8 Lecture
8 Lecture
Лекция жоспары:
Lesson planning
Лекция мақсаты:
To provide an overview of foreign language teaching strategies based upon theory, practicum,
and creativity.
To allow for full discussion and analysis of past and current thinking in second language
acquisition in principle and in application.
To prepare the foreign language teacher with the necessary know-how, dexterity, and confidence
to be a capable teacher of foreign languages.
Лекцияның мәтіні:
A lesson plan is the instructor’s road map of what students need to learn and how it will be done
effectively during the class time. Then, you can design appropriate learning activities and
develop strategies to obtain feedback on student learning. Having a carefully constructed lesson
plan for each 3-hour lesson allows you to enter the classroom with more confidence and
maximizes your chance of having a meaningful learning experience with your students.
A successful lesson plan addresses and integrates three key components:
Learning Objectives
Learning activities
Assessment to check for student understanding
A lesson plan provides you with a general outline of your teaching goals, learning objectives,
and means to accomplish them, and is by no means exhaustive. A productive lesson is not one in
which everything goes exactly as planned, but one in which both students and instructor learn
from each other. You may refer to an example of a 3 hour lesson plan here.
1. Identify the learning objectives
Before you plan your lesson, you will first need to identify the learning objectives for the lesson.
A learning objective describes what the learner will know or be able to do after the learning
experience rather than what the learner will be exposed to during the instruction (i.e. topics).
Typically, it is written in a language that is easily understood by students and clearly related to
the program learning outcomes. The table below contains the characteristics of clear learning
objectives:
Characteristic Description
Clearly stated tasks Free from jargon and complex vocabulary; describe specific and
achievable tasks (such as ‘describe’, ‘analyse’ or ‘evaluate’) NOT
vague tasks (like ‘appreciate’, ‘understand’ or ‘explore’).
Important learning Describe the essential (rather than trivial) learning in the course which
goals a student must achieve.
Achievable Can be achieved within the given period and sufficient resources are
available.
Demonstrable and Can be demonstrated in a tangible way; are assessable; achievement
measurable and quality of achievement can be observed.
Fair and equitable All students, including those with disabilities or constraints, have a
fair chance of achieving them.
Linked to course and Consider the broader goals - i.e. course, program and institutional
program objectives goals.
2. Plan the specific learning activities
When planning learning activities you should consider the types of activities students will need
to engage in, in order to develop the skills and knowledge required to demonstrate effective
learning in the course. Learning activities should be directly related to the learning objectives of
the course, and provide experiences that will enable students to engage in, practice, and gain
feedback on specific progress towards those objectives.
As you plan your learning activities, estimate how much time you will spend on each. Build in
time for extended explanation or discussion, but also be prepared to move on quickly to different
applications or problems, and to identify strategies that check for understanding. Some questions
to think about as you design the learning activities you will use are:
What will I do to explain the topic?
What will I do to illustrate the topic in a different way?
How can I engage students in the topic?
What are some relevant real-life examples, analogies, or situations that can help students
understand the topic?
What will students need to do to help them understand the topic better?
Many activities can be used to engage learners. The activity types (i.e. what the student is doing)
and their examples provided below are by no means an exhaustive list, but will help you in
thinking through how best to design and deliver high impact learning experiences for your
students in a typical lesson.
Interaction with Drill and Problem/task is presented to students where they are
content practice asked to provide the answer; may be timed or
untimed
Students are more likely
to retain information Lecture Convey concepts verbally, often with visual aids (e.g.
presented in these ways presentation slides)
if they are asked to
interact with the Quiz Exercise to assess the level of student understanding
material in some way. and questions can take many forms, e.g. multiple-
choice, short-structured, essay etc.
Interaction with others Debate Verbal activity in which two or more differing
viewpoints on a subject are presented and argued
Peer relationships,
informal support Discussion Formal/informal conversation on a given
structures, and teacher- topic/question where the instructor facilitates student
student sharing of responses to the questions, and building
interactions/relationships
upon those responses
Problem solving and Case Study Detailed story (true or fictional) that students analyse
Critical thinking in detail to identify the underlying principles,
practices, or lessons it contains
Presenting students with
a problem, scenario, Concept Graphical representation of related information in
case, challenge or design Mapping which common or shared concepts are linked together
issue, which they are
then asked to address or Real-world Planned set of interrelated tasks to be executed over a
deal with provides
projects fixed period and within certain cost and other
students with
opportunities to think limitations, either individually or collaboratively
about or use knowledge
and information in new
and different ways