In the Name of "The One God"
Lesson Plans
A Lesson Plan is simply a step-by-step guide to what an EFL teacher plans to do in the classroom on a given day. The more detailed the step-by-step, the better. Ideally, you could not go to work on a given day and another teacher could read your lesson plan and know exactly how to teach your class on that day. A good lesson plan might even include specific gestures and cues used for various parts of the lesson. That's how detailed your plan should be.
There are literally hundreds of types of lesson plans, but there is not one format accepted by all. There is; however, some general agreement about what should be included in a good lesson plan.
Generally agreed components of a lesson plan include:
Day/Date:
Lesson Name: What will you call the lesson?
Class/Level: Age, topic, skill level, class name
Materials: List everything you need to teach this lesson. List every possible thing you will need to take to the classroom, and/or obtain from the school to complete the lesson. This list can help you make sure you don't forget any handouts or special materials that you need to take to the class.
Textbook/Course book name: From what book are you working - or drawing the lesson from?
Unit—title—page number: Specifically where in that book?
Goal/Aim: What are we working towards today? Describe the final result of the lesson in this format .
The students will be able to ___(do what?)________.
Example: The students will be able to ask and answer questions about their hobbies and interests
Grammar Structures Employed: (How are they formed?): Show the structures. Use a structure chart if needed.
Questions and Answers Relevant to your lesson: to be asked during the warm-up to elicit from students what they may or may not know about the topic to be covered.
NOTE: Lesson Begins Here.
Warm-up: This includes a review (revision) of the previous lesson linked to this new lesson; questions and answers you have written above, used to elicit conversation using the new structures and function; to show examples of what your students will learn in this lesson. This may come in the form of a specifically designed game.
Presentation :Note the target language to be taught - and how you will teach it. Include how you will stimulate the student's interest in the language and how you might elicit from the students the language you are planning to teach. Include details as specific as when you might model structures and dialog - and when you will require a repeated response (choral response) from the students. Include a structure chart for the grammar - or the dialog you intend to teach.
Practice: Include the specific activities and attach any handouts to the lesson plan. Include up to three practice activities - sequencing them from most to least structured - slowly giving the students more freedom.
Production: This is where students really learn and generalize a new language skill. Allow/encourage the students to talk about themselves, their lives, or specific situations using their own information - but focusing on the target language that was taught in the presentation - and practiced in the previous activities. Include exactly what you will ask the students to do - and that you (as throughout the lesson) intend to monitor students and encourage and correct them as needed in their use of the target language.
Conclusion: Discuss what you have studied and learned during the lesson. In some countries and for some ages - this will be followed by a game that uses the target language.
Lesson Plan Format
Lesson Name:
Class/Level Age, topic, skill level, class name Day/Date
Materials List everything you need to teach this lesson. List every possible thing you will need to take to the classroom, and/or obtain from the school, to complete the lesson
Textbook/Course book name
Unit—title—page number
Goal/Aim What are we working towards today. Describe the final result of the lesson.
The students will be able to _______________________.
Function How are the function sentences used? Show examples.
Grammar Structures Employed (How are they formed?) Show the structures.
Questions and Answers Relevant to your lesson—to be asked during the warm-up.
Warm-up This includes a review (revision) of the previous lesson linked to this new lesson; questions and answers you have written above, used to elicit conversation using the new structure and function; to show examples of what your students will learn in this lesson.
Presentation In the presentation you do about 75% of the speaking. You are presenting new concepts, modeling vocabulary/structure/function, etc. to the class. Use the white board!
Practice Students speak about 60% of the time, you 40%. Modeling of vocabulary, dialogue, pronunciation, intonation, etc happens in this phase. A practice exercise is used for pair/group work that is monitored by you. Practice is done by the students at their desks.
Production Students speak, write, listen and practice what they have learned. Students speak 90% of the time, you 10% - only to correct if necessary. A production exercise is given - generally not the same sheet of exercise/activity that was done in the practice section.
Conclusion Discuss/recap what you have studied and learned today. “Any Questions?”
Give homework assignments, if any. Collect sheets for marking, if necessary.
Note: If you have more than one section/topic to cover in a lesson then each part will include PPP. You may also include the duration of each of the parts of your lesson in the left margin, as it may help your lesson flow more smoothly.
Teacher Observation and Evaluation Criteria
I. INSTRUCTIONAL SKILLS – The teacher demonstrates, in his or her performance, a competent level of knowledge and skill in designing and conducting an instructional experience.
Indicators:
• Writes and teaches to clear objectives – Utilizes principles of learning – Provides a variety of instructional experiences
• Uses appropriate instructional strategies for students, subjects, and goals – Monitors ongoing performance to adjust lessons
• Uses school’s goals and guide effectively – Demonstrates creativity in the teaching process
II. CLASSROOM MANAGEMENT AND ORGANIZATION – The teacher demonstrates, in his or her performance, a competent level of knowledge and skill in organizing the physical and human elements in the educational setting.
Indicators:
• Provides a classroom climate conducive to learning
• Provides a model in demeanor and appearance that does not detract from teaching effectiveness
• Assesses individual differences, provides appropriate student grouping and uses appropriate instructional resources to meet individual needs
• Involves students in planning and evaluating their own work where appropriate
III. STUDENT DISCIPLINE AND ATTENDANT PROBLEMS – The teacher demonstrates the ability to manage the non-instructional human dynamics in the educational setting.
Indicators:
• Communicates clearly established parameters – Recognizes conditions that lead to problems – Assists students toward self-discipline
• Responds reasonably to discipline problems – Effectively utilizes the assistance of administrators or support personnel
IV. KNOWLEDGE OF SUBJECT MATTER – The teacher demonstrates a depth and breadth of knowledge of theory and content in general education and subject matter specialization(s) appropriate to the grade level.
Indicators:
• Gives evidence of subject matter competency in area(s) to be taught
• Recognizes the relationship between one’s subject matter field and other disciplines or subjects
• Keeps abreast of new developments in the subject matter area
V. INTEREST IN TEACHING PUPILS – The teacher demonstrates an understanding of and commitment to each pupil, taking into accounts each individual’s unique background and characteristics. The teacher demonstrates enthusiasm for or enjoyment in work with pupils.
Indicators:
• Plans educational experiences based on students’ unique background and characteristics
• Enjoys working with students
• Provides prompt, meaningful communication among parents
VI. PREPARATION AND SCHOLARSHIP – The teacher exhibits, in his or her performance, evidence of having a theoretical background and knowledge of the principles and methods of teaching and a commitment to education as a profession.
Indicators:
• Keeps abreast of current and effective emerging principles of teaching
• Contributes to school and professionalism
• Maintains professional rapport with colleagues, parents, and community
VII. EFFORT TOWARD IMPROVEMENT WHEN NEEDED – The teacher demonstrates an awareness of his or her limitations and strengths and demonstrates continued professional growth.
Indicators:
• Participates in career development
• Utilizes self-evaluation as a tool for professional growth
• Responds constructively to recommendation
