a lesson links to, and helps students with, the following lesson.

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TKT_Unit 12_LessonPlanningVersión en línea

Lesson PLanning

ASSUMPTIONS

TIMETABLE FIT

MAIN AIM

ANTICIPATED PROBLEMS AND SOLUTIONS

INTERACTION PATTERN

SUBSIDIARY AIM

PERSONAL AIM

PROCEDURE

STAGE

TIMING

AIDS

The different ways students and the teacher work together in class, e.g. student to student, in pairs or groups or teacher to student, in open class.

The secondary focus of the lesson, less important then the main aim. It could be the language or skills learners must be able to use in order to achieve the main aim.

A section of a lesson. Lessons work through different steps such as lead-in, presentation, controlled practice, etc.

The details of exactly what is going to happen in each stage of a lesson, e.g. students practise the language of complaints in a role-play in pairs.

The most important aim, e.g. the teacher’s main aim could be to teach the present perfect or develop listening skills.

The things that a teacher uses in a class, e.g. handouts, pictures, flashcards. When teachers plan lessons they think about what things they will need.

What the teacher would like to improve on in his/her teaching, e.g. To reduce the time I spend writing on the whiteboard.

When teachers think about what they believe their students will know or how they will behave in a particular lesson.

When teachers are planning a lesson, they think about what their students might find difficult about the language or skills in the lesson so that they can help them learn more effectively at certain points in the lesson.

When teachers plan lessons, they think about how long each activity will take and they usually write this on their plan.

How a lesson fits logically into a sequence of lessons; what goes before a particular lesson, how a lesson links to, and helps students with, the following lesson.

TKT_Unit 12_LessonPlanning

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TKT_Unit 12_LessonPlanning

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TKT_Unit 12_LessonPlanningVersión en línea

por Jessica Tito

ASSUMPTIONS

TIMETABLE FIT

MAIN AIM

ANTICIPATED PROBLEMS AND SOLUTIONS

INTERACTION PATTERN

SUBSIDIARY AIM

PERSONAL AIM

PROCEDURE

STAGE

TIMING

AIDS