1. Lesson Planning
AEDB- 4thYear – Letras
Teacher: Andréia Macambira

2. Planning a lesson
► Look at these metaphors. Choose one that
best expresses your opinion as a teacher
and the essence of a lesson.There is, of
course, no right answer, but your choice will
reflect your own conception. If you can find
no metaphor here which suits you, invent
your own.

3. Planning a lesson
►How can a lesson plan help the
teacher in the classroom?
►What information should a lesson
plan contain? Why?

4. Planning a lesson
►How can a lesson plan help the
teacher in the classroom?
►What information should a lesson
plan contain? Why?

5. Lesson Preparation
► How long before a specific lesson should
you prepare it?
► Do you write down lesson notes to guide
you? Or do you rely on a lesson format
provided by another teacher, the
coursebook, or a Teacher’s book?
► If so, are these notes brief (a single page or
less) or long (more than one page)?

6. Lesson Preparation
►What do they consist of?
►Do you note down your own
objectives?
►Do you actually look at your notes
during the lesson? If so, rarely?
Occasionally? Frenquently?
►What do you do with your lesson notes
after the lesson?

7. Presenting and Practising Language
► Aspects to bear in mind:
► Form: written / spoken
► Meaning
► Use
► Potential problems
► Sts’ age / Sts’ level / Sts’ expectations
► Learner’s styles
► Group attitude

8. Stages when presenting and
practising language
►Creating context;
►Isolating target language;
►Concept work;
►Checking understanding;
►Provide practice
►Debriefing;
►Production

9. Effective presentation
► Attention -
learners alert/ attetion on the
teacher / material / aware sth is coming
they need to take in. Make sure learners are
attending!
► Perception – learners see /hear target
language clearly, make sts repeat to
reinforce, to perceive. Get some response
from sts – check if they have perceived the
material accurately – repetition / writing

10. Effective presentation
► Understanding: Learners understand and link with
other things they already know. T. needs to
illustrate, make links with previoulsy learnt
material. Feedback: a restatement of concepts in
sts’ own words.
► Short-term memory: Sts need to take the material
into short-term memory. More impact the original
presentation has – colourful, dramatic, unsual the better. Don’t forget the learner’s style though!

11. THE ENGLISH LANGUAGE SCHOOL – YOUNG GROUP – LESSON 9
– UNIT 2
AIMS:
Grammar
Lexis
Phonology
Skills
•To enable Sts to discuss and write about ways of improving schools
and schooling, thinking about learning alternatives
•In order to and So that to introduce a reason or purpose to do sth
(recycling)
•Should / shouldn’t & ought to (recycling)
•Related to schooling: examination; grades; vocational school, field trip;
continuing education
•Word stress: vo’cational / con’tinuing education / exami’nation /
inde’pedent
•Pronunciation: schedule
•Reading: an article on technology in schools;
•Speaking: Discussion and problem solving activity - how to improve
schools
•Writing: A text – School magazine article about education in Brazil
(giving opinion about schooling)

12. Procedures
1. (T-Sts) Correct HW
2. (T-Sts) Show slide 1 and do the matching.
Show slides 2 &3 and elicit the meaning of
the verb collocations, pointing out the
pictures.
•(T-Sts) Elicit from Sts the appropriate
collocations;
•As a follow up, use some of the
expressions/ pictures in the last part of the
PPT presentation and ask Sts to form
sentences orally. ( As Sts produce
sentences, T encourages them to use so that
/ in order to eg: I have to follow a schedule
so that I don’t miss extra lessons) Monitor
their production
Materials
Timing
WB p.11
ex.3;4
PPT
presentation
5’
10’

13. Lesson Plan
► AIMS / General aim(s) / Specific aim(s)
► Syllabus: Grammar / Lexis / Phonology /
skill work( reading / listening / writing /
speaking)
► Procedures / methodology
► Resources
► Debriefing / feedback / evaluation