Comparison Of Esl And General Education Lesson Plan
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The document provides guidance on how to plan a lesson, including the key steps and components. It recommends beginning by identifying the topic and objectives, then structuring the lesson into 5 steps: warm-up/review, presentation, practice, performance, and homework. Each step should have an estimated time allocation. The document also includes a blank lesson plan template to fill out with the specific content, activities, and teacher/student roles for each step of the planned lesson.
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This document discusses two approaches to teaching writing: product-based and process-based. It focuses on explaining the product-based approach. This approach emphasizes accuracy in spelling, grammar and punctuation in the final product. It uses controlled and guided writing activities that start with small language skills and build up to whole texts. Controlled activities provide most of the text for students to copy or fill in blanks. Guided activities provide some support like graphic organizers or sentence starters for students' own writing. Examples of activities include filling in blanks, responding to questions, and rearranging sentences.
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This document provides guidance on developing effective lesson plans. It discusses key components to consider, including knowing your students, the content, and available materials and equipment. Lesson plans should have clear objectives, outline the procedure and activities, and include assessments tied to the objectives. The document also presents several common lesson plan models, such as Gagne's nine events of instruction and the 5E model. Readers are encouraged to design lesson plans that incorporate useful instructional strategies and techniques.
Material designing
The document discusses various teaching materials that can be used in English language classrooms, including their uses and advantages. It covers blackboards, flashcards, wall charts, newspapers, tapes/recorders, videos, computers, overhead projectors, dictionaries, songs, rhymes, and games. The materials provide visual/audio aids, engage students, develop skills, and make lessons more interesting. Preparation and effective use of the materials is also addressed.
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This document outlines a lesson plan for an English class on responding to initial greetings. The plan covers: learning objectives focused on understanding and expressing greetings; sample greetings like "How are you?"; a discussion-based teaching method; and an assessment of students' ability to greet others orally. Students will discuss and present greetings, be evaluated on pronunciation during speaking, and demonstrate greeting each other in groups. The goal is for students to correctly respond to and express basic greetings.
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APUS Instructional Lesson Plan GuideTypically, a comprehensive l.docx
APUS Instructional Lesson Plan Guide
Typically, a comprehensive lesson will contain the following elements in sequence:
I. Initial Planning (Please include brief statements that address the following):
· Brief description of classroom context and characteristics of the students including Individual Education Plans (IEPs) and 504 accommodations. If this lesson is not being planned for a real group of students, include a description of a hypothetical class.
· Identification of specific learning objective(s) (outcomes) and standards addressed.
· Identification of prerequisite knowledge and skills needed by both students and teachers. How will student prior knowledge be assessed?
· Identification of resources needed to teach this objective including appropriate technology to use to increase learning.
NOTE: If using inquiry or constructivist approaches this lesson plan format may not be the most appropriate format. Please use the Engagement, Exploration, Explanation/Concept Invention/Expansion of Idea and Evaluation lesson format and sequence.
II. Lesson Introduction (Each section must be addressed):
Focus/Review
· If this is completely new learning, this is a brief task or questioning format you use to get students’ attention focused or to help them connect with the lesson.
· If this lesson builds on or uses skills or concepts the students enter the lesson already knowing (prerequisites), review any prerequisite knowledge that will lead easily into the new curriculum.
Statement of Objective in Student Terms (purpose)
What the students will be able to do as a result of the lesson. The purpose of today's lesson, why the students need to learn it, what they will be able to "do", and how they will show learning as a result are made clear by the teacher. How does it relate to students’ lives?
III. Lesson Development – What the teacher does to teach the lesson – Teacher Input (Each section must be addressed although sub-headings are not always necessary):
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Lesson planningguide
This document provides guidance on lesson planning for foreign language instruction. It discusses why lesson planning is important, noting that lessons shape student learning and impact their attitudes. It also explains that lesson planning allows teachers time to consider goals, objectives, student needs and instructional decisions. The document then outlines common elements of effective lesson planning, including setting purpose, backward design, research-based strategies, assessment, scaffolding and more. It emphasizes applying these elements and student characteristics in the planning process.
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- 1. HOW to PLAN a LESSON
- 7. LESSON PLAN Reserve activity: Comments: Warm-up/review Presentation Practice Performance Homework Material Timing Procedure Stage Level:…………………….. Time:…………………….. Teacher:…………………….. Aims: By the end of the lesson, students will be able to …………………………………………. Lexical:…………………………………………………………………………………………….. Structure:……………………………………………………………………………………………
- 8. TTT STT > 20% 80%
- 10. ThAnK YoU ?