ye aeTERONE foe Appi Linge a reason) o he Cet ahszes he finding of nt aft sae of rs rch question in website at hetp:! ent draws 8 come studies on taskrhase itera Siisredy (2006) includes 1 a a ee ce eres sing el ough ant po pa of he on hat 1 source a ised in Weigmans’* Short-Term and Daily Lesson Planning Get to know the road, so you know where you are going. ‘What do you associate with the rrm lesson plan? Wrive down what comes to your ming, juction: What Is a Lesson Plan? tens eachers are aloays prepared and haves plan. A lesion plan Facan diferent things to different teaches based thei exper ‘and planning eve or preferences, While some novice teachers othe plan asthe “rock wo stand on," spelling out areat many ls, more experienced teachers may lit only an outline orl of ies ike a road map, determining the ditetion they want to. sao go about the panning proces in different ways. Some write down elaborate daly plans others do the planning their heads. In esence, one characteris al lesson pans have mis that shey are way of organizing and thinking about ponents. A leon plan ea systematic record ofa teacher is above what will be covered during a lesson. Os, from a perspective, it describes or outlines the pedagowcal proce vl esl in students leaning or aating specie obec isan “extremely useful tool that serves as a combination In this chapter you ‘wi eam about + the aonance of ison ing + thesmicse ofa lrgugelesen + fren phases of inquoge sen, + the ere that ead be consdered sen planing esos. + lesson gals nd objec + bow go about penning eseside, resource, and hstovcal document efleting out teaching philoso hy, sodent populaon, textbooks, and most mporany the gals ee atudents” men 2601, p 403) A lesson plan is essenal for novice fd experienced teachers, ‘The fot ofthis chaper ie o provide an introduction lesson plas ning and writing. In pariuls, wil look at diferent lesson phases, how to structure lessons and discuss numerous aspects that need v0 be Consiezed during the planing process. By and lage this chaper will Serve aba guide and checklist for ereating formalized lesons. Why Do We Plan? Richards (1998) stresses the importance of lesson planning fr language chert "The wacces with which a teacher condacts lesson i often thought to depend on the effetivenes with which the lesson was planned” (p. 103), Thee are numerous internal and external easos for Planing lesions (McCutcheon 1980 Daily lesson planning can benefit achers inthe following was + A leson plan lp the teacher thik abou the fesson in advance to “resolve problems and dificalies, fo provide a structure fr les ton, to provide a “map forthe teacher to follow and to provide a reeoed of what has been taught” (Richards 1998, p. 103) Daily Planning of lessons also benefits svadents because ideal it takes into Cecount the diferent backgrounds, interests, learning syls, and Abilis ofthe radene in one clas. «+ A plan provides security (in the form of « map) inthe sometimes preditable atmosphere ofa classroom. Lesson planning is espe ally important for novice teachers Because they may fel more of reed to bein contol before the lesson Begins. A'plan ia record of what has been taught. This record helps a3 ‘aluable resource when planning sessment measures such as (quizzes and exams (eases 2001) «+ Having record is ls wsful when we teach the same course again, ‘This saves time nox only inthe planting process bu also when refin ing and improving the plans. + Aiplan can belp a substtte to smoothly takeover a class when the teacher cannot teach (Purgason 1991). ‘+ Aplan may help with classroom management problems. A wel planned lst ia way of Keeping studens focused and ontrack. + When a teacher comes prepared, creates respect with the seodens Te signals tothe stadents tha the teacher i caring and interested in the sdent earning 1A lesson plan isan action plan. Having 2 lesson plan is imperative for novice teachers. I allows supervaors to discuss this plan with begining caches and provide feedback before andlor ater clas TT ‘Storm and Dy eto Ping Short-Term and Daily Lesson Planning Language lessons do not take place a toate event, but at part of whole unit or program. Thus, when planning daily lesson, teachers ‘eed to Kep in mind a broader perspective ora parculr communicative sed goal For example, so that stents develop al the necessary cls components to perform 2 simple communicative tasksuch ay inte Gdocing themselves or others—even in a faily narrow context, egies Several periods of instruction, While diy lexson planning concentrates on ane individual clase period ata time, shore term planning takes the perspective ofa sequence of several lesans. Such a perspective is neces Sig asi allows the teacher to design indvidval lesons that focus on Aiferentskil-builing phases tha in turn build on each other, while progressing toward a broader ange of communicative sil “The following section describes different lesson segments as they lp the rracture of sequences of lestons and individual class periods Structure and segments of language lessons. Unlike radon laiguage teaching, which uses grammar structures as he riny expand pine piaary gal of communicate language ceaching (CLT) is to ge tents ose language in comm trogen by diferent leon snes, o sil development pases {0 chat eames can bull the sl that alow tern to pet the Kommune sca goal. ballsn (1997) slr oth egies fs sSeting the ragey Providing inpot, Guided paripaion, and Esenion Ech of hve opments has pacar pategogial purpose fd canbe dived ino «sequence of bas Te fllowing parsnip refiy dese ech leon mgment. Setting the stage. Most lessons begin with some kind of ineodvetion tthe topic. The purpose ofthis leston segment isto set the stage ot fstablish the topic of the lesson, General ways to do this include announcing the topic, providing objectives for part or the whole lesson describing the outcome ofa earaing tas, or engaging # specific etvty such a baintorsing or 3 discussion Providing input, The second phase involves presoting the new me als suchas functional skill (geking, answering questions, ineodveing, scribing), the target language (TL) vocabulary, grammar or content cular information). Te new forms ae normally embedded in fonteat and presented through stories, wren or audio or video-based fialogses, acted our scenes, or specially designed learning activities. Theprimary goal of this lesson segment to belp che leaners understand the Ireaning and the contents, Theis cone with vsval sppor inthe form of res gests, and other input statis. Guided participation/contrlled practice. This phase is also often refered toa che “assimilation,” "sil geting,” or "conolledguided™ phase, Daring this phate, students engage in varity of specif learning activities by eooming non ole skis in narrow contexts. The goal of {his lesson segment is for students, withthe teacher’ help, to interen tally build vocabulary, grammaz end functional sil that involve listen Ing, speaking readings snd writing. The tasks are designed in meaningfl anor communicative ways Extension. The extension phase constitutes the vltimate goal of ‘communicative based language teaching. In this lesson segment, the Tearsers are given the opportaniyto apply and perform the lesson gals and to demonstrate wha they hae learned ‘hil ech segment plays an important rleconsbutng to the lear: 5 skll progression, each Ison phase has a pedagogical purpose that Akerermines the kind and design of srng stv. A seach piss out (see Rosenshine and Stevens 1986; Lee and VanPatten 2003), new materials feed wo be introduced in smal ara or Groen down nc subs ten to te effective, each part must be folowed up by guided practice activites. ‘Although extension or communicative application activites are usually found toward the mid or end pont ofa leson, input and guided practice plates do aot ase ake place na nest progression. Elective leston design follow a spiral approach that is, they eyele through input and guided patcption phates several tes, un thes dent have developed all the india] sill components that allow them to apply these skils in more open-ended extension actives. Programs and teachers vary in thee design and choc of insrusionalpeacies and inthe hhumber of elas period they spend in any of thee intrctional phases For example, secondary schoolexchers and teacher of younger learners tend to spend increased periods ome inthe inpat phate, The decslons fon how to optimize thir student learning experince ate guided bythe teachers own beliefs and understanding of how langoages ar learned. Primarily however, hey are nfiveaced by the eve feificuly ofthe sub ject mates the seope of sls the ares apeitude, andthe ae roup Dally lesson structure The way language teachers structure and organize ther diy lessons consributes to the success of 4 anguage cass. Elecively organized language lessons consurute a conceivable strocture. They have a cleat beginning, « main lesson phase, ard an en, Individual phases consist of & single activity or a sequence of acts (ee Figure 21) [writ etty "frown rout 1 $odedpariatentnotud pace 1 Siomuneatieaptessonrteneon evns 2-1 Posie series of daly lesson sure Wiorm-up or the first activity. The ist sctvty ofa language lesson is fypialy rlered toas the “warniup” of “opening” activity. The pi nary goal ofthis intial phase eto announce that class as begun and 0 fatch the students” attention. Research on teaching suggests that the Fesianing activity of leason generally occupies up to five minotes and fan have an important impact on the outcome ofa lesson (Kindsvates, ‘ilen, and Isler 1988), MeGrath, Davis, and Malphin (1992) also oun! chat students of dvely to tnacher!leeon begin tings orhich primacily Tearing. The activity «teacher chooses may vary ad can serve many purposes, Some practitioners suggest that "A warm-up should relate the Tew lesson to the previous one. It should recycle known material through personalized practice (Bansleben 1998). Others believe that tearrups can encompass a wide varity of scivities but should prima Fly focus on geting studente interes, The following examples provide fome general steps (modified, based on Richards and Lockhart 1994, pp. 115-116) 1 interest and motivation (play ‘rely discuss a current + Do something to capare the sud 2 short game, tll joke or an a news topic or even, ead a short poem, et: + Review content from a previous leon; for example, ask questions aout concepts or als aught inthe previous lesson (alternatively this could be done as an individual writing activity or in pas) + Have students prepare questions about previous lessons or home work individually n writing, in grou + Have sudemts mee in pars o review homework, ‘Main lesson segments Opening statements. Many teachers like xo set the sage by beginning ‘with rome kind of general opening statement. One ofthe most common ‘rategis isto give students sense of direction about what will be ‘Str Tem and Oy eon Paring s