Lesson planning přednáška
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Suitable abbreviations
• T = the teacher;
• S = a student, C = the whole class;
• T – C = teacher working with the whole class;
• S,S,S = students working on their own;
• S – S = students working in pairs;
• SS – SS = pairs of students in discussion with
other pairs;
• GG = students working in groups;
• (IW – individual work, GW – group work, PW –
pair work) etc.
Activity/Aids
Interaction
Procedure
Time
Activity 1:
Group decision
making
T - C
S,S,S
S - S
T tells students
to list 5 things
to take into
space with
them
SS make their
list individually
In pairs
students have
to negotiate
their items to
come up with a
shared list of
only 5 items
1 min.
2 min.
3 min.
problems and possibilities
• a good plan predicts potential difficulties and
pitfalls and prepares for the solutions;
• this includes alternative activities (students may
not think of the items to take to a space station;
• T can suggest questions about music, books,
pictures etc.) or additional ones (discussion on
three things from home the students would most
miss, a video clip etc.)
• (adopted from Harmer, 2001, p. 315 – 316, shortened for the purposes of
the course)
Evaluating lesson effectiveness
• Evaluating criteria:• The learners were active, attentive enjoying
themselves; (x was there enough
learning/educational value?)
• The class seemed to be learning the material
well; (x have they really learned much?)
• The lessons went according to the plan (x was it
a good plan? Could it be altered for better?)
• The learners were engaging with the foreign
language throughout (x was the material of
appropriate level?)
(ibid.)
Guidelines for ordering components of
a lesson (by Penny Ur, 1996)
• 1. Put the harder tasks earlier;
• 2. Have quieter activities before lively ones;
• 3. Think about transitions (reading/writing → oral
activity) – employ a ´transition stage´;
• 4. Pull the class together at the beginning and the