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Level 25

M2-U20 Identifying the Different Components of a L

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anticipate (language) problems
When teachers are planning a lesson, they think about what their learners might find difficult about the lesson so that they can help them learn more effectively at certain points in the lesson.
Teachers believe their learners will or will not know something or how they will behave in a lesson.
The different parts of a lesson plan, e.g. aims, procedure, timing, aids, interaction patterns, anticipated problems, assumptions, timetable fit, personal aims.
Interaction patterns
The different ways learners and the teacher work together in class
main aim
The most important thing that we want learners to achieve in a lesson or series of lessons.
personal aim
What the teacher would like to improve in his/her teaching.
A set of actions that describes the way to do something.
The reason for doing something.
An answer to a problem.
A section of a lesson. Lessons have different stages or steps such as lead-in, presentation, controlled practice, etc.
stage aim
It is the aim or purpose of a step or short section of a lesson
subsidiary aim
The secondary focus of the lesson, less important than the main aim. It could be the language or skills learners use in order to achieve the main aim of the lesson, or a skill or language area which is practised while the teacher is working on achieving the main lesson aim.
timetable fit
How a lesson fits logically into the sequence of lessons in a timetable.
The likely time different activities or stages in a lesson plan should take.
To introduce different things such as different types of activities or tasks, language skills, interaction patterns, pacing or timing into a lesson.
What the teacher wants to achieve in the lesson or in the course.