CONCEPTUAL
UNDERPINNINGS
UNDERPINNINGS
Give an example about the metaphor of the meal dishes and the lesson plan.
Planning is like food; some are very well elaborated and others are improvised.
Mention one of the objectives of the class application.
The plan can serve as a roadmap during the class itself.
What are three common reasons why we may adjust the planning during class.
Something has gone wrong, our timing is off, or something has come up and we want to make the most of it.
What are the main procedures on a lesson plan?
-Activity/ timing.
-Objective(s).
-Materials/equipment.
-Step-by-steb details.
-Interaction/seating.
-Contingency plans/other notes.
How does the metaphor of films is related to lesson planning?
A lesson is like a film, with a plot, theme, rhythm, flow, and ending.
In their own words, what is a stirring activity?
A stirring activity gets students moving, thinking a lot, or talking a lot.
What are three questions you can ask yourself to consider if your lessons were GOOD?
-What progress have students made?
-Are the lessons covering what is required?
-Are the lessons giving the students a sense of achievement and enjoyment?
Describe what the activity/ timing procedure requires.
An estimate of how long activities will take, this can be written in terms of the class hour or in terms of minutes. If particular stages are important to name they can be noted in this column too.
Mention the name of the two models mentioned in the Lesson Planning Unit.
The Hunter model - The Sheltered Immersion Observation Protocol
As explained; lesson planning will lead us to elaborate which evaluation instruments...?
To design class work, quizzes and exams.
What are two recommended questions you can ask yourself AFTER class (from the checklist)?
Are Ss actually learning the material well?
Are Ss engaging with the target language?
Are Ss motivated and enjoying themselves?
Are Ss attentive?
Are Ss active?
Are Ss participating in real communication?
Describe what objective(s) and materials/equipment procedures require.
-Objective(s): They may be related to the class itself, they may also be related to external standards, they should be framed in terms of what students will be able to do as a result of this activity, and to refer to specific language objectives.
-Materials/equipment. Writing down the exact materials and equipment to ensure that what is needed has been gathered before going to class.
How many elements do the lesson plans have? Mention 2 of them.
Skill, Focus, Context.
What scaffolding activities should be followed in a skill-based reading class?
Pre-reading, main idea, reading for details, and post-reading activities.
How many steps “Decision-making BEFORE class” has? Explain the first and second one step.
-Four steps.
-The first step involves looking at the curriculum and the materials and becoming familiar with them, especially with the objectives or student learning outcomes.
-The second step involves answering this question:
Can these objectives be accomplished with the materials provided? This is where the teachers' knowledge of how students best learn will affect the plan.
Describe what Step-by-steb details, interaction/seating, and contingency plans/other notes procedures require.
-Step-by-steb details. what the teacher will do or say and what the students do or say-and write it down in advance. Writing something that may be tricky will help prevent it from taking much.
-Interaction/seating. Are students interacting: whole class with the teacher? Are students working on their own, in small groups, or in pairs? It allows teachers to prepare students to move around, check that the interactional pattern matches the activity, and see at a glance whether there is variety.
-Contingency plans/other notes. Teachers need to think in advance about potential problems that might arise, and plan for alternatives.