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YouTube transcript (PszBTGxgXI4) — Transcript

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0:04Hi and welcome to this session on lesson
0:08planning. This is something that you're
0:10going to be doing a lot of when you're
0:11with us in the school and we're looking
0:14forward to getting started with you on
0:16that. Um but obviously at the moment you
0:19don't know much about it. What you do
0:21know about now is the PBP methodology
0:24and it's time for you to understand how
0:27you can put that all together now so
0:30that you can actually start to create
0:32lessons and as I say this is something
0:34you will be doing when you come to us
0:37and uh we'll do a review of it so don't
0:40worry but it's really important that you
0:42understand now how a lesson plan works
0:45what it looks like the content of it and
0:48how you can start getting that together.
0:50um in terms of ideas and and thinking
0:53about your classes. So, but don't worry
0:56um everything's here in the video. So,
0:58just make sure you watch it through, do
1:00the activities at the end, and you'll be
1:02ready to go. So, let me share my screen
1:05with you so we can see what's coming in
1:08this session. So by the end of this
1:10session you will understand all of the
1:13components of how to lesson plan
1:15including what materials we will provide
1:17with you um when you come and to prepare
1:20your classes.
1:25Now let's start. I guess the question is
1:28first of all what is a lesson plan? If
1:30you don't know what that is it's going
1:31to be very difficult for you to follow.
1:33So let's talk about lesson plannings in
1:35general. So, a lesson plan really is a
1:38document that you take into the
1:40classroom with you in order to know what
1:43you're doing when you're in the
1:45classroom. It's something that uh myself
1:48and my team use on a regular basis as
1:50well to teach our own classes to you. Um
1:53it's something we've been using as
1:54teachers for years and years and years
1:56since we ourselves did the the TEFL
1:59course or similar and it's something I'm
2:02sure that you'll be using um forever and
2:04ever and ever. as a as a teacher of
2:07English as a foreign language, it's such
2:09a useful tool. Um, but the the challenge
2:13is sometimes making time to lesson plan.
2:16Now, what you need to think about is in
2:19the initial stages of being a teacher,
2:21it will take you some time to lesson
2:23plan. There's no doubt about it. It will
2:25take you a while. It could take you um a
2:29couple of hours to plan a one-hour class
2:32um in the initial stages, but I promise
2:34you that will get quicker and it will
2:36get easier and once you're really
2:39comfortable with the process and the
2:41classes and the techniques, you probably
2:43won't need to put as much detail into
2:44it. But certainly for your course here
2:48and your your training um we'll be
2:50looking at you um filling out your
2:52lesson plans in detail, having them
2:55ready for the classes um so that you
2:57know exactly what you're doing. So
3:00making time to do that is going to be
3:02very important. And the advantage of
3:05doing that as I've already mentioned um
3:07it's going to make sure that you're
3:08prepared for your class. And this is
3:10going to be really important. Anything
3:12that you can do to prepare yourself
3:14beforehand is going to help settle any
3:16nerves that you might have before the
3:19class and during the class as well. It's
3:22a document that you can refer to during
3:24the class. So, we don't expect you to
3:26remember everything off by heart. Um
3:28certainly we don't when we're teaching
3:30you in the class. We tend to have our
3:32notes there um as a guide as well, which
3:35is absolutely fine. Um in class as well,
3:38it shows that you're prepared. It lets
3:40your students know that you've given
3:42some thought into the class. You've
3:44considered the activities. Um you've
3:46considered their age, you've considered
3:49their interests, um you've thought about
3:51how long every activity is with regards
3:53to the class, how they're going to get
3:55engaged, uh and the sorts of materials
3:58that you're going to be using. So, if
3:59you're going to use a reading activity
4:01or a game, everything's going to be
4:03prepared and you're just going to look
4:05super professional um when it comes to
4:07teaching the class. Well, one of the
4:10things we're going to talk about now is
4:12is actually what you need to keep in
4:14mind when you're doing the lesson plan,
4:16which is those things I just talked
4:18about there with regards to levels, etc.
4:20And we're going to talk about starting
4:22with the end in mind. Okay? And what we
4:25mean by that is you're going to have a
4:26clear objective before you get into any
4:29of the detail. And this clear objective
4:32is really talking about what do you want
4:34your students to be able to do by the
4:37end of the class. Once you've decided
4:39that, everything else will fall into
4:41place. And so starting with the end in
4:44mind is going to be a good way forward.
4:48So what I'd like to do is actually share
4:50with you a lesson plan schematic. So,
4:54I'm going to um open up now another
4:57document and you're going to see what uh
5:02a template looks like for a schematic,
5:05what it is, and then how to actually
5:07fill one in. So, nice big letters at the
5:10top, lesson plan, schematic. Okay, a
5:14schematic, if you can imagine, is just
5:16kind of like uh a theme of your idea.
5:19some a kind of rough idea, rough drawing
5:22for example. Um you can see very clearly
5:25at the top here it says note this form
5:28is not a lesson plan. Okay. So there are
5:31two different things that you're going
5:33to be doing. Excuse me. There are two
5:36different things that you're going to be
5:37doing. One is to provide us with a
5:40schematic which is going to basically
5:43show us your ideas, your preliminary
5:45ideas for the class. And the second
5:47thing then is to prepare a lesson plan
5:50which is all the details in it. So the
5:53way that the structure actually works
5:55with a lesson plan schematic is for you
5:57to write down your preliminary ideas for
6:00your class. You must present this
6:03completed to your trainer at the start
6:05of your lesson planning meeting. You
6:08will have 15 minutes planning with us uh
6:11as your trainers. So when you're here at
6:14the school, there will be lesson
6:16planning time scheduled into your
6:18schedules um for for the two weeks that
6:21you're here. And during that time, you
6:23will be given 15 minutes to come and
6:26meet with one of us and talk about these
6:28preliminary ideas for your class, which
6:31will be the following day. Okay? We
6:34never ask you to lesson plan on the day
6:37of teaching. So you would always come
6:39with your ideas for your lesson plan at
6:40least one day before your next class and
6:44these will be the things that we'll
6:46check with you and once that they have
6:48been checked and we give you the AO okay
6:50you're going to go off and do your
6:52lesson plan. So what kind of details
6:55have we got in a lesson plan schematic.
6:58So you can see here we're starting with
7:00the objective. Remember I said have the
7:03end in mind. Um, so the objective is
7:07written in a very specific formula that
7:09really shows us as the trainers that
7:13you've thought and considered what
7:14you're doing for the class, but it's
7:16also there for you for the future uh to
7:19remind you if you ever pick this lesson
7:21plan up again, you're going to be like,
7:23what is this lesson plan about? All you
7:24got to do is read the objective and uh
7:27and that is enough for you to remember.
7:29Okay, so the objective is written like
7:32this. By the end of the lesson, students
7:35will be able to and then we'll use the
7:38formula of production plus the target
7:41language using the practice plus the
7:44presentation. So there is one example
7:46here, but I'll also give you another
7:47example later. So by the end of the
7:50lesson, sorry, by the end of the class,
7:52the students will be able to do a role
7:54play about ordering in a restaurant
7:57using the target language of I would
8:00like, could I please, could I have,
8:02having read a food review. Simple. Okay.
8:07So, we'll be looking for you to have
8:08that there.
8:10Then we uh will ask you now to present a
8:13few details about the rest of the class.
8:15So, we always start with a warmer. Okay?
8:18So although it fits outside of PPP
8:21methodology because the PPP is just a
8:24presentation practice and production.
8:26However, we always have a warmer. Um our
8:29warmers uh your warmers will be uh
8:32between 5 to 7 minutes long, 7 minutes
8:34maximum as we don't want it to use up
8:37too much of the class time. We will give
8:39you some um information, some ideas when
8:43you get here of warmers that you can
8:45use. And so we'll um introduce you to
8:48those and make sure that you've got a
8:50selection uh to hand. And obviously you
8:53can do your own research as well in
8:54terms of activities. But your warmers
8:57generally are just focused on something
9:01fun, something light, just something to
9:04get them going with the activity and
9:06kind of thinking in English. It doesn't
9:09have to be totally related to the class.
9:11It can be if you want it to be, but it's
9:13not essential. Okay. So in this case um
9:18it may be a warmer where they have to
9:20just do some competitiveness between the
9:23the two or three of them that are in the
9:25room. Um could be in groups, it could be
9:27individual. Um it could be students to
9:30teacher kind of interaction etc. So
9:33something light uh gets them thinking,
9:36takes them away from their busy day uh
9:38that they've already had with work and
9:40Spanish and all other things, kids and
9:43whatever else is going on, and just
9:45helps them sort of focus into okay, I'm
9:47in English class. Now,
9:49another uh um advantage of a warmer is
9:53that if anybody is late, if there any
9:55students that coming in late, you will
9:57be able to um use those 5 to seven
10:01minutes just to play a game. Doesn't
10:03impact too much and then they haven't
10:04missed too much of the class when when
10:06they start when they come in. Okay. So,
10:09we'll just have a description here
10:10basically. Um then we want to know what
10:13you're going to do in your presentation.
10:14So remember the presentation is the
10:17teaching section. This is where you
10:19introduce them to the target language,
10:22either a reading activity, a listening
10:24activity, some sort of activity
10:26specifically about um how they're
10:29actually going to get to understand what
10:32the target language is. Don't forget
10:34there's a separate video on how to
10:37administer reading and listening
10:39activities. If you haven't watched it
10:40already, you can go back and watch it
10:42anytime. um that particular uh set of
10:46activities happens in the presentation
10:48stage. Okay. So, if you're going to use
10:50those, we'd want to know a little bit
10:52about that article, a little bit about
10:53the listening, the kind of questions
10:55you're going to ask around it. Um this
10:58also remember is where you can do gist
11:00questions. You can maybe present your
11:04target language through some lovely
11:06images, a short video, um could be a
11:10questionnaire, something like that. And
11:12also remember we talked about this in
11:13the PPP methodology video. So make sure
11:16you go back and refresh there if you
11:18need to. So once you've described to us
11:21what you're doing in the presentation
11:22section as in how are you going to
11:25arrive to teaching the target language?
11:27We also in this section want to know
11:29what is the target language. Okay? So
11:31what are you actually planning on
11:32teaching?
11:34Then you're going to present to us your
11:37practice.
11:38Sorry guys. um in terms of what are you
11:41going to do now? What are your students
11:42planning on doing to practice the target
11:44language? This could be anything from um
11:48a gap fill to a matching activity to a
11:51structured role play. Any of those
11:53things just remember we talked about
11:55this in PPP method practices are
11:57structured. Okay? So they need to be
11:59given good structure in order to
12:01practice so that it's not too free
12:03flowing and they focus on the use of the
12:06target language. they feel that it's a
12:08safe environment to be able to use it
12:10even if they don't get it right the
12:11first time. Right? So here we'd want a
12:14little description about what that would
12:15look like. And then you'll remember that
12:18the last stage is the production. So
12:22what are you going to do for production?
12:24Again, maybe it's going to be another
12:25role play. This time more free flowing.
12:27They're going to decide what their roles
12:30are. Perhaps it's going to be a really
12:31interesting debate. They're going to
12:33decide who's for pros, who's for cons,
12:35what they've got to debate, and you're
12:37just going to focus them on using the
12:39target language. Okay? So, a description
12:42here. We're not looking for loads of
12:44details. We're just looking for ideas.
12:47And you'll see now that there's a backup
12:49section. And again, this sits outside of
12:51the PPP methodology. A bit like the
12:54warmer tops the class. The backup is
12:56there to end the class, but only if you
12:59need it. Okay? I want to stress this.
13:01really important. We have a backup in
13:04our lesson plan, but it is only used if
13:07for some reason you get to the end of
13:09production and there is still some time
13:11in the class. So, it's there for you to
13:13already think about um what you can
13:17actually do to fill the last few minutes
13:19of the class. So, with regards to a
13:21backup, we say that it should be an
13:24extension of the production. Okay? So if
13:28you only have three minutes to prepare
13:31or sorry three minutes to fill the the
13:33time uh till the end of the class, you
13:36don't want to start a whole new activity
13:39because you by the time you've
13:41instructed it again and modeled it
13:42again, that will be your 3 minutes up.
13:44So your backup should be an extension of
13:46the production. So if they've done a
13:48role play, then they change roles. If
13:51when they've changed roles, they change
13:52partners. If when they've changed
13:54partners, they can come up with another
13:55scenario. If it's a debate, change um
14:00categories, change whether they're pros,
14:02change where they're cons, change
14:03groups, uh mix the people up. So, it's a
14:06constant um neverending
14:09um extension of your production. Okay?
14:12And just to be clear as well, your
14:14backup sits outside of the timing of
14:16your class. So, you'll get to see that
14:19all of our classes are 55 minutes long.
14:23Okay? Um, we do that so that there's
14:26time to swap over and do classes. We do
14:28more than one class in a day. So, 55
14:31minutes long. Your 55 minutes will be
14:33taken up in your class between warmer
14:36and production. That's how you will
14:38divide your time. And your backup will
14:40sit outside of that. So, you won't use
14:42it in that time unless you absolutely
14:44need to. And then, as I say, you'll just
14:46use it for to cover those last uh few
14:48minutes um in in case you arrive early
14:51to the end. All right. And then your
14:54template has also a notes section
14:57completely blank. Uh it might be that
14:59you want to ask the trainer something.
15:01You might you want to check something.
15:02Just really your notes. No nothing more
15:06than that. Okay. So you'll receive this
15:09template when you get here. Uh this will
15:12be made available to you and as I say
15:14this will be um expected uh to be
15:18completed when you come to our lesson
15:20planning sessions and meet with your
15:22observers and your trainers. We will um
15:25remind you of this when you get here. So
15:27don't worry at all. Just letting you
15:29know what's coming. Let's take a look
15:32now at what an example schematic looks
15:34like when it's filled in. Okay. So you
15:38can see here all the same information.
15:40We've got uh the objectives in here. Um
15:45so let's just skip down to the second
15:47objective. The first one here is just an
15:49example we showed you earlier. Let's
15:52look at somebody who has filled this
15:54lesson plan schematic in with their
15:55ideas. So the first thing they've done
15:56is told us a little bit about the
15:59objective. So by the end of the lesson,
16:00students will be able to create a crime
16:02story using the target language of past
16:06simple and past continuous. having
16:08listened to a story about a thief. Okay,
16:11I think that gives us a pretty good
16:12general idea of what's coming. Now,
16:14they're going to give us some ideas of
16:16their warmer, right? They're going to do
16:17a story chain. They've chosen it because
16:20they think that it's good for student
16:21talk time. It's quite dynamic. It's fun.
16:24Doesn't say here, but we're assuming
16:25that that's a verbal story chain, but
16:27maybe it's a written one. Could be. Um,
16:30just kicks off the class with with a bit
16:32of fun, a bit of energy, uh, without
16:34being anything too focused on what's
16:36coming with the class.
16:38Then we move on to the presentation
16:40section. We've got this person's decided
16:42to do some gist questions. Okay. So,
16:44they've decided they're going to open up
16:46the section with some questions. Um,
16:48ideally, we'll probably ask you to check
16:51uh you've got some good questions. So,
16:53tell us what those questions are as
16:55well. That would be ideal. Um, remember
16:58just questions should be open questions
17:00to get your students talking. A minimum
17:02of five, right? That just makes sure
17:05that there's enough there to keep
17:06conversation going in your plan. You
17:08don't have to use all five once you're
17:10actually in the class, but do have them
17:12in the plan.
17:14All right, your during activity. This
17:16person's decided to do a listening
17:19activity. It's called The Thief, His
17:21Mother, and $2 billion. Well, that's
17:23perfect, isn't it? Because we already
17:25know that the objective is they're going
17:26to be doing about a crime story. So the
17:28listening activities completely relevant
17:31and by the looks of it, it's going to
17:33display the target language in the story
17:37uh of the past continuous and and the
17:39past simple. So they've told us in this
17:41plan they're going to do a times one and
17:44which is relevant to how we administer
17:46reading and listenings. Uh look at the
17:48comprehension questions. Um they're
17:51going to answer the the question, what
17:54is this story about? So they're going to
17:56have a quick read and decide. And then
17:59number two, they're going to read again
18:01and they're going to explain why the
18:03title is significant to the story. Okay.
18:06after they're going to teach the target
18:09language which in as I said is past
18:11continuous and past simple and they're
18:13going to make sure that during the uh
18:16presentation of the target language
18:18they're going to identify from the
18:20students the tenses the difference
18:22between those two tenses how to connect
18:25them in in stories etc and they'll do
18:29this via eliciting information and
18:32CCQing them making sure that they can
18:34use the two tenses in their own
18:36sentences is all of that's going to
18:38happen in the presentation section. But
18:40look, it's just an overview. Here's just
18:42a little bit of detail showing us what
18:45uh this person's got planned. We've not
18:48got the all the questions in there,
18:50everything. It's just an idea.
18:53Then we got the practice, right? This
18:55person's decided to do a worksheet.
18:57They're just going to do a simple
18:58activity where they're going to have
19:00some sentences and they have to correct
19:02uh sorry pick the correct form of the
19:04verb that's going to be in brackets I
19:06guess by the sentence. So it's going to
19:08be a bit like a gap fill. Um they've
19:10chosen to say they're going to work in
19:11pairs to increase student talk time.
19:14That's a cool activity to do um to get
19:17them working together. Very nice. And
19:20then for the production, we already know
19:21this from the objective. Uh, just to
19:24clarify again, they're going to write a
19:25crime scene story and they're going to
19:28use the target language um and base it
19:30on some props in the room which they're
19:33going to use on the crime scene. Oh,
19:35that's pretty engaging, isn't it? I like
19:36that. Uh, something sort of touch uh
19:39something they can use, they can um make
19:43more engaging to the story. So, I like
19:45it. Very good. And then as a backup,
19:49they're going to do a role play with the
19:51crime story. So that won't take too much
19:54uh practice. They can literally use the
19:56crime story they've already created and
19:58now role play it uh using police and
20:00witness. Really cool. All right. No
20:03notes made in this um person's
20:07schematic.
20:09So you see how the schematic comes
20:12together um with ideas. Um yes, it's
20:16going to take some thought uh but you
20:18will get quicker at it. your ideas will
20:20come um a bit better once you get a bit
20:23of experience. And don't worry, we're
20:25going to be giving you some materials to
20:27look at um for your first sets of
20:29classes. So, don't want you to get too
20:32concerned about how that works. Um in
20:35general, you're going to get you're
20:36going to teach six classes, okay? And
20:38you're going to get some materials for
20:40the first two classes and some topics
20:43for the second two and then you're going
20:45to be free to do what you want in the
20:47next two. So just going to help you um
20:49gradually gain confidence and ideas etc.
20:53So as I said now you need to move on to
20:55the lesson planning. You've met with
20:57your trainer. When you're here we've
20:59given you the a okay love your ideas. If
21:02we weren't sure about anything we'd have
21:04given you some tips and you'll go away
21:06with a with a more sort of a clearer
21:09idea of what you're going to do. And now
21:11it's time for you to complete your
21:14actual lesson plan. Okay. So, I'd like
21:18to show you now what a template lesson
21:21plan looks like. Um, and then I'm going
21:24to show you an example of how you fill
21:27that in. So, here we've got what we call
21:30the front page. So, every lesson plan
21:33will have an overview of the class in
21:35it. An overview of the students, an
21:38overview of when it's going to happen,
21:40etc. And that will be great for us to
21:43look at when we're observing you, but
21:45also really good uh for you to go back
21:48and look at when you reuse this class
21:50going forward, which of course you will
21:52um uh in sometime in the future. So when
21:56you're set to prepare your lesson plan,
21:59you will do this um again in your time
22:02that you are with us and you'll prepare
22:05your lesson plan ready for the day of
22:07teaching. your lesson plans always need
22:09to can be completed by 2:00 on the day
22:12of teaching. Okay? And um you'll send it
22:16to your observer on that day and then we
22:19will basically um make sure that you are
22:23you've got your plan together and you're
22:24ready to teach. So let's have a look at
22:27the ideas here. You've got the number of
22:29students, number of actual students, the
22:31lesson number, your name, the date, how
22:34long the class is, and the level that
22:36you are teaching. Quick summary. Nice to
22:38see background information of students.
22:42We'll give you some information about
22:43our students that attend our classes.
22:45They are real people um all adults and
22:48they generally um you know come in
22:52groups. Sometimes we have one-to-one
22:54classes as well. But uh we'll give you
22:57some general information and you'll just
22:59uh copy that information into that
23:00scenario depending on who you're
23:02teaching for the day.
23:04All right. Then you'll have your learner
23:06objective. So, we already know what that
23:08looks like. And that's going to be cut
23:10and paste and put into your uh into your
23:13lesson plan here. We will make comments
23:16um about these things to make sure
23:18they're up to date. So, if your lesson
23:19plan objective is not quite clear, we'll
23:22let you know that later in feedback.
23:24Now, what to do, points to remember,
23:26what to put in here is basically
23:28anything that helps you. Okay? So um if
23:31you know that you get particularly
23:33nervous and you forget to use people's
23:34names then points to remember might be
23:36use their names etc.
23:40Aids and materials in the class have
23:42everything listed there that you'll need
23:43for the class is a good way to just
23:45double check before you're there before
23:47you start teaching. Have you got
23:48everything?
23:51Now assumes knowledge of the students.
23:53What we're really looking for here is
23:56two things. what we think the students
23:59will know at their level. Um, so if
24:02they're a low level or a high level,
24:04what we think they might know in terms
24:06of um, grammar, things like vocabulary
24:09that's important to the class, but
24:11things that you can assume they know,
24:13therefore, you don't need to teach it in
24:15the class. Um, so for example, with that
24:17last uh, schematic, then we had the past
24:21continuous and the past simple. So,
24:23we're going to assume they already know
24:25how to use the present continuous, the
24:27present simple. Um, and therefore
24:29they're now learning the past. Okay, so
24:32that would be one. Also might be
24:34something to do um so not just their
24:36level in general, but but as I said,
24:38something specific to the class. Um it
24:41might be if you this was a genuine class
24:43you were teaching over and over, you
24:45might already note things there that
24:47they have learned in other classes, etc.
24:50Okay. So, we know this will be new to
24:52you when it comes to understanding
24:54different levels, but uh you will get
24:57used to that and we can give you some
24:58tips. But do try to think about it. It's
25:00part of the practice of learning to be a
25:03teacher. Do some research and think
25:05about what would an A2 student know,
25:08what would a B1 student know, etc.
25:12Now, that leads us nicely on to the
25:14anticipated difficulties of students. Um
25:17again think about in general for the
25:19level plus what's happening in the
25:21class. So is the pronunciation of the
25:25target language particularly going to be
25:27very difficult? Um will they find some
25:31of the listening difficult because
25:33they're low level. Whatever those things
25:36are, you pop them in there and then what
25:37are your solutions to that? So take your
25:40time. Um use methods to um to note
25:45pronunciation. Make sure that they know
25:46by touching your lips here that you're
25:48going to help them with pronunciation.
25:50Drill it. Make sure they practice it.
25:54Um, don't get them to worry too much
25:56about all the details of the listening.
25:58Just focus on the questions. Anything
26:00that you think there that you can that
26:02can solve those anticipated difficulties
26:04goes into proposed solutions.
26:08And then you'll have a framework for the
26:11plan itself.
26:13Okay. So, I just move these over a
26:15little bit so you can see all of it. So,
26:17you've got these different columns here
26:20uh with different titles in them.
26:22Obviously, this once you start filling
26:24it in will go over page over page over
26:27page over page, right? As much detail
26:29and as many pages as it needs to be, but
26:32you'll follow the same um stages in
26:35terms of the the columns. Okay? So the
26:38first column is really identifying how
26:41long that that section is going to take.
26:45Now I recommend that you don't put in a
26:47specific time. So, for example, if your
26:50class was at 3:30, I wouldn't put the
26:53time at 3:30 because then if a student
26:57is late or something happens and you
26:59start at 3:35 or 3:40 or everyone's
27:03early and you can start 3:25, all of
27:05your classes are going to all your
27:06stages are going to be out of sync. So,
27:08it's better to use the timing here in
27:10terms of how long stages and make sure
27:13that all calculates to the 55 minutes
27:16when we're in class here. So you put
27:19here maybe uh two minutes. The stage aim
27:22here is your introductions. And then
27:24what are you going to do to introduce
27:26yourselves? You're going to say your
27:27names in the room. That's your
27:29procedure. Okay. And then if we move
27:31over to the um right, you'll see
27:34interaction. We'll talk about this in a
27:36little bit, but this is like whether
27:39you're talking to the students, students
27:41are talking to you, etc. And any
27:43materials you'll need for that section.
27:45probably here you'll need a whiteboard
27:47pen if you're going to write your name
27:49on the whiteboard. Okay, once you've
27:52gone past the introduction, it's likely
27:54then you're going to have the warmer
27:56activity. Then you're going to have your
27:57first P, which is presentation, and
28:00you'll go through to uh practice,
28:03production, and backup. Okay, so that's
28:07just a blank one. You'll be given access
28:10to this template. You'll use it every
28:11time you are planning a class.
28:15So, let me see now if I can show you uh
28:18what an example looks like in terms of
28:20being filled out. It's definitely got
28:22more information in it, that's for sure.
28:25Here we go.
28:28So, we just take this example class. Um
28:30we filled it in now. We were expecting
28:33three students. Um the lesson plan
28:36number and here is number one. You guys
28:39will do up to six classes. So there'll
28:42be numbered lesson plan 1 2 3 4 5 and
28:46six. Quite simply you'll pop your um
28:49your name in here. Then you have the
28:53date, the duration of the lesson and the
28:56level that you are teaching.
28:58And here you will pop the information
29:00in. We give you a little bit about the
29:02students that are expected to attend
29:04your class depending on the level. And
29:07um we tend to give you a little bit of
29:09information about them just so you can
29:11kind of get some idea of who's coming
29:13into the room um as you're not
29:15necessarily going to be teaching them
29:17regularly because you're going to be
29:19doing a few different levels. Um at
29:21least this way you can see a little bit
29:23about them before you step into the
29:24room. Okay. And then we've got our
29:27objective. Oh, look. This is that
29:29objective. Coming over now to the lesson
29:31plan. Brilliant. Uh exactly the same um
29:35objective that we already agreed in the
29:38schematic. Points to remember for Sarah.
29:42She said she needs to sit down more. She
29:44needs to make sure she does her CCQs and
29:46make sure her listation questions are
29:48open, not closed. All right. And she's
29:51going to use these different things in
29:52the class. She's going to have an audio.
29:54She's going to have the activities to
29:56complete during the audio. She's going
29:58to have a grammar practice activity. Her
30:00props, of course. She said she wants to
30:01use props in the crime story. She's
30:03going to need to make sure that she has
30:05the props there. For this, she'll want
30:08to use her computer. She'll need some
30:10speakers for the audio projector on the
30:12wall. Um, and her whiteboard markers.
30:15Okay,
30:18so here we go. Assumed knowledge. What
30:20she said in this time, she said they
30:21should be familiar with the past simple
30:23and past continuous, but they might not
30:25necessarily know how to use the two
30:28interchangeably. Also, irregular verbs
30:30can still be a challenge. That's pretty
30:32good. And so, her difficulties, you
30:35expect, will be struggling with
30:36irregular verbs. Listening might be a
30:38bit too challenging. So, these are the
30:40things she's going to do. She's going to
30:41make sure she elicits a lot. She's going
30:44to drill a lot. And she's going to get
30:46them working in pairs so they can help
30:48each other. She's going to monitor to
30:50make sure they get on. Okay. Great job,
30:53Sarah. Okay. And here we can see the
30:57introduction. We've got the warmer.
31:01Okay. The details we see here are
31:05everything from the instructions to the
31:08model examples. Look how detailed
31:12this is. This is now literally telling
31:16us this room is seven minutes long.
31:18Okay, they're going to do the story
31:20chain. Remember, she had that in her
31:22schematic. She's talking about how
31:24they're going to do it. She's modeling
31:26an example for them. and then she's
31:28monitoring and praising and keeping them
31:30going. Okay, so this is the level of
31:32detail now that comes into our lesson
31:35plan. We'll look more a bit more in a
31:38bit about the uh the interaction
31:40patterns and in this activity she's uh
31:43not identified any specific materials.
31:45So the box is blank.
31:49Now she's moving into the presentation
31:50section. She said it's going to be 23
31:53minutes and she's going to start with
31:55the listing. She's going to go through
31:57the listening activity, giving them an
32:00activity to do. She's going to instruct.
32:02She's going to write on the board. She's
32:04going to elicit. Okay. And here on the
32:07right, she says she needs the worksheets
32:09for the activity.
32:14Then when they're listening, she's going
32:16to model the worksheet what they need to
32:18do. She's going to instruct what they
32:20need to do. She's going to give an
32:22example of an answer to the to the
32:25question. And then she's going to let
32:27them get on with it. Then she's going to
32:29monitor, make sure they're doing okay.
32:31Go through the answers and elicit.
32:33Then she's going to get them to listen
32:35again. She's going to explain the title.
32:38She's going to instruct. She's going to
32:39give a model example. She's going to
32:41monitor and she's going to correct.
32:44Remember, as I said, just another
32:45reminder that the hole administration of
32:48the reading and listens can be seen in
32:49the reading and listening video.
32:54And then the after section. Remember all
32:56of this is happening presentation stage
32:58at the moment. The after section is
33:00where she's going to elicit now the past
33:04simple and the past continuous being
33:06used together. So everything in her
33:09details here elicit. Where are the
33:11verbs? Elicit. What is the tense?
33:13Illicit. How do we know it's a a past
33:15simple? Illicit. What kind of verb is
33:18it? It's irregular. CCQ. Give me another
33:21example of an irregular verb from the
33:24text. and she goes all the way down in
33:27detail what she's going to do, what
33:29she's going to say, what she's going to
33:30ask the students, and is very, very well
33:34planned.
33:36Here we go. Continuing on,
33:39once she's done that, she's effectively
33:41taught the target language. She's going
33:44to get them to practice. How long is she
33:46given for practice? She's given eight
33:48minutes for this practice. It's a
33:49worksheet, so it's not going to take
33:50very long. They're going to uh do the
33:53worksheet. So, she's going to instruct
33:55them to correct the verb form. Then,
33:57she's going to model it by holding it
33:59up, give them an example, set them off
34:02with two minutes. She'll monitor
34:05correct. And then she'll go through the
34:07answers. Okay? So, you can see how
34:09she'll use the 8 minutes. And now she's
34:12on the production. She's given them a
34:14good 15 minutes to do production because
34:15why not? It's a great story, uh, great
34:18crime scene. They've got some props.
34:20Could be a bit of fun. and they're
34:22really going to practice the target
34:23language. So, the stage now production,
34:27the the procedure is showing them the
34:30props, modeling what they need to do,
34:32making sure they use the combination of
34:34the past simple and past continuous. And
34:36you'll see over on the right, they need
34:39the prop in order to know what to do.
34:43Okay? And she finishes with a backup
34:46activity here. You'll notice there is no
34:49timing to the backup because remember it
34:52sits outside of the 55 minutes. Um and
34:56then with the backup she's it's clear
34:58about what they need to do instructs and
35:01models as well. Okay,
35:07there you go. So you can see the level
35:09of detail that we'll be expecting in
35:11your lesson plans uh when you get here.
35:14Whilst it does seem a lot and I'm sure
35:17it seems a little bit scary when you're
35:20looking at it now, um this level of
35:22detail is going to become um much easier
35:26for you as you go. You'll get quicker at
35:29it. And also once you're really clear
35:31with the process, perhaps you don't need
35:33to put so much detail in it. But this is
35:35during the teaching practices you will
35:38um and it will absolutely help you
35:40understand what you need to do. I give
35:43you an example of when I'm observing a
35:45lot of classes and often when the
35:48feedback includes things like you didn't
35:52model your activities or you forgot
35:54instructions or your instructions
35:56weren't clear. Um it's because that
35:59person hasn't put them into their lesson
36:02plan because you haven't gone through
36:03the process. And so if you haven't gone
36:05through the process, you're less likely
36:06to remember. Especially when you're
36:08nervous, it's very easy to forget
36:10things. But if you go through the
36:12process mentally, type it out, you're
36:15more likely to remember it. You're more
36:17likely to stick to it. And of course,
36:18then you've got it in front of you. So
36:20if you can't remember in the moment what
36:21your model example is, you use your
36:23notes to administer it. Okay? So it's
36:26absolutely fine to do that.
36:30Okay.
36:33Let's go back to
36:36uh the final part of lesson planning is
36:39what we call interaction patterns. Um
36:42you will have seen these in the plan.
36:43You're probably wondering what are they?
36:46But basically interaction patterns um
36:50are part of the lesson plan. So you can
36:53consider how many times you're talking
36:56versus the students talking. Okay? and
36:59make sure that you're thinking about
37:01suitable activities that get the
37:03students talking. Remember the PPP
37:05methodology is much more about getting
37:08the students engaged, sharing their
37:11knowledge, giving ideas, etc. So, if you
37:14think that your lesson plan when you're
37:16going through it and writing it is very
37:18much teacher T students SS, then you're
37:23going to find that uh you're going to be
37:26doing way too much talking and your
37:28students are going to be doing very
37:29little talking. So, we really want you
37:32to um work on making sure there's a
37:35series of different combinations um with
37:39your students during the class. um helps
37:42you think of activities where maybe you
37:45don't need to be involved but actually
37:46your students are working together. So
37:49your interaction patterns will be
37:51anything from uh these uh six that you
37:54can see on the screen and basically
37:57students uh as a group will be referred
38:00to as SS one student at any time is
38:03referred to as S and T is you as the
38:06teacher. So any of these interaction
38:09patterns will show who's working with
38:11who at the time of activity. So whether
38:14it's instructions, teacher to students
38:18or work in pairs, student to student or
38:21work as a group, students to students,
38:24etc. Okay. And as I say, we have them in
38:27our lesson plans to make sure that they
38:30are fully engaged in the classes.
38:35So, I hope you found that interesting.
38:37Um, as I said, please don't worry about
38:40all of the finer details how that's
38:42going to work when it comes to actually
38:44doing your schematics and doing your
38:46lesson plans. We're going to share with
38:48you when you get here uh the whole
38:50schedule and how those things work. But
38:52it is important that you understand um
38:54now what is expected of you. Okay. So,
38:58we have two things. Let's just remind
39:00ourselves we've got the first thing is
39:01the schematic. This is just the general
39:04idea of what you want to do in your
39:06lesson plans. And remember, we are going
39:09to give you materials for lessons one
39:12and two. So, you will look at those
39:14materials and you will draw some ideas
39:16from it. And that will save a whole lot
39:18of work for you. Then we'll give you
39:21topics for classes three and four. That
39:24means that we'll give you the topic and
39:26you'll go and find your own ideas for
39:28for those classes. And then classes five
39:31and six will be completely um open to
39:34you. So you'll come with your own ideas
39:36completely. Okay. So your schematic
39:39preliminary ideas only. And then the
39:41second thing is your lesson plan that
39:44will be only completed once you have had
39:46the AO. Okay from your trainers um with
39:49your schematics. Once we've said yes, it
39:52sounds like a great idea. um you'll go
39:55away and put all the details into those
39:57plans and they must be ready for the day
40:00of teaching. You'll send those um a bit
40:02earlier to your observers before the
40:04class starts u so that we can see them
40:06as we are watching you teach and then
40:09basically you guys will get some
40:11feedback on your lesson plans and your
40:13teaching practice um after you've taught
40:16and I'll tell you all about that when
40:18you're here. So now, make sure you go
40:20and complete the task for this
40:24particular section on um lesson
40:26planning. You'll need to complete those
40:28tasks and send those in for marking. Um
40:31and make sure that you do that as soon
40:33as you can. And I look forward to
40:35receiving them. Speak to you soon.
40:37Bye-bye.

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