ПОЗНАВАТЕЛЬНОЕ

Оси и плоскости тела человека - Тело человека состоит из определенных топографических частей и участков, в которых расположены органы, мышцы, сосуды, нервы и т.д.

Отёска стен и прирубка косяков - Когда на доме не достаёт окон и дверей, красивое высокое крыльцо ещё только в воображении, приходится подниматься с улицы в дом по трапу.

Дифференциальные уравнения второго порядка (модель рынка с прогнозируемыми ценами) - В простых моделях рынка спрос и предложение обычно полагают зависящими только от текущей цены на товар.

Types of lessons. Lesson Plan structure.

LECTURE 15

PLANNING

Planning the educational process. Principles of planning.

Types of lessons. Lesson Plan structure.

Approaches to and tools of lesson analysis.

Out of class activities: aims, forms and principles of organization.

Evaluating, selecting and adapting materials.

Planning the educational process. Principles of planning.

Planning the educational process presupposes defining aims, objectives and learning outcomes during and at the end of a certain period. Planning is successful if the following factors are taken into account:

· the final and intermediate aims of teaching foreign languages and cultures;

· stages of developing communicative competence and its components;

· available means of instruction;

· current methodological requirements to lessons;

· psychological factors (learners’ age, their level of intellectual development, their interests, inclinations and needs;

· pedagogical factors (stage of learning, learners’ proficiency level).

The system of panning at secondary schools include plans for a year of studies, for a term or a quarter, for a topic or module (a series of lessons) and for a separate lesson.

A plan for a year (calendar plan) is based on the syllabus and the national curriculum as well as on recommendations and approximate plan found in the teachers’ guide.

Planning for a topic (a series of lessons) is more detailed. We formulate learning outcomes that should be checked at the final lesson of the series, name the topic and the objectives, define the sequence in developing different kinds of competences, the number of lessons allocated for that, ways and forms of summative assessment, means of instruction.

The scheme of the topic plan may include the following:

· topic

· subtopics (topic aspects)

and then in columns:

· lesson number

· type of the lesson

· objectives of the lesson

· language material

· skills (all of them)

· equipment

· home assignment

Lesson plan is the most detailed of all. It shows what to do and what to achieve at each stage of the lesson, selection of the language material, learning (teaching) materials, means of instruction, all didactic materials etc. It is to demonstrate a teacher’s awareness of the each element of the lesson and its interaction with other elements.

While planning a lesson, a teacher performs the following sequence of actions:

· analyzes the material content;

· defines the lesson type;

· formulates objectives;

· distributes material for each stage;

· allocates the time per each stage;

· designs or selects activities;

· writes a lesson plan;

· ensures that means of instruction are ready.

In planning there should be observed two main principles: variety and flexibility.

Variety has several aspects:

1) it deals with the number of activities the learners are involved in and their character (drills, semi-controlled, or communicative tasks). The teacher should use several activities and of various types, which depends on the learning stage.

2) it deals with different type of interaction (whole class activities, individual, pair and group work)

3) it deals with different skills, preferably skills integration, and with certain individualization when teaching mixed ability classes.

Flexibility is the ability to change the plan, if necessary, when teaching. A good lesson plan is a combination of activities, techniques and material in order to reach the idea of balance. It may be changed due to the number of the learners present at the lesson, their preparation for the lesson, their physical or psychological state, some external factors etc.

Types of lessons. Lesson Plan structure.

A starting teacher should make up a detailed lesson plan in which all the instructions to activities, rules and sample sentences should be formulated in English. Usually losses of time during a lesson are connected with the fact that a teacher cannot formulate a clear and short instruction or explain a certain rule just on the spot, without previous preparation.

There are three main types of English lessons:

1) Combined lesson – the focus is on both language and skills. The work on some language aspect is combined with practice in some skill or skills. The teacher introduces some new language material and organizes practicing it in non-communicative and semi-controlled activities. Combined lessons are of different kinds: developing lexical skills of speaking, developing grammatical skills of reading etc.

2) Integrated skills lesson – the focus is on developing certain communicative skills, different variants of these lessons are singled out depending on which skill/skills is/are in focus.

3) Test lesson – the focus is on testing skills (summative testing). Not all methodologists distinguish it as a separate type.

Both combined and integrated skills lessons should be appropriately structured. A typical lesson plan begins with marking the date and the target audience (e.g. 5A form). Then come objectives (practical, educational, developmental and affective), teaching aids (course-book, additional materials, flash cards, equipment etc) and then the procedure itself. It starts with a warm-up activity, and then different stages and activities done at them. Make sure that at some stage home assignment is checked (though not necessarily in the form it was done), and time should be allocated to setting new home assignment and giving necessary explanations. A very important stage is summing up and giving feedback (qualitative and quantitative). Timing is very important too.

Some requirements to English lessons:

· Competence orientation (practical learning outcomes, skills prevail over knowledge, communicative practice should be organized at each lesson)

· Skill integration (and developing grammar or lexical skills necessarily includes practicing them in all kinds of speech activity). Linguosociocultural competence and strategic competence are also developed alongside with the development of other competences.

· English as the aim of teaching and a means of instruction. Teacher’s talk should serve as a model and be comprehensive, persuasive, cost-effective and adaptive.

· All learners are intellectually involved in communication. Tasks should facilitate abilities and skills development.

· Variety of activities and forms of interaction.

· Developing motivation and maintaining learners’ interest.

Some additional tips:

· Do not plan too much but have some extra activity as a resource to be used when necessary.

· Tell the learners before the activity how long they are supposed to spend on it.

· Do not forget to summarize the results of the activity.

· Allocate some time to copy important information from the board.

· Give slow learners time to answer somebody’s questions.

· Do not wait too long.

· Keep under control the time planned for each activity.

· Vary timing for intensive and more relaxing activities, keep to the rhythm of the lesson.