Lesson planning is almost always a trial and error based process. This implies that students might cause discipline problems if they are simply expected to do a worksheet without any prior introduction to the subject or topic. They might also loose attention when a teacher tends to lean towards the lecturing side by spilling out all of the lesson plan objectives all at once without any contextualization. In short, a new teacher should try and aim for less teacher dominated talk and be open to using varied teaching techniques that would allow for a variety of student interaction. You might be thinking now, how can I bear in mind all these elements for a single lesson plan? Well, I can assure that not every lesson will go according to plan but you as a new teacher, can ensure your lessons will go as smoothly as you can using this simple checklist. Does your lesson plan include these items?
- Objectives for the lesson plan are written. The objectives plain and simple, are your goals or where you want to take your students - let's say from point X to point Y. Objectives can [and should] be broken down. An example illustrating this point is: Teaching a Reading Comprehension on Endangered Animals with the specifics being skimming, scanning and making inferences.
- Topic of the lesson. Does your main objective refer to the main topic and language items?
- Classroom materials: Will you be needing to xerox or order pre-planned classroom materials?
- Warm-up activity and wrap-up. Does your warm-up stage activity “engage” learners in a student-centered manner? Does your wrap-up stage contain an activity which makes students have a positive perception of learning and make them feel motivated to come to next class?
- Timing for each activity: Timing should be thought out beforehand but flexibility should be exercised for time extensions. In time this will become much more natural but for now, keep to writing it down.
- Strategies and ways for dealing with weak or strong students: Did you consider a backup plan for fast finishers?
- Is your presentation stage student-centered, does it reference the language and vocabulary they will need for the rest of the lesson, and does it account for “elicitation”?
- Does your practice stage contain an exercise or activity that is controlled or semi-controlled, focus on the language and vocabulary students will need for the next stage, and emphasize accuracy?
- Does your production stage contain an activity that is ‘semi-controlled’ or ‘free’, focus on the language and vocabulary students have learned, and emphasize fluency in a vivid real-life situation
Other Elements for Consideration
Different group arrangements (groups, pairs, frontal)
feedback for students' work
Sequencing and transitions between different activities.
Backup plan or extra activity - this is very important; otherwise known as a SOS kit!
.Read more at Suite101:
Checklist for a Lesson Plan: Tips for Planning an Entire Unit or Groups of Lessons | Suite101.com http://doritsasson.suite101.com/checklist-for-a-lesson-plan-a23249#ixzz1YuZME7sn
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