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Module Planning - Instructions

This document provides instructions for planning a 4-week module for teaching English. Teachers are asked to choose between teaching a primary school class, high school class, or adult language course. They then select two units from the relevant textbook to base their module around. The module plan template includes goals and procedures for Mondays and Wednesdays of each week, and suggests incorporating a variety of skills and interaction patterns. Teachers are advised to consider learner interests and age while ensuring a balance of activities beyond just the textbook. An example module plan is provided using units from New Headway Elementary.

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marija tomic
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32 views2 pages

Module Planning - Instructions

This document provides instructions for planning a 4-week module for teaching English. Teachers are asked to choose between teaching a primary school class, high school class, or adult language course. They then select two units from the relevant textbook to base their module around. The module plan template includes goals and procedures for Mondays and Wednesdays of each week, and suggests incorporating a variety of skills and interaction patterns. Teachers are advised to consider learner interests and age while ensuring a balance of activities beyond just the textbook. An example module plan is provided using units from New Headway Elementary.

Uploaded by

marija tomic
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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MODULE PLANNING

Your task:
1. Pick your imaginary class. Your choices are the following:
 20 pupils (ages 9-10; 11 girls, 9 boys), primary school, 3 rd grade, class frequency per week
2x45 minutes
 35 adolescents (ages 15-16; 17 girls, 18 boys), 1 st year of high school, class frequency per
week 2x45 minutes
 7 adults (ages 40-50; 3 women, 4 men) at the Elementary level, attending a language course
in a private language school, learning English because of career advancement; class
frequency per week 2x60 minutes
2. Take a look at the books used in each of the courses. They are the following:
 Primary school – Happy trials 1
 High school – New Headway Pre Intermediate
 Private school – New Headway Elementary
3. Pick two units (any two units that are to your liking, except for the primary school where you
only have one unit and activity section) and write a 4-week plan. Try to be brief and specific. Give
a clear idea of your process and of the intended goals. Use the following layout:

The book:
The units you chose:

WEEK 1/2/3/4
Monday Wednesday
Goals Goals
 ...  ...
 ...  ...
 ...  ...
Materials (...) Materials (...)

Procedures Procedures
1. ... (time: e.g. 5 mins) 1. ... (time: e.g. 7 mins)
2. ... (time: 2. ... (time:
3. ... (time: 3. ... (time:
4. ... (time: 4. ... (time:

Some things you need to focus on:


 Make sure that your plan incorporates different skills (reading, writing, listening, speaking,
grammar and vocabulary) + additional activities and not ONLY those prescribed by the
textbook
 Make sure that you add the duration of each activity in mins (next to the interaction
pattern)
 Think of your learners, their interests, their age
 Introduce a variety of interaction patterns:
 S – individual work
 S-S – pair work
 T-SSS – teacher explanation to the class
 SSS – group work
 S-SSS – one student reporting to the class
EXAMPLE

The book: New Headway Elementary


The units you chose: Unit 5 (Where do you live?) and Unit 6 (Can you speak English?)

WEEK 3
Monday Wednesday
Goals Goals
 Learning nationality words  ...
 Expressing ability with can/can’t  ...
 ...
Materials (the course book, the CD, a map,
instruction cards) Materials (...)

Procedures Procedures
1. Lead-in: doing the Starter form the 1. ...
book after which T introduces other 2. ...
relevant nationality words (Serbia, 3. ...
Croatia, Bosnia, Albania, Romania and 4. ...
Montenegro); gives the map to the Ss,
introduces other nationality words they
need – T-SSS (time:
2. Grammar: matching exercise – S-S;
grammar explanations can and can’t –
T-SSS (time:
3. Listening: completing the sentences – S
(time:
4. TPR: give each S a card with
instructions one it (e.g. can’t lift the
book; can open the window; can’t
clean the board); they take turns to
mime the actions, others guess – SSS
(time:
5. Listening: Tina can’t cook – S (time:
6. Speaking: completing the chart – S-S;
telling the class about your pair S-SSS
(time:
7. Writing: Ss make sentences about what
computers can and can’t do and they
compare notes – S-S (time:
8. Discussion: the whole class compares
people and machine capabilities – SSS-T
(time:

Important notice:
• The module is to be submitted via email:
metodikaengleskog2@gmail.com as a Word document
• Subject: Module – Name Surname
• Deadline: Tuesday, 1/12/2020, by 11:59 pm 

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