lesplanning2

V. FORMAT OF A LESSON PLAN

There are various lesson plan formats. The essential elements of a lesson plan should be

1.The tittle of the lesson
e.g. Lesson: English

2.Details of the class
e.g. Prep Class

3.Time/date
e.g. 09.00-10.00

4.Goal(s) Identifying an overall purpose that a teacher will attempt to accomplish by the end of the class period.
e.g. Student will increase their familiarity with conventions of telephone conversations.
         Students will learn the difference of may/can.

5..Objectives Stating explicitly what a teacher wants students to gain from the lesson, what students will do.
e.g. By the end of the lesson students will be able to …………

6. Level of the students (level) Determining the general ability level
e.g. Level: Lower Intermediate

7. Materials and equipment   Indicating what a teacher needs to take with him/her into the classroom to use.
e.g. Materials: Newspapers
                          Worksheets

8. Procedure
a . pre-teaching (warming up the students as an opening activity)
b. while-teaching (classroom activities and techniques to be used in classroom e.g. group/pair work, games, etc)
c. post-teaching ( closure)

9. Activities Selecting, adapting, and using a set of appropriate classroom activities while involving the students to reach the objectives.
e.g. Brainstorming activities
         Games

10.    Extra-class Work Finding applications and extensions of classroom activity that will help students to do some learning beyond the class hour.
e.g.   Extra-class work: Writing a short story about the topic.

11. Evaluation and Assessment Determining whether or not the objectives have been accomplished. Thus, it helps to assess of the success of the students and/or to make adjustments in the lesson plan for the next lesson.

VI. STEP BY STEP LESSON PLANNING

VII. SAMPLE LESSON PLAN I

INTRODUCTION

Lesson:     English
Class:        Prep A-B
Time:        45 minutes
Level:        Beginners
Unit:         “Numbers in the Environment”
Materials:   Chart paper
Goals:        To consolidate student learning about the use of numbers in the environment and
                   display what they know in class charts and books.
Objectives:

· To develop the understanding of the use of numbers
· To motivate students to do research through direct experience

By the end of the lesson the students will be able to understand and use the numbers they meet in their environment, such as page numbers, house numbers, car number plates, clocks, calculators and calendars, etc.

PROCEDURE
· Pre-teaching (10 min.)
Conduct a number hunt
Set up a number hunt in the school, playground or nearby street. Ask students where numbers are likely to be seen and what they might be used for. Record student suggestions or ask students to draw pictures of their findings.

Categorise the observations

Ask for students’ ideas for organising their findings. Categories might include: numbers in the school; bus, train, car numbers; street numbers, page numbers, etc.

· While-teaching (25 min.)

ACTIVITY I
Create a concept map
Record as a concept may (pictorial and written) such as the one below.

ACTIVITY II
Review learning experiences with questions:
*Where can you find numbers?
* What these numbers mean?
* What is your class number?
* What is written on page 25?
* What is your telephone number; etc.

ACTIVITY III
Have the students work in groups and ask these questions to each other. encourage students to discuss the ways numbers can be used to represent quantity or as an identifier (telephone number vs car number plate)

· Post-teaching

Discuss things to include with students, such as the class concept map and lists and students’ own recordings during investigations.

· Extra-class work
Homework about numbers of the week (7 days).

e.g. 1st    day of the week ……….
        2nd

ASSESSMENT and EVALUATION

SAMPLE LESSON PLAN II

NTRODUCTION
Lesson:     English
Class:        VII A-B
Time:        45 minutes
Level:        Intermediates
Unit:         “Brainstorming Techniques”
Materials:
· Large picture of that the whole class can see
· at least one small picture for each member of the class or group

Goals:        Understanding and using the brainstorming techniques in writing.
Objectives:

· To understand the process of brainstorming
· To practice writing from the ideas gained through brainstorming

By the end of the lesson the students will be able to understand and use the brainstorming techniques and the process through the use of pictures, and will start writing compositions.

PROCEDURE
· Pre-teaching   (10-15 min.)
Write the word “Brainstorming” on the board where everyone can see it. Ask the class what brainstorming means. After they have given their suggestions, explain to them what brainstorming is and the importance of brainstorming in the process. The students need to realise that every idea, even if it seems insignificant or unrelated, is valid.

Take out the large picture and put it in front of the class where it can be seen by all the students. Explain to them that you are going to use this picture to practice the technique of brainstorming. Have the students look at the picture and tell you all the words or ideas that come into their heads.
Write all these things down on the blackboard underneath the word “brainstorming”. Continue this exercise for about 5 minutes until there are about 20 words or phrases written down.

From the list of words on the board, have the class help you pick three of the most interesting words or ideas and circle them. Tell the class that you will be writing a couple of sentences with the three words or ideas that were picked. Write a couple of sentences, using each word within each sentence. Read the sentences to the class or else have one of the students read them out load to the class.

· While-teaching (25 min.)

ACTIVITY I
     Hand each student in the class one of the smaller pictures. Have each of them get out a piece of paper and give them 5 min. to brainstorm about their picture. Have them write down anything and everything that they can think of for the entire 5 min. After the 5 minutes are up, have each of the students pick 3 words from their list and write a couple of sentences using those 3 words.

ACTIVITY II
    Have the class get into small groups. Within the group, have each student take turns showing their picture to the other members of the group and then reading what they wrote down. Have each of the members of the group then try to guess what words the student used from his brainstorming activity.

ACTIVITY III

     Have the groups select one single picture, and brainstorm about it. After writing the words came into their heads, have them to select the related and unrelated words from their list. Then, have the students write sentences with related words about the same picture and combine these sentences in an appropriate order.

· Post-teaching (5 min.)

     Ask the students what the importance of brainstorming is. Ask a few of the students/groups to share what they have written.


· Extra-class work

Have each of them go home, find a picture, practice brainstorming, pick a few words and then write down some sentences.

ASSESSMENT and EVALUATION