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In Unit 9, we learned about the importance of lesson planning and went over how to plan a lesson. We plan lessons to make sure there is a logical flow to our teaching. If we are jumping from one topic to another without logical flow, students may become confused. Another reason to plan our lessons that they serve as working documents that may be referred to throughout the lesson to keep us on task. By creating a lesson plan, we are also creating a record of the lesson that can be referred to at a later date. Finally, if we cannot attend class, a substitute teacher can use our lesson plan to keep students engaged and learning while we are gone. A lesson plan should include general information about the class including the teacher's name, date, time, room, level, the subject being taught, and the focus of the lesson. It should discuss the learning objectives for the students and the potential problems that may arise. It should also discuss the teacher's teaching goals and potential problems. Perhaps the most important part of the lesson plan is the procedure. Each phase of the lesson (engage, study, and activate) is given a time limit, and detailed breakdown of what will happen, and a note of who is speaking to who (Teacher ? Student, Student ? Teacher, or Student ? Student.)
This lesson also taught me the D-E-GO process of setting up a study phase activity. D is for demonstrate the process, E is for elicit a correct response from the class, and GO is for give out the materials and let the students get to work. While the study activity is in progress, a teacher should not interrupt, but should note progress and common errors that crop up. When correcting errors during feedback, it is important to first let the student self-correct if possible. Then if he/she cannot, allow the other students in the class to correct. Only if no one can provide the correct answer does the teacher step in and correct. When planning a sequence of lessons the teacher should consider the class syllabus and examinations. The lessons should be rigorous enough to meet the goals, but should also remain flexible as students may learn faster or slower based on the content. The teacher should make sure the lessons are varied and cover speaking, writing, reading, and listening skills for each topic.
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