Advanced Lesson Planning

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InternationalHouseWorldOrganisationwritten by Diana England

IHCAM

INTERNATIONAL HOUSE CERTIFICATE IN ADVANCEDMETHODOLOGY

Module 5: Advanced Lesson Planning

Pre-session tasks:

1. Read the statements about lesson planning and lesson plans in section 5.1 and

complete the set task.

2. Read the lesson plan procedure in section 5.2 alongside Inside Out Advanced

(Heinemann, 2001), Unit 8, pp 69-72. What are the good points? What doubts do

you have? Why? What might you change or include instead / as well?

5.1 Task: Statements about lesson planning and lesson plans

Write a cross on the line to show how true each statement is for you.

a) I spend about the same time preparing a lesson as I do teaching it.

|_________________________________________________________|

Absolutely true! Not true at all!

b) I write down concept questions on my plan.

|_________________________________________________________|


c) I write down instructions for activities and exercises.

|_________________________________________________________|


d) Its enough for me to note down the different exercises and activities Im going to cover.

|_________________________________________________________|


e) I have no problems estimating timings of activities.

|_________________________________________________________|



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f) I sometimes find Ive run out of time for the final speaking activity or more creative work in a

lesson.

|_________________________________________________________|


g) My approach to planning hasnt changed much since I started teaching.

|_________________________________________________________|


h) Im quite happy with the way I plan my lessons and write my lesson plans.

|_________________________________________________________|


i) My DOS / other teachers have commented on the style and level of detail in my plans.

|_________________________________________________________|


j) I write more detailed plans when Im being observed because thats whats expected.

|_________________________________________________________|


5.2 Lesson plan using Inside Out Advanced Unit 8 (Heinemann, 2001). What are the

good points? What doubts do you have? Why? What might you change or

include instead / as well?

Lesson Aims:

a) Clarification and contextualised practice of ways of making predictions and

assumptions using will.

b) Clarification and practice of adverbs used with will structures for predictions and

assumptions.

c) Remedial practice of weak forms, contractions and sentence stress with will

structures for predictions and assumptions.

d) Development of speaking skills agreeing and disagreeing.


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Stage/Time Procedure

1. Recap from

last lesson

5 mins

1. Pairs remind each other about the newspaper article on Prof

Stephen Hawkings predictions from last lesson.

2. Monitor and then conduct open-class summary

2. Clarification of

uses of will

from the text.

10 mins

1. Hand out sentence slips of paper of predictions (taken from p.70

Close up ex.1) to pairs and get sts to read through them.

2. Hand out the five verb patterns on separate slips to each pair and get

them to match them to the seven predictions. NB: there will be two

predictions for some verb patterns.

3. Provide open-class feedback e.g.:

T: will + infinitive

St: We wont colonise Mars

Focus on pron e.g.: well have / wont / will have been

4. Ask sts when we use will + infinitive (personal prediction about

future, not necessarily based on present evidence).

5. Pairs continue deciding on meanings for each verb form, referring to

example predictions.

6. Open-class feedback using OHT 1.

7. Hand out table from OHT 1 and get sts to complete the missing verb

forms in the sentences.

8. Refer sts to sentences on p.70 Close up ex.1 to check. Direct them

to p.72 Language Reference which they should read at home.


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3. Clarification of

word order ofprobably and

other adverbs

with will /

wont

5 mins

1. Board: probably

2. Sts add in probably to each prediction in the most appropriateplace.

3. Provide open-class feedback

will + probably - affirmative sentences

probably + wont - negative sentences

NB Hell have probably eaten already is also possible.

4. Elicit what part of speech probably is (adverb)

Elicit other adverbs that could be used in place of probably here?

(definitely, certainly, possibly, surely)

4. Controlled

practice -

relating form

to meaning

15 mins

1. Get sts to read instructions for p.71 ex 4.

2. Do (a) open-class as an example:

By this time next week Ill have taken five exams.

(Prediction that will be accomplished before or at a specific future

point)

3. Pairs continue, discussing form and use of will for each sentence.

NB: in some cases, more than one answer may be possible. Youll

need to be able to say what is the difference in meaning / perspective

between each one.

4. Go through answers with whole group, checking concept and drilling

pronunciation.


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5. Get sts to read through the sentences again and change them so

they are true for them.

6. As each st finishes, get them to say their sentences sotto voce to

practise pronunciation.

7. Get sts to compare their sentences, not just reading, but speaking

and listening as exchanges, e.g.:

A: By this time next week I wont have taken any exams. What

about you?

B: Me neither. I havent got any exams until June thank God!

As they work through the sentences, they should consider how

similar or different their predictions are.

8. Monitor and then provide feedback on a) interesting points; b) good

use of language; c) errors to clarify / correct.

5. Intensive

reading for

language use

- Clarification

and practice

in making

assumptions

and

predictionsusing will.

20 mins

1. Sts read through the text p.71 ex.6 and decide which assumptions

about their English are true (mark with ) and which are false (mark

with X).

2. Put sts into new pairs and get them to compare their answers.

3. Board: past present future combination of times.

4. Elicit / decide which will forms refer to which times open-class.

5. Tell sts that in a minute theyre going to write some assumptions and

predictions about someone else in the class. Ill tell you who to

write about, but its a secret.

6. Ask sts to look at the verb phrases and time expressions in the

boxes in ex.8 which they can use in their sentences.


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7. Get sts to look at the way these have been used to make example

sentences about Maria.

8. Hand out slips of paper with a sts name on to each st. Allow 7 mins

to write their sentences using Youll / You probably / definitely (etc)

wontinstead ofhe / she.

Monitor and provide help as necessary.

9. Tell sts to go and sit next to the person they have been writing

about. Get them to read out their sentences, if necessary justifying

opinions and saying if the assumptions and predictions are correct

or not.

10. Conduct open-class feedback: how correct were you? Was yourpartner happy about your predictions? Why? Why not?

6. Setting up

homework

5 mins

1. Direct sts to the Language Reference box p.72 to re-read, plus

workbook pp.41-42 Grammar exercises 1, 2 and 3.

2. Do an example of each exercise in class to ensure everyoneunderstands what to do.

Documents

Advanced Lesson Planning