Course Planning Notes #2

  • Finding out for yourself (Guided learning/discovery)
    • Provision of motivating tasks
    • Provision of interesting material
    • Provision of guide questions
    • Provision of time
    • The capacity to respond to investigatory questions by the students
    • Encouragement for the students to recognise what they have achieved
  • Things made plain
    • Opening (activate relevant schemata)
    • Exposition (explain using mime, demo, pictures)
    • Recap (emphasis of key points)
    • Question and answer dialogue (clarify and check understanding)
    • Summary
  • Periphery learning
    • Unconscious exposure to the material
  • Use and refinement
    • Recycling material in different ways, examining various methods of application


Tessa Woodward, 2001. Planning Lessons and Courses: Designing Sequences of Work for the Language Classroom (Cambridge Handbooks for Language Teachers). Edition. Cambridge University Press.


Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google photo

You are commenting using your Google account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s