Elements of a Didactic Planning

1. Contents

1.1. Lesson planners have to select content which has a good chance of arising interest and involvement in the classroom.

2. Teaching resources

2.1. A teaching resource is any material that has been prepared with the intention of facilitating student‘s learning process.

2.2. Functions of the teaching resources

2.3. They help us to exercise the skills and also to develop them

3. Individual learner differences

3.1. Apart from those factors that influence the acquisition of a foreign language in general ,there is a set of such influences that vary from one learner to another and differ according to a learner’s inner characteristics.

4. Individual learner differences gender

4.1. Although it is fair to argue that males and females are equal human beings, they demonstrate different features – not just physically; which in most cases is rather obvious, but also mentally.

5. Individual learner differences personality

5.1. Personality of the learner is another controversial matter being considered a factor influencing foreign language acquisition.

6. Individual learner differences Intelligence and aptitude

6.1. As far as intelligence as a factor influencing learning in general or foreign language acquisition is concerned. First of all, there is no clear evidence whether aptitude and intelligence are separate issues.

7. Planning activities

7.1. They are learning activities applied in the formative session in order to help students develop competences.

8. Teaching English Skills

8.1. Employing all skills (Reading, Writing, Listening, Speaking) when working through a lesson will help you recycle language.

9. Individual learner differences age

9.1. There is a critical period for foreign language acquisition. This is supported by proponents of Critical Period Hypothesis, which states that human beings are optimally suited to learn certain types of behavior during a certain age span, and that after this period has passed, learning such behavior is difficult or impossible to change

10. Individual Learner Differences Motivation and attitude

10.1. Without any motivation or positive attitude, there can hardly be a successful process of learning. According to Trigos-Gilbert (1999) most people nowadays feel the need to speak a new language for personal and professional aims.

11. Individual learner personality Learning styles and strategies

11.1. Learning style is a “general approach to language learning”. The ways the learner applies while studying are called learning techniques. If used in combination to develop a plan, they are called learning strategies. Learning strategies are “specific actions, behaviors, steps, or techniques students use – often consciously – to improve their progress in apprehending, internalizing, and using the L2”.