Job Discussion Forums

[ioamosalerno]

Hello,
I'm sorry if this is the wrong forum for this question, but I seem to get logged-out when I try to post in the forum on teaching Qs.

I am a new teacher and I need to learn some basics of lesson planning, as this is a skill that I have never developed. I am currently working for Berlitz (who has lesson plans already formulated) and Linguarama, who has pre-made lesson materials, but not lesson plans. I want to use the exam study and preparation materials for the Cambridge TKT Module 2 which is an exam on lesson planning. I am planning on eventually taking this exam as I already have the TKT Module 1 certification. I would like to know if there are any other good resources available for learning some basics when it comes to lesson planning. During my TEFL certification course, I was only introduced to PPP, however, I feel that I need to learn some other methods besides PPP. Thank you in advance for any input and direction.

[coledavis]

A few practical points.

Have an overall purpose, e.g by the end of the lesson, I want my students to have mastered the use of questions in present perfect simple relating to foreign travel. Sub-aims: learned a list of 7 new words.

Then, in addtion to materials, create something to allow activation, e.g. a case study or other converstional tool.

Then decide on the model. In my opinion, the model (and the lesson plan) should be subordinate to the purpose of your lesson.

Hey, I looked up models for TEFL classes and the first page I opened shares my opinion about working backwards from the learning aims. They also suggest a model, but I can't say it's much different from PPP. Not that I've got much against PPP.

PS forgot the link!
http://www.adultedlessons.org/login.cfm?fuseaction=aboutlp

[Teacher in Rome]

In addition to the excellent points raised by coledavis, I can suggest these:

- anything by Jeremy Harmer (who also has his own blog, btw). His book on teaching English used to be required reading for the DELTA (back when I did it)

- Cambridge ESOL site may well have a downloadable TKT practice test. Just be chance I was looking at one yesterday on a colleague's PC.

- I've worked for Linguarama, and can say that the one thing they were very hot on was teacher development. Go and see your DOS and explain you're having problems with lesson planning. It might be that he/she can help you straightaway, or that they include lesson planning in their next training session.

- do a google search for lesson planning. There's so much out there - via the British Council, teacher trainers etc, that you're bound to find something useful.

[coledavis]

Re 'anything by Jeremy Harmer': in some ways I would disagree. I liked How to Teach English, although if you go to Amazon.co.uk, you will see mixed reviews.

However, I thought that the third edition of his other frequently recommended book, The Practice of English Teaching was awful. My review follows:

[sharter]

1-PPP
Here you have target language and all your activities stem from the target language ending up in production and freer practice. The PPP model based on Behaviouralist ideas, which spawned ALM, has been out of fashion for a while. However, if you are unlucky enough to teach people who can't even say 'hello' then you ain't got much of an option.

2-Test Teach Test
Give them a test on given target language, teach it, then test them again. This is an easy model as you just sling in a lead in at the beginning and a communicative activity at the end. Lends itself well to pair/group work and is good for revision lessons. TTT lessons don't take long to prepare either if you have Murphy and a photocopier handy.

3-Guided Discovery
This type of less on usually introduces language through a reading or listening text. Students may have to identify the target language and work out the rules through concept checking questions etc. They then have to apply them in semi-controlled practice on form and function and you end up with a production activity. Check out Headway or English File.

4-Task Based Learning
Here you start with an activity/task and the language evolves from the task, (kinda the opposite of PPP where the tasks evolve form a finely tuned target language), so you teach the stuff they screw up. Check out bits of Cutting Edge.

That's enough for now. Always start your lessons with a warmer/recycling stuff from the previous lesson and always end them with a freer activity/game. The sausage in the middle 1-4 above. PPP is the least student centred way of doing it IMHO.

CLT, PBL etc can come another day.

[sharter]

I meant CLIL, not CLT. Lucky I left out the 'I'.

[coledavis]

[Glenski]

Basic lesson plan.

Review the previous lesson and ask for questions.

Introduce the new lesson topic and its relevance. Elicit if necessary.

Start small, with less and less assistance from you.

By the end of the lesson, students should theoretically have practiced a lot and used the lesson point properly.

Quiz (even if this means only elicitation) and allow time for questions.

The details all depend on age and level of students and their goals (plus yours).

[sharter]

I agree about your point about what's fashionable etc. However, I think that different lesson models lend themselves better to particular levels. I taught illiterate Kurds more than a decade ago and PPP was what I had to do. I like using reading texts to introduce structures, especially with Arab learners. TBL-type lessons are good with intermediate plus levels.

Re PPP, while I agree that repeating stuff helps, I'm not sure about drilling internalising language......maybe in kids....I just dunno! Also, that cue, response, reward thing is a bit iffy to me. None of the 'real academics' seem to agree either.