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Apply Now!Home / TEFL Certification / TESOL BAGHDAD / TESOL Ywam Canberra
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Some language theorists believe teachers should be completely open-ended and flexible and never make any lesson plans. Others believe that a teacher-created, fixed plan is essential. Most teachers fall somewhere between the two poles, believing that a flexible plan is best. Writing a lesson plan has some important uses: 1. It helps in planning – By writing down what the teacher expects the students to do by the end of the lesson and how that's going to be carried out, a logical, structured, timed lesson can be created. 2. It's a guide during the class – The lesson plan can be referred to during the class and keeps the teacher focused on the targets of the lesson. But a teacher must still respond to the needs of the class in the moment. 3. A record of the lesson plan – It shows what's been taught before and what materials were used. It also helps anyone who substitute-teaches the class. How should the lesson plan be written? It depends on the teacher's style-either as a structured plan, or as a bunch of notes, or as notes written into a class notebook, or whatever else works for the teacher. The teacher should also note any changes to the lesson plan. The basic principles are: -Keep it simple (for referral during class time). -Don't try to script the lesson.
-Structure it and keep the same structure. -Write the anticipated time for each activity in the margin of the lesson plan. -Check for a balance of skills; activities that can fit together for a smooth flow. -Keep it flexible and open to adaptation. Being organized: Before you start the lesson, check these practical things: -Make sure you have your lesson plan -Run through the lesson plan and make sure you have all the needed materials and aids. -Check that the equipment works! -Lay out materials and aids so you can find them. -Arrange the seating the way you want it. -Make sure the board is clean. -Be ready to chat with the students as they enter the class. This helps break the ice and get them in the mood to learn. What should be included in the lesson plan? The teacher decides for themselves what to put in. Some use forms, others just write brief notes. In the beginning, a teacher probably wants a more formal structured plan, to have a clear guide of targets and how to achieve them. Do include: Learner objectives: What you want the students to be able to do by the end of the lesson. Personal aims: What you as a teacher wish to achieve. Usually it's an area of your teaching you'd like to improve. Context: Shows the lesson's theme and how it fits with past
and planned future lessons. Teaching aids: Materials and other aids (such as DVD's or mp3's) you'll need for the lesson. A checklist is good to have for the start of a lesson. Anticipated problems: It's very important to attempt to anticipate any specific problems the students may have with the lesson. But you need to have a solution to anticipated problems! Procedure: Activities used to achieve the learner objectives. Phase: Engage, Study or Activate Timing: It's vital to plan how long each activity will take. Then you'll see if you have too much or too little content. Be realistic and flexible in your timing. ONLY EXPERIENCE AND A SOUND KNOWLEDGE OF YOUR STUDENTS WILL TELL. Interaction: Who'll be interacting at each stage of the lesson-will it be teacher-student (TS), student-student (SS), or students working alone? Class level: The classes' English level ability. Number of students: It helps to anticipate about how many students will attend the class to design activities for that number. Date/Time: Keeps a historical record of what you did in the class and when and also helps teachers who may teach the same class at a later date. Teachers and Observer's Names: Useful if class is being monitored. (SEE LESSON PLAN P. 6) Teacher: Observer: Date and Time: Class
level: Room: Expected number of students Context: Teaching Aids: Learner Objectives: Personal aims: Anticipated problems for students: Anticipated problems for teachers: Solutions: Solutions: Procedure: Phase/Timing/Interaction As teachers, we're continually striving to improve our skills and make our classes as enjoyable as possible. Teachers can evaluate themselves and take notes of what went well and where the lesson could be improved. By focusing on each lesson's strengths and weaknesses, teachers will be helping themselves to develop. Self Evaluation Form (SEE PAGE 8) Name: Class Level: Date: Number of students: Extent to which learner objectives and personal aims were met: Accuracy of anticipated problems and solutions: Modifications made to the lesson procedure; reasons for them and how effective were they? Effectiveness of Engage Phases: Effectiveness of Study Phases: Effectiveness of Activate Phases: Strengths and Weaknesses of Lesson: In Retrospect/Areas for Improvement: Planning a sequence of lessons: There are a number of special issues to take into consideration: -Flexibility. Lesson plans often change continually, so must update plans and modify our aims. -Goals. An experienced teacher will build goals for the students
into a sequence of lessons. Give the students and the teacher something to aim at (say, end-of-week tests, or major revision lessons). -Revision. Lesson content needs to be reviewed repeatedly over a series of lessons to ensure students retain the knowledge. -Variety and Balance: For planning a sequence of lessons, the teacher wants to include all skills equally. Need to include a good mix and variety of activities. ", As a student teacher
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