1. Begin with the end in mind. What do you want the students to learn from this lesson? What standards are you meeting? What does the state or your district require? What age students are you trying to reach? How are you going to assess that learning? Once you've determined this, write a quick description and list out your objectives for the assignment.
2. 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.
3. Create a materials list and add to this as you write your procedure so that you know exactly what you will need including A/V equipment, number of copies, page numbers from books, etc.
4. 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?
5. 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: 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.
6. Once you have determined how you will teach the content of the lesson, write out supporting information in your notes.
7. Determine how you will have the students practice the skill/information you just taught them. For example, if you have taught them about the laws of supply and demand in economics, how you will have them practice this information to truly gain an understanding of the material. 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.
8. Once you determine how students will practice the skills that you taught them, write out step by step instructions.
9. Create an end of period review.
10. Complete details for any homework or assessments that you will be giving the students.
11. Decide on any accommodations you need to make for your class including accommodations for ESL and special education.
12. Once you have completed your lesson plan, finish out the details including creating the assessments, homework assignments, and any handouts.
13. Finally, make copies and collect materials for the lesson.
1. Some teachers find that by writing the assessment first, they are better able to focus their lesson on what is essential.
2. 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.
3. Some school districts require standards to be listed on the lesson plans while others don't. Make sure that you check with your school district.
4. 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.
5. If possible, connect homework to real life. This will help reinforce what the students should be learning.
What You Need:
· Lesson Plan Template or Plain Paper
· Textbooks, Books, and/or Other Materials
In the name of god
Teaching and steps towards a successful class practicing the four main skills in language teaching
The following are the techniques and steps towards a successful class practicing the four main skills in language teaching. The main focus of the SOP mostly deals with oral aspects of language and aims at enabling students to posses an elementary communicative ability.
. The first session: 1
The very first session is the most critical one. After greeting check the students’ names with your list. Check the receipts of those who are not included in the list for their Names, terms, hour and date of registration. Those who are not included in the list or don’t have receipt must be sent to the office right away. The students have to know what to do throughout the term and the instructor has to inform them about the:
1.1. Regulations, scoring, absence or late problems, ... .
1.2. methodology of teaching and handling the sessions
1.3. the prerequisites to attend a class including the materials and preparation in advance.
1.4. looking up new words in dictionary to memorize or write it down in their notebooks before attending the class.
1.5. How to work with the tape at home: write the following tips on the board in mother tongue and explain the stops and do it once as a sample.
* At home, before teaching new lesson:
turn on the tape recorder/close the book/only listen.
Turn on the tape recorder/close the book/repeat (sentence by sentence(
Turn on the tape recorder/open the book/check the sentences
Turn on the tape recorder/close the book/listen and repeat
* Can you understand all the sentences?
2 .Grammar: 20-45 min
grammar is a means to an end, so each unit is presented and followed by controlled ; free communicative practice activities in a personal context.
Since grammatical proficiency is never acquired by studying rules, never turn any lesson into a grammatical class. The grammatical points are cycled and expanded in different levels.
Three stages in teaching grammar:
1. Presentation 2.practice 3.Communication
1. Warm-up: Ask questions about the previous, related topic.
2 .Write a beautiful sentence on the board: Let it stay on the board for 10 seconds, and then erase it from the least important to the most important.
3. give contrastive examples/make the meaning clear.
choral: teacher à students
choral (once again)
5. Substitution: Stay in one slot at least three times.
Choral: teacher à students
Choral (once again(
A. negative substitution (9.5.(
Transformation: teacher gives the affirmative sentence and the students change it into negative.
Teacher Choral Choral: spot-check
B. Question: Follow exactly the same steps in A above.
C. Short Answer: Move your arm up and down to indicate negative or affirmative short answer.
Teacher Choral Individual
7.Teacher’s key words on the board: Write key words on the board. Ask your students to practice two by two. Do the spot-check.
8. Students’ key words in their notebooks: Ask the students to write their own keys in their notebooks and then practice two by two writing Y/N to the questions. Do the spot-check.
9. Communicative drill: Make the students are the structure talking about their real life. Ask them questions to which you and your students don’t know the answer.
10. Play the tape. Ask them to listen to the tape. Ask them to do the exercises and cover them for the correct answers in class.
3 .Dialog/Reading: 30-45 min
Students learn by being actively involved in the lesson and the dialogs introduce the new grammar in communicative context and present functional and conversational expression. Dialog usually have two parts: seen) heard) and unseen (unheard). Students can be asked to transcribe the unseen part for further and correction in class.
1. Warm-up: Ask/make students ask some general questions related to the topic of dialog/reading to raise interest in students (books close).
2. Listening: Play the tape once or twice (books closed.(
3. General questions: Ask/make students ask some general questions about the dialog/reading (at least 5). New vocabulary involved in general questions is taught now if any. Questions are supposed to create the scene only. Don’t mix them with detailed questions (book close).
4. Listening to the dialog/reading sentence by sentence or phrase by phrase (choral repetition). Rewind the tape and do the spot-check individually. Mark ready and not ready students (books close).
5. Detailed questions (line by line): Ask/Make students ask detailed questions about the reading/dialog. New vocabulary is practiced now. Be careful not to repeat the general questions (books close).
6. Key words on the board: Students provide the teacher with sentences and he writes the keys on the board (books closed (
7. Pair work: Students are given 2-5 minutes time to practice the dialog two by two and prepare themselves for spot-check (books close).
8.Spot-check: Two or more pairs do the dialog for others. One or more tell the story (books close).
Note: If you have enough time, go through steps 1-8 for the unseen part. If you do not have enough time cover steps 2,3,4,5 & 8. You can ask students to transcribe "part B" at home.
9. Reading and doing the exercises: Now ask the students to open their books. Ask one or two students to read the dialog/reading out. Then ask them to do the exercises in the student’ book (if any)
10. Discussion/Creative dialog: Now ask them some questions about their own culture and life. Ask them to prepare a dialog or reading about themselves for the next session.
4 . Sounds: (10-20 min)
1. Choose three pictures with the same vowel or consonant sound at the beginning, in the middle or at the end.
2. Review the words without article. If there is any new word, teach it without article.
3. Put the pictures on the board.
4. Draw three lines under each picture.
5. Teach the students:
"at the beginning"
"in the middle"
"at the end"
"where is it?"
6.Say the sound in the word: /p/pig
7. Ask: Is it at .............. ? No, it is not.
Is it .............. ? No, it is not.
Is it .............. ? Yes, it is.
Is it at .............. or .............. ? It is .............. .
Where is it? It is .............. .
8. Write the alphabet letter on the proper line.
9. Write the alphabet letter and the phonetic symbol. Ask what’s the name?" and "What is the sound?"
10. Take the pictures off and erase the board.
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