1. Begin with the end in mind - focusing on what students should learn and how it will be assessed. 2. Create a key vocabulary list to ensure understanding of important terms. 3. Determine how to introduce the lesson, whether through explanation, worksheet, or activity. 4. Decide the teaching methods, such as lecture, discussion, or independent reading, that will be used to teach content.

1. Group activity 1

3. Group activity 2
True or false ?
1. As arule, textbooks are accompaniedby a Teacher’s Guide
with ready made lesson plans, which means that teachers
don’t have to do any additional planning.
2. Writetheassessmentfirst, theyyouwouldbebetterableto
focus yourlesson on whatisessential.
3. Trynottoalwaysrelysolely on yourtextbook for lessons. At
the same timemake sure thatyou evaluate anyothersourceyoumightuselikeotherbooks,
teachers, writtenresources, and internet web pages.
4. Someschooldistrictsrequirestandardstobelisted on thelessonplanswhileothersdon't.
Make sure thatyoucheckwithyourcurriculafirst.
5. Overplan, overplan, overplan. It ismucheasiertocutthings out
of a plan or continue it thenextdaythanfillupfifteen or twenty extra
minutes.
6. Ifpossible, connecthomeworkto real life.
Thiswillhelpreinforcewhatthestudentsshouldbelearning.
Group activity 3
ARRANGE THE LESSON PLANNING STEPS IN LOGICAL ORDER
RequiredMaterialsandEquipment
Here, you determine whatsupplies are
requiredtohelpyourstudentsachievethestatedlessonobjectives.
Direct Instruction
Whenwritingyourlesson plan, thisisthesectionwhereyouexplicitly delineate
howyouwillpresentthelesson'sconceptstoyourstudents.
AssessmentandFollow-Up
The lessondoesn't end afteryourstudents complete a worksheet. The
assessmentsectionisone of themost important parts of all.
Anticipatory Set
Beforeyou dig intothe meat of yourlesson'sinstruction, set thestage for
yourstudentsbytappingintotheir prior knowledgeandgivingtheobjectives a context.

4. Guided Practice
Underyoursupervision, thestudents are given a chanceto practice
andapplytheskillsyoutaughtthemthrough direct instruction.
Independent Practice
Throughhomeworkassignments or other independent assignments, yourstudentswill
demonstrate whether or nottheyabsorbedthelesson'slearninggoals.
Closure
In theClosuresection,
outlinehowyouwillwrapupthelessonbygivingthelessonconceptsfurthermeaning for
yourstudents.
ObjectivesandGoals
The lesson'sobjectives must beclearlydefinedand in linedwith district and/or state
educationalstandards.
Group activity 4
Analysethelesson plan below
Teacher Level LessonNumber Date
John Smith Junior beginner 13 21/9/10
AimsandObjectives: Grammar, vocabularyand spelling
Grammarpoint: Canyou…? Yes I can/No I can’t
MaterialsNeeded: Pen, paper, board, flashcards
Time Activity (page/book/description)
5-10 mins Roll callandhomework
10 mins Spelling game
2-5 mins Explainthegrammarpoint
10 mins Flashcardactivities
5-10 mins TPR game: Teachersays an actionthestudents do it

5. 15 mins Hangman
10 mins Spelling races
20 mins Play Dodge ball
5 mins Givehomework
Class Notes &Homework: ActivityBook page 17
Feedback
This plan isnotverygood for severalreasons. Firstly, it isnotstructured in anykind of
sensibleorder. The ways in whichtheteacherwill deal
withthegrammarpointisnotclearwhatsoeveranddoesn’tseemtohave a logicalorder in terms of
presenting, practicingandplaying. The activitiesthemselves are put into a randomorderwith no
real sense of howonewillnaturallyleadintotheother. The lack of detail isanotherseriousflaw.
Withvaguementions of
activitiestheteachermayeasilylosetheirwayduringthelessonwithoutanywaytoremindthemselves
howgamesandactivitiesshouldbedoneproperly. Thereis no mention of
interactionsandpurposewitheach aspect of thelessonsotheteacherisnotmaking sure
thattheycoveralltheessentialelements of theclass. Finallythetimings are obscure anduncertain.
Therefore it isdifficult for theteachertokeeptrack of eachhowlongtheyshouldbespending on
eachactivityandwheretheyshouldbe at anygivenpointduringthelesson.
Chooseyour top
4lessonplanningtipsfromthelistbelow
- Begin withthe end in mind. What do
youwantthestudentstolearnfromthislesson? Whatstandards
are youmeeting? Whatagestudents are youtryingtoreach?
How are yougoingtoassessthatlearning?
- Create a keyvocabularylistthatyouwilladdto as youwrite out yourlesson plan
procedure. Thiswillhelpyou remember termsthatyouneedtomake sure
thestudentsunderstand as theyworkthroughthelesson.
- Determine howyouwill introduce thelesson. For example, willyouuse a simple oral
explanation for thelesson, an introductoryworksheet, or an interactivity of some sort.
- Decide themethod(s) youwillusetoteachthe content of yourlesson. For example, does it
lenditselfto independent reading, lecture, or wholegroupdiscussion? Sometimes it
isbesttouse a combination of thesemethods, varyingteachingtechniques: beginningwith
a coupleminutes of lecture, followedby a
shortwholegroupdiscussiontoensurethatthestudentsunderstandwhatyouhavetaughtthem.
- Determine howyouwillhavethestudents practice
theskill/informationyou just taughtthem. Will youhavethem
complete independent practice, use a wholegroupsimulation,
or allowstudentstoworkcooperatively on a project? These are

6. just threepossibilities of howyoucanhavethem practice theinformation.