How to create a lesson plan

1. Teaching
Boosters Ma r yo
te n s i l
s a t

2. Through out this workshop you
will have to complete four
di erent tasks

3. LESSON PLANNING
T i p o r is de n to
wo on le n p a n at a
ma r le . Yo ob t e wi
be to re t fu m al w i
re c g, ex me n
re g i g, to t e , wi pe ,
de yo n an yo
ne y co ve so on .
PBL
T i p o r is de n to
wo on yo P s i l on a
do to e r le . Yo
ob t e wi be to wo on
ex me n an re g i g
to t e , wi pe , de yo
n an yo ne y fo
so on . PHONOLOGY
T i p o r is de n to
wo on se n an
su s en as t so yo ca
im v yo (or yo le r ’)
un s di of p o l i l
as t t a ha n w e
s e n a se d la ge. Yo
wi t e p a t an de yo
n .
ID
ID
ID
ID ID
ASSESSMENT
T i p o r is de n to
wo on ev a n as a pa te
to im v an t u be ab to
p o d ef t e an ef en
fe r a d an fe c to
yo le r so t e ma re y
le ho to le . F o
Fu m al to Da An s ,
de yo n .

4. T i mo is
fo
LESSON
PLANNING

5. Needs Analysis:
Ne an s is a s te c p o s of
ga r in m i ab le r '
la ge re em s.
It in v as s le r ' cu n
la ge s i l , go , mo ti , an t e
co x in w i h t e wi us En s .
T i g c a g ,
ci m n e
c a g .

6. ID ID
t i is
im t
I ne to
re b t i
W a do yo
in d in yo
NA?
do 't fo t
t i ne ti
T i ha n
to lo ag
s o d I
in d t i ?
t i is no
re n

7. CHECK IF YOU HAVE ALL
OF THESE:
a. Language Proficiency
Assessment:
Assess learners' current language
skills in listening, speaking,
reading, and writing.
Utilize placement tests,
interviews, or self-assessment
tools to gauge their proficiency
levels.
b. Learner Goals and Objectives:
Identify learners' language
learning goals, such as academic,
professional, or social needs.
Determine their short-term and
long-term objectives to guide
instruction.
c. Contextual Factors:
Consider the learners' cultural
background, educational
environment, and language learning
resources available.
Analyze the specific contexts
where English will be used, such
as work, travel, or academic
settings.
d. Learning Preferences and
Motivation:
Understand learners' preferred
learning styles, interests, and
motivations.
Explore their preferences for
activities, materials, and
instructional approaches.

8. Be ki to yo l
an ha fu !
HOW MANY
TIMES SHOULD
YOU CONDUCT A
NA?
iT ALL COMES DOWN TO:
What is it for?
Continuous
Formative
Summative

9. A simple but powerful reminder of the
positive domino e ect a good
education can have on many aspects
of a person’s life and outlook.
W a di yo no ?
Wa t e so h yo ha fo t yo ha
to do?

10. Ready?
Le 's go to t e ne
c a l !

11. Thanks I wa mo !
Co c in : te .co r @ih co.co Co c in : na @ih co.co