1、Ten points to consider when writing the plan 1. What is the main topic of the lesson? - If the activities in the lesson have a logical link then the learners will be able to follow you and the lesson, more easily. 2. How can I arouse their interest? - Begin the lesson by involving the children strai
2、ght away. Show them a picture, photo or object to capture their attention and indicate which topic the lesson is based on. 3. How can I challenge them? - Every learner, whatever their age or level needs to be challenged. If theres no challenge then theres no learning. If theres no learning, theres n
3、o motivation. Think about what they already know and make sure your lesson isnt just teaching them the same thing. 4. How much should I review what theyve already done? - Having said you should challenge them, you can and should review previous words and work in general. Teaching a word one lesson d
4、oesnt mean that all the learners have actually learnt it for the next. Incorporate previously taught language in new situations to give the learners more practice. 5. What are the objectives of the lesson? - Its vital to always think about why they are doing an activity, game or song. Everything on
5、your plan should be educational. If you dont know what an activity is teaching the learners then take it off your plan. 6. What vocabulary do I want to teach them? - If you prepare beforehand exactly what words you are going to concentrate on and how you are going to present them you will be better
6、equipped to explain them clearly to the children. 7. How can I explain the activities? - You should prepare, at least mentally, how you are going to explain each activity. Explanations should be short, clear and visual. Dont forget to demonstrate and check their understanding by getting one or two o
7、f them to demonstrate for you. Also decide how you are going to write on the board. You can draw a diagram on your plan to remind you so that its clearer for the learners. 8. How much detail do I need on my plan? - If youre working from a book then dont forget page numbers. As a guideline, imagine t
8、hat someone else has to cover your class. They should be able to read your plan and teach your lesson. 9. What order should I teach the activities? - As a very general rule you can start with an introduction to the lesson, introduce the new language, give the children some controlled practice and mo
9、ve onto freer practice. Finally review what theyve done and get feedback from the children themselves about what they did. 10. What problems might I have? - If youre not sure if an activity will work; if you think its too hard or too long then take time before the lesson, at the planning stage, to t
10、hink about how to resolve any problems that could arise. Problems could be activity related or time-table related, student related or even teacher-related. Taking those extra minutes when planning to think about possible solutions could avoid you having a disastrous lesson. Extra tips Have a lesson
11、plan template that you can just fill in and print off. Have your plan to hand at all times during the lesson. Tick the activities that worked well as you do them. Make any extra comments at the end of the lesson about what worked and what didnt to help you plan your next lesson. Plan a series of les
12、sons that are linked to the same theme to have coherence to your lessons. Have extra activities ready just in case they finish early. This can be for both mid-lesson for quick finishers or at the end of the lesson if your plan is shorter than you imagined. Remember to allow time for preparation, act
13、ion and reviewing. An example of controlled practice is when you provide sentences with missing words. The learners need to fill in the gap to talk to their partner and in this way everyone produces similar language. Freer practice is when you set up the situation, for example meeting someone new, a
14、nd you let the children decide on their own role-play language using what they know and what they have recently learnt. You will probably do more freer practice with older primary learners than the younger ones who have limited language at their disposal. Check-list of what to include Materials Obje
15、ctives Procedures Estimated time for each activity Explanations Board work Page numbers (if working from a text book) Extra activities Follow-on activities Lesson evaluation what you would do differently next time or what went well Example lesson plan template Group:CM2Date:02/11/07Lesson:4TopicMy F
16、avourite FoodObjectives1.by the end of the lesson learners will be able to say what their favourite food is.2.Learners will be introduced to nouns;lettuce,cucumber,-3.Learners will review verbs eat,like-Materials1.A3 paper (1 per table)2.Flashcards3.Three tennis balls4.Toy food Procedures Time Intro
17、ductionPlace a piece of toy food on each table before the lesson. Brainstorm names of food from each table.Get other tables t ohelp if need be. Introduce new words using toy food.Stage 1I like-I dont like- Activity 1 5-10mins Activity 2 Stage 2Asking Questions Activity 1 Activity 2 Stage 3My favourite food is- Activity 1 Activity 2 Extra Activities Follow-up/Homework Lesson Evaluation By Jo Bertrand When you have used some of these ideas, why not come back to this page and leave a comment below to tell us how your class went. Let us know too if you have any additional ideas!
