Tips for planning

2. PLANNING
By PresenterMedia.com

3. Agenda
1. Video: A Terrible Experience
2. Planning: Concept and Benefits
3. Planning: Main questions
4. Planning: Elements
5. The Teacher
6. Grouping Students
7. Seating Arrangements
7. Working Time!

4. •SITUATION!

5. Students
Interests
Number
of Classes
Resources
Context
Time
Variables

6. •BENEFITS OF PLANNING
TIME and ENERGY
ACHIEVING YOUR
OBJECTIVES
A MIND MAP
CLEAR EXPECTATIONS
SELF CONFIDENCE AND
PROFESIONALISM

7. •PLANNING - QUESTIONS

8. •PLANNING ELEMENTS

9. •PLANNING ELEMENTS
THE STUDENTS

10. •PLANNING ELEMENTS
OBJECTIVES and REASONS

11. •PLANNING ELEMENTS

12. •PLANNING ELEMENTS - TIME

13. •PLANNING ELEMENTS - PROCESS

14. •PLANNING ELEMENTS - RESOURCES

15. •PLANNING ELEMENTS

16. •PLANNING ELEMENTS – POTENTIAL PROBLEMS

17. •PLANNING ELEMENTS – FEEDBACK

18. •THE TEACHER

19. THE TEACHER’S VOICE
A GOOD TEACHER DOESN’T NEED TO SHOUT

20. • Introduce a new item
• Deal with some
controlled practice
• Work with the
projector
• Watch a video
• Discuss
• Role-play
• Look for information
on their netbooks
• Make a video or
poster
• Solve a problem
• Invent a song.
• Present results
• Speak about a text
• Give a point of view
• Summarize a text
• Generate solutions.
• GROUPING

21. SEATING ARRANGEMENTS
Making a debate
Working with
problem-solving
situations
Watching a video
with all the
students

22. SEATING ARRANGEMENTS
Think of two Advantages and two Disadvantages for the seating arrangements.
ADVANTAGES DISADVANTAGES
orderly rows
circle, horseshoe
separate tables

23. SEATING ARRANGEMENTS - Answers
ADVANTAGES DISADVANTAGES
orderly rows -the teacher can see all students
- the teacher can easily gain the
attention of all the students.
-there is very little scope for student
interaction.
- sts always sit next to the same person and
work with the same classmate.
circle,
horseshoe
-the students are less aware of their
teacher
-it is easy for the sts to
communicate and work together
with other students
- it takes up a lot of space
-it could be more difficult for a teacher to get
attention
separate
tables
-the teacher can walk around the
classroom and monitor all the
students.
-students can work together and
independently. They can help each
other and motivate each other
-Disciplinary problems can arise from
students
-If there are many students in the classroom,
it may also be too noisy to use this
arrangement.

24. •TASK 1
What do you think is the best seating arrangement for the following situations?
a. A team game with a class of forty.
b. A class discussion with fifteen students.
c. Pair work in a group of thirty students.
d. A reading task in a group of ten.
e. Students design an advertisement in groups.
f. Students all listen to an audio track.
g. The teacher explains a grammar point.

25. •Answers
a. A team game with a class of forty. (orderly rows with the aisle dividing the
teams, or two sides of a horseshoe; in smaller groups, each team could be at a
separate table)
b. A class discussion with fifteen students. (sitting in a circle or horseshoe)
c. Pairwork in a group of thirty students. (orderly rows, or two or three pairs at a
separate table)
d. A reading task in a group of ten. (separate tables)
e. Students design an advertisement in groups. (separate tables)
f. Students all listen to an audio track. (any seating arrangement)
g. The teacher explains a grammar point. (orderly rows)

26. •TASK 2
• What’s the best grouping for these activities? Put W= whole class, P=
pairwork, G= groupwork or S= solowork in the boxes.
 a. Students choose one of three alternatives when faced with an imaginary
moral dilemma.
 b. Students design a website for a school or a special interest group.
 c. Students listen to an audio recording of a conversation.
 d. Students practice saying sentences with the present perfect (‘I’ve lived here
for six years’, ‘He’s studied here for six months’).
 e. Students prepare a talk/presentation on a subject of their choice.
 f. Students repeat words and phrases to make sure they can say them correctly.
 g. Students work out the answers to a reading comprehension.
 h. Students write a dialogue between a traveller and an immigration official.
 i. Students write a paragraph about themselves.
 j. The teacher explains the rule for the pronunciation of ‘s’ plurals (‘pins’, ‘cups’,
‘brushes’).

27. •Answers
G a. Students choose one of three alternatives when faced with an imaginary
moral dilemma.
G b. Students design a website for a school or a special interest group.
W/S c. Students listen to an audio recording of a conversation.
W/P d. Students practice saying sentences with the present perfect (‘I’ve lived
here for six years’, ‘He’s studied here for six months’).
S e. Students prepare a talk/presentation on a subject of their choice.
W f. Students repeat words and phrases to make sure they can say them
correctly.
P g. Students work out the answers to a reading comprehension.
P h. Students write a dialogue between a traveller and an immigration official.
S i. Students write a paragraph about themselves.
W j. The teacher explains the rule for the pronunciation of ‘s’ plurals (‘pins’,
‘cups’, ‘brushes’).

28. •Lesson PLan
Identify the elements mentioned in the following lesson plan.
Instituto de Música Prof. Carmelo H. De Biasi
4th year
Mondays from 7:45 to 9:05.
Book: What’s Up? 1
Unit 1: Holidays – Simple Past Regular and Irregular Verbs
Objetivos Específicos
Que el alumno:
•Utilice el tiempo pasado simple en forma correcta.
•Logre narrar historias y anécdotas.
•Utilice los recursos provistos por las netbooks para la elaboración de un
cortometraje.
•Desarrolle habilidades y estrategias que les permitan procesar y producir textos
orales y escritos correctos y adecuados a las situaciones comunicativas
propuestas.

29. Class 1:
80’
1. Brainstorming vocab. Pair work. Anagram about holidays 1’. Report. One st
writes on bb
2. Interaction: Whole class. Move around asking: What do you usually do on
holidays? Report comparing your classmates’ answers. 5’
3. Group work. Situation: Last holiday we travelled to Australia and we saw….. 5’
to complete in groups orally.
4. In groups sts read Jenny’s diary about “Our trip to Australia” and underline the
things they have mentioned that appear in the text. 10’
5. Systematization: Whole class: when did Jenny travel to Australia? Is the text
about sth that happened in the present, past or future? How do you know? 5’
The text is full of verbs in the past. In groups of 4 circle all the verbs in the
past, then classify them in two columns and discover the rule to make verbs
in the simple past tense. You can use books, netbooks and cellphones. 20’
1. Pair work: verb-tennis. 5’
2. Sts complete ss about Jenny with verbs in the past. (10’)
3. Solo work. Sts write 5 ss about their last holidays. (5’)
4. Pair work. St A tells St B about his/her holidays. St B. retells what he/she
remembers. 10’
5. Closing: What have you learned today? 4’

30. Class 2 –
80’
1. Revision Whole-class: What do you remember about Jenny’s diary “Our
trip to Australia?” Sts mention what they remember about the text. 5’
2. Energetic True/False. 5’
3. Solo-work: sts read the text about Jenny and work with comprehension
activities. Report. 10’
4. In groups of 4: sts find negative ss in the text and make a poster using
netbooks explaining how to form affirmative and negative ss in the
past. 20’
5. Pair work: Sts complete exercises from book. 15’
6. Pair work: Sts play an interactive game with irregular verbs from
http://www.eslgamesplus.com/past-simple-irregular-verbs-esl-grammar-
interactive-activity-online/ - 10’
7. Group work: Sts play 1’ minute talk using the topics on the cards. 15’
8. Homework: Sts make a diary about their week writing 3 ss about what
they did/didn’t do each day for a week.

31. Class 3 –
80’
1. Pair work. Sts retell their classmates what they’ve written about their week. 5’
2. Classmates report orally. 5’
3. Solo-work: Sts read an e-mail about Leonie’s weekend and answer comprehension
questions. 15’
4. Pair work: Sts compare their weekend with Leonie’s. 5’
5. Solo-work: Sts answer Leonie´s e-mail telling her about their weekend. (80-100 words) They
can use what they’ve written in their diaries. 60’
Follow steps: -text organization – sandwich
-writing-
-editing
Class 4 –
80’
1. In groups of 4, sts describe pics of people on holidays. What happened to the people in the
pics? Did they have a fantastic or terrible experience? 10’
2. Telling anecdotes. In groups of 4 sts choose a day to talk about from the list. (ex 1 p.67)
Sts describe what happened in their anecdote. They can use the ideas in exercise 2 + the
connectors provided by the teacher. 15’
1. Each group retells the anecdote to the whole class. 15’
2. Project: Sts have to make a photo story with the anecdote. They can use Photo story for
Windows 3. They can improve it by making all the necessary changes. The rest of the groups
can help. 40’
The photo story must have sound and subtitles.
Sts must bring the photos taken for next class.

32. Class 4 –
80’
1. In groups of 4, sts describe pics of people on holidays. What happened to the
people in the pics? Did they have a fantastic or terrible experience? 10’
2. Telling anecdotes. In groups of 4 sts choose a day to talk about from the list. (ex
1 p.67)
Sts describe what happened in their anecdote. They can use the ideas in
exercise 2 + the connectors provided by the teacher. 15’
1. Each group retells the anecdote to the whole class. 15’
2. Project: Sts have to make a photo story with the anecdote. They can use Photo
story for Windows 3. They can improve it by making all the necessary changes.
The rest of the groups can help. 40’
The photo story must have sound and subtitles.
Sts must bring the photos taken for next class.
Class 5 -
80’
1. In groups of 4 sts work with the photo story in class.
Class 6 –
80’
1. The whole class watches the photo stories and chooses the best one.