Second edition

A scheme of work is a good way to make sure that we recycle language (i.e. use It again) and include regular revision activities during a sequence of lessons,
© Coursebook units are often arranged around a specific topic (such as sport or
relationships), which may be a useful way of linking together a sequence of lessons. This kind of sequence gives us the chance to develop particular areas of vocabulary, but learners may feel that the lessons are repetitive, so we need variety of texts and tasks.
© When planning lessons we may need to think about the needs of individual learners or groups of learners, e.g. those that always finish first, those that can't concentrate for long, etc. A coursebook can't provide material and activities for needs that are specific to our groups of learners. This means we may need to plan parts of the lesson that adapt the coursebook or work with supplementary materials or activities.
See Units 5-8 for discussion of skills-based lessons, Unit 19 for identifying and selecting aims, and Unit zo for identifying the different components of a lesson plan.


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Unit 21 Planning an individual lesson or a sequence of lessons

The lesson plan below aims to introduce and practise language for describing people. Put the stages of the lesson (A-G) into the correct order {1-7). One stage has been done for you.
П A Present new vocabulary and check pronunciation: lexical sets for describing people (flashcards and board drawings)
П В Video (TV police drama): consolidate listening and speaking activities and provide models for freer oral work
П C Speaking: role-play in pairs: police interviews whole-class correction m d Comprehension: matching pictures to spoken descriptions □ E Controlled practice: describe-and-draw activity (pairwork)
П F Writing: descriptions of people and places (freer practice of functional language) П G Listening: listening to descriptions of people to contextualise and check new language


ШШШШВ


Think about these comments from teachers. Which do you agree with and why?

1. 
   I just have to finish the coursebook by the end of the school year, so that's my scheme of work.
   
2. 
   Planning a sequence of lessons helps me to see how I'm covering the syllabus, and it helps my learners, too.
   
3. 
   I don't want to decide now what I'll be doing with my class in three weeks' time, or even next week. I prefer to wait and see what they need. ¹
   

1 Look at the next few lessons in your coursebook. Wit at links can yon find from one unit to the next? What opportunities does the book give you to recycle language (i.e. to use the same language again, in. a different context.) and revise? И there are no links, or very few, what materials could you bring to the class to improve the connections between lessons?

2. 
   For some very practical ideas on planning, look at Chapter 7 of Planning Lessons and Courses by Tessa Woodward, Cambridge University Press 2001, and Planning Classwerk: A Task-based Approach by Sheila Estaire and Javier Zanon, Macmillan 1994.
   
3. 
   Project work is a good way of planning a motivating sequence of lessons with plenty of variety. For ideas on planning project work and some good examples, look at these websites:
   

http://www.teachingenglish.org.ak/try/uk-pubHshers/oup/introduction-project- work
http://www.teachmgenglish.org.uk/think/ariides/pmject-work-teenagers

2. 
   Find an example of a lesson plan (yours, a colleague's, on the web) and analyse why the steps are in the order they ore in, what the stage aims are and why the interaction patterns have been selected. Write up your answers in your Teacher Portfolio.
   

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Module г

5 use the TKT Glossary to find dte iпейnings of 1 hesc {erms; atcouragement, reinforce, specification.


TKT practice task 21 (See page 245 for answers)
For questions 1-6, read the two steps from each lesson plan and choose the next step from the options listed A, В and C. ¹


1 The learners listen to a dialogue between two friends.
They listen again and answer true/false questions.
A The learners check their answers in pairs.
В The learners have a whole-class discussion about friendship.
C The teacher checks understanding of instructions.

2. 
   The teacher introduces the context of a desert island.
   

The teacher puts learners in pairs and gives them a list of items useful for survival on the island.
A The learners write a story about life on the island.
В The learners put the items into rank order,
C The learners draw a picture of the island.

2. 
   The teacher mimes a story.
   

The learners retell the story in pairs.
A The teacher checks gist understanding using a true/faise task.
В The learners do a jigsaw reading activity on the story.
C The teacher writes the story on the board as the learners dictate it to her.

2. 
   The learners listen to the teacher telling a story about friendship.
   

In groups, the learners work together to tell the story again.
A The teacher checks understanding of target language.
В The learners write the story,
C The learners practise asking for information,

2. 
   The teacher models the target language.
   

The learners repeat the model.
A The teacher introduces new vocabulary.
В The teacher announces the lesson aims.
C The teacher asks for individual repetition.

2. 
   The learners listen to a description of three people and draw them.
   

The teacher elicits the vocabulary she used in the description and writes it on the board. A The learners label their pictures.
В The learners draw a picture of themselves and label it.
G The learners copy the pictures into their notebook.


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