Lesson Planning
University of Szeged (SZTE)
Institue of English & American Studies
Szili Beatrix
Lesson Planning
Classroom Reserach Paper
Supervisor
Balogh Erzsébet
Szeged, 2009. április 30.
Table of Contents page
Introduction 1
Literature Review 1
Research Question and the Observation Instrument 6
Results 7
Discussion 8
Conclusion 11
Bibliography
Appendices Appendix 1 Observation Sheet Appendix 2 Observation Sheets of Five Attended Classes
Introduction
The topic of this classroom research paper is lesson planning. Planning is a crucial point in teaching as general and in second language teaching as well. Teachers-to-be are taught that they always have to have a lesson plan: either written or just a plan in the head. The plan does not only make it easier for the teacher to keep a logical order for themselves, but it also ensures that the students will be able to follow the logic of the lesson. A lesson plan should be coherent and consistent, thus there should be a logical transition between ideas. In the first chapter I would like to talk about the general issues of a lesson plan, then I would like to examine the theory of planning an English lesson, with special interest in grammar and vocabulary teaching and discuss some planning ideas that I have found during my bibliographical research. Finally, in the third part of this paper I would like to analyze the data I have collected during my classroom observations and draw a conclusion about the way theory manifests in everyday teaching.
Literature Review
When teachers are planning an English lesson, they always have a topic (e.g. some kind of grammar point or vocabulary), and if this topic is new, coherence and consistence, in other words a logical structure, is crucial for the students’ efficient acquirement of the given topic. Teachers can turn to several aids in this area: source- and handbooks suggest numerous ways to set up a lesson, but it is
Institue of English & American Studies
Szili Beatrix
Lesson Planning
Classroom Reserach Paper
Supervisor
Balogh Erzsébet
Szeged, 2009. április 30.
Table of Contents page
Introduction 1
Literature Review 1
Research Question and the Observation Instrument 6
Results 7
Discussion 8
Conclusion 11
Bibliography
Appendices Appendix 1 Observation Sheet Appendix 2 Observation Sheets of Five Attended Classes
Introduction
The topic of this classroom research paper is lesson planning. Planning is a crucial point in teaching as general and in second language teaching as well. Teachers-to-be are taught that they always have to have a lesson plan: either written or just a plan in the head. The plan does not only make it easier for the teacher to keep a logical order for themselves, but it also ensures that the students will be able to follow the logic of the lesson. A lesson plan should be coherent and consistent, thus there should be a logical transition between ideas. In the first chapter I would like to talk about the general issues of a lesson plan, then I would like to examine the theory of planning an English lesson, with special interest in grammar and vocabulary teaching and discuss some planning ideas that I have found during my bibliographical research. Finally, in the third part of this paper I would like to analyze the data I have collected during my classroom observations and draw a conclusion about the way theory manifests in everyday teaching.
Literature Review
When teachers are planning an English lesson, they always have a topic (e.g. some kind of grammar point or vocabulary), and if this topic is new, coherence and consistence, in other words a logical structure, is crucial for the students’ efficient acquirement of the given topic. Teachers can turn to several aids in this area: source- and handbooks suggest numerous ways to set up a lesson, but it is
Bibliography: [2] Lewis, M., Hill, J. Source Book for TEFL. Heinemann, 1993, page 36 [3] ibid, page 40