TKT_Mod II_Unit 20_Identifying the different components of a lesson plan

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Identifying the different components of a lesson plan

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mod ii

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Jessica Tito

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Relacionar Columnas TKT_Mod II_Unit 20_Identifying the different components of a lesson planVersión en línea Identifying the different components of a lesson plan por Jessica Tito 1 Subsidiary aim 2 Stage 3 Timetable fit 4 Procedure 5 Personal aim 6 Interaction pattern 7 Aids 8 Timing 9 Assumptions 10 Main aim 11 Anticipated problems and solutions The things that a teacher uses in a class, e.g. handouts, pictures, flashcards. When teachers plan lessons and think about what things they will need. The most important aim, e.g. the teacher’s main aim could be to teach the present perfect or develop listening skills. When teachers think about what they believe their students will know or how they will behave in a particular lesson. What the teacher would like to improve on in his/her teaching, e.g. To reduce the time I spend writing on the whiteboard. How a lesson (L) fits logically into a sequence of Ls; it goes before a particular lesson, how a L links to and helps students with the next lesson. When teachers plan a lesson, they think about what their students might find difficult about the lang. or skills in the L so that they can help them. 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 secondary focus of the lesson, less important then the main aim. It could be the skills learners must be able to use to achieve the main aim. When teachers plan lessons, they think about how long each activity will take and they usually write this on their plan. 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.

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TKT_Mod II_Unit 20_Identifying the different components of a lesson planVersión en línea

Identifying the different components of a lesson plan

por Jessica Tito

Subsidiary aim

Stage

Timetable fit

Procedure

Personal aim

Interaction pattern

Aids

Timing

Assumptions

Main aim

Anticipated problems and solutions

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

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

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

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

How a lesson (L) fits logically into a sequence of Ls; it goes before a particular lesson, how a L links to and helps students with the next lesson.

When teachers plan a lesson, they think about what their students might find difficult about the lang. or skills in the L so that they can help them.

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

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

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.

TKT_Mod II_Unit 20_Identifying the different components of a lesson plan

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TKT_Mod II_Unit 20_Identifying the different components of a lesson planVersión en línea

por Jessica Tito

Subsidiary aim

Stage

Timetable fit

Procedure

Personal aim

Interaction pattern

Aids

Timing

Assumptions

Main aim

Anticipated problems and solutions