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Lesson planning

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Lesson planning

  1. 1. College of EducationThird yearELTPresented by:-Ustaza:Designed by;-MenuHomepage
  2. 2. IntroductionHints for lessonmanagementDefinitioncriteria forevaluatinglessonGuide linefor orderingof the lessonResourcesQuestionsComponentsExitLessonPlanningLessonpreparationPurpose oflessonplanningHomepage
  3. 3. You fail to plan, you plan to fail.Whatever you are & whenever you areyou need to plan not only for your life butalso for your students. One of the most important thing inclassroom management is lessonplanning & it is one of the stages ofcontrolling class. Good lesson planning is essential to theprocess of learning and teaching.Menu Back Next
  4. 4.  A variety show A conversation Climbing a mountain doing the shopping Eating a meal a football game A wedding a symphony A menu consulting a doctorMenu NextBack
  5. 5.  Structure the lesson. Organize its contents/materials. Determine method of its delivery. Assess students learning. Evaluate its application/effectiveness.Menu Exit
  6. 6. A description or outline of (a) the goalsor OBJECTIVES a teacher has set for alesson (b) the activities and proceduresthe teacher will use to achieve them, thetime to be allocated to eachactivity, and the order to be followed,and (c) the materials and resourceswhich will be used during the lesson.Jack Richard 2002Menu Exit
  7. 7. 1. Level and number of students.2. Headline of lesson .3. Teaching aids – materials – equipments.4. Aims (Main - Subsidiary - Personal ).5. Procedures.6. Assumptions.Menu Next
  8. 8. 7. Timetable fit.8. Anticipate problems.9. Possible solutions.10. Interaction pattern.11. Home work.12. Timing.Menu Back Next
  9. 9. Menu Back Next1- main aim What we want learner to know or to be able to do bythe end of the lesson.2- SubsidiaryaimOther thing we want learner to do during thelesson because they lead to the main aim.3- PersonalaimThe aspect in our own teaching we want todeveloped by the end of the lesson.4 Assumption What we think learner already know or they cando it related to the aim.5- AnticipatinglanguageproblemsThings that learner my find it difficult in the lesson.
  10. 10. 6- Number and level of thestudents:-How may students in the classroom what their level (beginner–intermediate – advance).7-The head line of the lesson:- What is lesson about?8-Equipments:- What is aids that your going touse such as black board –computer – online materials?9-Timetable fit :- How the lesson is connected tothe last lesson or the next one.10-Interaction pattern:- Individual, pair, group, wholeclass.Menu Back
  11. 11. Menu Exit1-Put the harder tasks earlier .2-Have quieter activities before livelyones.3-Think about transactions.4-Pull the class together at the beginningand the end.5-End on a positive note.
  12. 12. • The learners were active all the time.• The learners were attentive all the time• The learners enjoyed the lesson ,weremotivated.• The lass seemed to be learning the materialwell.• The lesson went according to the plan.• The language was used communicativelythrough out.• The learners were engaging with the foreignlanguage throughout.Menu Exit
  13. 13.  How long before specific lesson do youprepare? Do you write down lesson notes to guideyou ? Or you rely on a lesson format? If so, are these notes brief ( a singlepage or less) or long (more than onepage)? What do they consist?Menu Next
  14. 14.  Do you note down your objectives? Do you actually look at your notesduring the lesson? If so, rarely?Occasionally ? frequently? What do you actually do with yourlesson notes after the lesson?Menu Back
  15. 15. • Prepare more than you need• Similarly ,note I advance whichcomponents of the lesson you will sacrificeif you find yourself with too little time foreverything.• Keep a watch or a clock easily visible.• Do not leave the giving of homework to thelast minute at the end of the lesson learners’attention at a low ebb.• If you have papers to distribute and a largeclass . Do not try to give every paper to theclass yourself.Menu Next
  16. 16.  If you are doing group work ,giveinstructions and make sure theseunderstood before dividing them intogroups or even handing out materials.BackMenu
  17. 17.  Jack. C. Richard. Longman Dictionary ofLanguage Teaching and AppliedLinguistics.London.NewYork.2002. Mary Spratt .etal .T K T. CambridgeUniversity. Nd. WWW.slideshre .com.Menu Exit
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