Didctica

Present
Present
Present
Present
Present

How to Plan
And

Begin a Lesso

Pres

Wha

Ba
o

Wh

What is a Lesson Plan?

l
e
m
e
r
t
x
E
y!
It is extrem
useful
a
ely
tool
How is it used?

Definition
of a Lesson Plan
?
IsResource
it a form?
t
and es
it aguide
t
a
n
t
i
a
What the Lesson
Plan reflects?
s
I ses
Presented
by:
Presented
by
sm
Teachers
e
n
Jesus
Jess
Buelna
t?
What
is
it?
Philosophy
Student
Population
Text Books
Goals for the Students

What format should I choose?

Check List
Customized
Format
your Schools
Format
Templat
e
Lesson Plan
is also Know as:

Why we Plan?
To decide what to teach, in what order and
for how much time
To sequence our
activities
Warm up
Introduction
Practice
Production
Home work

To remind us the goals and

objectives

Given a piece of text Ss will be

able to []

Why we Plan?
A Lesson plan is a record of what we did
in class
records are valuable resource when planning
This
Measure
assessments
Quizzes
Midterms tests
And final
tests

Why we Plan?
A record of previously taught Lesson is
useful when:
we need to teach the same course
again
We have to miss a class (and a
colleague needs a guide to cover
us).
One
aspect to take in count is that

the lesson plan is not written in

stone, we can always modify it
It benefits many stakeholders

When and how we plan.

Presented by

Alejandra Bastian

Macro and micro planning.

Macro planning is a high level of lesson

plan, is planning over a longer period of
time, for instance, planning for a whole
program or a whole-year course.

Reflected in the methodology, the

syllabus,the text, and the other course
materials and finally result specific lesson.
Micro planning is planning for a specific
unit or a lesson, from one to two weeks or
forty to fifty minutes respectively.
Micro planning should be based on macro
planning, and macro planning is modified as

Macro planning involves.

Knowing about the profession:
The teacher should get to know which
language areas and language skills should
be taught or practiced in the course, what
materials, what methods and techniques can
be used.
Knowing about the institution:
The teacher should get to know the
institutions arrangements regarding time,
length, frequency of lessons, physical
conditions of classrooms, and exam
requirements.

Macro planning involves.

Knowing about the learners:
The teacher should acquire information
about the students age, social background,
motivation, attitudes, interests, learning
needs and other individual factors.
Knowing about the curriculum/syllabus:
The teacher should be clear about the
purposes, requirements and targets
specified in the syllabus.

Macro planning involves.

Knowing about the textbook:
The teacher should know the textbook well
in terms of its philosophy of teaching,
organization of learning contents, major
topics, recommend teaching methodology,
unit components and ways of assessment.
Knowing about the objectives:
The teacher should get to know what
learners are expected to achieve and able to
do after one semester or a years learning.

What a Lesson PlaN Looks

Like

By

Lucy Jaen

Lesson Plan
A teacher must consider:
The Background of students
The objectives of the lesson
The skills to be taught
The activities
The materials and text.

What a Lesson Plan Looks

Like
Some instructors like to keep
notebooks of lesson plans for each
class.
Others may use note cards or loose
sheets of paper that can be shuffled
around .
Many instructors now use computer to
write up lesson plans

What a Lesson Plan Looks

Like
It is important to add the date as
well as the week and day of the
course .
Some teachers list the
grammatical structures and key
vocabulary terms that will be
introduced as well.

What a Lesson Plan Looks

Like
The
days goals and objectives
should be included as should a list of
texts:
Materials and equipment such as
audiovisual aids.

Middle component of
lesson plan
The middle component of a lesson plan
is the lessons content this includes:
Procedures or activities along with
transitions notes .

Warm-up
Lesson usually begin with warm-up/or
review activities.
Once warmed up, the class is them
ready for the presentation and
practice stages of the lesson.

What a Lesson Plan Looks

Like
The language form or content is
introduced and presented.
Second comprenhesion is checked before a
form of guide practice is implemented.
Some type of less structured
communicative activity takes place so
that students can practices what they
have learned in a less controlled, more
natural situation.

The communicatie
stage :
Provides
and
opportunity
for
students to integrate the new
knowledge presented in the lesson
with previous knowledge.
It is a good ideas to include space
for lesson evaluation by
the
teacher after the class.

Evaluation component of lesson

planing :
Provides and opportunity for honest
reflection about :
What activities worked or did?
How the
lesson plan could be
improved or modified the next time
around ?

BASIC PRINCIPLES
OF LESSON
PLANNING
Presented by

Melissa
Montoya

BASIC PRINCIPLES OF LESSON

PLANNING
As with any skill, lesson planning
becomes easier over time.
As teachers gain experience in
the classroom, they learn certain
principles about planning.

BASIC PRINCIPLES OF LESSON

PLANNING
-Principles have proven useful for all
teachers, not just the
second/foreing language teacher:
1. A good lesson have the sense of
coherence and flow.
2. A good lesson exhibits variety.
3. A good lesson is flexible.

Conclussion
Knowing how to go about planning
a secong/foreing language lesson
is the result of many other stages
of preparation.
The teacher must be familiar with
the principles of SL learning and
teaching, as weel as the needs of
the institution and the student
population.

Animated by

Jess Buelna
Slides by

Melissa Montoya
Alejandra Bastian
Lucy Jaen
Jesus Buelna
Written by

Linda Jensen
Compiled by

Tatiana Galvan de la Fuente

Subject matter

Didctica del Idioma de

Instruccin
How to Plan and Begin a Lesson