Group activity 1

Group activity 2
True or false ?
1. As arule, textbooks are accompanied by a Teachers Guide
with ready made lesson plans, which means that teachers
dont have to do any additional planning.
2. Write the assessment first, they you would be better able
to focus your lesson on what is essential.
3. Try not to always rely solely on your textbook for lessons. At the same time make sure
that you evaluate any other source you might use like other books, teachers, written
resources, and internet web pages.
4. Some school districts require standards to be listed on the lesson plans while others
don't. Make sure that you check with your curricula first.
5. Overplan, overplan, overplan. It is much easier to cut things
out of a plan or continue it the next day than fill up fifteen or
twenty extra minutes.
6. If possible, connect homework to real life. This will help
reinforce what the students should be learning.

Group activity 3
ARRANGE THE LESSON PLANNING STEPS IN LOGICAL ORDER
Required Materials and Equipment
Here, you determine what supplies are required to help your students achieve the stated
lesson objectives.

Direct Instruction
When writing your lesson plan, this is the section where you explicitly delineate how you
will present the lesson's concepts to your students.

Assessment and Follow-Up

The lesson doesn't end after your students complete a worksheet. The assessment section
is one of the most important parts of all.

Anticipatory Set

Before you dig into the meat of your lesson's instruction, set the stage for your students by
tapping into their prior knowledge and giving the objectives a context.

Guided Practice
Under your supervision, the students are given a chance to practice and apply the skills
you taught them through direct instruction.

Independent Practice
Through homework assignments or other independent assignments, your students will
demonstrate whether or not they absorbed the lesson's learning goals.

Closure
In the Closure section, outline how you will wrap up the lesson by giving the lesson
concepts further meaning for your students.

Objectives and Goals

The lesson's objectives must be clearly defined and in lined with district and/or state
educational standards.

Group activity 4
Analyse the lesson plan below
Class Notes & Homework: Activity Book page 17
Feedback
This plan is not very good for several reasons. Firstly, it is not structured in any kind of
sensible order. The ways in which the teacher will deal with the grammar point is not clear
whatsoever and doesnt seem to have a logical order in terms of presenting, practicing and
playing. The activities themselves are put into a random order with no real sense of how one
will naturally lead into the other. The lack of detail is another serious flaw. With vague
mentions of activities the teacher may easily lose their way during the lesson without any way
to remind themselves how games and activities should be done properly. There is no mention
of interactions and purpose with each aspect of the lesson so the teacher is not making sure
that they cover all the essential elements of the class. Finally the timings are obscure and
uncertain. Therefore it is difficult for the teacher to keep track of each how long they should
be spending on each activity and where they should be at any given point during the lesson.

Choose your top 4 lesson planning tips from the list below

Begin with the end in mind. What do you want the

students to learn from this lesson? What standards are you
meeting? What age students are you trying to reach? How
are you going to assess that learning?
Create a key vocabulary list that you will add to as you
write out your lesson plan procedure. This will help you remember terms that you
need to make sure the students understand as they work through the lesson.
Determine how you will introduce the lesson. For example, will you use a simple oral
explanation for the lesson, an introductory worksheet, or an interactivity of some sort.
Decide the method(s) you will use to teach the content of your lesson. For example,
does it lend itself to independent reading, lecture, or whole group discussion?
Sometimes it is best to use a combination of these methods, varying teaching
techniques: beginning with a couple minutes of lecture, followed by a short whole
group discussion to ensure that the students understand what
you have taught them.
Determine how you will have the students practice the
skill/information you just taught them. Will you have them
complete independent practice, use a whole group simulation,
or allow students to work cooperatively on a project? These
are just three possibilities of how you can have them practice
the information.