LESSON

PLANNING
Ur- Scrivener
MODULE 15
CHAPTER 6
BRAINSTORMING…
https://www.mentimeter.com/app/presentation/alqt
b127gi33bqth7r2k5sc8zxngwta8/6accmvc59d18
Find your
category-partner
and group up!!
1. Days of the week
2. Parts of the body
3. Weather conditions
4. Actions
5. Animals
6. Months of the year
 Get in groups and discuss…
1. What are the benefits of planning?
2. What areas will you pay attention to before
planning?
3. How do people learn languages? Mention Steps.
4. Should we vary a LESSON? Why should we? What?
5. Mention some guidelines for ordering components
of a lesson.
6. CASE: you are asked to use a particular book
throughout the year with a group of sts, you feel it is
not entirely suitable for them, what could you do?
Benefits of Planning?

Planning is a
thinking skill …
Prepare
thoroughly but…

■ In class, teach the

learners, not the
plan.
What areas will you pay attention to
before planning?
HOW and WHAT

■ Atmosphere
■ The learners
■ The aims
■ The teaching points
■ The tasks and teaching procedures
■ The challenge
■ Materials
■ Classroom management
 PLANNING BECOMES EASIER IF YOU
KNOW HOW STUDENTS LEARN
HOW DO PEOPLE LEARN LANGUAGES??
•ACTIVE USE IGNORANCE-
•NOTICING EXPOSURE-
•IGNORANCE NOTICING-
UNDERSTANDING-
•PRACTICE
PRACTICE-
•EXPOSURE ACTIVE USE
•UNDERSTANDING
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 ri a l a nd
e m a te les
o r e t h x a m p
Expl i f fe r en te
ntic
d e d u t h e
provi cted and a .
f r e s tri o u t p ut
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 VARYING A LESSON
WHY SHOULD WE? WHAT?
1. TEMPO
2. ORGANIZATION
3. MODE AND SKILL
4. DIFFICULTY
5. TOPIC
6. MOOD – STIR-SETTLE
7. ACTIVE- PASSIVE
Guidelines for ordering
components of a lesson
■ Put harder task earlier
■ Have quieter activities before lively
ones
■ Think about transitions
■ Pull the class together at the
beginning and at the end
■ Keep presentations short.
■ Use brain breaks
■ End on a positive note
 Case: Use a
particular book:
what should we do?
• Change book order
• Cross out boring parts
• Design better pictures (visual aid)
• Invite students to debate about
how to use a book
• Supplement with your goodies
• Turn texts into dictations,
listening act, information gap
activities, games, etc
• What else?? Case: Use a
particular book:
what should we do?
 EMOTIONS DRIVE ATTENTION,
MEANING AND MEMORY
Emotions are embodied responses to stimuli and are experienced
along a continuum

from positive to negative.

interest, anxiety,
curiosity, stress,
wonder, sadness,
passion, disinterest,
creativity, disengagement,
engagement, worry,
joy fear
 References
• Mora, F. (2018). Emoción en la enseñanza y el aprendizaje. Retrieved from
Youtube: https://www.youtube.com/watch?v=jEUUpLlNZ3U

• Osika, A. et al. (2022). Emotions and learning: what role do emotions play in
how and why students learn? Times Higher Education. Retrieved from:
https://www.timeshighereducation.com/campus/emotions-and-learning-what-
role-do-emotions-play-how-and-why-students-learn

• Scrivener, J. (2013). Classroom Management Techniques. Cambridge University

Press. Cambridge. UK

• Ur, P. (2012). A course in English Language Teaching. Cambridge University

Press. Cambridge. UK.