Instituto San Jos.

Profesorado de Ingls
Lengua y su Enseanza ll
Profesora Giselle Blanchiman
These notes aim at orienting the rocess of lesson lanning follo!ing "ommunicati#e Language
Teaching $"LT% and the e&erience in English Language Teaching 2.
General re'uirements
General information( the follo!ing information should )e stated in all lans to )e su)mitted. It
should )e ro#ided on the first age of e#ery lan.
*
+eading(
, Trainee(
, -ddress(
, "ell hone and home hone num)er(
, Trainer(
, "ourse(
, School(
, Teacher(
, Timeta)le(
, .ate(
, /um)er of lesson lan( Inter#ention /0 *
Aims of the lesson: this should )e stated )elo! the general information $e&( to read and !rite
short anecdotes%.
Topic: this should )e stated )elo! the aims $e&( holidays%
Content: this should )e stated )elo! the toic $e&( narrati#es%
Writing style in plans( in order to adat the !riting style in lesson lanning to the demands of
most educational institutions to!ards rofessional teachers1 lans should )e !ritten in an o)2ecti#e
1
Information taken from:
Guanella, Laura (2012). Teaching Practice IV
General considerations as regards lesson lanning
!ay. -s they are not 2ournals or ersonal reorts1 they should follo! an imersonal style assuming
an institutional authority as target reader. Therefore1 su)2ecti#e e&ressions li3e 4I tell the students
to56 should )e a#oided as it is also the case !ith the use of infiniti#es li3e 4Tell the students to567
)oth are aroriate forms for 2ournals. Instead1 an imersonal o)2ecti#e style should )e adoted
$e&( 4The teacher tells the students to56%.
Allocation of time: e#ery single acti#ity in a lesson lan should ha#e secific time allocated.
Therefore1 trainees are e&ected to indicate it )elo! each acti#ity $e&( allocated time( *8 minutes%.
This contri)utes to se'uencing and acing.
Teaching s3ills( to!ards integration
Introduction:
Medium( channel of communication !hich can )e oral or !ritten. In real9 life communication1 s3ills
are used interchangea)ly and in an integrated !ay. Thus1 in the classroom1 it is recommended to
aroach s3ills aiming at integration and not in isolation. The fundamental differentiation )et!een
oral and !ritten medium hels as criteria for the integration of s3ills. S3ills can )e integrated in the
follo!ing !ays(
Listening and Sea3ing $oral medium%
:eading and ;riting $!ritten medium%
-ltering medium and nature $e&( reading and sea3ing%
Nature of skills( s3ills can )e descri)ed as receti#e $reading and listening% or roducti#e
$!riting and sea3ing%.
Integration: <ore often than not1 s3ills lessons start !ith a focus on one s3ill in articular.
+o!e#er1 integration is aimed to!ards the roducti#e stage.
Procedures to follo! !hen lanning s3ills lessons !ithin "LT
/otice that concets such as 4!arm9u1 resentation1 ractice1 roduction6 are um)rella terms and
aly to resentation lessons $#oca)ulary and grammar% in articular. Therefore1 more recise
terminology should )e adoted. -roriate #oca)ulary for e#ery stage in lesson lanning is
resented )elo! and should )e used as su)titles in lesson lans
=
.
Listening lesson
1
st
stage: Prelistening
Aims: $the aims of the acti#ity should )e stated. This is imortant to orientate the !hole
lesson. >ind some e&amles )elo!%
2
The stages suggeste can !e im"lemente in a single lesson e"ening on its length. #n alternati$e is to i$ie them in a
se%uence of classes. In that case, a &arm u" stage to link classes shoul !e necessar'.
To re9teach #oca)ulary
To rise moti#ation
To resent the tas3 $!ithin TBL%
To )rainstorm redictions
To connect to re#ious 3no!ledge or acti#ities
To acti#ate students? schemata $re#ious general 3no!ledge1 3no!ledge of the
!orld%
To create the necessary atmoshere
Etc.
!
nd
stage: "istening for gist
$E&lanation of the acti#ity%
#
rd
stage: "istening for detail
$E&lanation of the acti#ity%
$
th
stage: Post listening
$Producti#e stage that aims at the integration of s3ills%
:eading lesson
1
st
stage: Prereading
Aims: $the aims of the acti#ity should )e stated. This is imortant to orientate the !hole
lesson. >ind some e&amles )elo!%
To re9teach #oca)ulary
To rise moti#ation
To resent the tas3 $!ithin TBL%
To )rainstorm redictions
To connect to re#ious 3no!ledge or acti#ities
To acti#ate students? schemata $re#ious general 3no!ledge1 3no!ledge of the
!orld%
To create the necessary atmoshere
Etc.
!
nd
stage: skimming
$E&lanation of the acti#ity%
#
rd
stage: scanning
$E&lanation of the acti#ity%
$
th
stage: Post reading
$Producti#e stage that aims at the integration of s3ills%
Sea3ing lesson
$They start as listening lessons to e&ose the students to the language !e !ant them to
learn%
1
st
stage: Prelistening
Aims: $the aims of the acti#ity should )e stated. This is imortant to orientate the !hole
lesson. >ind some e&amles )elo!%
To re9teach #oca)ulary
To rise moti#ation
To resent the tas3 $!ithin TBL%
To )rainstorm redictions
To connect to re#ious 3no!ledge or acti#ities
To acti#ate students? schemata $re#ious general 3no!ledge1 3no!ledge of the
!orld%
To create the necessary atmoshere
Etc.
!
nd
stage: "istening for gist
$E&lanation of the acti#ity%
#
rd
stage: "istening for detail: focus on functions
$E&lanation of the acti#ity%
$
th
stage: %ystemati&ation
#
of functions
'
th
stage: Post listening
$Producti#e stage that aims at the integration of s3ills%
(
)'stemati*ation is the focus on form. In this stage &e call stuents+ attention to the characteristics of the target item. ,onclusions
shoul !e &ritten on !oar an co"ie !' stuents in their folers. These notes are aime as general reference.
;riting Lesson
$They start as reading lessons to e&ose the students to the genre !e !ant them to learn%
1
st
stage: Prereading
Aims: $the aims of the acti#ity should )e stated. This is imortant to orientate the !hole
lesson. >ind some e&amles )elo!%
To re9teach #oca)ulary
To rise moti#ation
To resent the tas3 $!ithin TBL%
To )rainstorm redictions
To connect to re#ious 3no!ledge or acti#ities
To acti#ate students? schemata $re#ious general 3no!ledge1 3no!ledge of the
!orld%
To create the necessary atmoshere
Etc.
!
nd
stage: skimming
$E&lanation of the acti#ity%
#
rd
stage: scanning: focus on genre
$E&lanation of the acti#ity%
$
th
stage: %ystemati&ation of genre
'
th
stage: Post reading
$Producti#e stage that aims at the integration of s3ills( !riting%
(ecommendations for teaching )riting:
Before students start !riting a !hole iece1 it is imortant to e&ose them to1 at least1
t!o models and analyze them follo!ing the rocedures stated a)o#e.
Before students !rite a !hole iece indi#idually1 air !or3 in class is a useful strategy
to integrate learning.
The first indi#idual !riting should )e done in class for the teacher to ro#ide students
!ith the hel they need.
Presentation lesson( #oca)ulary and grammar
1
st
stage: Warm up
!
nd
stage: Presentation
#
rd
stage: %ystemati&ation
$
th
stage: Controlled practice
'
th
stage: "ess controlled practice
'
th
stage: Production
*inal general recommendation:
Remember: variation is the key to success!!! So let your imagination fly@@
+i,liography:
Bro!n1 .ouglas $=88A%. Teaching )y rinciles. Pearson Longman. B.S.-.
:ichards1 J. C :odgers1 T. $*DEF%. -roaches and methods in Language Teaching.
Br1 Penny $*DD*%. - course in Language Teaching. "am)ridge Bni#ersity ress.
"am)ridge.