Module: lesson planning

MODULE: LESSON PLANNING
1. What are deductive and inductive lesson plans? What is the structure of such lesson plans: order, aims, purposes and outcomes?
2. Lesson planning and structure of the lesson plan: order, aims, purposes and outcomes
3. Choosing structure and type of the lesson. TBL and PPP
4. Receptive skills: (pre- while- post- stages activities). Activities for different stages of the lesson: ice –breakers, consolidating activities, ending the lesson
(introspection, extra resources for class management) connection of activities in the lesson plan
5.Time management. Requirement for giving homework
6.Pre stage of the lesson: ice-breakers, lead-in and warm-up activities
7. Consolidating part of the lesson: important part of introspection
8. Effective using of resources and materials: visual aids, videos, white- board, classroom equipment
9. What are receptive skills and what receptive skills activities are suggested for different stages of the lesson: pre-, while-, post –stages?
10. What are important aspects in lesson design for mixed ability classes?
11. Characterize the importance of time management in lesson planning. Give an example of chronological scheme dedicated to each stage of the lesson on any topic from suggested list: My town, my favorite book, my summer holidays etc.
MODULE: CLASSROOM INVESTIGATION
1.Stages of classroom investigation? (Give their characteristics)
2. Give the characteristics of types of interview in classroom investigation. (What are their functions?)
3. What types of data collection instruments for classroom investigation do you know? Give their short characteristics an example
4. What is the difference between written and oral feedback? What tips should observers follow in commenting on observing lesson, students and colleague? Give brief characteristics of them by revealing an example.
5. Data collection methods: Interviewing
Data collection methods: A case study
Data collection methods: Diary study
Data collection methods: Observation and stages
MODULE: MATERIALS EVALUATION AND DEVELOPMENT
1. What is the relation between curriculum, syllabus and course book?
2. Give reasonable ideas for creating developmental tasks including ethical and moral issues (e.g., human rights, national ideas
3. Give reasonable ideas for designing visual aids and handouts due to learner’s requirements
4. Are there any benefits of using material culture in foreign language classes? Give your own opinion
5. The process of supplementary materials design: syllabus driven or concept driven? Correlation between textbooks and curriculum
6. Course-books for students, including types of text-books, teacher’s manuals, CDs, books for self-study(workbooks);
7. of textbooks for use in foreign language lessons and critical evaluation
8. Internet learning sites and applications, language skills assessment resources, small resources for language learners of all ages;
9. The nature of authenticity: newspapers, magazines, television, radio broadcast, etc.) selection and creation of appropriate tasks; working with video and audio materials