![]() ![]() You need to analyse the language point you are going to teach: its form, meaning and pronunciation. ![]() Anticipated difficulties and Solutions: it is necessary that you anticipate some difficulties that students might face with the activities or the target language and be ready with solutions. This emphasises the point that lessons should be part of an overall syllabus or structure, with links not just within a single lesson, but between different lessons.ĥ. This aspect of the lesson plan deals with what students have already covered in previous lessons or courses and so should be familiar with. Assumptions: this is also called presumed student knowledge or previous knowledge. For instance,Īre examples of what the teacher set to achieve personally in the lesson.Ĥ. For instance,īy the end of this lesson, students will have developed speaking skills in the context of discussing their future plans using the first conditional and the future time clause.Īpart from the lesson’s aim(s), it is sometimes necessary to include some personal or methodological aims, especially, if you’re just starting out as a teacher. Aims are better phrased from the students’ perspective. ![]() Clear and realistic aims are essential if a lesson is going to be successful. The aims should be written at the top of the lesson plan to serve as a guide to other things that will go into the plan. In this case, the target language (grammar) will be the main aim while the language skill (speaking) will be the secondary aim of the lesson. For instance, a grammar-oriented lesson may culminate in a speaking activity. Some lessons may require more than one aim. Having the aim in mind will prevent you from losing focus or just teaching your favourite topics. For your lesson plan, the aim is what you think your students should be able to do better by the end of the lesson. Aims: the aim is the overall idea of what you set to achieve in the lesson. But be flexible: if something actually takes longer than you anticipated, take time to finish your main lesson aim and drop secondary aims.ģ. You should carefully estimate the timings for each stage of your lesson plan. This will help the teacher determine the amount of content the lesson can take. Length of the Lesson: a good lesson must have a clearly stated time span. The language of the lesson, especially, depends so much on the class of learners.Ģ. This will serve as the background to every other thing that will go into planning the lesson. Level of Class: an effective lesson plan must feature the class of learners for which the lesson is being designed. The following lines outline some of the vital qualities of an effective lesson plan.ġ. A daily lesson plan is developed by a teacher to guide class learning” (Wikipedia). Although the contents of a lesson plan vary from one teacher to another, there are some universal components that guarantee the effectiveness of the plan. “A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. It should be a document that a teacher can work from in the lesson, so it should be neat, clear, well-organized with clear and appropriate as well as achievable aims. A lesson plan is a clear working document for the teacher. ![]() If you plan your lesson carefully, you’re already off on the right foot in achieving a great lesson. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |