3.Learnability: The contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students'coping ability will diminish their motivation.
4.Linkage: The stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.
A.Macro Planning
In a sense, macro planning is not writing lesson plans for specific lesson but rather familiarizing with the context in which language teaching is taking place. Macro planning involves the following:
b.Practice
At the practice stage, the lesson moves from controlled practice to guided practice and further to the exploitation of the texts when necessary.
B.Another 3-stage Model
Pre-, while-and post-. E.G.It is frequently advised and adopted in reading lessons, that is, pre-reading while-reading and post- reading stages. This model is also often applied in listening lessons, which have pre-listening, while-listening and post-listening stages.
II.Macro Planning Vs. Micro Planning
Ideally, lesson planning should be done ay two levels: macro planning and micro planning. The former is planning over time, for instance, the planning for a month,a term, or the whole course. The latter is planning for a specific lesson, which usually lasts 40 or 50 minutes. Of course, there is no clear cut difference between these two types of planning. Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.
Hale Waihona Puke 1) Knowing about the course:
The teacher should get to know which language areas and language skills should be taught or practised in a course, what materials and teaching aids are available, and what methods and techniques can be used.
I.Principles for Good Lesson Planning
1.Variety: Planning a number of different types of activities and where possible introducing students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students.
2) Three Teachers' Instructions to the Lesson:
Teacher A: Today we're going to learn Lesson 15. It's question and answer practice using a substitution table. Teacher B: Today we're going to practise present simple questions with "when…" and when other time expression. Teacher C: Today we're going to practise asking and answering questions using the present simple tense, so that we will learn how to talk about everyday activities.
Lesson 15
Ask and answer questions from the table.
get up eat breakfast wash your face When do you go to school finish school go to bed clean your teeth? meet your friends? When do you learn English? play games? in the morning in the afternoon in the evening at night
A.3P Model
a.Presentation b.Practice c.Production
a.Presentation
At the presentation stage, the teacher introduce new vocabulary and grammatical structures with reference to their contextualized use.
2) Knowing about the institution:
The teacher should get to know the institution's arrangements regarding time, length, frequency of lessons, physical conditions of classrooms, and exam requirements.
c.Production
At the production stage, the students are encouraged to use what they have learned and practised to perform communicative tasks. At this last stage, the focus is on meaning rather than formal accuracy.
Unit 3 Lesson Planning
Aims of the Unit
- to understand why lesson planning is necessary - learn the difference between macro planning and micro planning - to get to know the components of a lesson plan - to know the principles for good lesson planning
4) Knowing about the syllabus:
The teacher should be clear about the purposes, requirements and targets specified in the syllabus.
ponents of a Lesson Plan
3) Language Contents and Skills
language contents: structures (grammar), vocabulary, functions, topics and so on. Language skills: communicative skills involved in listening, speaking, reading and writing
2.Flexibility: Planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.