lesson planning frameworks

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lesson planning frameworks warwick/sjtu elt prof. dev. prog. 2018 jason anderson j.anderson.8@warwick.ac.uk lesson planning frameworks warwick/sjtu elt prof. dev. prog. 2018 jason anderson j.anderson.8@warwick.ac.uk aims of session • identify different lesson frameworks in elt •analyse key stages in these frameworks •consider why these frameworks differ •draw links between these frameworks, what we do and our teaching materials •critically evaluate the appropriacy of these frameworks for our teaching jason anderson | warwick/sjtu elt professional development programme 2018 2 discussion •talk in pairs, making brief notes as you do: •tell each other about a lesson you taught recently (e.g. a reading lesson, a grammar lesson, a writing lesson, etc.) and answer these questions: 1. how many stages did your lesson have? 2. what were these stages? 3. why were they in the order you chose? jason anderson | warwick/sjtu elt professional development programme 2018 3 checking prior knowledge a lesson framework is …
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y are there so many different options? jason anderson | warwick/sjtu elt professional development programme 2018 7 jason anderson | warwick/sjtu elt professional development programme 2018 8 context analysis practice speakout elementary eales & oakes 2011 pearson coursebook analysis – what frameworks can we find/develop? •work in pairs. •choose a coursebook that you use in your own classrooms. • identify a ‘lesson’ in the coursebook. •what framework is implicit (assumed) in the lesson? •how could you adapt it to a different framework? (make brief notes) • if time, do this for a second lesson. jason anderson | warwick/sjtu elt professional development programme 2018 9 sharing •present your ideas to a different pair. •give feedback to each other on the different framework chosen: • does it improve the original lesson in your opinion? •would it work in your classroom? jason anderson | warwick/sjtu elt professional development programme 2018 10 critical evaluation …
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%20perfect%20sense.pdf anderson (2016b) a potted history of ppp with the help of elt journal 71/2: 218-227. https://academic.oup.com/eltj/article/71/2/218/2447419?guestaccesskey=2a6cb69a-aff6-423f-8879-91855886b37e task-based language teaching see: nunan (2004) task-based language teaching. cambridge: cup. (on moodle) cap see: anderson (2017a) context, analysis, practice. iatefl voices 256: 4-5. http://www.jasonanderson.org.uk/downloads/anderson_2017_context_analysis_and_practice.pdf anderson (2017b) cap – context, analysis, practice: a lesson planning model for language teacher education. iatefl teacher training and education sig newsletter 1(spring): 15-18. http://www.jasonanderson.org.uk/downloads/anderson_2017_context_analysis_practice-a_lesson_planning_model_for_language_teacher_education.pdf other frameworks? check out jim scrivener’s arc, jeremy harmer’s esa and others, here on jason’s blog: https://speakinggames.wordpress.com/2015/07/20/three-is-the-magic-number-the-tefl-paradigms-quiz/ also see here: www.jasonanderson.org.uk jason anderson | warwick/sjtu elt professional development programme 2018 13 http://www.jasonanderson.org.uk/downloads/anderson 2016 why practice makes perfect sense.pdf https://academic.oup.com/eltj/article/71/2/218/2447419?guestaccesskey=2a6cb69a-aff6-423f-8879-91855886b37e http://www.jasonanderson.org.uk/downloads/anderson_2017_context_analysis_and_practice.pdf http://www.jasonanderson.org.uk/downloads/anderson_2017_context_analysis_practice-a_lesson_planning_model_for_language_teacher_education.pdf https://speakinggames.wordpress.com/2015/07/20/three-is-the-magic-number-the-tefl-paradigms-quiz/ contexts for the introduction of new language in 1st editions of elt coursebooks 1986 2000 2013 image-supported jason anderson | warwick/sjtu elt professional development programme 2018 14 from anderson, j. (2017) trinity certtesol companion 3 ‘lesson frameworks’ using cap jason anderson …
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lesson planning frameworks warwick/sjtu elt prof. dev. prog. 2018 jason anderson j.anderson.8@warwick.ac.uk lesson planning frameworks warwick/sjtu elt prof. dev. prog. 2018 jason anderson j.anderson.8@warwick.ac.uk aims of session • identify different lesson frameworks in elt •analyse key stages in these frameworks •consider why these frameworks differ •draw links between these frameworks, what we do and our teaching materials •critically evaluate the appropriacy of these frameworks for our teaching jason anderson | warwick/sjtu elt professional development programme 2018 2 discussion •talk in pairs, making brief notes as you do: •tell each other about a lesson you taught recently (e.g. a reading lesson, a grammar lesson, a writing lesson, etc.) and answer these questions: 1. how many sta...

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