I. Theoretical questions:

Seminar 5 - 6 Lesson Plan

I. Theoretical questions:

Seminar 5

1. Introduction/Definition
2. Types of the lesson plans: According to the structure: Traditional and non-traditional with your own examples
3. Types of the lesson plans: According to the activities (by R.Milrood) with your own examples

Seminar 6

1. Models of a lesson plan with your own examples
2. Stages of a lesson plan: “Three P’s” by J.Harmer (find the information about the components of each stage)
3. Stages of a lesson plan: 3-Phase framework by R.Milrood (find the information about the components of each stage)
4. Effective planning of a lesson: basic principles
5. Effective planning of a lesson: Advantages and factors
6. Effective planning of a lesson: the main planning elements
7. Getting started writing lesson plans:
8. Using lesson plans
9. Give your opinion: Planning a lesson is not the same as scripting a lesson.

What we take into the classroom is a proposal for action.

Some sort of student reaction can evoke during the lesson.

We then have to decide how to cope with that reaction and, whether, in the light of it, we can continue with our plan or whether we need to modify it as we go along.

Answer the questions:

What will you do in this situation? Will you modify your lesson or not?

II. Task (in written form, at home, on a separate sheet of paper):

Seminar 5: In the space provided, give the pros and cons of every type of lesson planning.

Lesson planning type	Pros	Cons
Logical line
Topic umbrella
Jungle path
Rag-bag

Deadline – Seminar day

Seminar 6: Write a detailed lesson plan from the scheme of work you have done recently.

Deadline – Seminar day

III. Tasks for developing creative professional skills:

Seminar 5: Discussion Task 12 Planning individual lessons

from Tasks for Language Teachers: a Resource Book for Training and Development by Martin Parrott. – Cambridge: CUP, 1993

Seminar 6: Classroom-based Task 7 Evaluating lesson plans

from Tasks for Language Teachers: a Resource Book for Training and Development by Martin Parrott. – Cambridge: CUP, 1993

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