Here We Go! 01 Teacher's Guide Unit 1

R eferences 13 III. Lesson Planning HereWe Go! regards preparation as a way to foster success: Planning gives teachers confidence and the opportunity to predict possible areas of improvement; it ensures that the teaching sequence is balanced and appropriate for students; and it allows for adjusting materials. The design of It is important to note that, in many cases, the phases may overlap. An activity such as drawing a picture based on an oral description may, for example, serve as a way to check students’ understanding (processing) and, at the same time, stimulate production (creating). Warm-Up Activities that explore students’ prior knowledge and draw their attention to what will be presented: • Picture description • Simple conversations about experiences • Brainstorming of key words • Listening to or reading short, simple texts Discovering (Presentation) Activities that explain and exemplify the topics of the lesson: vocabulary and expressions, structures, functions: • Pictures and key words / expressions • Oral and written models • Examples, questions, songs, chants and games Processing (Practice) Activities that promote controlled application of new knowledge: • Models; guided and free practice • Descriptions • Role-plays • Listening and pronunciation exercises • Individual study and pair work Creating (Production) Activities that reinforce and apply new knowledge in different ways: • Personalization • Role-plays • Creation of simple sentences and short texts • Games Expansion • Games, role-plays • Projects and presentations • Reading and analysis Evaluation • Self-assessment • Peer evaluation • Teacher feedback the program makes allowances for a conventional insight of planning, which you can develop through the following phases, all which account for the achievement of learning goals, as well as for variety and flexibility of resources: • Brown, D. (2001) “Teaching by Principles”, in Teaching by Principles: an Interactive Approach to Language Pedagogy , Addison Wesley Longman. • Cohen, A., Macaro E. (eds) (2007) Language Learner Strategies: Thirty Years of Research and Practice , Oxford University Press. • Consortium for 21st Century Learning. Retrieved from: http://www.p21.org/about-us/p21-framework • Council of Europe (2001). Common European Framework of Reference for Languages . Retrieved from http:// www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf • Cummins, J. (1984) Bilingual Education and Special Education: Issues in Assessment and Pedagogy , College Hill. Also, Jim Cummins on BICS and CALP. Retrieved from: https://vimeo.com/56112120 • Doyle, C., Hood, P., Marsh, D. (2010) CLIL: Content and Language Integrated Learning , Cambridge University Press. • Oxford, R. (1990) Language Learning Strategies: What Every Teacher Should Know , Heinle Cengage Learning. • Van den Branden, K. et al. (2009) Task-Based Language Teaching . Cambridge: Cambridge University Press.