Guide to Creating a Lesson Plan

Дата канвертавання22.04.2016
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Lesson Planning

A Guide to Creating a Lesson Plan

Topic: What is your lesson about? This is where you write the theme of your lesson.
SWBAT: (Students will be able to) At the end of your lesson, what will students be able to do? What will they have learned? This is where you write the goal of your lesson, what you want the students to learn. Knowing what you want them to learn will help you plan your lesson.
Skills: (speaking, listening, reading and writing)- How and when will the students use these skills in this lesson?
Materials: What materials do you need for this lesson?
Time: How long will this lesson last?
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Warm-Up: 8 minutes

This is the first part of the lesson. The warm-up is usually a 5-10 minute activity. The warm-up helps students get ready for the lesson and review what they learned during the previous lesson. Some examples of warm-ups are:

List It! Correct the Errors Swat the Fly

Categories Evidence Say Anything

Presentation: 12 minutes

This is the second part of the lesson. The presentation is teacher-directed. The teacher does most of the talking and students listen. During the presentation the teacher teaches new information (or reviews new information if it is a review day). The presentation is usually between 10 and 15 minutes. The presentation should be no more than 15 minutes.

Practice: 10 minutes

This is the third part of the lesson. This is a time for students to do guided practice. The students work with new information they learned during the presentation and receive help from the teacher. This part of the lesson is usually about 10 minutes.

Application: 15 minutes

This is the final part of the lesson. During the application students work more independently with the information they learned during the presentation. The teacher observes the students’ work and helps them when necessary. This part of the lesson is usually 10-15 minutes. Longer application activities can be finished for homework.

Things to Remember:

  • Time. Time. Time. It is important to decide how long each part of the lesson will be and follow these times. If you decide the warm-up should be 8 minutes, don’t let it last 15 minutes. You need to make sure students have time to do every part of the lesson.

  • Skills. Make sure every lesson gives students an opportunity to practice speaking, reading, listening and writing. Some lessons may focus on a particular skill, but there should still be a few minutes to practice other skills.

Lesson Planning: A Sample Lesson Plan
Topic: ‘to be’ and adjectives
SWBAT: Students will be able to use the verb ‘to be’ and adjectives to describe themselves and others.
Skills: Speaking- Describe others activity (students read their description of a person)

Reading- Describe other activity, Swat the Fly (students read words, sentences)

Writing- Describe themselves activity, Describe others activity (students write description)

Listening- Describe themselves and Describe others activities, Swat the Fly

Materials: pictures, chalk
Time: 45 minutes
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Warm-Up: Swat the Fly 10 minutes

The teacher asks students to recall the new adjectives they learned during the previous lesson. Students name the adjectives and teacher writes them on the blackboard. The teacher divides the class into two teams. One person from each team comes to the blackboard. The seated students choose an adjective from the blackboard and say it in Kyrgyz or Russian. The students at the blackboard must find that word in English. The student that finds the word first gets a point for his or her team. The game continues with different students for 10 minutes.

Presentation: ‘to be’ 10 minutes

The teacher introduces the verb ‘to be’ and tells students that ‘to be’ is used with adjectives in English. Teacher presents the ways to conjugate ‘to be.’

I am We are I am not We are not

You are You are You are not You are not

He is He is not

She is They are She is not They are not

It is It is not
Practice: Students describe themselves 10 minutes

The teacher asks students to write 5-8 sentences about themselves using ‘to be’ and the adjectives they know on a piece of paper. When students are finished, the teacher collects these papers and reads the sentences aloud. Students must listen to the sentences and guess who is being described.

Application: Students describe others 15 minutes

The teacher passes out pictures of people cut out of magazines. The teacher asks students to work in partners and gives each pair of students one picture. The students must describe the person in their picture using ‘to be’ and the adjectives they learned.

When students finish writing their sentences, the teacher collects the pictures and displays them on the blackboard so all of the students can see every picture. The teacher numbers the pictures so they can be identified. Partners read their description. The rest of the class listens and guesses which picture is being described.

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