Согласовано
Зам.директора по УР
______________Н. Шаповалова
«09» ноября 2020_г.
КГКП «Саранский гуманитарно-технический колледж
имени Абая Кунанбаева
(наименование организации образования)
Lesson plan for a teacher for organizations of technical
and professional, post-secondary education
The structure of the
English lesson. Planned timing. The course of the lesson. Work with terms.
(lesson topic)
Module / discipline name
______ Учитель начального
обучения англ.яз. ____
Teacher: _____Iskakova O.G.___"9" 11. 2020 года
1. General
information
Course, groups 3 course, КF-9-18
Type of the lesson combined
2.Aims,objectives
getting
more information about Planning time, activation of vocabulary and grammatical
material in tokens. Understanding the importance of quality teacher preparation
for the lesson. Having basic knowledge of the features and content of lesson
planning..
2.1 The list of professional skills that
students will master in the course of a training session to express
their thoughts, answer the question upon the theme and explain the rules.
development of communicative competence, demonstration
of interest to the studying business English.
3. Equipment
of the lesson
3.1 Educational and methodological equipment,
reference literature
https://jobs.languagelink.ru/tefl_clinic/teaching_knowledge/glossary/lesson_planning.php
Platform-college,sdot.kz
3.2 Technical equipment, materials
Platform-bilimal, zoom, mic,camera
4. Course of the lesson
Organizing moment. Greeting. Checking those present.
Phonetic warm-up. work on the previous topic, updating existing knowledge. Students
have to answer the questions - why is it necessary to prepare for the lesson?
what is a lesson plan? what is it for? what stages does it include?
Introduction of new material. We talk about what the teacher tries to achieve in the lesson or course. Pay attention for this glossary. Students should explain
how they understand this words and phrases.
Achieve aims, objectives: When
a teacher succeeds in teaching what he/she has planned to teach.
Aim: What the
teacher tries to achieve in the lesson or course.
1.
The main aim is the
most important aim, e.g. the teacher’s main aim in a lesson
could be to teach the present perfect in the situation of travel.
2.
A subsidiary aim is
the secondary focus of the lesson, less important than the main aim. It could
be the language or skills students must be able to use well in order to achieve
the main aim of the lesson or a skill or language area which is practised while
focusing on the main aim.
3.
A personal aim is
what the teacher would like to improve on in his/her teaching, e.g. To
reduce the time I spend at the whiteboard.
Analyse language: To think about language, e.g. what the form of the structure is and
why it is being used in this way in this situation.
Anticipate language problems: When teachers are planning a lesson, they think about
what their students might find difficult about the language in the lesson so
that they can help them learn more effectively at certain points in the lesson.
Arouse, generate
interest: To make students interested in a task.
Assumptions: When
teachers think about what they believe their students will or will not know or
how they will behave in a particular lesson. For example, a teacher plans to
teach present simple using the context of jobs and daily routines. The teacher
makes the assumption that students will know basic job vocabulary and so will
not spend time in the lesson presenting these words.
Class profile: A
description of all the students in a class, including their age, ability etc.
Components (of a lesson plan): The main parts of a lesson plan, e.g. aims, procedure, timing, aids, interaction
patterns, anticipated problems, assumptions.
Consolidate: To
return to something to understand and remember it more completely. For example,
students can consolidate a grammar point by doing extra practice.
Enable: To
make someone able to do something. A teacher can enable students to become
independent learners by teaching them how to study by themselves.
Encouragement noun, encourage verb:
When a teacher helps students to succeed by giving them confidence, e.g. ‘Of
course you can do it! You are doing very well’.' See confidence.
Feedback noun
+ verb, conduct, elicit or give feedback:
1. To tell students how well they are doing. This could be at a certain point
in the course, or after an exercise that students have just completed.
2. To communicate to a speaker that you understand (or not) what they are
saying.
Peer feedback: Feedback
given to a student by another student in the class.
Focus on: To
direct someone's attention to something. To make someone notice something.
Highlight:
1. To mark words on paper or on a computer screen using a colour so that they
are easier to notice,
2. To focus on something so that students realise it is
important, e.g. to highlight a mistake by underlining it.
Lead-in noun, lead
in verb: The activity or activities used to prepare students to work
on a text or main task. A lead-in often includes an introduction to the topic
of the text or main task and possibly study of some new key language required
for the text or main task.
Main aim: see aim.
Pace: The
speed of the lesson. Teacher can vary the pace in a lesson by planning
different activities in order to keep the students' attention.
Peer feedback: see feedback.
Personal aim: see aim.
Pre-teach (vocabulary): Before introducing a text to students, the teacher
teaches vocabulary from the text which they think the students do not already
know.
Procedure: The
details of what is going to happen in each stage of a lesson.
Raise awareness: To
help students understand something that they may not already know. For example,
if you teach learning strategies, it can raise students' awareness
of how they learn.
Recycle: To
teach words or structures that have been taught before, for revision and
more practice.
Reflect on teaching: To think about a lesson after teaching it.
Reinforce: To
make a student's understanding of the target language more complete by going
over it again. See consolidate.
Scheme of work: A
basic plan of what a teacher will teach for a number of lessons.
Sequence noun
+ verb: A sequence is a series of things, e.g. activities in a
lesson. Students can sequence pictures in a story i.e. put them in order.
Set a question, task, test: To
give students a task or test to do or a question to answer.
Set the scene, the
context: To explain or present the context of
something students will read, hear, talk or write about, to make the situation
clear for them.
Specification noun, to
specify (aims) verb: A clear and exact description of what the teacher
wants students to learn. Aims are specified at the beginning of a lesson plan.
Stage, step: A
section of a lesson. Lessons work through different stages such as lead-in, presentation, controlled
practice etc.
Stimulate (discussion): To encourage students to talk about something. This can
be done in different ways such as through a text or a picture.
Student-centered: When the students are at the centre of the activities and have the
chance to work together and think for themselves. See teacher-centered.
Subsidiary aim: see aim.
Syllabus: This
describes the language and skills to be covered on a course, and the order in
which they will be taught.
Teacher talking time (TTT): The total time in a lesson that a teacher speaks,
compared with the total time the students speak.
Teacher-centered: When the teacher is at the centre of most stages of the lesson,
controlling the lesson from the front of the classroom. See student-centered.
Timing: The
likely time which different activities or stages in a lesson plan should take.
When teachers plan lessons, they think about how long each activity will take
and they usually write this on their plan.
Variety noun, vary verb:
To introduce different things such as different types of activities or tasks,
language skills, interaction patterns, pacing or timing into
a lesson. Good teachers try to include variety in their
lesson, so that students stay interested.
5.Reflexion of the lesson
"Argumentation of your answer" 1. During the
lesson I worked ... ... ..because ... ... ...
2.With my work in the lesson, I ………
3. The lesson seemed to me …….
4. For a lesson I ... ..
5.My mood …… ..
6.Material of the lesson was ………
6. Home task
Mark for themselves new words, learn them. Make 15 questions
for testing by the glossary with 3 variants of answer.
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