Lesson Planning

1. why lesson plan?
• prepare lesson
• to manage time and run
• to organize
• do not mistake
• reviewing
• allows the teacher to visualize (and therefore, better prepare for every step of the teaching process in advance)
• Practice not play not practice just imagine every time in their mind
• they found "Make it happen"
• provide , guidance for the substitute teaching
• provides a record that allows teachers to go back
• analyze their own teaching, and improve on it in the future
• allow teachers to refer back to their old lesson plan (kept on file) and "recycle: the successful elements (instead of starting "from scratch" 
  
  
2. Plan B : What's wrong, same subject, different way
   
   
3. SOS activities: if time remains, need another activities time left.
   
   
   
4. When make a lesson plan, we should consider
1. age, level, students information, size of classroom, space, background
2. their interests
3. time
4. materials, contents
5. topic
6. standard curriculum
7. Who the students are
8. the aim(s) of the lesson
9. what new language the lesson contains
10. the main stages of the lesson(i.e how it divides into different activities)
11. What to do at each stage
    
    
5. Lack of planning can lead to; 
1. teacher confuse. problem
2. poor or reduced learning
3. Frustration for both the teacher and the students
4. A waste of time/ effort/money
   
   
6. Aims of a Lesson
1. What are lesson objectives?
1. getting Students Keep thinking
2. stimulating students
3. Good objectives specify the new skills that the students will gain as a result of the lesson. 
4. They focus on students (not teacher) behaviors.
5. They must specify what the students will actively do they can be observed.
6. All aims will include an activation keyword ('by', 'when', or 'through'), to connect the learning new skill part with the observable, activity part
7. Aims use explicit language, generalized wording is not acceptable
   
   
2. The key features of lesson aims construction: 
   
   
   
3. Types of aims: ex)students learns about dinosaurs by reading the story 
1. topic
2. grammar
   
   
7. The PPP Approach (deductive learning) 
   <<<<<----------------------warmer (at the beginning) related topic ------------------->>>>>
   Present: explainner
   Practice: envolver, develop
   Production: enabler, provide feedback
   
   
8. Task-Based Approach (Inductive learning)
   :You figure it out, you learned rules doing it
   1. Pre-task: Warmer (get-ready)
   2. Task-Preparation: Set up a task, //???instruction You don't give them any rules 
   3. Task Realization: main body. main thing (do it)
   4. Post task: consolidation, review, any things they doing (what they doing learn in PPP)
   
   
   
9. Whether your lesson is PPP or Task-Based, include these elements; 
   Step: Engage, Study, Activate. 
   
   
• Engage: Get the students in the subject. Engaged Students learn better and cause less discipline problems. A short warm-up task can engage the students. A task that reviews some grammar structure of vocabulary pertinent to the class is good but not necessary. Another way to engage students is to use a lead-in. This is and anecdote(일화), picture story, conversation etc. that leads students to the target language.
  
  
• Study: Lessons need a language focus (target language) and some structure. This could be new language or a revision of previously learned material. Language focus could be a grammar pattern, pronunciation, vocabulary, etc.
  
  
• Activate: Give students a chance to practice the target language and integrate it with language they already know. This gives students the chance to rehearse English, try new things and perhaps internalize language so they can use it automatically. Enjoyable activities, especially where the students can use language they already know, may increase motivation. Finally, observing students activities can be effective in monitoring    
  
  
10. Formal Lesson Planning
    A formal lesson plan consists of two parts: 
1. The background information
2. The procedure
   
   
   
11. Lesson Planning : Questions that I ask myself
• Is my lesson appropriate to the needs of my students?
• Is the topic practical, interesting, useful to the students?
• Have I made a connection to the real world of the students?
• Do I start from the known and move to the new?
• Does it use the knowledge that the students already have?
• Are the tasks that I ask the students to perform realistic? (difficult, easy, interesting)
• Is my lesson well-planned, well-organized? (revised it, check it)
• Does the lesson low logically? does the sequence make sense? (no script, eliciting questions)
• Are my objectives clear, to me, to them? 
• Have I included the four skills?  + five systems
• What will my teacher talk be?
• How will I plan the pace/timing? //for the "Precise" reasong- Think about timing (2,3,4,5,7,8,9,10, 15,20,25,30,35,etc after 30 mins 30, 35 is ok because the more than 30mins, the length is long)  
• Are the materials suitable? 
• Are my visuals of good quality?
• How does the physical layout of the classroom space affect what I plan?
• How will I evaluate what we do in class?
• How will I provide feedback to the students?
• Do I provide positive reinforcement to encourage learning?
• What kind of learning atmosphere have I created?
• Am I flexible to change?
• Do I have Plan B ready?
12. After lesson plan
• After teaching think about below:
• What did you think, what do you change if you teac again
• What is the sequence