lesson planLesson Plan

Day/ Date __________Class: ___________Unit / Lesson: __________ Page: ____________

Behavioral Objectives: ------------------------------------------------------------------------------------------------

Pre-requisites------------------------------------------------------------------------------------------------

Materials------------------------------------------------------------------------------------------------

Introduction: ( revision/ warm up):

NotesEvaluationOrganizationSkillsProcedures Obj.1234

Homework: ---------------------------------------------------------------------------------------------

Tutor's comments: -------------------------------------------------------------------------------------

5-Documents the teacher needs to check before planning a lesson

1) The teacher's guide 1- It contains the distribution of the unit's

activities into lessons.2- It helps the teacher to presents the

activity. 3- It is a source of key answers and listening

texts

2) The student's book. While checking the student's book the teacher needs to make sure that:• If the student's book is based on the

approach you prefer? • Is it visually alive and well-presented•Does it have good pictures?•Is the vocabulary useful and in current use?•Is the structure grading?•Are all the students having the book?

3) The workbook : The teacher becomes aware of the

workbook activity distribution onto the different lessons of the unit.

- It helps in dealing with the students book.4) The CD or Flash :- It helps in listening to native speakers.5) Other materials :- Is there a story book, supplementary materials,

dictionary or laptop, video, etc

6-Daily lesson PlanThe table of content:

•1-Learning Objectives:•2 -New language:

• 3 -Resources:•4-Pre-requisite:•5-Warming up:•6-Presentation

•7-Summative evaluation:•8-Homework: •9-Rounding up:

lesson planLesson Plan

Day/ Date __________Class: ___________Unit / Lesson: __________ Page: ____________

Behavioral Objectives: ------------------------------------------------------------------------------------------------

Pre-requisites------------------------------------------------------------------------------------------------

Materials------------------------------------------------------------------------------------------------

Introduction: ( revision/ warm up):

NotesEvaluationOrganizationSkillsProcedures Obj.1234

Homework: ---------------------------------------------------------------------------------------------

Tutor's comments: -------------------------------------------------------------------------------------

6-Daily lesson PlanThe daily plan usually begins with the

table of content that includes:1-Learning Objectives:What is meant by " learning objectives"?The expected outcomes in students'

behaviors after having a certain experience. They have to be SMART.

What's meant by SMART?

SMART

Specific

Achievable

Realistic

Timing

Measurable

2- New language:It is the new language to be taught.

It includes :-New vocabulary.-New structures.-New functions.- New sounds

3- Resources:It is the teaching aids, the audio visual materials the teacher is going to use to facilitate his/her job and achieve his/her objectives. The time the teacher decides to use certain aids, he/she should

1-Try the material before using it in the classroom.

2-Choose easy made, safe, cheap and clear materials.

3-Use the audio-visual material for purpose not as time fillers.

4-Decide when and how to use the teaching aid.

There are variety of these materials; the teacher should be clever in choosing the appropriate materials that facilitate not hinder the teaching learning process. Teachers can use pictures – realia – flash cards –drawing– video films – handouts – miming – acting – gestures, etc.]

4-Pre-requisite: It's the previous experience that relates to the

objectives the teacher is going to achieve. It's previous words or structures that pave the way for the new lesson. The teacher should be very careful in choosing the appropriate pre-requisite materials.Advice for using a Pre-requisite:1-It's important to know that each activity should

have its own pre-requisite especially if it includes new language.

2-The teacher should employ different techniques to present this phase. Variety is required.

3-The teacher should revise active words and structure and never revise every thing.

5-Warming up: It is the phase that aims at tuning students' ears to the English lesson to create a friendly atmosphere between the teacher and the students. It can be defined as a switch on of the English mood and a switch off of the Arabic mood. It is a transition period where teachers try to melt the ice and build familiarity.

Warming up, . . . Why? 1- It plays an important role in breaking ice. 2- It motivates students to participate. 3-It creates a pleasant atmosphere to acquire language. 4-It helps engaging the students' feelings and minds.Warming up, How . . . ? Different techniques can be used to warm students up in this phase, variety is required. The teacher should vary between using jokes, riddles that can motivate students towards positive participation in the new lesson.

6-Presentation It is the process of presenting the new language

( vocabulary – structure – functions - sounds) using different techniques that help students to acquire language.

This process includes:1-Revising related language items.2-Presenting the new language ( using different

techniques )3-Mechanical practice for drilling the new language .4-Controlled practice where the teacher controls the

students' performance through certain prepared activities. ( SB – WB activities ).

5-Free practice where the teacher guides the students' performance through certain prompts.

7-Summative evaluation:What is meant by Summative evaluation?

It is an overall evaluation process. The teacher use summative evaluation at the end of the period to make sure that students have acquired the new language presented throughout the lesson.It is advisable to use authentic summative evaluation to give the students the opportunity to use new language for real personal purposes in a communicative way.

8-Homework :What is homework?

It is considered an integrated part of the lesson to reinforce the learnt language and to increase the students' time of practicing the new learnt language.How should homework be?The characteristics of the homework activity :1-It should be demonstrated in advance.2-It should be easy, authentic, short and within

students' abilities.3-It should stimulate students' towards research.

4- It should reinforce the learnt language.

9-Rounding up:What is rounding up?

It is a conclusion phase that summarize the lesson. It's essential to help students organize their thoughts and what they have learnt.

The teacher should vary his techniques for rounding up his lesson, from eliciting the meaning of the learnt vocabulary, drilling the words, summarizing the reading passage to singing the words, matching the words with pictures or stimulating students to use the new structure to express themselves.

1-What are lesson aims?Lesson aims are:- Statements which describe what learners will

know or be able to do at the end of the lesson.- A focus on what learners will learn rather than

what teachers will teach. - “A statement of what students ought to be

able to do as a consequence of instruction”. - Learning objectives should be defined with

“action verbs,” to describe knowledge, skills, and values that students should acquire.

2-Why setting lesson aims is important?Lesson aims are important because they

1- provide a purpose and direction for teaching and learning

2- enable teachers to focus on what their learners need to

achieve

3- provide a framework for the lesson

4- help teachers to select appropriate materials and

activities

5- help teachers to anticipate possible problems and build in

solutions

3-Nonfunctional verbs-The following verbs cannot be measured. They should be avoided

when writing objectives.

Nonfunctional verbs

4-Bloom Taxonomy Classification

The student doesDefinitionLevel of taxonomy

Evaluate , define ,judge, give opinion ,justify,prioritize ,rank ,rate

Make a judgmentbased on criteria

Evaluation

Compare, combine, construct, design,create, generate, formulate, originate,invent.

Take parts ofinformation to createan original whole

Synthesis

Analyze, categorize, classify ,compare,contrast, debate, diagram, differentiate, anddistract

Show that parts andrelationship can beseen

Analysis

Apply, conclude, contact ,demonstrate,compute, principle, illustrate. state a ruleof..

Use learning in a newsituation

Application

Paraphrase, describe, explain, put in order,translate, retell in own words, interpret,rewrite, summarize,

Show understandingComprehension

Define ,fill in gaps, identify, match, list,locate ,memorize, state, tell, underline, andspell

Recall informationKnowledge

Bloom Taxonomy Classification / Cognitive Domain

5-Learning Objectives for Listening, speaking and writing skills

A-Learning Objectives for Listening skills1. show interest in what is said 2. anticipate and predict the speaker's message and

meaning 3. follow the sequence of ideas expressed by

identifying the speaker's key idea 4. Create visual images 5. Draw conclusions based on evidence in presentation 6. Identify ideas expressed as true or false, real or

imaginary

B-Learning Objectives for speaking skills1. Use talk to explore ideas and understanding 2. Use talk to express feelings, ideas, and

opinions 3. Use talk to share ideas and information in

one-to-one, small group, and large group discussions 4. Speak to describe a person or place

5. Speak to narrate incident from experience6. Speak to support a viewpoint

C-Learning Objectives for writing skills1. record understanding by creating pictures . 2. use the vocabulary of _____ (shapes, colors, etc.) to describe _____ (flowers, etc.) 3. explain the meaning of the word(s): _____. 4. re-tell in his/her own words _____.5. re-tell in his/her own words _____.

6-Objectives for reading comprehension lessonsReading comprehension can be classified into four levels The literal level1. identify direct ideas from the reading text.2. identify numbers, names, places or times in the reading text. 3. locate specific information in the reading text.4. give facts or details directly from the passage as they read. The interpretive level1. interpret the meaning of words and concepts.2. use the context to help guess the meanings of unfamiliar

words.3. select the topic sentence of a paragraph. 4. identify the main idea or the essential message of a passage.

The critical level 1. judge things. "Do you think that … is suitable?

Why? Why not?2. determine whether the ideas are true or false

according to guided standard.3. decide that the statement is fact or opinion.4. say his point of view towards the text.The creative level 1. draw a new titles for the text. 2. reformulation of ideas in a new way.3. Derive the meaning from the language.4. Discuss why he/she thinks certain events happen.

References:- The British Council, 2008.

TeachingEnglish-TKT. Essentials Module 2 –Aims

- Anderson, L. W. 1994, Bloom's Taxonomy: A forty-year retrospective.

- Harmer, J. (2001). The Practice of English Language Teaching. Reading Process (3rd ed.). Essex: Pearson Education Limited.