33708409
Descripción
Mapa Mental por Gabriela Marquez, actualizado hace más de 1 año
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Creado por Gabriela Marquez
hace alrededor de 3 años
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planning
lessons
- why?
- basic
components
- decide what to teach, in
what order and how much
time
- decide what to teach, in
what order and how much
time
- basic
components
- when
- once the syllabus and
texts have been decided
- once the syllabus and
texts have been decided
- how
- some instructors list
the day's materials
and audiovisual aids in
a box as a reminder
of what they will use
in class
- some instructors list
the day's materials
and audiovisual aids in
a box as a reminder
of what they will use
in class
- lesson
plan
- useful tool
- serves as a
guide map for
our teaching
activity
- it is a record of
previous
lessons
- teachers can
note what
has been
taught
before
- teachers can
note what
has been
taught
before
- part of student and
teacher preparation
- result
- microplanning
- macroplanning
- a reflection of a
philosophy of
learning and
teaching
- reflected in
- the metodology, the syllabus, the
texts and other course materials
- the metodology, the syllabus, the
texts and other course materials
- reflected in
- a reflection of a
philosophy of
learning and
teaching
- microplanning
- what looks
like?
- there are
variety of
formats
- it has stages: a beginning,
a middle and an end.
- there are
variety of
formats
- lesson
content
- warm
up
- activities
- take into account
the amount of
time they take
- underestimated in
terms of lenght
- stirring
- setting
- take into account
the amount of
time they take
- time and
class
management
- challenging
for
teachers
- challenging
for
teachers
- warm
up
- refers
to
- format
of the
plan
- teacher's
own
process
- what is
supposed
to
happen
in a
class
- format
of the
plan
- classroom
applications
- it enables
teachers to
confidently face
the students
- make decisions
about
- content, materials,
sequencing and
timing in light of
the students and
their objectives
- what happens
before, during and
after the class
- content, materials,
sequencing and
timing in light of
the students and
their objectives
- it enables
teachers to
confidently face
the students
- objectives,
standards
and
outcomes
- writing up a plan is a
way to organize the
class and discipline
our mind
- it is a thinking
skill
- some aspects
to consider
are
- atmosphere
- the
learners
- the
aims
- the teaching
point
- the tasks and
teaching
procedures
- the
challenge
- classroom
management
- atmosphere
- some aspects
to consider
are
- it is a thinking
skill
- useful tool
- basic principles
- coherence
- understandable
and connected
lessons
- understandable
and connected
lessons
- variety
- micro level
- time and
difficulty of
the activities
- time and
difficulty of
the activities
- macro level
- different topics,
language and skills to
be developed
- different topics,
language and skills to
be developed
- micro level
- flexibility
in terms
of
- changing an activity
when necessary
- brilliant ideas can
come on the process
- changing an activity
when necessary
- coherence
- involves
certain
elements
- second language
adquisition theory
- methodology
- skill
- audience
- focus
- context
- philosophy
of learning
and
teaching
- second language
adquisition theory
- different models
- hunter model
- presentation -
practise- production
- engage- study- activate
- sheltered immersion
observation protocol
- encounter, clarify, remember,
internalize and fluently use
- hunter model
- important considerations
- How do people learn languages?
- exposure
- restricted
- the texts are specially designed for learners, also
are simplified in specific target language items
- students have access to
certain amount of specific
vocabulary and grammar
- the texts are specially designed for learners, also
are simplified in specific target language items
- authentic
- language is used naturally.
- language is used naturally.
- restricted
- output
- restricted
- students use only the
quantity of language
they know
- students use only the
quantity of language
they know
- authentic
- speaking or writing using the
full range of language
learners have at their disposal
- speaking or writing using the
full range of language
learners have at their disposal
- restricted
- exposure
- Kranshen suggests that acquisition is the significant
process. We need to be exposed to comprehensible input.
- How do people learn languages?
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