PLANNING AND PREPARING A LESSON OR SEQUENCE OF LESSONS
IDENTIFYING AND SELECTING AIMS
How do we identify and select aims?
AIMS – What we want our learners to be able to do at the end of the lesson
To identify and select the most appropriate aims, we need to ask ourselves two questions:
1. What do my learners already know?
2. What do they need to know?
MAIN AIM – Describes the most important thing we want to achieve in a lesson or sequence of lessons.
For example:
· We may want learners to understand and practice using new language;
· We may want to reinforce or consolidate (make it stronger) the use of language they already know by giving them further practice,
· We may want to revise language they have recently learnt
· On a lesson plan, the main aim should also include an example of the target language we are planning to teach.
· The aims should not be too general. “To teach the past simple”, or “To develop learners’ reading skills” do not say enough about of the purpose of the lesson. More specific aims might be “to introduce and practice the past simple for talking about personal experiences.
SUBSIDIARY AIMS – Shows the language or skills learners should be able to use well in order to achieve the main aim of the lesson.
For example:
Main Aim - Teach students to make polite requests
Subsidiary Aim – The language and skills that learners will need to make these requests.
Stating both Main and Subsidiary Aim is a good way of making sure that our own lesson plan focuses on what we want our learners to learn, or to be able to do.
PERSONAL AIMS – Show what we would like to improve or focus in our own teaching. Here are some examples:
· To try different correction techniques
· To remember to check instructions
· To write more clearly on the blackboard/whiteboard
· To make more use of phonemic chart
· To get learners to work with different partners
· To get quiet learners to answer the questions
TEACHING AIDS – Things /Materials we can use to support our teaching in the classroom.
PROCEDURES – What the learners and students will do at each stage of the lesson.
Important
· We should not plan to do too much in a lesson. The amount we plan to cover will depend on the length of the lesson and on the learners’ level.
· Learners also need to know what the lesson is going to be about. It is often helpful to announce our aims (or write them on the board) at the beginning of a lesson, and/or to repeat them at the end.
· Learners of all ages find it helpful to know why they are doing things. For younger learners the aims of a lesson can be described in very simple language, focusing on the things they will do in the lesson and in the language knowledge they will take away with it. (For example, “Today we’re going to read a story and learn how to describe people in English.)
TIMING – length of time needed for each stage
INTERACTION PATTERNS – ways in which learners work at different stages, i.e. individually, in pairs, in groups, as a whole class.
LEVEL – Who are we planning the lesson for.
TIMETABLE FIT – How the lesson is connected to the last lesson and or the next one.
KEY WORDS - The words you are going to teach.
LANGUAGE STRUCTURE – The structure you are going to practice in this class.
EXTENSION IDEIAS – Possible ideas and extra activities that you might want to include in case you have an extra time.
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