Lesson Plan is an integral part of EFL teaching

Lesson planning is a hallmark for all the teachers who are teaching professionally.  It looks into the fundamental questions of –“what does the teacher intends that the pupils should learn” and “how this is to be achieved”. Experienced teachers at times claim that they do not plan lessons, by this they literally mean that they do not write their plans down but rather have a drawn lesson map mentally in their minds.

The factors which help in developing the effective lesson plan:

Know you students: Know ability levels, backgrounds, interest levels, attention spans, ability to work together in groups etc. Now this maybe a bit time consuming, but once achieved, it the teaching and learning process would be very fruitful.

Know your content: The subject matter should be known by the teacher before making the lesson plan. Visiting web sites is a good idea that are devoted to curriculum frameworks and that will give you a lot of information relative to your subject area.

Know the resource material to aid the teaching: A teacher should always be aware of an inventory of the materials and resources that are available at their disposal. For example: technology, software, audio/visuals or any materials that can assist them in teaching.

Planning for instructions regarding the lesson plan:

Content– This is the list of important facts, key concepts, skills, or key vocabulary terms that the teacher intends to cover.

Goals– Goals are end products and are sometimes broad in nature. Therefore it should be specified within the content.

 Objectives– Objectives tell what you will be observing in student performance and describe criteria by which you can measure performance against. Objectives can or may range from easy to hard tasks depending on student abilities.

Materials– List the materials and resources that will be needed for the lesson to be successful. In this case, you should also list technology resources needed to achieve objectives.

Introduction/context setting– Choosing how to set the context would solely depend on the language and age level of the learners.

 Development-During development, models of teaching are used to facilitate student learning. Models can include direct instruction, inquiry, information processing strategies, or cooperative learning strategies.

Practice– List or describe ways in which you will provide opportunities for your students to practice what you want them to learn. The more opportunities you provide, the better chance they have to master the expected outcomes.

Independent Practice– List or describe ways to provide opportunities for your students to complete assignments to measure progress against the goal of instruction.

Checking for Understanding– List or describe ways that you will check for understanding. This can include questioning, conferencing, or journal writing/reflection writing.

Closure– This can include telling students the most important concepts that were covered in the lesson, asking them what they thought were the key concepts.

Evaluation– List or describe ways that you will assess or measure student success in achieving the outcomes that you planned to reach. This can include a variety of ways.

Teacher Reflection– This section is to be completed after lesson. It represents what you think worked, or what did not work, and why.

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