1. TCPD 2
Myriam E. Abalos
Scrivener, Jim (1994): Learning Teaching – The Teacher Development
Series. Macmillan Publishers Limited
Reflections on
Planning

2. How to be a reflective
practitioner?

3. Not like this for sure!!!
Goofy – Teachers Are People
Watch the following video and
analize
what teachers need to pay
attention to
when planning their lessons.

4. We need to think about
many aspects that have
to do with planning

5. There are some general areas to consider when
planning:
Learners
Aims
Teaching
Point
Teaching
Procedures
Material
Classroom
Management

6. The Learners
Will they enjoy during the
lesson?
Will they benefit from it?
What do they like doing?
What topics interest them?

7. The aims
 What will the learners achieve?
 What are you hoping to
achieve yourself as a teacher?
 What are the aims of the
lesson?
 What are the aims of each
activity?

8. The teaching point
 What is the subject matter of the lesson?
 What items of language or skills will be
studied or used in the lesson?
 What topics, contexts will be dealt with?
 Am I confident about these teaching
points?
 What preparation / study do I need to do?

9. The teaching procedures
 What activities will you use?
 What sequence will they come in?
 What activities will help the
learners achieve the lesson
objectives?
 How will the activities link together
to make a whole lesson?
 How long will each activity last?

10. Materials
 What texts, tapes, pictures,
exercises, role cards, web sites, etc
will you use?
 What do I need to make,
photocopy, borrow?
 What page of the coursebook have
we got to?
 What can be used for homework?

11. Classroom management
 What will you say? What instructions will
I give?
 What happens if students don’t
understand my instructions?
 How will the seating be arranged?
 How much time will each stage take?
 How long is the whole lesson?

12. To which of the sections of the diagram
would you assign the following?
 How many separate activities will there be?
 Where will I stand or sit?
 What do learners need?
 What skills will learners be working on?
 How will I control timing?
 What are some of the aspects that could cause difficulties or
go wrong?
 How am I going to deal with mistakes?
 Is there going to be variety of activity in the lesson?
 How do the lesson objectives fit in with longer term goals?
 What do they know already?

13. Teaching implies…
Options Decisions Actions

14. Imagine a lesson in terms of a cross-country hike – you
know where you want to end up, even though you perhaps
can’t see the end from the starting point. Getting to that
end point is your main aim or objective.
You may have various decisions to make about the way
that you get to that goal: the route you take, what map you
use, where you will rest, what aids you take to help you,
etc.
All these decisions are related to the main decision about
the objective – if this is not clear, the walk could still be
enjoyable, but you will probably pass by fewer interesting
sites, meet a number of unexpected problems, and more
likely to get completely lost.

15. What is teaching a foreign language then
and what does it imply?
It implies making
decisions on what
way to take in
order to get to a
certain objective.

16. An interesting lecture by Keith Johnson
Watch VIDEO
Is this what you think about teaching a foreign
language?

17. The teacher’s most important job
should be to create the conditions
for which learning can take place.
If this is true then, a teacher’s job
implies having options, making
decisions and taking actions.