Chapter 12: How to plan lessons?
A good plan should contain both coherence and variety. Coherence means that the students can see a logical pattern to the lesson.
The ideal compromise is to plan a lesson that has an internal coherence but which nevertheless allows students to do different things.
While making the plan, teachers have to ask themselves that:
Who is going to be taught?
What they are going to learn or be taught?
How they are going to learn or be taught, and with what?
What questions do we need to ask?
Who exactly are the students for this activity?
Why do you want to do it?
What will it achieve?
How long will it take?
What might go wrong?
What will be needed?
How does it work?
How will it fit in with what comes before and after it?
Chapter 13 what if?
What if students are all at different levels?
Use different materials;
Do different tasks with the same material;
Ignore the problem;
Use the students.
What if students don’t want to talk?
Use pair-work;
Allow them to speak in a controlled way at first;
Use “act out” and reading aloud;
Use role-play;
Use the tape recorder.
What if students don’t understand listening tape?
Introduce interview question
Use “jigsaw listening”
One task only
Play a/ the first segment only
Use the tape-script
Use vocabulary prediction
Journals for teachers:
Guided books:
