Lesson Plan -Importanat points- (shared using VisualBee)


Published on

Published in: Education, Technology
1 Comment
No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Lesson Plan -Importanat points- (shared using VisualBee)

  1. 1. What is a Lesson Plan? It is a extremely useful toolHow is it used? Resource and guideWhat the Lesson Plan reflects? Teachers Philosophy Student Population Text Books Goals for the Students
  2. 2. What format should I choose? Check List Customized Format School’s Format TemplateLesson Planis also Know as:
  3. 3.  To decide what to teach, in what order and for how much time To sequence our activities Warm up Introduction Practice Production Home work To remind us the goals and objectives Given a piece of text Ss will be able to […}
  4. 4.  A Lesson plan is a record of what we did in class This records are valuable resource when planning  Measure assessments  Quizzes  Midterms  And final tests
  5. 5.  A record of previously taught Lesson is useful when:  we need to teach the same course again  We have to miss a class One aspect to take in count is that the lesson plan is not written in stone. It benefits many stakeholders
  6. 6. • Macro planning is a high level of lesson plan, is planning over a longer period of time, for instance, planning for a whole program or a whole-year course.Reflected in the methodology, the syllabus,the text, andthe other course materials and finally result specificlesson.• Micro planning is planning for a specific unit or a lesson, from one to two weeks or forty to fifty minutes respectively.Micro planning should be based on macro planning,and macro planning is modified as lessons go on.
  7. 7. • Knowing about the profession: The teacher should get to know which languageareas and language skills should be taught or practicedin the course, what materials, what methods andtechniques can be used.• Knowing about the institution: The teacher should get to know the institution’sarrangements regarding time, length, frequency oflessons, physical conditions of classrooms, and examrequirements.
  8. 8. • Knowing about the learners: The teacher should acquire information aboutthe students’ age, social background,motivation, attitudes, interests, learning needsand other individual factors.• Knowing about the curriculum/syllabus: The teacher should be clear about thepurposes, requirements and targets specifiedin the syllabus.
  9. 9. • Knowing about the textbook: The teacher should know the textbook well interms of its philosophy of teaching, organization oflearning contents, major topics, recommendteaching methodology, unit components and waysof assessment.• Knowing about the objectives: The teacher should get to know what learners areexpected to achieve and able to do after onesemester or a year’s learning.
  10. 10. • A teacher must consider:The Background of studentsThe objectives of the lessonThe skills to be taughtThe activitiesThe materials and text.
  11. 11. • Some instructors like to keep notebooks of lesson plans for each class.• Others may use note cards or loose sheets of paper that can be shuffled around .• Many instructors now use computer to write up lesson plans
  12. 12. • It is important to add the date as well as the week and day of the course .• Some teachers list the grammatical structures and key vocabulary terms that will be introduced as well.
  13. 13. • The day´s goals and objectives should be included as should a list of texts:• Materials and equipment such as audiovisual aids.
  14. 14. The middle component of a lesson plan is thelesson´s content this includes:•Procedures or activities along with transitionsnotes .
  15. 15. • Lesson usually begin with warm-up/or review activities.• Once warmed up, the class is them ready for the presentation and practice stages of the lesson.
  16. 16. • The language form or content is introduced and presented.• Second comprenhesion is checked before a form of guide practice is implemented.• Some type of less structured communicative activity takes place so that students can practices what they have learned in a less controlled, more natural situation.
  17. 17. • Provides and opportunity for students to integrate the new knowledge presented in the lesson with previous knowledge.• It is a good ideas to include space for lesson evaluation by the teacher after the class.
  18. 18. • Provides and opportunity for honest reflection about :• What activities worked or did?• How the lesson plan could be improved or modified the next time around ?
  19. 19. • As with any skill, lesson planning becomes easier over time.• As teachers gain experience in the classroom, they learn certain principles about planning.
  20. 20. -Principles have proven useful for allteachers, not just the second/foreinglanguage teacher:1. A good lesson have the sense of coherence and flow.2. A good lesson exhibits variety.3. A good lesson is flexible.
  21. 21. • Knowing how to go about planning a secong/foreing language lesson is the result of many other stages of preparation.• The teacher must be familiar with the principles of SL learning and teaching, as weel as the needs of the institution and the student population.
  22. 22. Animated by Jesús Buelna Slides by Melissa Montoya Alejandra Bastian Lucy Jaen Jesus Buelna Written by Linda Jensen Compiled by Tatiana Galvan de la Fuente Subject matterDidáctica del Idioma de InstrucciónHow to Plan and Begin a Lesson Plan